Only about 5 years a ago my Professional Learning Network looked like this:
Introducing my old PLN
Its characteristics:
- Location and exchange are inseparable
- Highly synchronous
- Simplex and broadcast like in nature
- Requiring a Physical exchange
- Funding dependant
- Geographically constrained
- Almost no control of membership
- Restricted to a small group and challenging to extend
- Limited to my level of the Hierarchy
- Meet the needs of a pre-defined existing problem
My current PLN looks like this:
Introducing my current PLN
Its characteristics
- Highly mobile
- Both asynchronous and synchronous when appropriate
- Multiplex, social and discussion like in nature
- Intellectual, digital and physical exchange
- Funding independent
- Boundary-less & dynamic
- Complete control of membership
- Global
- Broad hierarchical representation
- Meets the needs of existing, instant and future problems
So why does a PLN change everything?
- Teachers no longer have to wait for a system to identify or solve their problems, they are empowered to do it for themselves.
- Teachers in geographically isolated places are no longer intellectually or professionally isolated.
- Teachers can have their professional questions and problems solved now, not at a predefined space and time.
- We can harness the collective intelligence rather than be restricted by our prescriptive job titles.
- Through a PLN I can support others aspiring to my position/knowledge and connect with those of a position/knowledge to which I aspire.
- Educations systems can crowd source content, knowledge and ideas.
“I guess once you start doubting, there’s no end to it.” Batou – Ghost in the shell
So why a PLN?
Australia is quickly moving towards a national curriculum that has significant international curriculum concepts such as Digital Citizenship and Sustainability. Our bespoke state curriculums are redundant, it is time to let go. If we stand strong to protect our intellectual property (sic) then we also stand strong to isolate ourselves and watch the rest of Australia connect and innovate beyond our means. We are not worlds best and we are certainly not worlds first, telling ourselves that we are, is just a defence mechanism to our own pending irrelevancy.
“If we all reacted the same way, we’d be predictable, and there’s always more than one way to view a situation. What’s true for the group is also true for the individual. It’s simple: overspecialize, and you breed in weakness. It’s slow death.” Major Motoko Kusanagi – Ghost in the shell
The average age of todays teacher is 43, many are focusing on the shortage. We could make a recruitment reactive response and say “where will their replacements come from?”. I believe we should make a proactive Human Resources response and ensure that young and future teachers have an engaging, relevant and connected workplace and pull them to the profession. When we send young teachers to rural schools are they able to create professional and social connections that benefit them as individuals and professionals as well as the organisation? When we design systems do they serve to meet the needs of the past while just meet the needs of the present or are we designing systems to meet the needs of the future (thus past and present by default)? The current generation may be adverse to open sharing and mixing social with professional but the future expects it!
“And where does the newborn go from here? The net is vast and infinite.” Major Motoko Kasanagi – Ghost in the shell
The professional teaching work force is changing, we are no longer have a defined career path of student, teacher, head teacher, Deputy Principal, Principal then retiree. Teachers are increasingly in their second or third career, they bring with them a wealth of knowledge and skill sets. A PLN does not require a specific position to be achived and has no dependences on a job description. We are no longer defined by our role statement or professional title we are defined by our total knowledge base and contribution to others PLN.
“So man is an individual only because of his own undefinable memory. But memory cannot be defined, yet it defines mankind. The advent of computers and the subsequent accumulation of incalculable data has given rise to a new system of memory and thought, parallel to your own. Humanity has underestimated the consequences of computerization.” Puppet Master – Ghost in the shell
So why not a PLN?
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I really enjoyed this post Ben. Great clarity and truth. WE, all of us, can create great futures, but we have to be willing to plan differently, with a more inclusive awareness of our context.
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“Teachers no longer have to wait for a system to identify or solve their problems, they are empowered to do it for themselves.” – This is a fundamental shift all teachers need to make. From EXPECTING support to LEVERAGING support. It puts THEM in control.
Brilliant post Ben.
Hi Ben,
Your posts are always very timely. I feel that every educator should have a PLN that is not based solely on face-to-face and systemic based communciation. In a world where connectivism and dynamic information is becoming mainstream, we as educators must both use it for our own growth and model it for educators of hte future. Thanks for you perspective…once again, it makes sense to me….
Pip
Great article Ben. I particularly like the reference to second and third career teachers. Teaching is my third career but was my first choice for a career. Always wanted to teach but failed HSC (oops boys over books). I worked in advertising for 10 years before a second career as a customer service manager in credit unions. Finally talked into studying teaching by my childrens’ teachers
Dream job but frustrating often when people assume new scheme teacher means I know nothing about anything!
I like the notion that I can be a contributor regardless of where I am situated within the education system. I’ve had contact from a number of international schools who use a quote of mine from the 2006 K12 Online Conference on their school sites – now that is influence beyond my humble posting as a primary school coordinator. I think that the hardest sell is that most classroom teachers don’t see themselves as thinkers beyond their own immediate job description (the emphasis is “don’t see themselves” as I’m not implying that they are not capable. I am living proof that anyone can connect in the online environment) and only feel comfortable in conversations with foot soldiers with a similar world view. Departmental hierarchies hold power over people that is more in the mind than anything else.
Also, I wonder how people get to know about concepts like PLN unless they are innately curious about the web and willing to sink in the time to investigate the possibilities. Again, another time where it is most unhelpful for people to be lamenting those who don’t get it. The simplicity of your diagrams might be a useful tool to invoke that curiosity amongst educators who are still locked into your first generation PLN.