co13 benjamin stewart

Cultivating a Language Educator's Personal Learning

Network Through Informal Pedagogical Dialogues

by Benjamin StewartCO13

February 1, 2013-----

PLN Experience: http://bit.ly/WsdzFsTwitter: @bnleez

Google+: gplus.to/bnleezGoogle+ Community: http://bit.ly/12rUVBE

Reflecting back on your own experience with teacher professional development, what type of experiences have led to useful learning that had the greatest influence on your language learners? Why?

Professional development

In Mexico, as few as 40% of teachers receive the professional development support that they need.

Global average of 70%; Mexico trails 21 other countries

PD in Mexico

(Organisation for Economic Co-operation and Development, 2011)

Sixty-sixty-five percent (60-65%) of Mexican teachers have no induction and mentoring programs.

Global average of 18-20%

PD in Mexico

(Organisation for Economic Co-operation and Development, 2011)

Informal pedagogical dialogues become the means by which educators share how they interact with ideas, materials, and other educational stakeholders in terms of cultivating one’s personal learning network.

Informal Pedagogical Dialogues vs. conferences, workshops, in-services, etc.

Informal Pedagogical Dialogues

image attriubution: http://bit.ly/UUpjQW

The tendency is to rely on isolated workshops and conferences as the primary means for promoting professional learning.

Informal Pedagogical Dialogues

image attriubution: http://bit.ly/UUpjQW

Chung, Darling-Hammond, Richardson, & Orphanos, 2009; Organisation for Economic Co-operation and Development, 2011).

Cultivating a personal learning network

Image attribution: http://bit.ly/VVZAcr

Personal learning networks are the sum of all social capital and connections that result in the development and facilitation of a personal learning environment.

(Veletsianos, 2010, p. 6)Image attribution: http://bit.ly/V9H50W

There is a connection and contagion.

(Christakis & Fowler, 2009)

Social Networks

We shape our networks.


Connection and contagion rules

Our network shapes us (connection).



A network has a life of its own.



PLN = Ideas + Materials + Social Interaction

Personal learning network (PLN)

Thoughts

Knowledge

Opinions Understanding

s

Perspectives

Beliefs

Conceptual Understandings:

explain, interpret, apply, perspective, empathy, and self-knowledge

(Wiggins and McTighe, 2005)

What materials are needed to communicate with others?

Image attriubtion: http://bit.ly/Sz4ddD

Image attribution: http://bit.ly/Y7Sg0v

With whom do you interact?

Image attribution: http://bit.ly/UZl9XR

How do you interact?

One to oneOne to many

Many to one Clusters

Unidirectional

Bidirectional

How do you interact?

ColleaguesThose outside your institutionLike-minded individualsDiverse opinions


Material Semiotic (physical and non-physical actors)

...how natural, social, and technical objects become enacted within a web, how they associate and exercise force, and how they persist, decline, and mutate over time

(Fenwick & Edwards, 2010)

How do EFL educators in Mexico conduct open, online, informal pedagogical dialogues that enrich a personal learning network?

Purpose

(Creswell, 2009) A multiple case study, employing a qualitative research design. One which allows participants to

share interpretations through an inductive, emergent, and holistic approach.

Research Design

Seven to 10 EFL educators from three different local institutions

Participants

Data Collection

Table 1

Online survey 15 minutes

Face-to-face orientation 90 minutes

10-week interaction period 10 hours (i.e., one hour per week)

Five biweekly hangouts (optional) Five hours (i.e., one hour every other week)

Final one-on-one interview 30 minutes

Total time 12 hours and 15 minutes to 17 hours minimum

PLN Experience

PLNE webpage: http://bit.ly/U0QlEf

Personal Learning Network Experience

(http://bit.ly/U0QlEf)

vs.Massive Open Online

Course (MOOC) (Video)

(MOOC video: http://bit.ly/X8p1oe)(Success in a MOOC: http://bit.ly/X8ph6A)

PLN and the PLN Experience

Image attribution: http://bit.ly/1026tMR

Add video of PLNE page

Google+ TILL Community

TILL (Google+) Community: http://bit.ly/12rUVBE

Personal blog, website, wiki, ning, groups, other Moodle, etc...and Twitter hashtag to aggregate information

All websites are to be open to the public.

Data Collection

Image attribution: http://bit.ly/11vi1IJ

Case-Quintain dilemma

Data Analysis

(Stake, 2006)

Case study Quintain

Individual attributes Personal learning network (concept)

Findings Findings

Cross-case analysis Themes: pre-determined & emergent

Themes based on research questions

Looking back over the last one-to-two weeks, what do you think was the most significant change in your personal learning network (ideationally, materially, and interpersonally) that contributed to your own professional learning?

(Davies & Dart, 2005)Most Significant Change Stories

Diachronic Data Analysis

Change stories: Cognitive vs. meta-cognitive

Diachronic Data Analysis

What do I know?What do the participants know?

What does the audience of my final interpretation know?

Reflexivity and openness

Double hermeneutic

subject vs. object Research design and interpretation of data

participants vs. researcher How prior events influence current behavior

(Mills, Durepos, & Wiebe, Norreklit, 2006; 2010; Patton, 2002)

Feel free to visit the PLNE home page if you would like to participate, and I thank you for your attention!


February 1, 2013-----



Christakis, N. & Fowler, J. (2009). Connected: The surprising power of our social networks and how they shape our lives. New York, NY: Little, Brown and Company.

Chung Wei, R., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the US and abroad. Standford, CA: National Staff Development Council.

Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications.

Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., & Orphanos, S. (2009). State of the profession: Study measures status of professional development. JSD, 30(2), 42-50.

Davies, R. & Dart, J. (2005). The ‘most significant change’ (MSC) technique: A guide to its use. Retrieved from http://www.mande.co.uk/docs/MSCGuide.pdf

References

Downes, S. (2009). Origins of the term 'personal learning network'. Retrieved from http://halfanhour.blogspot.mx/2009/10/origins-of-term-personal-learning.html

Fenwick, T. & Edwards, R. (2010). Actor-network theory in education. New York: Routledge.

Mills, A., Durepos, G., & Wiebe, E. (2010). Encyclopedia of case study research, vol. 2. London: Sage Publications.

Norreklit, L. (2006). The double hermeneutics of life world: A perspective on the social, dialogue, and interpretation. Retrieved from http://vbn.aau.dk/files/18718783/5-Double_hermeneutics.pdf

Organisation for Economic Co-operation and Development (OECD). (2011). Building a high-quality teaching profession: Lessons from around the world. Retrieved from http://1.usa.gov/WoNshj

Patton, M. (2002). Qualitative research & evaluation methods. Thousand Oaks, CA: Sage Publications.

References

Stake, R. (2006). Multiple case study analysis. New York, NY: The Guilford Press.

Stevens, V. (2012). When is a MOOC not a MOOC? Retrieved from http://advanceducation.blogspot.mx/

Veletsianos, G. (2010). Emerging technologies in distance education. Vancouver, Canada: University of British Columbia Press.

Wiggins, G. & McTighe, J. (2005). Understanding by design. Upper Saddle River, NJ: Pearson.

References


February 1, 2013-----



co13 benjamin stewart

Education