A Step Away From Them: professional learning network

Showing posts with label professional learning network. Show all posts

Friday, June 12, 2020

Professional Learning Network

Over the past weeks I have developed a social media presence around teachers who write to establish a professional learning network (PLN). The virtual learning community focusing on education, and specifically English education, is vast but when it comes to an active network of teachers who identify as writers there isn’t the same fervour. The inspiration for this direction came from previous experience running face-to-face writing meet ups for teachers. The workshops were successful in that they provided a space for teachers to write and share their writing, but they didn’t become a network. Many teachers came along to what could be described as a ‘collect and go’ professional learning event and there was no real development of a teachers who write community which inadvertently may have had a positive impact on the classroom (Cremin & Oliver, 2016, p. 2: Baker-Doyle, 2015, p. 368). This is both fair, teachers need support with resource development, but disheartening, as the network could have provided ongoing support (Baker-Doyle, 2015, p. 371).

A range of social media platforms were employed in the creation of the PLN. Twitter was chosen for its ability to share resources and amplify conversations (Malik et al., 2019, p. 9). The search function and use of hashtags as well as the increased character limit to 280 made it an ideal microblogging tool (Malik et al., 2019, p. 9). I established ‘#teacherswhowrite’ as the hashtag to organise posts ensuring materials were easy to locate on both Instagram and Twitter (Hyndman, 2018, p. 1). Twitter has been recognised as a tool that provides an open platform, so it is effective in capturing a niche audience of teachers who write (Malik et al., 2019, p. 13). Many find Twitter to be information overload (Malik et al., 2019, p. 15) so I made the decision to make 1-2 tweets per day when establishing the content area on my blog. Notably, Twitter, Blogger, Pinterest, and Instagram ranked 52 or higher in the Top Tools for Learning 2019 (Hart, 2019) so it made sense to capitalise on their functionality and the enjoyment I have using the platforms for my own interest and professional development for the PLN.

The ‘teachers who write’ PLN would fit into Diverse Professional Allies network, in that, the open nature of the platforms I have decided to use may pique the interest of teachers from all backgrounds (Baker-Doyle, 2015, p. 360). I curated resources with a practical approach to writing that would be useful for individuals considering ways to embed a writing practice in their life and double as resources they could use to support their students, if they are in need of resources to support their pedagogy (Baker-Doyle, 2015, p. 371). On my blog, I wrote a ‘how to develop a writer’s notebook’ post which is very feasible way to leap into writing, as capturing ideas, thoughts, and inspiration from everyday life prevents facing a blank page come writing time. When this blog post was published and shared across social media platforms I had positive responses in the form of likes on Twitter from both acquaintances and strangers. To build on this momentum I created a visual via Canva that summarised the main ideas in the post. I added the infographic to another blog post, the sidebar of the blog, Instagram, and Twitter. It also features in the pin I created for Pinterest.

While the PLN has not reached the point of being a community, I feel the old adage, ‘build it and they will come,’ rings true. The response to the content I created was positive which is encouraging. I currently have 218 followers on Pinterest and 42 following the ‘Teachers Who Write (and also teach writing)’ board. My professional Instagram page has accrued 16 followers which is 12 more than it had when I reinvigorated it a few months ago. I have maintained a blog for some time but have never shared the URL as it was more an exercise in reflection so I have rectified this and shared the link in both my Twitter and Instagram profiles and have tweeted the URL with some information about the blog post. Currently the blog receives 20-25 views per week with the short post on zines and publishing being the most popular out of the four I created for this assignment.

To prevent any difficulties arising when accessing the content I was sharing I made the decision to centralise all aspects of the PLN within my blog. I have now embedded the HTML code to display a more succinct Twitter feed, the PLN specific Pinterest board, Instagram, and even GoodReads which highlights the books I am reading – one of which I recommended in a blog post (Rheingold & Weeks, 2012, p.112). The brilliance of contributing to a PLN in an area of my choosing is that I both like and enjoy the resources I have curated (Rheingold & Weeks, 2012, p.113). This is a time saver, but it is also a genuine effort to share what I deem to be quality resources. There was considerably low risk in undertaking the promotion of my particular interest area and as there have been many calls from libraries to record, document, respond to the restrictions of the pandemic and an offer of how to engage as a writer when working as a teacher in the very least may provide some teaching ideas (Jenkins, 2006, p. 5).

