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danielbmc

Three Generations of Distance Education Pedagogy - 1 views

www.irrodl.org/...1663

edtech543 elearning technology theory

shared by danielbmc on 03 Sep 12 - No Cached
  • cognitive-behaviourist, social constructivist, and connectivist pedagogy
  • explore distance education systems as they have evolved through three eras of educational, social, and psychological development
  • requirement for distance education to be technologically mediated in order to span the geographic and often temporal distance between learners, teachers, and institutions, it is common to think of development or generations of distance education in terms of the technology used to span these distances
  • ...39 more annotations...
  • first generation of distance education technology was by postal correspondence
  • second generation, defined by the mass media of television, radio, and film production
  • interactive technologies: first audio, then text, video, and then web and immersive conferencing
  • less clear what defines the so-called fourth- and even fifth-generation distance technologies except for a use of intelligent data bases (Taylor, 2002) that create “intelligent flexible learning” or that incorporate Web 2.0 or semantic web technologies
  • repertoire of options available to DE designers and learners has increase
  • Many educators pride themselves on being pedagogically (as opposed to technologically) driven in their teaching and learning designs
  • two being intertwined in a dance: the technology sets the beat and creates the music, while the pedagogy defines the moves
  • To some extent, our pedagogical processes may themselves be viewed as technologies
  • none of these three pedagogical generations has disappeared, and we will argue that all three can and should be effectively used to address the full spectrum of learning needs and aspirations of 21st century learners.
  • Behavioural learning theory begins with notions of learning which are generally defined as new behaviours or changes in behaviours that are acquired as the result of an individual’s response to stimuli
  • Although learning was still conceived of as an individual process, its study expanded from an exclusive focus on behaviour to changes in knowledge or capacity that are stored and recalled in individual memory.
  • The locus of control in a CB model is very much the teacher or instructional designer
  • It is notable that such models gained a foothold in distance education at a time when there were limited technologies available that allowed many-to-many communication. Teleconferencing was perhaps the most successful means available but came with associated costs and complexity that limited its usefulness. The postal service and publication or redistribution of messages was very slow, expensive, and limited in scope for interactivity. Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • Cognitive presence is the means and context through which learners construct and confirm new knowledge
  • Later developments in cognitive theory have attempted to design learning materials in ways that maximized brain efficiency and effectiveness by attending to the types, ordering, timing, and nature of learning stimulations
  • Learning was thought of as an individual process, and thus it made little difference if one was reading a book, watching a movie, or interacting with a computer-assisted learning program by oneself or in the company of other learners
  • reduction of the role and importance of the teacher further fueled resentment by traditional educators against the CB model of distance education
  • While appropriate when learning objectives are very clear, CB models avoid dealing with the full richness and complexity of humans learning to be, as opposed to learning to do
  • People are not blank slates but begin with models and knowledge of the world and learn and exist in a social context of great intricacy and depth.
  • technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers
  • Social-constructivist pedagogy acknowledges the social nature of knowledge and of its creation in the minds of individual learners.
  • Teachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs means by which new knowledge is both created and integrated with existing knowledge
  • The locus of control in a social-constructivist system shifts somewhat away from the teacher, who becomes more of a guide than an instructor, but who assumes the critical role of shaping the learning activities and designing the structure in which those activities occur
  • social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies
  • Cognitive presence also assumes that learners are actively engaged, and interaction with peers is perhaps the most cost-effective way to support cognitive presence
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding
  • Social interaction is a defining feature of constructivist pedagogies. At a distance, this interaction is always mediated, but nonetheless, it is considered to be a critical component of quality distance education
  • the educator is a guide, helper, and partner where the content is secondary to the learning process; the source of knowledge lies primarily in experiences
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Constructivist distance education pedagogies moved distance learning beyond the narrow type of knowledge transmission that could be encapsulated easily in media through to the use of synchronous and asynchronous, human communications-based learning
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems. Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous access to networked technologies
  • Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed.
  • It is noteworthy that connectivist models explicitly rely on the ubiquity of networked connections between people, digital artifacts, and content, which would have been inconceivable as forms of distance learning were the World Wide Web not available to mediate the process. Thus, as we have seen in the case of the earlier generations of distance learning, technology has played a major role in determining the potential pedagogies that may be employed.
  • learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks
  • exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence
  • Connectivist learning is based as much upon production as consumption of educational content
  • The activities of learners are reflected in their contributions to wikis, Twitter, threaded conferences, Voicethreads, and other network tools. Further, social presence is retained and promoted through the comments, contributions, and insights of students who have previously engaged in the course and that persist as augmentable archives to enrich network interactions for current students
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others
  • stress to teaching presence is the challenge presented by rapidly changing technologies
  • Gretel Patch on 03 Sep 12
     
    How three theories have shaped distance learning over the years. Connectivist theory shows how learning is about forming connections with others through human and digital interaction. Developed in the digital age and assumes access to social networking technologies.
  • danielbmc on 23 Jun 14
     
    This is a March 2011 journal article that highlights the shifts in technology and theory for distance learning. First, there was the cognitive-behaviorist with it's focus on read, watch, and recall. As the web developed, we saw constructivism shift the teachers duties from content creator to a guide through the content as students synthesized. Connectivism promotes the teacher as a "co-traveler" helping students to explore, connect, and create.
nstringham

Communities of Practice (Lave and Wenger) - Learning Theories - 6 views

www.learning-theories.com/-practice-lave-and-wenger.html

CoP teacher social network learning

shared by nstringham on 05 Sep 16 - No Cached
  • collaborate over an extended period of time
  • earn how to do it better as they interact regularly
  • does not require intentionality
  • ...1 more annotation...
  • problem solving, requests for information, seeking the experiences of others, reusing assets, coordination and synergy, discussing developments, visiting other members, mapping knowledge and identifying gaps.
  • clairedickinson4 on 05 Sep 16
     
    Throughout this website, Etienne Wenger describes Communities of Practice as "groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly." It strongly conveys the importance of working together and emphasizes teamwork as a vital component for success. I could not agree more.
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  • David Yargo on 07 Sep 16
     
    This is a summary of the work of Lave and Wenger on communities of practice. It focuses on the need for social participation for learning. The article also highlights how learning is central to human identity.
  • michellehughes11 on 05 Jun 17
     
