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  • Explore the video provided and reflect on the themes of a PLN in a professional capacity.
  • Which social media platforms are beneficial in education?
  • When working with the vulnerable sector, how does social media fit into professionalism and regulations?

I think a PLN is helpful as it brings more opportunities for understanding and positive interactions within one’s professional community. As Baker mentioned, one’s professional learning community is also a support system, as it allows healthy challenges and understanding among the members based on respect. People bring their own stories and are able to hear from others, and understand others on the basis of authentic experiences – from the source of information to the PLN that allows them to see and absorb the information, PLN is surely functional and effective in expanding the one’s professional capacity.

I think popular social media platforms can all be beneficial in education if used with care, as utilizing PLE to build connections can be more important than the learning content (Wheeler, 2010, as cited in Martindale and Dowdy, 2016, p. 129). I would consider YouTube and Twitter to be the most up-to-date ones.

Social media platforms after all do provide chances for voices that used to be ignored/unheard to be present in front of the public, and it also provides opportunities for professionals to get to know authentic, first-hand stories before reacting to or mitigating problems. As PLN expands the capacity for professionalism, it also provides alternative spaces to better understand and maybe relook at the regulations. As discussed during the lecture, it is about being aware of information that keeps updating/changing in an online environment, and PLN acts as a space for people to communicate and update ideas/information.

References

Martindale, T. & Dowdy, M. (2016). Emergence and Innovation in Digital Learning: Foundations and Applications. In Veletsianos, G. (Ed.), Emergence and innovation in digital learning: Foundations and applications (pp. 119-141). Athabasca University Press.