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Following on to the Networked Learning Conference 2012, selected papers have been upgraded and bundled into this interesting book, published by Springer. From practice to theory. Scooped by Steven Verjans onto Networked learning The Design, Experience and Practice of Networked Learning - Springer From link.springer.com - Today, 5:44 AM In the introductory chapter, we explore how networked learning has developed in recent years by summarising and discussing the research presented in the chapters of the book. The chapters are structured in three sections, each highlighting a particular aspect of practice. The first section focuses on the relationship between design and its influence on how networked learning practices are implemented. The second section extends this discussion by raising the notion of experiencing networked learning practices. Here the expected and unexpected effects of design and its implementation are scrutinised. The third and final section draws attention to a growing topic of interest within networked learning: that of networked learning in informal practices. In addition, we provide a reflection on the theories, methods and settings featured in the networked learning research of the chapters. We conclude the introduction by discussing four main themes that have emerged from our reading of the chapters and which we believe are important in taking forward the theory of networked learning. They are as follows: practice as epistemology; the coupling of learning contexts (the relationship and connection of learning contexts and spaces); the agency and active role of technology within networked learning; and the messy, often chaotic and always political nature of the design, experience and practice of networked learning.

Howard Rheingold interviews George Siemens on MOOCs, May 2011, 21 minutes long video Youtube based, Week 1, September 12, 2011 EXCERPTS that intrigue me: At 2.12 into interview: "We encouraged people to create their own spaces. Our assumption was that educational institutions need to stop providing spaces for learners to interact, and allow learners to bring their spaces with them which means they have an archive. So people were setting up spaces in Second Life. We had the course syllabus translated into 5 languages, we had 2,300 people signed up to join. We let people do basically what they wanted." At 3:22 -"We wrap the social elements around the content. That's how traditional education is done. Here is your text, here is your readings, now talk about it. Our assumption was partly that we wanted the social interactions to actually produce the content which doesn't mean that we wanted to run through open meadows learning randomly. We still started off each week with readings, literature that we wanted them to engage in, videos, we wanted to keep everything open. We did have a closed journal but those were optional." 4:11 "The content isn't what you are supposed to master at the starting point. The content we provide you with at the start is the catalyst to converse, to form connections with other learners in the course, with other academics around the world, to use the content as a conduit for connections. Because once the course ends, the learning experience typically in a university setting typically stops. It's done. And even if you are really passionate about it, the university severs those connections on your behalf. But with the internet, those connections exist well past the course." But if your colleagues are blogging ... or are active on the internet, it's easy to stay connected. 6:05 HR question: In regard to Moodle are you using a Discussion Board or chat board, what parts of Moodle are you using? 6:12 "We are continuing to experime

This paper written by George Siemens in 2008 on Learning in Networks raises issues very similar to those we are raising in our discussion. Google Scholar, Scopus, and open access journals offer increased access to academic resources; an extension to more informal approaches such as regular internet search and Wikipedia. Social software (blogs, wikis, social bookmarking, instant messaging, Skype, Ning) provide opportunities for learners to create, dialogue about, and disseminate information. But what becomes of the teacher? How do the practices of the educator change in networked environments, where information is readily accessible? How do we design learning when learners may adopt multiple paths and approaches to content and curriculum? How can we achieve centralized learning aims in decentralized environments? This paper will explore the shifting role of educators in networked learning, with particular emphasis on curatorial, atelier, concierge, and networked roles of educators, in order to assist learners in forming diverse personal learning networks for deep understanding of complex fields.

Interview of Kio Stark by Howard Rheingold on interdependent learning, April 2013. See video (15 minutes). Kio Stark wrote a handbook on how to do in(ter)dependent learning--"Don't Go Back to School" From post: "But one important change has erupted in recent decades, enabled by the advent of digital media and networks, that alters the traditional power equation between holders and seekers of knowledge: schools no longer hold the monopoly on learning. When I want to learn how to do something, I can find a video, an Instructable, a blog post, a peer-learning platform. Schooling is still essential for many - perhaps for most - but for independent learners, tools we didn't dream of a generation ago are available through the nearest web-connected device." Excerpt: In our brief video interview, I talked with Stark about what she learned from independent (more properly, we should probably call them "interdependent") learners like "Cory Doctorow about learning to be a working writer, Dan Sinker about learning to code, Quinn Norton about learning neurology and psychology." I suspect that Anya Kamenetz, Kio Stark, and the Peeragogy Project are forerunners of an entire nascent genre about how to learn anything outside of formal schooling.""

Presentation by Stephen Downes to the London School of Economics, pretty ironic for Stephen to give a lecture on how learning is different now, August 2014. Amazing and funny! "People are looking for learning that isn't so much the repetition of their professors' ideas, but learning that they can apply, that is a part of their life, whether it's part of their life in work, part of their life in their hobbies or their avocations, or part of their life just in what interests them. They expect universities to be flexible." different learning going on The fact is that people learn differently, that they have different objectives, different priorities, different goals, different times that they want to learn, different pets sleeping on their keyboard, all of these impact how people want to learn. That's immediately obvious to anyone who actually looks at people learning. Even as I look around this room, he's on an iPad, she's typing, she's writing on a notepad, he's asleep. Everyone learns differently. Connectivism MOOC George and I launched our MOOC on connectivism, which some of you may have heard of. Most of you may not have heard of it. If you talk about a niche subject, this is as niche as it can get. It's an unknown theory in the field of educational technology.