    Wenger and Lave first used the term Communities of Practice (CoPs) in 1991 and furthered their explanation in 1998. CoPs are a process of social learning in which a group of like-minded people regularly collaborate with the objective to learn something. Wenger specifically notes that this definition does not include "intentionality," stating that learning can happen incidentally. This article goes on to explain the three components of a CoP: domain, community, and practice. Finally, the summary ends with a list of methods commonly seen to collaborate in a CoP including problem solving, seeking others' experience, discussing developments, and mapping knowledge
  • mskmjohnson on 05 Jun 17
     
    This article also explains how participation is a huge part of communities of practice. It states that these communities are groups that have something in common and people can learn from one another through the interactions taking place. One big focus is how the participation that is going on needs to be active and continuous. A person's active participation can then help motivate them and others in the community to continually want to learn.
  • Ariana Pyburn on 08 Jun 17
     
    This quick overview of CoPs gives a plain-English approach to the definition and components of CoPs. This allows for a quick understanding without having to dissect the meaning of each word of the definition. Wenger's simple definition is given, as well as the required components for a CoP, and it is concluded with the concept of social participation as a learning focus.
  • Natalie Burr on 09 Jun 17
     
    Since I hadn't heard of CoPs, I thought I should find out what it is. For those in the same boat, there are 3 things necessary to have a CoP: 1. domain (common interest), 2. community (engaging together in activity and sharing of information), and 3. practitioners (members are not just people with a shared interest, but practicing).
  • timrocco on 11 Jun 17
     
    Introduction to and required components of a community of practice.
  • sfledderjohann on 12 Jun 17
     
    This article outlines the components of a community of practice as well as discussing what a community of practice is not to help learners better understand what is necessary to have a community of practice.
  • Ryann Waldman on 12 Jun 17
     
    Communities of Practice were first used in 1991 by Jena Lave and Etienne. A CoP is social learning aimed around a specific subject with people who have common interests and collaborate over a large period of time in an online community. The learning that takes place is often natural and happens through the social interactions. There are three requirements for a proper CoP. The first is that there needs to be a domain. The people involved in the CoP need to have shared interests. The second is that there needs to be a community. The people involved need to interact and engage in activities to help and share information with each other. The final necessity is that there needs to be a practice. This means that they are actively engaged within the community and work to inform everyone involved. CoPs work using social interactions to create the learning community. 
  • teachingjake503 on 01 Sep 17
     
    This short but informative article helps get to the root question of "what are communities of practice?" The article describes the three main components of the communities of practice theory which domain (shared, common interest), community (sharing of info, activities), and practice (members of COP need to be practitioners of the domain and not just casual observer). To be a true COP, the above components must be present. The article breaks down Wengers belief that "groups of people who share a concern of a passion for something they do and learn how to do it better as the interact regularly". It discussed how COP's are becoming more present through online communities formed through the Internet and social media. COP's are being seen as avenues that promote innovation and building of social capital through the spreading of knowledge.
  • bettywells on 03 Sep 17
     
    In this article Etienne defines Communities of Practice (CoP) as "groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly." This learning that takes place is not necessarily intentional. Three components are required in order to be a CoP: (1) the domain, (2) the community, and (3) the practice.
  • naddleman on 07 Jun 18
     
    This short summary did a really good job of making this concept simple to understand. It explains that you need three things for a COP: a domain, a community and practice. Great short explanation
  • nstringham on 10 Jun 18
     
    This article is an overview of CoPs. The highlight for me is that it must be a collaboration over time, not a one-time Professional Development.
anonymous

Social Networking as a Tool for Student and Teacher Learning - 0 views

www.districtadministration.com/viewarticle.aspx

networking social DistrictAdministration

shared by anonymous on 19 May 11 - No Cached
  • Online social networking includes much more than Facebook and Twitter. It is any online use of technology to connect people, enable them to collaborate with each other, and form virtual communities, says the Young Adult Library Services Association
  • Survey research confirms, however, that interest in harnessing social networking for educational purposes is high. As reported in School Principals and Social Networking in Education: Practices, Policies and Realities in 2010, a national survey of 1,200 principals, teachers and librarians found that most agreed that social networking sites can help educators share information and resources, create professional learning communities and improve schoolwide communications with students and staff. Those who had used social networks were more positive about potential benefits than those who had not. In an online discussion with 12 of the principals surveyed, most said, “social networking and online collaboration tools would make a substantive change in students’ educational experience.” They said these tools could improve student motivation and engagement, help students develop a more social/collaborative view of learning and create a connection to real-life learning.
  • Among students surveyed in a National School Boards Association study, 96 percent of those with online access reported using social networking, and half said they use it to discuss schoolwork. Despite this prevalence in everyday life, schools have been hesitant to adopt social networking as an education tool. A 2010 study into principals’ attitudes found that “schools are one of the last holdouts,” with many banning the most popular social networking sites for students and sometimes for staff.
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  • Most national, state and local policies have not yet addressed social networking specifically; by default, it often falls under existing acceptable use policies (AUPs). While AUPs usually provide clear language on obscenities, profanity and objectionable activities, they also leave out gray areas that could open students to harmful activities while excluding them from certain benefits of social networking. Likewise, boilerplate policies that ban specific applications, such as Twitter, may miss other potential threats while also limiting the ability of students to collaborate across schools, districts, states or countries. The challenge for districts is to write policies that address potentially harmful interactions without eliminating the technology’s beneficial uses.
Clayton Mitchell

Can Social Media Play A Role in Improving Retention in Higher Education? Research Says ... - 0 views

www.emergingedtech.com/...education-research-says-it-can

social media EdTech 543

shared by Clayton Mitchell on 01 Nov 12 - No Cached
  • Clayton Mitchell on 01 Nov 12
     
    "Studies have concluded that social engagement can benefit retention efforts, and schools and teachers are successfully pursuing this tactic with the help of social media applications." This is an article that points to studies indicating that just as social interaction can help with student retention, both in the field of study and at the school, so to can social media fill this need. 
Rebecca Olien

The construction of shared knowledge in an Internet-based shared environment for expedi... - 0 views

education.illinois.edu/...v2n2feature.html

shared knowledge social networking edtech543 role of mentor

shared by Rebecca Olien on 05 Sep 13 - No Cached
  • Rebecca Olien on 05 Sep 13
     
    The authors conducted a study of two groups of students (ages 13-17) with two mentors in a teacher education program at Brigham Young University. The study examined how interaction within the two study groups contributed to social construction of shared knowledge. Group A had social interactions previous to the six-week online project, while group B had no previous social interactions. The researchers examined a variety of data including email exchanges, chat room transcripts, electronic logs, and discussion board entries. The conclusions suggested the effectiveness of an online mentor whose role helps establish social interaction, a supportive climate for the exploration of ideas, consensual decision-making, and open discussion. The strength of the study involves using two groups for comparison, as well as a variety of authentic data resources. Limitations include whether results can be generalized and limited ability to analyze students' prior social interactions as factors in the results.
Buffy Naillon

