Samanthis Networked and global learning.png


For a blog post I actually responded to Mitch’s post, but for convenience of marking’s sake it is listed here and below:

“Hi Mathew, you remind me of some interesting points about this course.

As a Librarian (i.e. teacher) and a learner at work, I’ve found Socol’s (2008) TEST process occurs subconsiously or explicitly depending on the complexity of the task and if I’m working on my own or with others. For example, I once informally managed a project comprising of 17 people across four university teams for eight months to create a learning module. Its success required the Library to explicitly define the Task, scan the university Environment for people with the correct Skills so that we could invite them to the project, and the identify correct Tools to use. As a learner, I was at one point, consistently told that the Task wasn’t being defined enough by a fellow librarian, and so the feedback and learning improved my communication. Communication and therefore workflows across teams were also assisted by my making sure the Library adopted other teams’ language. In hindsight, the module also allowed for the creation of a small Task-Based-Learning-Group as I ensured that learning for junior staff occurred by giving them new tasks to master which they subsequently transferred to other projects (Rein and Polin, 2004 p 23).

In response to your comments on a shared language and particularly Lauren’s comment about the “real skill and real learning that comes from NGL is more often in the strands between the webs, where two seemingly different concepts come together to form new ideas” – I agree, and the example above demonstrates this. Further, McColgin (2013) states this in a different way by saying that use of other disciplines’ languages translates to the increased likelihood of gaining inspiration in our own workplace. He suggests stepping out of our comfort zones to reach out to others, learning their terminology to understand new work processes and then adapting the process and using the adapted process to make an idea come to life. Doing this however, means people need to overcome barriers of politics, trade secrets and negativity (McColgin, 2013). – Cheers, Samanthi”


2nd blog post – My learning network (title should be on the top – I don’t know how to place it on top of my PKN diagram)

First blog post – My learning style

Hi All,

I originally had a very basic two sentence statement, but during these last two weeks, and after more time for reflection, I suspect that I’ll need to consider my learning style in order to write a decent blog on “NGL was useful as Learner”. It felt reasonable to post my results at the very beginning of this learning journey.

VARK pic

As a result, I thought I’d attempt the VARK questionnaire which identifies various learning styles. There are four types: Visual learners, Aural learners, Read/Write learners and Kinesthetic learners. As you can see I apparently displayed no great preference for any style. So, when attempting to learn the content provided by this course, and how to teach coding for children, I will probably fare better with resources that cater to all learning styles.

In addition to understanding my learning style, I should understand that efficient learning in a networked manner, according to McLoughlin and Lee (2008) will require the implementation of connectivist techniques which facilitate personalisation, participation and productivity – the latter two being key words. Though I see this happening in EDU 8117, it is harder to envision with my learning task. Though I’ve found MOOCs I could join, time is an issue. Blogs are available for me to post on, but to me it seems quite impersonal in that I’m not sure of getting responses to questions I pose. I guess my feelings are reinforced by the lack of posts on each other’s blogs that Nikki, Mitch and I experienced during the first six weeks or so.  What does seem meaningful however, are the Facebook groups on this area. Facebook groups in general create a sense of community as their instant chat systems enable questions to be asked of people in real time once I befriend them (McInnerney & Roberts, 2004)


McInnerney, J. M., & Roberts, T. S. (2004). Online learning: Social interaction and the creation of a sense of community. Journal of Educational Technology & Society, 7(3), 73-81. Retrieved from

McLoughlin, C., & Lee, M. J. W. (2008). The three p’s of pedagogy for the networked society: Personalization, participation, and productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10-27. Retrieved from

Other: Link to start a new post.