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Jane Hart referenced this presentation in one of her posts this summer. It shows what is published in the course of one second on the Internet. What bearing does this have on learners' skills?

Article by Scott Gillum at Forbes, 1/6/12. Excerpt: "The next-generation tools, like Curata (a HiveFire company) and Curation Station, are focused on B-to-B marketing with a value proposition focused on their ability to drive awareness by improving organic search, and provide organizations with an opportunity to build thought leadership. The key to this evolution is being the "curator." The curator is an editor who sorts through the content to find the information relevant to a company and/or its audience. Curators are not content creators. And this is where I think the challenge lies in using these tools for thought leadership. Creating a content farm on a "hot" topic will not improve organic search (Google has already figured this out) or establish thought leadership in that space. In the survey, marketers stated that "creating original content" was the number one challenge. Companies have to have a point of view and not just aggregated content on the subject. That said, tools can play an important role in the development of thought leadership content but not on their own. For example, the process I used in the past for developing content involved five steps: Decide on an issues set. Develop a point of view. Conduct research to validate the POV. Summarize the research and draw out insight. Write and publish a content piece."

A resource published by Eileen Ferrance on Action Research at the LAB (Northeast and Islands Regional Educational Laboratory) at Brown University on Action Research, 2000 Brown University copyright, all rights reserved What is intriguing to me about this report is that the action research mirrors what I think should happen in a CoP, i.e., a group of people identify a common need from practice, they gather data, they interpret the data, they act on the evidence in their own practice, evaluate results, and redefine the next learning quest.

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.

Love this cogent blog post by Jonathan Rees on why MOOCs are failing --because people need the social supports of learning online or in the classroom. published November 15, 2013.

Very very interesting--a year ago we talked about a learning concierge service in the studio. And look at Jane Hart's post published in July 2013 about how we need to provide such a service for people to take charge of their learning. She mentions towards the end of her post that this could be an outsourced function and then shares how she does it. Look at the link to her page describing the service here-- http://learningconcierge.co.uk/about/ She is offering a workshop, too, and one may join her free learning concierge practice group now. Will also share with Change MOOC for Brenda to see.

I enrolled in the MOOC that the authors helped to lead and it was wonderful. They are both speaking at the Networked Learning Conference in Edinburgh in April