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Blog 1: Personal Networks

Create a multimodal blog post (picture/sound/video and text) that provides insights into your personal learning environment, or network. Reflect on how you develop / create your knowledge and how these networks can be used in your classroom.

My information that you need to pay attention when you write personal learning environment: (These may be useful)

This is my third year in university in Canada.

My major is statistics

I am from China

There is an examples from my classmates:

Since entering university, my personal learning environment has included a mixture of both in-class and online courses. Many of the in-class courses have also required the use of online services to augment the research and information gathering necessary for the completion of the respective course. My personal efforts to learn primarily involve resources such as other classmates, my lecture notes, slides, online databases, social media and textbooks. Personal Learning Networks provide open collaboration, an outlet to share ideas and gain perspectives, all of which can be maintained through the use of social media sites (Trach 2017).

After taking a number of online courses throughout my University education, I realized that I find myself to be more interactive with my peers and go out of my comfort zone to meet new people and put myself out there more in online classes than in in person classes. I am a naturally shy person and am not one to put my hand up to answer questions or to ask questions during lectures. However, during my online classes I am far more confident to speak my opinion, to get involved in online discussions, and to get to know my colleges. Online learning pushes me to share my insights and knowledge and allows me to create connections and openly collaborate and share information with others. Trach (2017), supports the concept that personal learning networks provide students with the freedom to exchange knowledge and resources which, in turn, enhances and reinforces their knowledge. Further, online learning has allowed me to be autonomous and flexible in deciding when and where I want to study and work on homework. This means I could be anywhere in the world and still engage in my studies. The use of online textbooks and peer reviewed articles has allowed me to access an abundance of information in the process of completing my assignments and papers from the comfort of home.

I took two online Public Administration courses last semester. I found one of the courses to be quite challenging. The outlines for each assignment were very broad and whenever I would reach out to the teacher for more insight she would take days to reply or wouldn’t reply at all. Consequently, it was hard to know whether the assignments I wrote would suffice. I also reached out, via Facebook, to a couple of my classmates and from there on we often exchanged information and gave feedback to one another through the use of social media.

Here is a photo of Facebook, an online networking site that I often use to communicate and collaborate with my peers:

Because my cohort in Recreation Health Education is quite small, I have become close friends with a tight knit group of ladies. We are in every single class together, therefore, we are constantly exchanging and clarifying information regarding assignments, midterms, and projects etc. I have found, throughout my years in University, that I study and work best alone in a quiet setting. However, once I have reviewed most of the information required for a particular exam, I find that I am better able to process it when teaching or discussing the data with my peers.

I feel that I learn better when I am relaxed and comfortable, and when I am able to collaborate with my peers. Sometimes, I tend to be too shy to put my hand up to ask or answer questions during a lecture. When I am able to talk with peers, in a small group, I feel more comfortable to  ask those questions and to share my ideas. If I were a teacher, I would implement my personal learning networks by creating a comfortable and flexible learning environment. In doing so, I would allow my students to sit in groups rather than in straight rows, provide comfy chairs (if there was the means to do so), allow my students to collaborate in groups and learn through interactive activities rather than sitting and listening to me talk for an hour. Allowing students to collaborate in small groups can feel less threatening for people and can make it easier and more natural for learning to occur. Therefore, students are more likely to share their perspectives and to participate in the discussions. Allowing for this form of group work helps students to build social and collaborative skills.

Here is a link to a Ted Talk that explains the benefits of group student discussions and collaboration:


In my second year of University, I took a class that used this online multiple quiz app called Kahoot. This educational game is one that I’ve used many times in the past. Kahoot requires individuals, or groups, to create their own multiple choice quiz. Then when everyone is ready, each student enters the unique quiz code on their smart phone app. Once everyone is logged into the game, each person entered in the game will be taken through a series of multiple choice questions and must tick off the correct answer on their app as quickly as possible. For every correct answer, you receive a point. I personally think this app is a great educational game that engages students and allows them to be competitive, while having fun doing it. According to Raudys, “using technology to connect and engage students is an excellent way to provide personalized learning” (2018). Here is a link to a video that explains more information about Kahoot:

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Kahoot! (2018, September 27). What is Kahoot!? Retrieved from

Raudys, J. (2018, December 7). 7 Personalized Learning Strategies and Examples. Prodigy. Retrieved from

Trach, E. (2017, December 8). Personal Learning Network (PLN) Benefits, Tools, and Tactics. Retrieved from

Wright, S. [TedX Talks]. (2013, December 9). The power of student-driven learning. Retrieved from