CCK 12

As I slog through APA formatting, I found their guidance on how to source wkis very interesting: "Please note that the APA Style Guide to Electronic References warns writers that wikis (like Wikipedia, for example) are collaborative projects that cannot guarantee the verifiability or expertise of their entries." - It sounds like Purdue doesn't overly value connected knowledge!

Thanks for sharing Joanne - I have used the purdue owl quite a few times over the years but have never had to reference a wiki. Our of interest I think I'll take a look at the APA style guide tomorrow and see if they are similarly sceptical...

Thank you for posting Joanne, you beat me to the punch. I use this site often for paper writing and was wondering why it wasnt posted sooner.

Very cool diagram and great way to illustrate different connection styles

further discussion on a topic...

It also could bring monopoly to Textbook industry.

Hi Brainy. Good post on lurking. I "lurk" when I listen to radio, download podcasts, watch TV, and read the newspaper. Works for me. A live session where "presence" and group dynamics is central to the activity is a bit different (if the name of everyone "in the room" is displayed, lurkers are visible to others, even if they say nothing). In live MOOC sessions, most people lurk most of the time. That doesn't mean they are not engaged, they may simply feel that sitting at the back of the room suits them better. Mark McGuire

Hello Brainy Smurf, Guess I've been lurking in #cck12, but I don't see it as much different from face-to-face classrom behaviour. Not everyone comments no matter what the forum--eliciting participation is part of the "dark art" of facilitation, no?

Hi, Sandra, thanks for weighing in. I agree that lurking online is essentially the same as a classroom, it just might not be as obvious since the online facilitator (if there is one) can't see body language or eye contact. The more I play around in moocs (currently in my 3rd, 4th and 5th at the moment), the more the idea of eliciting participation (or 'engaging' participants) is starting to make me cringe. I'm becoming more confident that learning doesn't need to invite engagement as explicitly as we think it does. Participants will decide how much/little to interact for a million different reasons on any given day (e.g., fatigue, boredom, illness, distraction, reflection, synthesizing, doodling) and I think we should let them own those choices.

Lots to ponder in this article. First and foremost is my great surprise and delight to see a government policy document written in plain language that ordinary Canadians could read. We in the literacy community have been beating that drum with government for many years, usually to no avail. But besides that... I was struck by "Governance by Wiki". How does government respond to social media? Does a Twitter mob get to rule and change government policy by their numbers and shrillness? How does government consider the views of those who are not social media savvy, who don't blog, podcast and Tweet but who are still citizens who voices matter? Just wondering about these and other important issues raised in this article.

Every gardner knows that trees benefit from pruning . How about social networks? Can our networks can get cluttered?

Using a connectivist approach to create an open learning school.  Connect - Create - Learn   Very good stuff.

Bizarre . Privacy is the second biggest concern of young people ( read that in a course posting)...I wonder what Facebook will do next, they have become the brother of Big Brother (google)

I believe its just another way of reducing opinion and openess amongst networks. Its also a very insidious way of saying hey, i am going to know everything about you and control everything that you do...they do it everywhere else in the world why not through social media...

Hello Brainy Smurf (love that name!). That is a troubling stat and likely often true - 14% of time at work is spent on unwanted communication and 36% is spent finding information, contacting people and scheduling meetings. Maybe network analysis and more efficient connectivity can help with some of this? Here's hoping!!!

Hi, Joanne. I am still baffled by the number of people I meet who are drowning in information (emails being the biggest culprit). Networking FEELS like more flooding in the beginning but one learns to build oneself better filters and then its all good. Am in the midst of writing a blog post about that...stay tuned! http://brainysmurf1234.wordpress.com Cheers :)

Your blog post about networked learning was amazing. Lots of tips and things to think about. Thank you. I so enjoyed your insight about networked learning: "It's the payoff for being open to learning and working as if I am sampling from a huge buffet prepared by dozens of chefs, not eating from a fixed menu."

Learning management systems such as Moodle have many advantages over classroom and email based writing programmes. One such area is in corrective feedback and in this article I'm going to explore some of the possibilities for providing written corrective feedback for EFL and ESL learners.

CmapTools - Home Page Cmap, CmapTools Program can be Downloaded, The Knowledge Model in this Web Site is navigated by 1. Clicking on one of the icons under a Concept, Institute for Human and Machine Cognition (IHMC) provides Support, Software Toolkit is composed of CmapTools Program, 1.

Foundation: Intelligent Community Forum (based in NY)

Steve Wheeler debating Knowles' adult learning principles

Connectivism occurs in nature, as demonstrated by bacteria, insects