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Common Question I: Aligned Connectivism Principles Please discuss three most important strategies of NLE/PLE in your unit, identify what aligned Connectivism principle(s) are, and discuss the assessments you integrate. Remember NLE/PLE strategies are not your contents or "technologies," such as wiki, discussion board etc. It is the integrated soft technologies. If you don't remember Connectivism principles, please review our Lesson 1 readings. Hint: be sure to include four components of technology integrations: Content; Technology; Instructional Strategies; Assessment.

|ulie, here's my peer review. Have a great holiday season. Content: Introduction explains Networked Learning Environments and does an excellent job of setting the foundation for the unit. When you state, "It is about the learning that takes place in a vibrant community of people and resources." it sets up the entire unit. The collaboration based learning supports connectivism concepts on several levels. For example, diversity of opinions, learning process of pulling together different Web 2.0 tools, identifying the relationships/connections between the tools, all relate to connectivisim. Good use of graphics and the embedding of YouTube video. It sets the example of using the various tools provided by Web2.0, and the multimedia helps keep the learners awake too. Technology: Wiki, Bloggers, Delicious, Facebook, iGoogle. An excellent diversity in tools showing the unit results in a sound PLE. Instructional Strategies: I tend to think the use of teamwork (collaboration in education) always results in a stronger solution than individual works. The unit is strong on collaboration and communication, including the reflection and sharing. Assessment: Not strong on assessment (I don't think any of us where) . The strongest assessment is from the peer reviews, informal and formal. What others think and share about our work is a great learning process. The unit has this in many locations. Unfortunately, it is difficult to measure and put on a rubric. The reflection goal is a great way for learner to realize how much they have learned - and what they have learned. In teaching computers for several years I have found the students get strength in self confidence if they know what they know. The reflection goal will do that, or rather it will have them do it for themselves (hey, another connectivism and constructivism concept!) Reflection: Great job of pulling together what this course ta

Hi Julie, I love your unit on Teacher Collaboration. It is well organized; your objectives, activities and assessment align well. I really enjoyed your flow charts and models and will refer to these again for my own learning. In addition I love the article about network learning, Thomas Jefferson's description of his dream of the Univ of Virginia as a collection of connected villages. For those of us who are visual, this is a perfect metaphor for network learning. Excellent! I will give you feedback on the 4 areas -- content, integrated tools, strategies and evaluation -- in a separate posting. All the Best, Betsy.

* Learning and knowledge rests in diversity of opinions. Process: Discussion, research, and group work. * Learning may reside in non-human appliances. Process: Computers, internet, Web 2.0 Tools. * Nurturing and maintaining connections is needed to facilitate continual learning. Process: Reflection blog, discussion forum, group work, exploring Web 2.0 tools. * Ability to see connections between fields, ideas, and concepts is a core skill. Process: Groups working together to create a Web 2.0 integrated lesson plan. Researching information on Web 2.0 tools and utilizing those tools. * Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Process: Research conducted on Connectivism and network learning environments. Exploring current Web 2.0 tools for integration, collaboration, and communication. * Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. Process: Researching information on a new learning theory and new Web 2.0 tools. Choosing Web 2.0 tools for integration in a lesson plan.

Common Question II: Weaknesses Please discuss three weaknesses of your unit. Please specific. Hint: focus on technology, instructional strategies, and assessments.

I should have added more Web 2.0 tools. I didn't because the teachers tend to complain about spending any extra time on workshops. I wanted it to be more relaxed and not so much like a course. I didn't have a rubric for assessing all the elements involved in the webquest. I just made a generic format for each assignment.

* Learning and knowledge rests in diversity of opinions. Process: Discussion, research, and group work. * Learning may reside in non-human appliances. Process: Computers, internet, Web 2.0 Tools. * Nurturing and maintaining connections is needed to facilitate continual learning. Process: Reflection blog, discussion forum, group work, exploring Web 2.0 tools. * Ability to see connections between fields, ideas, and concepts is a core skill. Process: Groups working together to create a Web 2.0 integrated lesson plan. Researching information on Web 2.0 tools and utilizing those tools. * Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Process: Research conducted on Connectivism and network learning environments. Exploring current Web 2.0 tools for integration, collaboration, and communication. * Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. Process: Researching information on a new learning theory and new Web 2.0 tools. Choosing Web 2.0 tools for integration in a lesson plan.

I should have added more Web 2.0 tools. I didn't because the teachers tend to complain about spending any extra time on workshops. I wanted it to be more relaxed and not so much like a course. I didn't have a rubric for assessing all the elements involved in the webquest. I just made a generic format for each assignment.