Expanding My Personal Learning Network
A personal learning network (PLN) is a system created by an individual to support their personal and educational goals. It is a web of connected people and organizations from diverse backgrounds with similar interests (Goria et al., 2019). The benefit of a PLN is its ability to synchronously and asynchronously connect people together to share knowledge and exchange resources from all over the world (Arsarkjj & Laohajaratsang, 2021). This network offers us a means to engage in personalized professional development (Haas et al., 2020). For over a decade, I have crafted a PLN that is focused on my career as a teacher in public education. Now that I am transitioning to a new career, it is time to expand my network to include the field of instructional design.
I have created a chart of the personal learning networks to which I currently belong in Figure 1. My list of PLNs is much larger, but this chart shows where I prioritize most of my time each month around personal and professional learning. “PLNs support learning both within and beyond formal education” (Goria el al., 2019, p. 97). While American College of Education and the Research Triangle Institute provide formal learning experiences, much of my informal learning is tied to social networking sites like YouTube, Twitter, and TikTok. Through the connections I have made on these sites, I have created a continuous stream of individualized personal and professional development accessible at anytime and anywhere (Haas et al., 2020).
The professional learning network I have developed over the course of my career has greatly impacted my professional path as an educator. My networks have strengthened my knowledge and skills in research-based teaching practices such as project-based learning. One of my first mentors encouraged me to create a professional Twitter account to share my classroom strategies and to start building my professional network. I still use that account to share my reflections and participate in backchannel discussions during workshops (Haas et al., 2020) during professional development workshops. Through sharing information and exchanging resources I have developed professional relationships with people inside and outside of public education.
Figure 1
As I make the transition from working directly in public education, my immediate goal is to expand my personal learning network to include instructional design. While there is overlap, intentionally building a network to include blogs, podcasts, and professional organizations dedicated to the field of instructional design will serve me well as I change careers.
The chart in Figure 2 displays three networking opportunities I plan to join. The eLearning Coach is a website hosted by experienced designer, Connie Malamed. Through her blogs and podcasts, I can obtain new knowledge and skills in instructional and visual design. The Learning Guild is a professional organization that will connect me to other instructional designers through virtual and face-to-face opportunities delivered both synchronously and asynchronously. A short-term goal is to update my LinkedIn profile and start building an online presence on the platform by posting instructional design content. By engaging with others on the platform I can build relationships, strengthen my skills, and extend my reach into the field.
Figure 2
Conclusion
Personal learning networks can grow organically as your interests and motivations to learn change. But being intentional about strengthening or creating new connections can take work. By leveraging social networking sites and building relationships with experts in the field, I set myself up for success in my new professional as an instructional designer.
References
Arsarkij, J., & Laohajaratsang, T. (2021). A design of personal learning network on social networking tools with gamification for professional experience. International Journal of Emerging Technologies in Learning, 16(18), 53–68. https://doi.org/10.3991/ijet.v16i18.25159
Goria, C., Kostantinidiss, A., Kilvinski, B., & Dogan, B. E. (2019). Personal Learning Environments and Personal Learning Networks for Language Teachers’ Professional Development.
Haas, M. R., Haley, K., Nagappan, B. S., Ankel, F., Swaminathan, A., & Santen, S. A. (2020). The connected educator: personal learning networks. Clinical Teacher, 17(4), 373–377. https://doi.org/10.1111/tct.13146
