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a way for me to access the true phase of the DBA research.ReferencesGrantham, N. (2012, April 17). 5 tips to building a healthy PLN with Twitter [Blog post]. Re-trieved from: Marín, V., Negre, F., & Pérez, A. (2014). Construction of the foundations of the PLE and PLNfor collaborative learning. Comunicar, 21(42), 35–42. doi: 10.3916/C42-2014-03.16
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educa-tional Review, 55, 19. O'Grady, P. J. (1988). Putting the just-in-time philosophy into practice (6 ed., pp. 138-146).Nichols Publishing, New York. Laureate Education (Producer). (2012a). Being part of a learning community and attending resi-dency [Video file]. Baltimore, MD: Author1/Hello Steven,I do share your point of view. I want also to pinpoint the reality that learning within a PLN en-closes opportunities, the learner’s objective, and inventiveness. In this logic, the PLN learning process is dissimilar to the incidental learning ways. It (the PLN) rejects the incidental learning measures. Indeed, the incidental learning is inadvertent and unintended learning methods (O'Grady, 1988, pp. 78-79). Uniquely, the incidental learning method happens in the daily rou-tine and workplace. This means, an individual might learn from others through reiteration, watching and quandary solving (O'Grady, 1988, p. 80; Siemens, 2005, p. 13). One of the striking illustrations of the incidental learning process is the acquisition of a native language, and the cur-rent social culture. In like manner, we become skilled at the conventions that inspire our aptitude to construct our innate language or dialect when a suitable verbal communication stimulus trig-gers our brain from our milieu. In the same way, I did learn speaking six native African lan-guages from my elementary to the middle school. In another sense, I learned these languages without a true intention. Evans (2014) supports my view in pointing out that “a native language 17
achievement is comparatively straightforward when it’s accidentally comprehensible input” (p. 80). In short, I truly agree with all the benefits of the PLN. Nevertheless, we learn accurately with theincidental methods.ReferenceEvans, J. R. (2014). Managing for Quality and Performance Excellence (9 ed., p. 80). Washing-ton, D.C: ASM PressO'Grady, P. J. (1988). Putting the just-in-time philosophy into practice (6 ed., pp. 78-81). NicholsPublishing, New York. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal ofInstructional Technology & Distance Learning, 2(1), pp. 13-17.2/Hi Bobby,You’re so right about time as a serious challenge. I also do believe the residence country of the learner might be one huge challenge. In fact, a critiqued authoritative country non-democratic mode of education is a pervasive mainstay of a personal learning network. The PLN education and collaborative learning approaches work when the learners feel free on accountability for their own learning. Such a pedagogical approach may meet narrow confines of the host country political authorities. For instance, a learner from North Korea must adopt practices premeditated to ground his/her learning process according to the country’s rules (Pfeifer & Holodny, 2016).