Social network knowledge construction: emerging virtual world pedagogy

It is focused on virtual worlds networks but really addresses all online social network opportunities and PLN/PLEs.  Towards the end of the article she introduces a matrix for designing social network construction based on the user’s engagement level.

Dr. Lisa Dawley’s  five social network engagement level  – identify, lurk, contribute, create and lead

Lisa Dawley, (2009) "Social network knowledge construction: emerging virtual world pedagogy", On the Horizon, Vol. 17 Iss: 2, pp.109 - 121


Re: Competency levels for building and managing a PLE by Emma Stodel - Wednesday, 15 September 2010, 11:51 AM  

I have continued to develop these levels. Would love the discussions to continue. Especially looking for examples of level 3, thoughts as to whether descriptions are in the correct levels, other things to add/consider?

Level 1: Uses technology as a means of identifying “what is out there” and takes on the role of “lurker” (observer). Minimal interactions with individuals and groups and does not actively attempt to grow his/her network. For example, uses Google to search for information on the Internet, emails and skypes friends and colleagues to ask questions, reads blogs, stores files online (e.g., GoogleDocs), shares photos online, has social networking account (e.g., facebook, twitter) but uses it mainly for connecting with friends/leisure rather than learning.

Level 2: Manages own learning through a PLE to ensure connectedness to learning opportunities without becoming overwhelmed by options. Draws upon networks and resources as tools for discovery in an effort to expand his/her learning experiences. Shares his/her own work to stimulate discussion and critical thinking and promote the social construction of knowledge. For example, writes own blog that synthesises information garnered from multiple locations on the Internet; tags/bookmarks useful resources and shares them; contributes to wikis; has a video blog; creates and shares mindmaps, animations, presentations etc; creates and edits documents online with others (e.g., GoogleDocs).

Level 3: Actively considers and reflects on tools and resources within PLE that lead to deeper engagement and help him/her learn best. Creates and modifies tools to meet learning needs. PLE supports innovation in learning and streamlines learning practices. PLE supports the acquisition and dissemination of information and collaboration with others on the use of the information. Authentic learning is promoted as expert feedback is incorporated into learning activities. PLE includes the work and voice of others as readily as the individual’s own. Uses PLE to create partnerships and projects, build membership, and develop new networks.