Abstract:

One of the consequences of massive deployment of information and communication technologies is the development and widespread use of media networks. Networks based in new media have become powerful arenas for information diffusion and discursive practices. Yet, as UNESCO experts observed, the growth of networks alone will not be able to lay the groundwork for the knowledge society. Technological infrastructure needs to be empowered by relevant skills of the users.

Networks are dynamic, fluid and subject to constant change. The core competence for tackling networked resources is the competence of networked learning. Networked Learning is defined as learning in which information and communication technology (ICT) is used to promote connections: between one learner and the other learners, between learners and tutors; between a learning community and its learning resources. Presented definition places emphasis on technology-mediated connections between the elements of the process and interactions between human agents. The question arises how to harness the potential of these connections for best learning. This paper seeks to answer the question of how to assist networked practices of knowledge building, and stems from the assumption that networked activities constitutes the key success factor for full utilization of educational opportunities in online settings.

To obtain insight into the area of interest a content analysis of students’ reflections was conducted. Interpretation of the collected data was aided by computer assisted qualitative data analysis techniques. The paper presents common themes that emerged in students’ responses to the assignment related to creating personal learning networks, and seeks to outline discussion that would contribute to successful implementation of networked learning to the academic course “Educational use of social media”.

Keywords:

Personal Learning Networks (PLN), Networked Learning, Knowledge Building (KB).