PLN & Learning Landscapes

I’m excited to be participating in my first global collaborative project (GCP).  I’m just as excited as to how it got started as it really reinforces one of the central ideas of Course 1.  This is the idea around the connectedness of the internet, and the power and opportunities that it provides. The opportunity to participate in a global collaborative project presented itself through a Twitter post.

Now we are in Week 1 of the global collaborative project If You Learned Here and I’m sitting back in awe at the level of organization, collaboration and communication involved in setting up and facilitating such a project.  When you stop to look at the level of detail, planning, and time management you can see how participating in such a project allows students to also engage in these skills.  In addition to that, the project facilitators exhibit the technical knowledge and attitudes promoted through the IB Learner Profile and attitudes.  Again, providing wonderful models for all those involved in the project. 

I’m realising that global collaborative projects are multi-faceted learning experiences with powerful benefits for all involved both teachers and students and when well planned have the power to promote the PYP transdisciplinary skills and attitudes as well as many of the ISTE Standards for students. Given that, I’m wondering why I’m only now involved in a global collaborative project.  Some of you may have guessed already.  Lack of a ‘working’  PLN.   I hadn’t previously taken PLNs and social network sites seriously nor realised their potential.  Thanks COETAIL & Twitter.  I’ve seen the light.

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This current project has really inspired me to learn more about global collaborative projects.  As a participator I’m going through step by step just following the prompts and any directions given. But I’m also really paying attention to processes and structures that support these projects.  It all starts with small steps and I feel like Course 1 is a series of small steps in the direction I want to go with respect to the use of technology in teaching and learning.

Designing my own GCP is on my to-do list, and quite near the top.  Thanks to Kim Cofino for the useful step by step guide.  That really helped me; especially to see the process framed through the lens of UbD – Backwards By Design, as that is very familiar to me.  I’ve got tons of ideas for projects centered around our PYP units of inquiry and literacy units.  I can’t wait to engage with those around me including my grade level colleagues, and tech coordinators both as supporters and contributors. The more I read the more excited I become, and the more ideas for projects I get.  Being intentional is important to me so I appreciated the laid out plans suggested by Kim Cofino to ensure alignment of teaching objectives, the place of assessment and how it fits into the purpose of the project.  It’s my normal style to make sure everything has been planned, cross referenced and aligned especially when embarking on something new.  This is great practice, but on the down side it sometimes takes a long time to get new things started.  I learned a few years ago that sometimes you have to dive into new things with a few question marks and uncertainties lurking around.  For example, when I shifted to my current school all students were expected to own, contribute to, and manage an ePortfolio.  I wasn’t new to using portfolios as a tool for students to reflect on work, track growth, or showcase specific work; just the electronic medium part was new.  Initially I found myself stuck: new school, new class, new portfolios.  After a couple of weeks of grappling with it, I just decided to block a regular time on the schedule, list a few criteria (when, what…) and jump in with the students and figure it out. And we did.  My point is sometimes it is okay to get the feet week and jump in.  There are safety nets.  That’s real life.  Sometimes you don’t have all the answers or information and you learn to problem solve in areas of uncertainty.  It’s good for students to do that too with the safety and support of the teacher and their learning environment.

The Flying Trapeze - Amusement Park

Photo Credit: Robin Kanouse –”>Rockin Robin</a> via <a href=””>Compfight</a> <a href=””>cc</a

As my experience with using social networks grow, I’m beginning to understand that such networks can powerfully contribute to my own professional development and to the learning of students.  I no longer have to wait for the yearly conference or workshops or wonder if the PD budget will stretch to another course.  There is literally people, ideas, and information right at my finger tips.

LegoTeamMe with my PLN

Here’s a quote that I like to keep close in my mind.  While maybe not written with our technological decisions in mind, I like to use it in most aspects of my life and given the changing nature of our learning landscapes I think it fits well:

“When you are faced with decision, make that decision as wisely as possible, then forget it. The moment of absolute certainty never arrives.”  From the poem:  Live each day to the fullest by S. H. Payer

So readers, what’s your next step for GCP?  Ideas, thoughts?

3 Replies to “PLN & Learning Landscapes”

  1. Me….I don’t know thought I’d partner with one @mscofino and create a GCP that helped teachers globally learn about GCPs. 🙂

    Love your end quote…it’s so true..when it comes to GCPs you have to commit 100% because others are depending on you and your kiddos. Taking that leap making the commitment is the hard part….once you’re in it…it just goes.

  2. I love the idea of setting up a GCP because of the accountability, which you detail quite well. I’d love to hear how it works out in the long run. I’ve been flirting with the idea of creating social networks for my students (and eventually alum who have taken my courses) to keep exploring content-related topics outside of the classroom. It would be neat to try to model something like this first with a GCP and then keep it running as a community after.

  3. “My point is sometimes it is okay to get the feet [wet] and jump in.”

    Absolutely! Make sure you plan, but you have to get started at some point. I also think learning by doing is very valuable and can help you see unforeseen challenges. So also be flexible enough to roll with them.

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