Very interesting assessment of participation and learning in Change 11 MOOC on Learning in the workplace blog by Caledonian Academy researcher Colin Milligan, December 2012 For me, the recurring theme from this research was that massive courses do need management (of learners, and their expectations), or at least a recognition of the diversity of learner backgrounds, preferences, expectations and motivations that come together in a MOOC, that is then reflected in the design of the learning space which is constructed. I suppose the prevalent (c) MOOC philosophy is that learners should be left to their own devices and they will find their place in the emerging learning networks(anywhere on the spectrum from lurking to leading). We certainly saw interesting evidence of self-organisation, especially among those who engaged with the course through the facebook group, and the twitter chats. But our findings indicate that some users either didn't find these emerging networks (or at least didn't identify a network that suited them), or didn't recognise the central role that these networks play in leveraging the value of the course. While I don't advocate creating rigid structures, I do think there are some simple things that could be done to make sure MOOCs such as Change11 are accessible by the full range of prospective participants.

Social Networked Learning in Complex Information Environments by George Siemens, Slideshare, January 13, 2012, presented at American University at Society for Learning Analytics Research Fabulous overivew of social networked learning. 1/4 the students in HE took at least one online class in Fall 2010

"attributes. When entities are connected to other entities, different attributes will be activated based on the structure of those connections and the nature of other entities that are being connected. This fluidity of attribute activation appears to be subjective, but in reality, is the contextual activation of the attributes of entities based on how they are related to other entities. Knowledge then is literally the connections that occur between entities. I don't see networks as a metaphor for learning and knowledge. I see learning and knowledge as networks. In global, digital, distributed, and complex settings, a networked model of learning and knowledge is critical."

Patti Anklam's blog on networks, September 25, 2011 Four key roles for network weavers Connector Network facilitator Project leaders/coordinator Network guardian

A wonderful testimonial by a language arts teacher--Melinda Rench--in IL on the value of connecting with peers via social media (Ning, Twitter, and personal networks) to feed her mind and soul, Winter 2012. See excerpt below: "Using social networks to further my learning has enriched my professional life in more ways than I can name. I have a support network, a never-ending source of inspiration and new ideas, and a learning network that spans the globe. It is professional development that matters and feeds my soul."

Weaknesses of Online Learning described on the Illinois Online Network website, 2012. It offers the unsupported view below that 20 is the maximum number of students that could be accommodated in an online class without losing the interactive elements. I disagree. Levels of Synergy Online learning has its most promising potential in the high synergy represented by active dialog among the participants, one of the most important sources of learning in a Virtual Classroom. However, in larger classes (20 or more students), the synergy level starts to shift on the learning continuum until it eventually becomes independent study to accommodate the large class. At this point, dialog is limited as well as interaction among participants and the facilitator. The medium is not being used to its greatest potential."

Wonderful HoTEL (Holistic Approach to Technology Enhanced Learning) visualization of learning theories from key concepts, to learning paradigms or 'world views,' learning theorists, and scientific disciplines, from Edudemic.com. The online learning facilitator role that we are most familiar with functions primarily in communities of practice, social constructivist settings, and connectivist networks including MOOCs

List of projects in Connected Learning Research Network as of July 27, 2012 Note this Longitudinal study of Connected Learning by Ben Penuel of late elementary and middle school students in connected learning environments and the "relationship of participation to valued outcomes. These outcomes include interest development, persistence in learning, civic participation, and development of a positive sense of the future." Could these outcomes be the same for WLS Studio connected learners?

Beautiful 5 minute video on Personal Learning Networks for educators but I believe this orientation could/should extend to all professionals in their work/personal lives, too. Uploaded by skipvia on June 10, 2010 on YouTube.

Wonderful blog by George Siemens from 2010 enriched with good comments and exchange on teaching in social and technological networks. He reviews the traditional role of a teacher in a classroom (role model, encourager, supporter, guide, synthesizer) and shows how this model falls apart in a distributed learning network with multiple educator inputs and peer-based learning. Instead he says the roles teachers play in networked learning environments are to amplify, curate, find the way to help students make sense of information fragments, aggregate, filter, model (to build apprenticeship learning), and provide a persistent presence (place to express herself and be discovered).

George Siemens on the role of the teacher

An especially good blog (IMO) by Harold Jarche on the intersection of Individual, community, and network fluency, and the intersection and interplay of all 3 and the literacies necessary to be part of global networks to solve global issues.

interesting use of Scoop.it on connected learning and connectivism

Learner Weblog by Sui Fai John Mak on why people leave MOOCS. Believe that the list of reasons may apply to all online learning communities. Mak's reasons: 1. emotional (people afraid of revealing ignorance with technology and ideas); 2. lack of motivation; 3. feeling of chaos with too much info to deal with; 4. identity (in my words--where do I fit? What is my view uninfluenced by this rich abundance of ideas; 5. Threat to security and privacy and being overpowered by ideas of more influential, smarter people (my words) In comments: Ken Anderson--novelty; our neophilia keeps us from sticking around after the newness wears off; Brainysmurf--the "working on me" realization--what I have to understand and address "about how I learn or do not learn, how I perceive authority and control, how I manage or fail to manage info and filters and flow of information." Jeffrey Keefer--length (of commitment to course--12 weeks or 32 weeks?)

essay by George Siemens, 1/31/14, on why MOOCs and the discussion/dialogue they promote are good for higher learning overall.

Stephen Downes on what learners need and want in a networked world. Although he does go on in his usual way, this is a really interesting take on current educational models vs. what students want and need, and are beginning to access themselves.

Stephen Downes on what learners need and want in a networked world. Although he does go on in his usual way, this is a really interesting take on current educational models vs. what students want and need, and are beginning to access themselves.