The PLN I have initiated is not at the point of being a ‘community,’ like the Connected Learning Environment I mapped for the first task, it is merely a ‘node’ within my larger network of educators though, with further commitment, it has the capacity to develop into a niche PLN (Kop & Hill, 2008, p.2: Siemens, 2004, p. 5). Through developing the PLN I have realised that sharing frankly and honestly as well as being vulnerable brought forth the most responses. I was able to forge connections with a teaching acquaintance who I have recently found out has recently come to the world of writing so being open with a part of my writing practise has brought forth a positive connection. One thing that I have been more aware of through this process is the unique social and literacy skills demanded to engage with a PLN and these skills will continue to evolve and develop alongside the everchanging offerings of the world wide web and app based technology (Jenkins, 2006, p. 5).

There are many reasons someone enters the field of teaching and many aspects of a teaching area that are draw cards into the profession – English teaching for example, attracts film aficionados, those who love classic literature, some who prefer to engage in popular texts, others who focus on student voice, Shakespeare lovers, and some who like to write (Cremin & Oliver, 2016, p. 14). Through their daily work, teachers write, but not many would identify themselves as a writer and I have realised I can support others by sharing opportunities for them to hone their craft. When I was researching materials to share with my PLN I discovered research papers about teachers who write and was heartened to find that overall, while many teachers don’t identify themselves as being writers, those who do are more likely to pass on positive writing experiences to their students (Cremin & Oliver, 2016, p. 16). Throughout the development of my PLN I have found a renewed passion for fitting writing into my life and have sought out Podcasts about writing and started a writer’s notebook (used as an example in one of the blog posts I created). I have a lot more that I would like to share in this area. While completing the reflection I was able to add another blog post about publishing and I would like to continue to share my writing process as I enjoy contributing to a wider field of knowledge (Hyndman, 2018, p. 3).

When reflecting on Ito’s framework it was possible to see the distinct differences between the Connected Learning Environment illustrated in the first map and the PLN I have initiated in the second map. The development of my PLN relied, in some ways, on my existing peer supported network of colleagues which is captured in the first map – those I know only online, others I have had the chance to see present at conferences, and people I have worked with throughout my career (Ito et al., 2013, p. 62; Tseng & Kuo, 2014, p. 40; Dron & Anderson, 2014, p. 77). The conversations I have had regarding writing offer an opportunity for intellectual engagement and community building and there is a sense of validation through communicating with those who have similar interests and workplaces (Ito et al., 2013, p. 62; Tseng & Kuo, 2014, p. 38; Dron & Anderson, 2014, p. 39).

The PLN I set out to create aims to provide a writers’ group for those specifically engaged in the teaching of writing. Using open platforms such as Twitter and Instagram allows anyone interested to connect with the material as it pops up on their timeline, or at least, to bookmark for later reading (Ito et al., 2013, pp. 61-62; Tseng & Kuo, 2014, p. 37). When using social media knowing where to look to find what you need amongst the fray can be completely overwhelming so a consistent hashtag provides some anchoring in this instance (Malik et al., 2019, p. 15). I hope, in time, that the PLN develops its own momentum with conversations about writing, fitting a writing practice amongst all of life’s commitments, useful articles, and advice to ensure the knowledge ‘flows’ (Siemens, 2005, p. 6; Wenger et al., 2011, p. 11).

Learning may take place through the PLN via engaging with the materials, posts, and contributing to a broader conversation about teachers who write eventually establishing a community with shared experiences (Cremin & Oliver, 2016, p. 6: Tseng & Kuo, 2014, p. 39; Wenger et all., 2011, p. 10). Throughout the creation of the PLN I wanted to tap into the practice of aligning the learning closely to what people engage with in their leisure time (Tour, 2017, p. 180).

I also made the choice to refrain from posting on Facebook to avoid any gatekeeping and to share my curated items and contributions without the pretence of selling a product (Jenkins, 2006; Dron & Anderson, 2014, p. 37).