PLN theory, CoP, Connectivism - Naillon - 8 views

Hey Terrence! You're welcome. I hope I did it right. :) It seemed logical to do things that way. Cheers! Buffy

PLNs CoPs Connectivism formal and informal edtech543 web2.0 resources

started by Buffy Naillon on 04 Sep 16 2 follow-ups, last by Buffy Naillon on 05 Sep 16
Cassie Davenport

The End of Isolation - 11 views

jolt.merlot.org/...alderton_0911.htm

twitter research pln EdTech543 network

shared by Cassie Davenport on 03 Jul 15 - No Cached
  • Cassie Davenport on 03 Jul 15
     
    The study in the paper was interesting as it looked at K-12 educators and their use of Twitter to research, relate and form PLNs. Twitter and other social medias have allowed teachers to form networks that are specific to their needs and wants in terms of their own professional growth. In the "End of Isolation" the researchers findings touched on the fact that "over 82% of the time, the educators in this study chose to follow other educators or content experts related to their field of teaching so they were able to create a personal learning network meaningful to their professional needs." Now I just need to work with teachers at my school site to help them realize the individualized professional potential!
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  • loganwillits on 04 Jul 15
     
    Cassie- This is a really neat resource in which actual data has been accumulated and presented for teachers and their use of a social networking website. It was interesting to look at the numbers behind the ten educators that they chose and see them present some other general findings. I think the "Benefits" section towards the end of the article hits the goals of any social network precisely: 1) Access to Resources, 2)Supportive Relationships, 3)Increased Leadership Capacity, and 4)Development of a Professional Vision. IF you get into these tools to become a better educator, then I feel those are four visions that you set out to fill by utilizing the networking/technology.
  • cbjohnsrud on 04 Jul 15
     
    This is a great resource to use to support the research behind using Twitter as an educator. I think the title of the article says it all. As the only social studies on my campus, I have learned to reach out to other teachers using social media. The end of the article brings up some interesting points regarding professional development and Twitter. Research says that teachers need more than just a "one stop shop" when it comes to any professional development, and that they need time to reflect, question, and practice. I would argue that Twitter allows for exactly that. Having a community of teachers to come back to in order to reflect on a teaching experience and/or ask for support provides a safe place to do just that.
  • Elizabeth Wood on 05 Jul 15
     
    Cassie, this was a very interesting research article that presented actual statistics and information on how teachers utilize social media, specifically Twitter. It was very informative and discussed the uses of twitter beyond just being a social outlet.
  • Renee Phoenix on 05 Jul 15
     
    This was indeed an interesting research project. It was nice to see that there were so many collaborations that were spawned through Twitter connections. Most of the teachers said they were able to exchange information or resources at a professional level, but I was surprised by how many continued the conversation at a social level also.
  • Rob Johnson on 05 Jul 15
     
    I feel like this resource has a lot of valuable information. I am very interested in learning to use Twitter as a form of PLN using Twitter and this resource seems to show the value in that. In addition, I liked the research study approach to this article.
  • caaskin on 06 Jul 15
     
    This study underscored the benefits of Twitter for the educational community. The article shared the advantages to new teachers in particular, where one participant stated it changed her vision and practice in the classroom. Very powerful!
  • Megan Gooding on 06 Jul 15
     
    Of all the resources I have read thus far on PLNs, this particular article forced me to think deeper and reconsider my interpretation of this concept. First of all, I found that the article provided a picture of the quality of interaction that can occur within Twitter. The data collected by researchers provides an in depth look at Twitter as a PLN - a feat that few other resources I have read have accomplished. By detailing the amount, quality, and type of interactions and connections, a tangible conception of a PLN emerges, even for someone who has little to no experience with Twitter. Of the 10 surveyed, a majority of their connections and tweets were professionally related. According to Nussbaum-Beach (video I posted), the difference between a PLN and a CoP is the familiarity of the people and the connection to an idea or problem. However, this study provides a different perception of a PLN that is largely professionally based with strong two-way connections. These conclusions made me wonder if it is possible for facets of a PLN on Twitter to transform into a CoP. Further, at what point can one argue that a PLN has successfully transform into a virtual CoP? Thanks for sharing. This was an excellent read!
Kelly Kenney

Website #6- Communities of Practice - 6 views

janetclarey.com/...ing-vs-communities-of-practice

education Edtech543 resources learning technology web2.0

shared by Kelly Kenney on 11 Sep 12 - No Cached
  • Jaime Bennett on 11 Sep 12
     
    This blog describes some differences between social learning and communities of practice. While it is written by an instructional designer in the corporate sector, many of the details and examples are still applicable to education.
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  • ShellyWalters on 11 Sep 12
     
    The author's viewpoint on the learner interaction with content was interesting. Social learning is me and COPs are us.
  • Ilene Reed on 20 Jun 13
     
    This article makes the reader think. Janet Clarey poses the question "are social learning and communities of practice the same thing?" Her idea is that they are not. She makes the distinction between them as social learning is taking in all information from social settings. It cannot be tracked as far as acquisition of knowledge. Communities of practice focus on sharing and collaboration of information and can be tracked.
  • Molly Large on 21 Jun 13
     
    It's an interesting article. I think social learning might be part of a community of practice - I certainly use it that way. I use my professional network to learn and question and explore, much like Clarey describes. But it's within my community of practice, because I also share, invite, and collaborate as part of the process. I believe there is little dialogue in life that can be classified as cleanly as Clarey defines these terms - I think we fluidly move from one position to another.
  • Cate Tolnai on 21 Jun 13
     
    This article compares and contrasts "social learning" and "CoPs." The major difference in my eyes has to do with the formality of the latter. CoPs aim to track the conversations and bring like-minded people with similar goals together to grow alongside each other. I appreciate this article as it gave me a clearer vision of CoPs.
  • vanessa botts on 22 Jun 13
     
