Blog Post 6.1

Personal Learning Network

A keynote address by John Bohannon, found at, talks about how Google and Wikipedia have replaced family and friends as our goto locations for knowledge. I remember when I was younger, my first goto person for information was my mum. Now whenever I need information, I tend to search the Internet – often through Google. I myself used to be the goto person for my friends when it came to music trivia – for some reason I was music trivia sponge. While I still retain a certain amount of music trivia knowledge, I no longer actively seek to store new music trivia – this can easily be found in Wikipedia.

Our guest lecture this week dealt with Personal Learning Networks (PLNs):

Thinking about my current PLN, I have tended to stay away from online social networking – viewing it as somewhat of a waste of time. However, online social networking can actually be a vital part of a PLN – corresponding with people you ordinarily wouldn’t communicate with in the offline world. Also, as far as dealing with the mass of Internet links to online information, I have tended to push my Internet history to breaking point, and have a mass of links in my browser favourites. However, an online service like Delicious can be used instead to store these links – something I will setting up. I have not really setup an online portfolio yet, but I have been thinking for a while about setting up a profile on LinkedIn to advertise myself to potential employers – I will have to get onto this soon, as I am now nearing the end of my studies. Wikis, blogs and forums have been, and will continue to be, a big part of my PLN.

My current PLN diagram:

My Original PLN

My future PLN diagram:

Including more online social networking in my PLN will increase my base for gaining information, therefore giving me a learning edge I don’t currently have. Keeping track of important Internet links in an organised way will enable information to be extracted from the Internet quicker (instead of trolling through the browser history looking for links), also providing an increased learning edge, as more time can be spent learning.

Another PLN presentation:

Blog Post 5.1

Reflection: ADDIE

Throughout this week, I was part of a group that tried out an instructional design model called ADDIE, where:

  • A stands for Analysing the learning need
  • D stands for Designing the learning activity
  • D stands for Developing the resources for the learning activity
  • I stands for Implementing the learning activity, by delivering it
  • E stands for Evaluating the learning activity

ADDIE has a waterfall flow, where each step in the model is carried out sequentially, with little or no iteration. This was a problem for the relatively little amount of time we had to complete the exercise, as the next step in the model had to wait for previous steps to be done first. Only about 10 minutes were available in the first lesson, with most of that time being used to decide what topic to base the learning activity on. The analysis was incomplete at the end of the first session, however production of other steps had already started – in particular the design which I was responsible for. Therefore, a bit of rapid production crept in – the rapid prototype instructional design model was probably better suited for the limited time we had. While one member of the group was responsible for one step in the model, this was seen to be impractical for one person to complete a fully developed Powerpoint, for the development stage, during the limited time allowed in the second session. Therefore, all members of the group worked simultaneously on developing the Powerpoint using Google Docs – this worked out quite well for quickly developing a fully texted and illustrated instructional Powerpoint.

A short presentation on ADDIE:

I left a comment on Taha’s blog,, as I found it interesting that he used the Rapid Prototype approach for this exercise, yet didn’t think it was the best approach for the exercise. Perhaps, if there had been more time available, we could have all experience a sequential approach (ie ADDIE or OTARA) and the rapid approach, in order to get a better idea of which approach is better as an instructional design model.

Blog Post 4.3

Reflection: Using Adobe Connect

Adobe Connect is a great technology for teachers and students to connect in a virtual classroom environment over the internet. As part of the Digital Learning Technology class at EIT I have taken advantage of connecting to this virtual classroom.

Most of the benefits of a traditional classroom can still be enjoyed – like viewing and commenting on class lecture content. However, without class members in the traditional classroom using mics or typing in what they were saying, comments and questions from the audience are usually not picked up, so you can’t comment on or think about the audience contributions missed. Comments written into Adobe Connect by virtual participants can sometimes be missed. Also, it pays to use a setup with a working mic when part of the virtual audience, to be able to participate more fully (the first few times I was in the Virtual audience my mic wasn’t working on my PC, so I tried my laptop which worked fine).