Like navigating a workplace, accessing a social media platform may be made easier if one holds the human and cultural capital that allows them in (Baker-Doyle, 2015, p. 374). Through the development of a professional learning network I have learned how to embed Pinterest code into my blog, how to upload images from my computer to my Instagram account, how to embed Instagram code on my blog, how to pin a post, add a creative commons licence, and create a layout that is more reader friendly. I experimented with Canva to create an infographic and have found some excellent templates for journaling and creative writing that will be a fabulous addition to my blog. The maintenance of the PLN will link into the social media ‘brand’ I have created using pictures of characters from the 1980s cartoon Rainbow Brite. The character Rainbow Brite is used for my personal social media avatar and Tickled Pink for my education related social media accounts helping to create cohesion (Web20Classroom Blog, n.d., p. 11). It would be ideal to consolidate the names used on each platform but given that I have been on various social media platforms coming up to a decade this isn’t possible. Instead, the blog acts a focal point and captures the related Pinterest board, Instagram, and Twitter account (Kuehn, 2012, p. 68).

For the last few years I operated in the Twitter realm as a curator of articles and resources I find interesting and useful and for this reason I believe I fit into the category of ‘constant explorer’ (Oddone, 2019, p. 159). I take online hoarding to the extreme with saved posts and links in Facebook, bookmarked tweets, and many Pinterest pages and Twitter is where I share what I have found helpful. Most of the experiences I provided in the PLN so far are a ‘stretching’ learning experience as they offer materials that may be of interest, or resources that could encourage staff to write (Oddone, 2019, pp. 253-254).

It is very unlikely that I could build a PLN interacting only with the colleagues I engage with through my workplace. The experiences I have gained through the initial stages of establishing this PLN have pushed me to find relevant resources and create opportunities that did not exist before (Tour, 2017, p. 181). Learning has occurred outside the place of work for those who have engaged (Tour, 2017, p. 181). The plan for the network is to maintain an active focus on collating content, engaging in discussions with other educators who are actively involved in the practice of writing who would like to network with others (Rheingold & Weeks, 2012, p. 196: Miller, 2017). I hope to continue engaging in my own writing practise in order to share genuine content with the PLN I have started – those who may be on the periphery and who may need a little reminding that they can and should be confident to engage in a practise they expect of their students.

HYPERLINKS!

Blog post series:

1 A Writerly Life - Developing a Writer's Notebook 1/4

2 A Writerly Life - Generating Ideas for the Writer's Notebook 2/4

3 A Writerly Life - Suggested Texts for Writing Inspiration 3/4

4 A Writerly Life - A Publishing Idea 4/4

Pinterest Page: Teachers Who Write (and also teach writing).

Instagram: @misskbryant

Twitter: @tirisays

Visit here to access the interactive version of the Connect Learning Environment and Professional Learning Network maps.

Map 1. The Connected Learning Environment of tirisays

Map 2. A PLN for Teachers Who Write (and also teaching writing) #teacherswhowrite

References

Baker-Doyle, K. J. (2015). No Teacher is an Island: How Social Networks Shape Teacher Quality. In A. W. Wiseman & G. K. LeTendre (Eds.), Promoting and Sustaining a Quality Teacher Workforce (pp. 367-383). Emerald Publishing Limited. https://www.researchgate.net/deref/http%3A%2F%2Fdx.doi.org%2F10.1108%2FS1479-367920140000027005

Cremin, T., & Oliver, L. (2016). Teachers as writers: a systematic review. Research Papers in Education, 32(3), 1-27. https://www.researchgate.net/publication/303594630_Teachers_as_writers_a_systematic_review

Dron, J. & Anderson, T. (2014). Teaching Crowds Learning and Social Media. AU Press.

Wenger, E., Traynor, B., & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: a conceptual framework. Ruud de Moor Centrum.

Hart, J. (2019). Top Tools for Learning 2019. Top Tools for Learning. https://www.toptools4learning.com

Hyndman, B. (2018). Why teachers are turning to Twitter. The Conversation. https://theconversation.com/why-teachers-are-turning-to-twitter-94582

Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, S. C. (2013). Connected Learning: An Agenda for Research and Design. Digital Media and Learning Research Hub.

Jenkins, H. (2006). Jenkins on Participatory Culture. Work & Days Kalantzis & Cope. https://newlearningonline.com/literacies/chapter-7/jenkins-on-participatory-culture

Jenkins, H., Clinton, K., Purushotma, R., Robinson, A., Weigel, M. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21^st Century. https://www.macfound.org/media/article_pdfs/JENKINS_WHITE_PAPER.PDF

Kuehn, L. (2012). Manage Your Digital Footprint.

https://www.policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2012/02/osos106_Digital_Footprint.pdf

Malik, A., Heyman-Schrum, C., & Johri, A. (2019). Use of Twitter across educational settings: a review of the literature. International Journal of Educational Technology in High Education, 16(36), 1-22.