    This post's author discusses the differences between Social Learning (where learning is generally unorganized and done by observing, talking, questioning and learning is often not formal or unintenational) and Communities of Practice where learning is more intentional and happens between communities of individuals with common interests.
  • Forrest Doud on 07 Sep 13
     
    This post aims to distinguish between social learning and communities of practice. It offers an interesting take on the two sides. What I really got most out of it was actually from the first comment from another reader who offers an amazing example of a community of practice. The author of the comment uses Professional Chefs as an example of a community of practice which was one of the best real world and simple to understand explanations I have seen. "My favorite example of a community of practice is professional chefs. They are a community in every sense of the word even though no one maintains a membership list. Chefs identify with one another. They spend time together. They share their knowledge and swap secrets with one another. They enrich the practice of the profession. They nurture people entering the professional and guide their professional development. They set and maintain standards. You can even spot them by the clothes they wear. What brings them together is the "practice." That's terrible term, for it's subject to misinterpretation. We're talking practice as in legal practice or medical practice, not as in piano practice or football practice." Their goal is not making profits; it's furthering the practice.
  • Kelly Kenney on 01 Sep 15
     
    CoPs are becoming much more popular with the use of technology. Etienne Wenger and Jean Lave are two of the most respected names when it comes to communities of practice. CoPs are groups that are focused on collaboration of common interests while having a purpose and motivation.
Clayton Mitchell

Students use blogs, social media to stay connected while studying abroad | The Daily Or... - 0 views

dailyorange.com/...onnected-while-studying-abroad

EdTech 543 connected studying abroad social media

shared by Clayton Mitchell on 01 Nov 12 - No Cached
  • Clayton Mitchell on 01 Nov 12
     
    This post is from a student perspective about how using social media while studying abroad help keep them connected with students at the home institution. The article does not touch on the possibility of these tools acting as an insulator, keeping the student from interacting with the culture they are visiting. The assumption has to be that while they are in country, they are actively seeking out these interactions. A little focus from the study abroad program could help achieve both objectives. 
devivost

infed.org | Jean Lave, Etienne Wenger and communities of practice - 9 views

infed.org/...er-and-communities-of-practice

education CoP EDTECH543

shared by devivost on 20 Jun 13 - No Cached
  • Dana Daines-Smith on 20 Jun 13
     
    Communities of Practice are becoming an important focus in organiation development because of the learning and collaboratiave aspects of CoP. Theory and practice of CoP's are reviewed. The model of situated learning is reflected upon as CoP's are viewed as a process of engagement.
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  • Forrest Doud on 07 Sep 13
     
    This is a resource on communities of practice and their positive impact on organizational development and group work. It highlights the work of Jean Lave and Etienne Wenger. It breaks down the 3 elements that differentiate a community of practice from other groups/communities and how knowledge is generated in a community. Situated learning is the model of learning that is explained as taking place in these communities of practice.
  • Sarah Baughman on 04 Sep 14
     
    This article gives a short history of Communities of Practice and goes on to explain what they are. It is easy to read and understand as It explains what CoP are and what they are not.
  • Cheronne Edwards on 05 Sep 14
     
    Detailed article that describes the communities of practice philosophy that Jean Lave and Etienne Wenger developed the in the late 80's that proposes learning comes from the social interactions in our daily lives. The article further explains how the interactions with various groups causes the learning, whether it is as a core member or a bystander.
  • siss1382 on 07 Sep 14
     
    I really liked this article because as an educator it spoke to what I believe in. Learning does not only take place in the educational setting of a school, but it also takes place outside of that environment. Learning is social, it's physical, it's interactive, it's communicating. There are so many different ways to learn and therefore people never stop learning. It states that communities of practice are all around us and most of the time we are involved in many of those groups at the same time.
  • Jennifer Frost on 29 Jun 15
     
    Lave and Wenger discuss communities of practice covering many topics such as the characteristics and the relationships. EDTECH543 Communities of Practice
  • Elizabeth Wood on 05 Jul 15
     
    This article discusses Jean Lave and Etienne Wenger, who proposed that "learning involved a process of engagement in a 'community of practice'." They discuss the idea of learning as being a social experience rather than an individual one, and that people are typically involved in a number of communities of practice. The characteristics of communities of practice are described, as well as situated learning.
  • Kelsey Ramirez on 02 Sep 15
     
    This article clearly articulates what communities of practice are, examples of each (which I find the most interesting as it makes a very clear connection to what we know), and three main components. The three distinguishable ideas show how communities of practice are different than random groups. I like their ideas of these groups occurring over time around things thst matter to people. #EDTECH543
  • cassiefaught on 03 Sep 15
     
    This source discusses communities of practice and how they can be either formal or informal. Members of a community of practice are in an organized group centered around a shared idea. Communities of practice allow connectivity because learners make connections with each other as resources to acquire knowledge when needed.
  • Dalia Allencherry on 03 Sep 15
     
    I learned about different definitions or explanations of communities of practice and how the learning happens by means of communities of practice is connected to situated learning. I also learned about different characteristics of communities of practice and how these characteristics are interconnected. I learned in detail about how the concept of communities of practice is aligned with the concept of situated learning. I enjoyed reading the examples and learning how communities of practices change over time.
  • Kelly Kenney on 03 Sep 15
     
    In CoPs, connections are being made. Everyone is working together to get everything that they need. I think that the main focus of this descibres the aspects of collaboration and why it is so important with CoPs. CoPs is related to situated learning and that is something new that I learned.
  • Innovative Educator on 05 Sep 15
     
    "Communities of practice are formed by people who engage in a process of collective learning" A COP is joining in mutual activities.
  • Katie Swanson Sathre on 13 Jun 16
     
    3 crucial elements that make a COP: Domain, Community, and Practice. A domain is a common interest among members. A community means that members engage in activities and discussions and share information to help one another. Members practice by sharing tools and resources.is something that individuals do.
  • alannashaw on 29 Aug 16
     
    Excellent article that explains the characteristics of CoPs and how CoPs can be used in many aspects of life (both personally and professionally). This is the first article I have found that references "situational learning" as part of CoPs. The idea that learning is a social process and that we learn more from collaboration than we do independently seems to support the use and development of CoPs. Lave and Wegner illustrate that theory in the article by using examples from real-life situations.
  • Ariana Pyburn on 08 Jun 17
     
