Personal Learning Networks.

One of the core principles of andragogy is allowing adult learners to have control over their learning. Learning through personal learning networks (PLNs) provides the support and opportunity for adult learners to engage in self-directed knowledge acquisition (Morrison, & McCutheon, 2019).

 My own PLN is heavy with video tutorials (Figure 1). I currently use YouTube, Vimeo, and Lynda for most of my just in time learning. A quick search for a short video, usually gives me the answers I need. When I wish to conduct a more thorough search, I spend time on Research Gate and Google Scholar. At my past employment, there was little budge for my learning, so I would look at free resources such as Training Magazine and eLearning Heros to help me with my job.

I heavily use images and prefer visual learning. Pinterest allows me to organize collections of information, articles, and tutorials. Occasionally, I reach out to others for assistance. LinkedIn, Facebook, Reddit, Yahoo forums, and my co-workers can provide much needed advice.

Figure 1: Deanna Ooley’s current Personal Learning Network

Figure 1: Deanna Ooley’s current Personal Learning Network

After reflection, I realized my current PLN was lacking in social connectivity. I need to put forth an effort to utilize Twitter and Instagram more as many people use these tools to share information. I have accounts but rarely check them. Lurking, or just reading without contributing, is my normal mode of operation. I contribute when asked directly, but rarely offer information without cause. My main goal is to locate a mentor to help me navigate through my new job. Several managers and colleagues have been with the organization for some time and would make great candidates.

Figure 2: Ideal Personal Learning Network for Deanna Ooley

Figure 2: Ideal Personal Learning Network for Deanna Ooley

Introduction to AR for Instructors: No Coding Needed

My goals as an instructional designer are to create engaging online Geared towards adult instructors, this lesson will introduce instructors to the creation of simple augmented reality files for mobile learning. Depending on how many blocks you add to your project, this learning session should take an estimated 30 minutes.


1.Go to your app store and download the metaverse app to your phone. Make sure you also have a Twitter account. Create a twitter account if do not already possess one after viewing this tutorial

On either a smartphone or laptop:

2. Go to and follow the “get started” buttons from metaverse.

3. Create an account with password.

4. Watch the overview tutorial that will be sent in an email from the metaverse team.

5. Next, create an experience.

6.Name your experience “ARProj_your last name, first name. For example ARProj_Ooley,Deanna

7. Select a character and add some dialog and a next button.

8. Add and link a new character scene.

9. Explore the different block options, remembering to link them.

10.Publish the experience adding a short description. For now, set the experience to unlisted and allow cloning.

A QR code will be generated at this stage.

11. Test the QR code to make certain it is functioning in the manner you envisioned.

12. Share the code via Twitter tagging the tweet with #OoleyARclass

13. View the experiences of your fellow learners and leave constructive feedback. Include one positive and one improvement making sure to offer useful advice for its resolution.


This insight allows learners to tap into the distributive cognition present in their class’ network. The loose structure of the assignment and encouraged discussion between participants will narrow the gap of transactional distance (Ashcraft et al., 2016). odel for modern instructors as course needs change quickly and rely on collaboration for planning and execution. Both the learning theory and model are broad enough to work with my eclectic instructional design style.


Morrison, D., & McCutheon, J. (2019). Empowering older adults’ informal, self-directed learning: harnessing the potential of online personal learning networks. Research & Practice in Technology Enhanced Learning, 14(1), N.PAG.

 Ashcraft, M., Butler, J., Forte, G., Schwandt, D., Swayze, S. (2016). Distance education in the U.S.: A paradox. The Turkish Online Journal of Distance Education, (3), 16.