Miller, B. (2017). How Reddit beautifully illustrated the way its communities power the internet. Brendan Miller. https://brenkjm.wordpress.com/2017/09/28/how-reddit-beautifully-illustrated-the-way-communities-power-the-internet/

Oddone, K. M. (2019). Teachers’ Experience of Professional Learning Through Personal Learning Networks [PhD thesis, Queensland University of Technology]. QUT ePrints. https://eprints.qut.edu.au/127928/

Rheingold, H., & Weeks, A. (2012). Net smart: How to thrive online. MIT Press. https://ebookcentral.proquest.com/lib/qut/reader.action?docID=3339401&ppg=122&tm=1544586470510

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf

Tour, E. (2017). Teachers’ self-initiated professional learning through Personal Learning Networks. Technology, Pedagogy and Education, 26(2), 179-192.

Web20Classroom Blog. (n.d.). Teachers, Take Care Of Your Digital Footprint. Teachhub.com. https://www.teachhub.com/teachers-digital-identity

Monday, June 8, 2020

Map 1 Connected Learning Environment and Map 2 Professional Learning Network

Map 1. The Connected Learning Environment of tirisays

Enlarge the map via the arrows in the right hand corner.

The Connected Learning Environment of tirisays by KB

Map 2. A PLN for Teachers Who Write (and also teaching writing) #teacherswhowrite

Enlarge the map via the arrows in the right hand corner.

A PLN for Teachers Who Write (and also teach writing) #teacherswhowrite by KB

Monday, April 13, 2020

Critical Analysis of the Connected Learning Environment

A realm of possibilities is available to teachers when they establish personal learning network via a connected learning environment (Tour, 2017, p. 183). The connected learning framework as defined by Ito et al. (2013) captures the complexity of the NSW English Teachers’ Association (NSW ETA) Facebook group and recognises not only the level of support provided in the connected learning environment, but its ability to provide personal networking opportunities (Tour, 2017, p. 183).

The NSW ETA Facebook group acts as a leveller within the profession as it provides a meeting place for teachers regardless of their experience level and across the public, independent, and Catholic education sectors (Ito et al., 2013, p. 34; Cantrill et al., 2014, pp. 10-11). Each school has an English faculty that operates within the confines of the institution where policies, procedures, leadership, and experience levels of each staff member can make for an insular approach (Ito et al., 2013, p. 34; Rheingold & Weeks, 2012, p. 192). Different sectors, too, operate in their own unique ways with guiding principles that, in a competitive landscape, are not open to benefit others. The connected learning environment of the NSW ETA captures those who are interested in developing a personal learning network and this community is likely to enrich not only their online ‘brand’, but their offline one (Tour, 2017, p. 183; Web20Classroom Blog, n.d., p. 2).

Contexts for Learning:

Peer-supported

The relationships that develop through engaging with the NSW ETA Facebook group transcend the online world into real life when familiar posters contribute to conferences, work at neighbouring schools, or provide opportunities to members outside the connected learning environment (Ito et al., 2013, p. 62; Tseng & Kuo, 2014, p. 40; Dron & Anderson, 2014, p. 77). There is a solidarity in being part of a community who may face the same challenges or delight in the same aspects of the profession which is evident in the membership of the NSW ETA Facebook group which exceeds 7700 (Ito et al., 2013, p. 62; Tseng & Kuo, 2014, p. 38). Group members express their exhaustion at the end of the first week back at school, post Shakespeare memes regularly, and most recently have reached out with resources to support their colleagues during school closures (Tseng & Kuo, 2014, p. 38). Exchanges are interesting and offer an opportunity for intellectual engagement and community building and there is a sense of validation through communicating with what resembles an online staffroom (Ito et al., 2013, p. 62; Tseng & Kuo, 2014, p. 38; Dron & Anderson, 2014, p. 39).