    This article really talks about the details of CoPs without going into the how-tos that many others do. I appreciate how foundational it starts- even pointing out that learning was initially thought of as an individual activity and how that has evolved. Situated learning is discussed as it is beneficial for learners to not just learn by hearing or doing, but by learning to talk about what they are doing.
  • kaydentague on 11 Jun 17
     
    Ariana, I loved how this article provided such great information and details.I also appreciate knowing the background of where foundations start. Thanks for the share!
  • Tiffany Kannengieszer on 28 Aug 17
     
    This article gives a very detailed explanation of communities of practice. The author traces the term to its origins to Lave and Wenger. Definitions of the characteristics of communities of practice are defined. Both Lave and Wenger claim that learning requires communities of practice which create authenticity beyond models to be applied to real situations
  • teachingjake503 on 01 Sep 17
     
    This is an article that dives deeper into the theory and practice of communities of practice. The article hits the main components of domain, community, and practice but dives deeper into the thinking of the researchers Lave and Wenger. I appreciated how the article dives deeper into the process of these communities and how many of us join COPs as periphery learners and then as we gain competence through out interactions with the COP we move to full participation. The cornerstone of the theory being that learning not is solely acquisitional but rather a process of social participation. There are extended quotes from the researchers that provide a deeper context to their theory and more is discussed about the processes of their research.
  • devivost on 11 Jun 18
     
    This article provides a great overview of the writings of Wenger and Lave on communities of practice. Their basic points are that we are all involved in communities of practice and they are valuable tools to become better educators. They also explain how our learning never ends as education continues to change. We constantly need to adapt and change our methods to fit our learners.
Buffy Naillon

Communities of Practice (Lave and Wenger) CoPs - 17 views

www.learning-theories.com/-practice-lave-and-wenger.html

EdTech543 technology CoPs elearning

shared by Buffy Naillon on 10 Sep 12 - Cached
  • Fabio Cominotti on 10 Sep 12
     
    This is a more technical site that better describes CoPs.  It talks about what a CoP is and what the requirements are.  I particularly like that the it states that the learning is not necessarily the primary reason for the existence of a CoP.  It also gives some sources for further study.
  • ...20 more comments...
  • Ben Moore on 10 Sep 12
     
    Fabio, I agree, good find. Always helpful to have a firm understanding of what makes up the CoP. I keyed in on the requirement that members must not simply be interested in the topic, but needed to be practitioners as well!
  • Deborah Lyman on 11 Sep 12
     
    This article has an interesting take on a community of practice. With the current nation wide movement to adapt the Common Core Standards, educators are required to focus on student achievement. In order to be successful, educators will have to form Communities of Practice in order to collaborate and effectively. This means that CoPs must focus on professional development as well as learning issues.
  • Jaime Bennett on 11 Sep 12
     
    This site breaks down the required components of a community of practice, based on the views of Jean Lave and Etienne Wenger. The site also gives some background regarding the origination of the term "communities of practice."
  • Cate Tolnai on 19 Jun 13
     
    SUMMARY: Communities of Practice are defined as informal social partnerships of like-minded practitioners who want to work together to improve current issues or states of learning. Three required components are proposed to constitute a CoP: "a domain of interest, a community, and practice."
  • Ilene Reed on 20 Jun 13
     
    This is a "webliography" (my new word of the day) that describes the idea of communities of practice by theorists Lave and Wenger. It is a good at describing what the terms are. Wenger says that" learning is central to human identity" and people continuously create their identity by engaging in and contributing to communities.
  • vanessa botts on 22 Jun 13
     
    In this article, the author cites Ettiene Wenger (one the two theorists who coined the term 'Communities of Practice') and summarizes its definition. The quote she includes succinctly and clearly explains communities of practice as: "groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly."
  • Todd Hansen on 22 Jun 13
     
    Some history on learning theories and the origins of communities of practice.
  • Betty Clevenger on 08 Sep 13
     
    This site gives a brief, easy-to-understand summary on the definition of Communities of Practice. It tells how COPs work and the distinctive components of a COP.
  • Katelyn Conner on 08 Sep 13
     
    A nice summary of the basics of CoP. Gives history of the theory, definition, descriptions, and the building blocks of a successful CoP. My biggest take-away: "The learning that takes place [in a CoP] is not always intentional. This helped me to develop a deeper understanding.
  • Katy Cooper on 19 Jun 14
     
    This provides another basic overview of communities of practice. There is a brief description followed by the history of the term and the development of the theory. It continues to outline the three required components of CoPs.
  • Chris Hill on 20 Jun 14
     
    There are 3 necessary parts: 1. A group of people share an interest (high school Math) 2. All members contribute 3. All members put into practice the resources that are shared as a group.
  • Emmett Wemp on 22 Jun 14
     
    This is a solid description of what a Community of Practice is in reference to learning styles.
  • danielbmc on 23 Jun 14
     
    I love how succinct this is. Sometimes less is more and I think this is an example of that. It also helped me realize that this isn't a new or complicated idea, but something that we have done in my school for years (Learning Communities). We are organized by department, meet regularly to compare data, offer up examples of work, share sources, etc. I am already a part of a CoP and did not even realize it!
  • kooloberlander on 24 Jun 14
     
    I find the term community of practice being used in professional development and having structure imposed top down. This website clearly lets you know it is not a club or a fan group but a practicing community that is formed voluntarily.
  • Ross Craycraft on 31 Aug 14
     
    This blog post from Learning-Theories.com explores Communities of Practice and provides a clear and concise explanation of components of Communities of Practices, and what constitutes CoP and what does not.
  • lisanebe on 01 Sep 14
     
    This is a summary of the Communities in Practice learning theory. It is a very concise view of the theory. It covers the three required components as well as the key terms involved.
  • siss1382 on 07 Sep 14
     
    This site speaks specifically about the three "must haves" in order to determine if something is a community of practice or not. They are: having a common interest, having a community, and practicing that specific skills/interest.
  • Kelly Kenney on 01 Sep 15
     
    Summary: Communities of Practice occur when people have a common interest in something. This becomes a collaboration with peers to engage in discussions as well as sharing ideas, strategies and solutions.
  • amymitchell136 on 06 Jun 16
     
    This article defines what a community of practice is and the three required components of CoPs. There needs to be domain, community, and practice. The domain is a common interest where the members are committed to it. The community is where members interact and engage in shared activities. The practice is developing a shared repertoire of resources over time.
  • courtneylarue11 on 09 Jun 16
     
