Introduction

As online learning environments become continuously popularized in today’s digital age (Calvo et al., 2020), a Personal Learning Network (PLN) is a valuable tool for professional and personal growth. Social media platforms such as LinkedIn, Instagram, and Twitter provide useful opportunities to connect with others in your field of interest, share experiences, and engage in meaningful discussions (Goldie, 2016). However, when considering the benefits of digital learning spaces, it is important to protect one’s personal privacy, ensure ethical engagement, and take action to improve online inclusivity. Universal Design Learning (UDL) principles offer a solution for these issues and introduces methods to ensure these standards and create productive and ethical online spaces for all online users. This blog post demonstrates how PLNs can use UDL methods to improve online learning environments and ensure digital privacy. 

PLN Spaces Through Social Media

Personal Learning Networks (PLN) play a vital role in both personal and professional growth. In my own experience, using social media platforms such as LinkedIn and Instagram has enhanced my learning experience by allowing me to connect with others in my field of interest, contribute to peer discussions, and participate in learning development courses. Contributing to these communities allows for collaboration, mentorship, and continuous learning. Using these networks, I have expanded my learning experiences by connecting with others in fields that I am interested in (Viner, 2024). 

The following video describes some basic functions of Personal Learning Networks as well as practical tips including who to follow and how to interact on social media to achieve the best possible results of your PLN. Please feel free to check it out!

Privacy, Ethics, and Security in Digital Spaces

Protecting personal information online and behaving respectfully are essential components of a safe and trustworthy digital environment. To protect my privacy, I use strong passwords and enable two-factor authentication across platforms (Baruh et al., 2017). Additionally, I ensure that my social media profiles are kept private and carefully consider the information I am sharing online before posting new content.

In addition to protecting personal information, it is equally important that individuals engage in responsible online practices (Gisondi et al, 2022). The following steps can be taken to ensure ethical online engagement:

  • Prioritize Credible Sources: To avoid the spread of misinformation, it is important to verify all resources before sharing information with others online. 
  • Respect Others’ Privacy: Avoid online stalking or invasive online behaviour to maintain proper boundaries with others.
  • Carefully Review Information Before Posting: Once an image or phrase is posted online, this content no longer belongs solely to you. Even if the post is deleted, there is a chance that someone else still has access to the information. Therefore, it is important to carefully consider all information shared online.

Inclusivity and UDL in PLNs

An inclusive PLN values diverse voices and experiences, creating a richer and more comprehensive learning network. Universal Design for Learning (UDL) principles further support inclusivity in digital learning spaces by incorporating multiple means of engagement. Following this principle, I can ensure that I interact with content in diverse formats, such as hands-on activities and various media formats (CAST, 2018). The multiple means of representation principle allows me to access information through multiple formats, including visual, auditory, and text-based resources. Finally, the multiple means of action/expression principle helps me demonstrate learning in ways that align with my strengths.

Challenges and Importance of Diversity in Digital Learning

Diversity in digital learning spaces is crucial for fostering a well-rounded educational environment. However, challenges such as accessibility barriers, language differences, and limited representation can hinder inclusivity. Addressing these issues requires intentional efforts, such as providing accessibility tools, translating resources to multiple languages, and amplifying underrepresented voices (Burgstahler, 2015).

Promoting diversity in digital learning spaces benefits all online users by encouraging a broader exchange of ideas and fostering a culture of respect and understanding. As a member of digital learning communities, I strive to contribute to an inclusive environment by advocating for equitable access to resources and ensuring that all voices are acknowledged and valued.

Conclusion

To conclude, building a strong and ethical PLN requires ongoing effort to balance personal connections, online security, and inclusivity in digital spaces. While social media offers an incredible opportunity to expand the impact of online learning, it also presents challenges related to privacy, misinformation, and accessibility. Research has raised concerns regarding the relationship between online openness and security, as increased online engagement may expose individuals to data risks and biased information (Fisk et al., 2023). Still, by actively incorporating diverse voices, implementing UDL principles, and educating the general public regarding ethical online practices, we can contribute to a more productive and responsible online learning environment, as educating others about appropriate online practices can influence the way that knowledge is shared, shaping the future of education. Therefore, as technology continues to evolve, it is our responsibility to maintain a proactive approach to create an ethical, secure, and inclusive online learning community for all users.

References

  • Baruh, L., Secinti, E., & Cemalcilar, Z. (2017). Online Privacy Concerns and Privacy Management: A Meta‐Analytical Review. Journal of Communication, 67(1), 26–53. https://doi.org/10.1111/jcom.12276
  • Burgstahler, S. (2015). Universal Design in Higher Education: From Principles to Practice. Harvard Education Press.
  • CAST. (2018). Universal Design for Learning Guidelines. http://udlguidelines.cast.org
  • Calvo, S., Lyon, F., Morales, A., & Wade, J. (2020). Educating at Scale for Sustainable Development and Social Enterprise Growth: The Impact of Online Learning and a Massive Open Online Course (MOOC). Sustainability, 12(8), 3247-. https://doi.org/10.3390/su12083247
  • Fisk, R. P., Gallan, A. S., Joubert, A. M., Beekhuyzen, J., Cheung, L., & Russell-Bennett, R. (2023). Healing the Digital Divide With Digital Inclusion: Enabling Human Capabilities. Journal of Service Research : JSR, 26(4), 542–559. https://doi.org/10.1177/10946705221140148
  • Gisondi, M. A., Chambers, D., La, T. M., Ryan, A., Shankar, A., Xue, A., & Barber, R. A. (2022). A Stanford Conference on Social Media, Ethics, and COVID-19 Misinformation (INFODEMIC): Qualitative Thematic Analysis. Journal of Medical Internet Research, 24(2), e35707-. https://doi.org/10.2196/35707
  • Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064–1069. https://doi.org/10.3109/0142159X.2016.1173661
  • Viner, J. (2024). Using Social Media to Develop a Personal Learning Network. School Librarian, 72(3), 28–28. https://link.gale.com/apps/doc/A810697384/LitRC?u=uvictoria&sid=bookmark-LitRC&xid=615b5e79