Interest-powered

While Ito et al., (2013, p. 41) explores the impact of digital tools on the ecology of youth, it is worthwhile recognising that Facebook has been used in Australia since the mid 2000s and the NSW ETA has been using the platform since 2009 so what was possibly once the domain of the young is now used by folk of all ages (Rheingold & Weeks, 2012, p. 111; Cantrill et al., 2014, p. 104). The conversation is NSW centric, even though there are members from other states in Australia and overseas, but this speaks volumes to the range of conversations and resources shared (Tseng & Kuo, 2014, p. 39; Dron & Anderson, 2014, p. 135). The authority represented by professional teaching associations means that content is trusted and there is an expectation that moderators will keep posts relevant and will protect members if necessary.

Ito et al., (2013, p. 45) explore the learning that takes place for young people in a connected learning environment and it is just as true for adults engaging in professional learning that leaves the confines of brick and mortar (Tseng & Kuo, 2014, p. 38; Tour, 2017, p. 179). The connected learning environment of the NSW ETA Facebook group improves professional practice across sectors by providing an interest-powered space for a range of voices, and engagement levels from ‘lurkers’ to regular contributors (Ito et al., 2013, pp. 61-62; Tseng & Kuo, 2014, p. 37). The NSW ETA executive and committee members are overall, generous contributors, and this knowledge ‘flow’ provides constancy if the group becomes frivolous or descends into ‘noise’ (Siemens, 2005, p. 6; Wenger et al., 2011, p. 11).

Academically oriented

The learning that takes place through engaging in the connected learning environment is at times, incidental, and sometimes more explicitly sought through posting a question or putting a call out for advice fostering not only a sense of community but ongoing learning (Tseng & Kuo, 2014, p. 39; Wenger et all., 2011, p. 10). This ‘self-initiated’ learning environment inherently links likeminded individuals who are interested in learning and sharing resources that they have either found or created (Tour, 2017, pp. 180-181; Dron & Anderson, 2014, p. 135). The practice of engaging in social media for professional purposes moves beyond formal professional learning to a ‘vernacular’ practice aligning the learning closely to what people engage with in their leisure time (Tour, 2017, p. 180). The nature of the network as defined by Rheingold and Weeks (2012, p. 198) is very much based on who can communicate with who. In the case of the NSW ETA Facebook group members include student teachers, those who work in schools, corporate staff, as well as those who work in universities and the ETA executive team. The range of contributors maintains a high level of rigour within the connected learning environment but also equity in accessing quality materials (Rheingold & Weeks, 2012, p. 198; Cantrill et al., 2014, pp. 10-11).

Core Properties:

Production-centred

Ito et al. (2013, p. 40) posit that media, at any given time, is a reflection and product of the world as it exists and Siemens expands this to offer that the way we operate within is shaped by the tools we use (2005, p. 2).Technology can either reinforce traditional approaches to education, and in the example of the NSW ETA Facebook group, the teaching of English, or it can provide a platform for progressive ideas.

The NSW ETA Facebook group has a simple but effective search function and filing system. All files added to posts within the group environment are automatically compiled in a ‘files’ tab which makes it very easy to search before asking the group a question, and to look through the files contributed by other group members (Ito et al., 2013, p. 74). The reach from the original group is astonishing – members are linked to Pinterest accounts, Twitter, personal blogs, sub-groups on Facebook, as well as places like Google Docs where they are able to contribute to shared resources (Rheingold & Weeks, 2012, p. 192; Dron & Anderson, 2014, p. 135).

Shared Purpose

In many instances, a traditional approach is reinforced by the meeting of minds in the NSW ETA Facebook group but there is always a discussion where a counterpoint is offered. Considering the ecological context of each member varies widely, it is imperative really, that a connected learning environment that supersedes the physical structure and geographic location of English teachers, exists (Ito et al., 2013, p. 40; Dron & Anderson, 2014, p. 36). Support is offered to members teaching young people with an entirely different ecology and participatory culture, especially regarding the media tools now available, to their own (Ito et al., 2013, p. 40; Kuehn, 2012, p. 69; Jenkins, 2006). The institution of school currently resides in world where knowledge is available for a relatively low cost and without gatekeepers (Jenkins, 2006; Dron & Anderson, 2014, p. 37). A connected learning environment gives educators the ability to develop a personal learning network to ensure English education remains relevant (Ito et al., 2013, p. 40; Tour, 2017, p. 183) and each educator’s wellbeing is enhanced as a result of the community (Tseng & Kuo, 2014, p. 40; Dron & Anderson, 2014, p. 47).