    This article describes what a CoP is and specifically what it is not. It describes three major components of a CoP and details how participants can help or hurt a CoP. The author also provides two resources to gain more knowledge about CoPs.
  • jaelorduy on 09 Jun 16
     
    This article is an outline of Communities of Practice with description of relevant terminology outlined and defined. Identifies the three components of CoPs - domain, community and practice. This article says that the central component of this learning theory is to draw participants deeper into the community through the attractiveness of developing skills relative to the domain.
  • Buffy Naillon on 05 Sep 16
     
    This one I didn't summarize, only because I really had a hard time grasping the three elements of the CoP, and I thought this site encapsulated it nicely. Incidentally, my creative assignment for this week was inspired by the reference to Star Trek fans in this post. Here are the three elements make up CoP, and again, this information below is taken straight from the source (long quotes), because the definition is so good: 1. There needs to be a domain. A CoP has an identity defined by a shared domain of interest (e.g. radiologists, Star Trek fans, middle school history teachers, Seahawks football fans, etc.); it's not just a network of people or club of friends. Membership implies a commitment to the domain. 2. There needs to be a community. A necessary component is that members of a specific domain interact and engage in shared activities, help each other, and share information with each other. They build relationships that enable them to learn from each other. In this way, merely sharing the same job does not necessitate a CoP. A static website on hunting in itself is not a community of practice. There needs to be people who interact and learn together in order for a CoP to be formed. Note that members do not necessarily work together daily, however. Wenger points to the example of Impressionist painters who sometimes met in cafes to discuss their painting styles. He indicates that even though these men normally painted alone, these kinds of interactions were essential to making them a CoP. 3. There needs to be a practice: A CoP is not just people who have an interest in something (e.g. sports or agriculture practices). The third requirement for a CoP is that the members are practitioners. They develop a shared repertoire of resources which can include stories, helpful tools, experiences, stories, ways of handling typical problems, etc. This kind of interaction needs to be developed over time. A conversation with a random stranger who happens to be an exp
anonymous

Personal Learning Environments, social media, and self-regulated learning: A natural fo... - 3 views

http://www.sciencedirect.com.libproxy.boisestate.edu/science/article/pii/S1096751611000467 Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated...

PLN self-regulation informal learning

started by anonymous on 01 Jul 15 no follow-up yet
melpalmer4

Communities of Practice - 17 views

www.innovativelearning.com/...communities_of_practice.html

EDTECH543 EDTechSN CoP

shared by melpalmer4 on 08 Sep 13 - Cached
hamitup liked it
  • A primary focus of Wenger’s work is on learning as social participation – the individual as an active participant in the practices of social communities, and in the construction of his/her identity through these communities. From this understanding develops the concept of the community of practice: a group of individuals participating in communal activity, and experiencing/continuously creating their shared identity through engaging in and contributing to the practices of their communities.
  • Stacie Barker on 08 Sep 13
     
    Great short clip that explains communities of practice for educators.
  • ...21 more comments...
  • toddsvecusa on 06 Sep 14
     
    This is a great resource with videos about communities in practice. I really enjoyed the table about communities of practice vs teams.
  • siss1382 on 07 Sep 14
     
    This resource had both videos and a visual table to explain communities of practice. I liked how they described it using the terms: "Communities of Interest and Communities of Action". I think that is important because people can access their own specific interest catered directly to them.
  • alexisseidl on 08 Sep 14
     
    I think this is a great resource to have for Communities of Practice. It provides a clear definition of Communities of Practice and also provides videos and visuals to provide further clarification.
  • techteachmatt on 08 Sep 14
     
    CoP's a great place to share ideas, resources, post questions/concerns with other professionals within your contetn area. Great video and explanation of CoP!
  • andrewmacrae on 08 Sep 14
     
    This is a great place to get started because there are videos as well as text. The diagram toward the bottom of the page by Heather Smith and James McKeen from the School of Business at Queen's University is particularly useful. Often knowing what something is is easier when you know what it is not! Good stuff, thanks.
  • amymitchell136 on 06 Jun 16
     
    This article discusses that the idea of communities of practice (CoP) is that learning occurs in social contexts that emerge and evolve when people who have common goals interact as they strive towards those goals. It mentions the negotiation of meaning which involves two components: reification and participation. The article also compares communities of practice with teams and community of practice as knowledge management.
  • courtneylarue11 on 09 Jun 16
     
    This article describes in detail the development of CoP and the work of Jean Lave and Etienne Wenger. There is a short video embedded that gives an example of CoP in the workplace at Caterpillar University. At the bottom of the article it shows a table that contrasts teams and CoPs. This gives a good visual on what the differences are in each category.
  • jaelorduy on 10 Jun 16
     
    I especially like the way that this resource outlines the difference between teams and CoPs. It makes complete sense and is very intuitive but it is extremely useful to have it outlined in the chart format.
  • Katie Swanson Sathre on 13 Jun 16
     
    Lave & Wegner are the originators of the idea of 'Situated Learning' which is described as being fully engaged and "learning to talk instead of learning from talk." Within CoPs, participants engage in frameworks with structure. Alcoholics Anonymous was a good example from this article.
  • J Matibag on 13 Jun 16
     
    Sometimes when I spend time researching and learning about new concepts, I get lost in the details of definitions and citations. What I liked about this article was the table comparing CoPs to Teams. It breaks it down and compares the two in a way that makes sense.
  • scottcastro on 13 Jun 16
     
    As many have already commented on, this article gives a nice foundation for what CoPs are and their framework and purpose in society. I especially like the analogy chart made between CoPs and teams, showing what makes up each, how they may be similar, but how they are different.
  • kristiedtech on 30 Aug 16
     
    This article summarizes the work of Lave and Wenger on the theory of communities of practice. It discusses how participation in communities of practice leads to learning and contributing to community goals. The article also includes a helpful chart that outlines the differences between communities of practice and other types of teams or focus groups.
  • agilin on 05 Sep 16
     
    This article explains the idea of communities of practice (CoP) and has some great videos to further explain giving examples. There is also a nice chart that shows the difference between a team and a CoP, which can be a common misconception that they are not the same thing.
  • Ariana Pyburn on 08 Jun 17
     
    This article gives insight to Wenger's components of learning, and then discusses the differences between teams and CoPs. I found this very helpful, as it can be easy to confuse the two at first. Through this chart, one can better understand the objective, membership, organization, termination, value proposition, and management of CoPs and compare this information to that of teams.
  • kimsjohnson on 10 Jun 17
     
