EdTech 543 – PLE Diagram Reflection

After creating my PLE Diagram, I realized how easy it would be for me to go from lurker to participant in so many groups. I just have to take that step of contributing questions, comments, and resources. I follow so many educators through social media, and I learn a great deal from their posts and reflections. I have always thought that perhaps I should do something similar to contribute; however, I have never taken that step, despite enjoying creating and collaborating. Therefore, from my PLE Diagram, I learned that I NEED to take that step and contribute to my online communities.

Based on my classmates’ PLE Diagrams, I think mine follows suit. Our content seems similar; all of us focusing on the connection, contribution, and collaboration aspects. While I focused on just three categories, I really like the idea of a fourth. Whereas my diagram combines the ideas of collection and communication, the others separate them and focus on the intricacies of each. In this regard, I think several of the other diagrams created a clearer picture of PLEs themselves, and my diagram expressed ideas and connections as they related to my professional development needs.

In particular, I liked the connect 4 theme that Kathleen created. Her diagram plus description really created an excellent visual aid to explain PLEs and the tools available. I also really liked the creative connection represented in Lindsay and Ariana’s diagrams. Lindsay’s use of the Great Lakes as her context for how PLEs work together was visually appealing and relayed the strength that each idea has when they work together. Ariana’s diagram was similarly creative (and really, really fun), but I liked her description of the turtles as strong individuals but an even stronger team. It really drives home the idea of a PLEs purpose and how it can benefit an educator. Kristin’s process-oriented diagram did something that I was trying to do, but she did it better and more clearly. It shows how each idea (collection, curation, communication, etc.) works together and builds off each other. While I numbered my steps, she created a flowing diagram without an end, further relaying that PLEs are never-ending sources of growth and development. Allison’s four-leaf clover was very imaginative, yet clear because she added additional words to describe the impact of each idea and tool. These keywords also really help viewers to understand the purpose of each idea and how to conduct research, creation, communication, etc. in each. Finally, Kim’s baseball field analogy created an appealing, process-oriented diagram that expressed the strength of each “base” working together. Again, I think she does an amazing job of demonstrating the process idea that I was trying to portray and the success (a homerun) that comes with all the “bases” working together. 


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