The shared purpose of the connected learning environment seems to be limited, at times to posting a contribution to offer an idea or advice (Ito et al., 2013, p. 74). The actual co-creation of resources happens sporadically and most recently in response to colleagues who lost resources in the summer bushfires and the support of colleagues moving to online teaching. In both cases a shared document was created to compile resources and a folder was created for resources to be placed (Ito et al., 2013, p. 74).

Openly networked

Access via smart devices as well as a laptop/desktop computer allows easy access to the connected learning environment (Ito et al., 2013, p. 74). There are entry questions to gain access to the group and these mainly filter out those looking for support as an English language learner, reporters, and businesses who compete with the provisions of the NSW ETA (Ito et al., 2013, p. 74). The interactions of the group are based around social media and the Facebook group is accompanied by a Twitter account, Instagram account, website that holds free resources, as well as items available for members only, and other materials available for purchase.

Design Principles:

Everyone can participate

The ease by which contributions can be made to the NSW ETA Facebook page support its presence in the professional and personal lives of group members. The altruism with which people give stems from a variety of places, many acknowledged by Rheingold and Weeks (2012, p. 112) include; reputation, reciprocity – in this case, one member may ask for or download a resource so will then contribute in turn, or contribution of a resource that was going to be made anyway.

Learning happens by doing

Engagement with the connected learning environment provides an opportunity for reflection and consideration of each member’s practice and approach to their classroom and school (Ito et al., 2013, p. 81). It is through this reflection that time is taken to consider whether one is engaging in best practice and whether there is room for improvement allowing group members to be part of progressive professional learning (Ito et al., 2013, p. 81; Dron & Anderson, 2014, p. 62).

Challenge is constant

The engagement with the NSW ETA Facebook group is a connected learning environment that encourages a ‘breadth of interests’ (Ito et al., 2013, p. 57) and it is from this place that sub-groups have formed focusing on particular elements of the syllabus – certain modules, courses, and prescribed texts. It is evident that many individuals thrive in the connected learning environment of the NSW ETA Facebook group and there are often links to individual blog posts where it is possible to engage with content created by group members for a slightly different purpose. Their branding is shared via the connected learning community, and they are able to increase the reach of their own corner of the internet (Web20Classroom Blog, n.d.).

Expansion/learning opportunities and Risks

Connectivism states that knowledge is found in diverse opinions (Siemens, 2005, p. 5) but there is an inherent potential for conflict in differing beliefs, agendas, and value systems and it is possible too, that the very nature of the connected learning environment could erode the ties between educators (Tseng & Kuo, 2014, p. 38). The very mention of unions, political policy, the process of teacher accreditation, and religion brings up a range of opinions and without careful moderation, these discussions can get personal. Other risks such as gatekeepers, power imbalances, and as supervisors and their staff are also in the group, it is likely that not everyone feels comfortable to contribute (Tseng & Kuo, 2014, p. 44).

Other issues that occur regularly is resentment between members who perceive others’ participation in the connected learning environment only to source resources without actively contributing. There is also regular policing of other members especially around the perceptions of when members should be active – at the start of school holiday periods many members protest if the group is active, other protestations are around how much support and in what circumstances is one able to seek resources (should those on practicums be required to create their own resources to learn?), and the question of whether one sector is able to give freely to another sector. There is vetting that occurs on the page, and those moderating are entrusted with the final say on whether a post is relevant to the discussion or not. This is beneficial in providing some protections if discussion turns personal but due to the range of educators drawn to the page the removal of posts is value laden which can also create a problematic opinion amongst group members.

Recommendations for further expansion would be active support of sub-groups to share and co-create in a more organised and concerted manner to meet the needs of group members. The level of expertise in the group should be harnessed with opportunities to support others through mentoring or even offering more grassroots level professional learning. There is a journal provided to members of the NSW ETA but the creation of a Sway or blog capturing experiences from the coalface could be just as useful. The organisation of resources contributed would also be beneficial and would save members a great deal of time searching 15-years of posts. English teachers who engage in a personal learning network via the connected learning environment of the NSW ETA Facebook group are likely seeking relevant educational experiences in all aspects of their life so opportunities for members to engage in different ways is a logical step forward (Tour, 2017, p. 181).