    The communities of practice concept is explained in detail with many references to the work of Lave and Wenger. The article speaks to communities of practice as social learning in the workforce for organizational development, change management, and knowledge management.
  • timrocco on 11 Jun 17
     
    This article offers an introduction to communities of practice. It also examines impacts on learning, makes distinctions between teams and offers direction for benefits for knowledge management.
  • Ryann Waldman on 12 Jun 17
     
    Communities of practice, credited to Jean Lave and Etienne Wenger, is a concept that claims that learning occurs through social interactions when people have a common goal and they interact while moving towards obtaining the goal. These communities are best ran with reification and participation. The alignment of these two concepts are what directs the communities of practice to their common goal. A community of practice is different than a team. A team has a goal, but their goal is to finish a specific task or project while a community of practice's goal is to share knowledge and learning on a particular subject. Teams also have a leader and disperse once the goal is completed while communities of practice are self organized and only disband when there is no interest left in learning that topic.Communities of practice facilitate the exchange process of knowledge.
  • joannalieberman on 12 Jun 17
     
    A CoP evolves when people (educators) have common goals and collaborate to meet those goals. The chart comparing CoPs and teams was really helpful. The objectives, membership, and values are all distinctive differences when comparing CoPs and teams. Thanks for a great link!
  • anonymous on 02 Sep 17
     
    This short article outlines what communities of practices are and provides a useful table showing the differences between them and teams. This chart is from Heather Smith and James McKeen from the School of Business at Queen's University (2003). They discuss the objective, membership, organization, termination, value proposition and management through the lenses of communities of practice and teams.
  • msbianchi on 04 Sep 17
     
    This article is a good, brief description of a CoP. I found analyzing the chart helpful for a a better understanding of a CoP. I previously considered a CoP to be a formal learning group. Now, based on the article you've provided, I can see how a CoP can be informal and include marginal group members.
  • hamitup on 04 Sep 17
     
    Re"construction of his/her identity through these communities" Finding your voice and place in a CoP is important, as you need to be an active member to achieve the greatest return.
  • melpalmer4 on 03 Jun 18
     
    This brief but detailed summary of Wegner's 1998 idea of Community of Practice gives a basic understanding of the idea. The videos included can be useful for seeing how the idea can be helpful in education.
  • susanbird on 04 Jun 18
     
    This resource explains what CoP is and when the theory was developed. The concept of CoP was developed by Jean Lave and Etienne Wenger. The author uses quotes directly from their book to explain CoP. There is a video that illustrates how CoP can be used in a K-12 classroom and another video that shows how CoP can be applied in other fields. The article also differentiates between Communities of Practice and Team members. The categories include objective, membership, organization, termination, value proposition, and management. My take away from the chart was that the major difference between CoP and being a team member is this: what will be the outcome of the participant?
meganapgar

Social Networking in Elementary Classrooms - 6 views

This article was extremely helpful for me. I have often had a hard time figuring out how social media could be incorporated into the early elementary classrooms. This article gave very solid advi...

education Edtech543 tools

started by Erika Carpenter on 07 Jun 16 3 follow-ups, last by meganapgar on 07 Jun 16
Gretel Patch

Philosophy of Education (Stanford Encyclopedia of Philosophy) - 0 views

plato.stanford.edu/...education-philosophy

epistemology EdTech504 philosophy theories education EdTech543

shared by Gretel Patch on 03 Sep 12 - No Cached
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • ...18 more annotations...
  • While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
  • within a few years they can read, write, calculate, and act (at least often) in culturally-appropriate ways
  • education also serves as a social-sorting mechanism and undoubtedly has enormous impact on the economic fate of the individual.
  • education equips individuals with the skills and substantive knowledge that allows them to define and to pursue their own goals, and also allows them to participate in the life of their community as full-fledged, autonomous citizens
  • societal perspective, where the picture changes somewhat
  • groups depend for their continuing survival on educational processes, as do the larger societies and nation-states of which they are part
  • The great social importance of education is underscored, too, by the fact that when a society is shaken by a crisis, this often is taken as a sign of educational breakdown; education, and educators, become scapegoats.
  • education as transmission of knowledge versus education as the fostering of inquiry and reasoning skills that are conducive to the development of autonomy
  • the question of what this knowledge, and what these skills, ought to be
  • how learning is possible, and what is it to have learned something—two sets of issues that relate to the question of the capacities and potentialities that are present at birth, and also to the process (and stages) of human development and to what degree this process is flexible and hence can be influenced or manipulated
  • liberal education and vocational education
  • personal development or education for citizenship
  • distinction between educating versus teaching versus training versus indoctrination
  • education and maintenance of the class structure of society, and the issue of whether different classes or cultural groups can—justly—be given educational programs that differ in content or in aims
  • whether or not all children have a right to state-provided education
  • relation between education and social reform, centering upon whether education is essentially conservative, or whether it can be an (or, the) agent of social change
  • These features make the phenomena and problems of education of great interest to a wide range of socially-concerned intellectuals, who bring with them their own favored conceptual frameworks—concepts, theories and ideologies, methods of analysis and argumentation, metaphysical and other assumptions, criteria for selecting evidence that has relevance for the problems that they consider central, and the like.
  • for although education can occur in schools, so can mis-education (as Dewey pointed out), and many other things can take place there that are educationally orthogonal (such as the provision of free or subsidized lunches, or the development of social networks); and it also must be recognized that education can occur in the home, in libraries and museums, in churches and clubs, in solitary interaction with the public media, and the like
  • Gretel Patch on 03 Sep 12
     
    Education affects society as a whole; when society fails, education is often to blame; education is a social-sorting tool that affects societies and culture; social networks allow education to take place anywhere
Darla Grant

A Teacher and His Colleagues Create a School-Based Social Media Site for Work Around th... - 2 views

learning.blogs.nytimes.com/...responds-to-the-gulf-oil-spill

Classroom writing Technology social media

shared by Darla Grant on 05 Nov 12 - No Cached
  • Darla Grant on 05 Nov 12
     
    This blog has an entry titled: "Building School-Based Social Networks for Inquiry, in which he discusses building a social network for students named "Youth Voices." This site is for students to write and respond to each other and teach the value of peer interaction. The process of responding to each other has motivated student begin new posts.
Russell Nash

Communities of Practice - 4 views

www.stanford.edu/...eckert2006.pdf

edtech543 community of practice linguistics

shared by Russell Nash on 10 Sep 12 - No Cached
  • Darla Grant on 10 Sep 12
     
    Eckert looks at Communities of Practice (COP) to study situated language use. She finds that the COP is important because of "its focus on the fluidity of social space and the diversity of experience" (p. 3). She finds the COP to be complementary to the speech community and that feedback between the two approaches would provide the best process for analysis.
  • ...4 more comments...
  • annieyip on 26 Jun 13
     
    Communities of practice are groups of people who share the same job or a common interest in a subject. They come together to form a link to help each other perform in the world around them. This article talks about the value of communities of practice and how and why they work.
  • Jason Marconi on 06 Sep 13
     
    Eckert, P. (2006). Communities of practice. ELL, 2, 683-685. In this article, Mrs. Eckert does a great job in simplifying what a community of practice entails and means. She allows you to visualize the communities you belong to as well as other communities of practice you interact with or observe on a daily basis. One important distinction is that the author of this work is written from the sense of sociolinguistics and linguistic anthropology and not from an educator's mind set. Irrespective of this standpoint, you can see direct correlations to where students understand themselves and what communities of practice your own student population may fall under. In order to understand the social development of communities of practice Mrs. Eckert does a good job in breaking down common cores that can emerge from memberships. The linguistic side she writes, "A white working class Italian-American woman does not develop her ways of speaking directly from the larger categorical working class, Italian American, and female, but from her day to day experience as a person who combines those three memberships. Her experience will be articulated by her participation in activities and communities of practice that are particular to her place in the social order."(Eckert, 2006) Building upon that theory, she discusses the importance of social space "Emma Moore's study of teenage girls in Northern England (Moore 2003) traced the gradual split of a group of somewhat rebellious "populars" as some of them emerged as the tougher "townies" in their ninth year. In the process, the vernacular speech patterns of the "townies" intensified in opposition to those of their more Conservative friends". (Eckert, 2006) While the article sheds more light on the development of speech patterns and dialects through the medium of communities, we can also see the definition in practice in which a collection of people gather together over a common interest and then orients to their new surrounding
  • Jessica Rouse on 08 Sep 13
     
    This is just a basic definition of communities of practice. It is a very easy way to understand it.
  • Erin Horie on 08 Sep 13
     
    Communities of practice (CoP) are created through a community of people who have common interests. In communities of practice, Eckert (2006) explains "a community of practice develops ways of doing things, views, values, power relations, and ways of talking" (p.1). CoP's have a way of providing a personal identity and a way of speaking within a CoP.
  • Kara Paula Godfrey on 09 Sep 13
     
    Communities of Practice: Eckert describes a community of practice (CoP) as a group of people who interact ongoing with a common goal or endeavor. Sometimes they come about by similar interests, the workplace, and education. She concludes that communities of practice are very powerful inside and outside the community.
  • Russell Nash on 10 Sep 13
     
    Penelope Eckert discusses the value of a community of practice in linguistic studies, giving a definition for a community of practice and distinguishing it from a more conventional linguistic construct: speech communities. Communities of practice link broad social patterns with concrete, observable behavior in individuals. They emphasize individual experience over demographic generalities. They address dynamic, fringe effects within a community. They build on social constructivism as groups of people engage in active sense-making.
Jessica Gake

Understanding personal learning networks: Their structure, content and the networking s... - 4 views

journals.uic.edu/...3131

networklearning PLNs web2.0 networking

shared by Jessica Gake on 07 Sep 13 - No Cached
  • This article aims to understand how professionals determine the networking actions they undertake. In other words, how does the support offered by different ties in a professional’s personal learning network change and evolve with the intentional actions of the professional?
  • The learner as orchestrator of her personal learning network
  • Communality
  • ...11 more annotations...
  • Organisation of the contact
  • Like–mindedness.
  • Reputation
  • Benevolence
  • Network of a contact.
  • Real potential for collaboration.
  • Real potential for learning
  • Trends in work environment
  • When asked to reflect on their learning experiences and the role of others in those learning processes, interviewees displayed clear differences in the way they interact with contacts in their personal networks and the way they learn from these interactions.
  • the effects of networking are not limited to face–to–face interactions with the contacts: even when others are not present, their words, messages and perspectives can influence the reflections of the learner.
  • Proficient networkers use dedicated events and environments where networking has the prime focus (such as professional conferences, seminars and, more recently, online social networking sites) to trigger their mind into making valuable associations.
  • Nona Barker on 07 Sep 13
     
    Summary: The authors of this article clearly prove that a learner who is in control of h/her own learning will benefit the most, especially if h/she designs and navigates h/her own network. A learner will learn whether the connection is strong or weak as long as h/she has: 1) a choice in what network is joined, 2) a true passion or interest, and 3) a flexible method of communication (could be in person or via technology).
  • ...4 more comments...
  • Forrest Doud on 07 Sep 13
     
    This work goes into detail on how the individual learner impacts the creation and function of their PLN. It identifies 9 specific factors that influence how we "build, maintain, and activate" our learning networks. It fits these factors into a "Personal learning network model"
  • Kara Paula Godfrey on 09 Sep 13
     
    PLN: This article delves into how networking is essential to personal growth and learning; especially personal learning networks. Learning by interacting with peers lets us make the connections that either in learning or work environment is important.
  • Dave Mulder on 22 Jun 14
     
    A clear explanation of personal learning networks, and in particular the different ways they form and the different ways individuals interact with their PLNs. Helpful diagrams for understanding the PLN model are included.
  • Kjersti Withers on 13 Jun 16
     
    This article focuses on personal professional networking. This is essentially a PLN in the workplace. Three primary tasks build a foundation for future activities within the PLN, 1) building connections, 2) maintaining connections, 3) activating connections. There are nine factors that influence a personal professional network. See include: communality (or commonality) reputation, and real potential for collaboration or learning. Learning within a PLN must be cultivated and involve reflection. Participants must recognize the value of other contributors to their own learning in order for the network to be truly effective, because this will allow person to know who to contact in the future for a similar issue. Networking to create a PLN depends on the person be g able to make connections between their own skills and their contacts' potential contributions. In creating an PLN, the learner "orchestrates" the environment, "browsing, selecting, and choosing" relevant resources.
  • ampengilley on 14 Jun 16
     
    This clearly follows the belief that personalized learning is beneficial to the learner. By getting to create your PLN you are strategically picking who to network with and the topics you want to be involved in.
  • Jessica Gake on 05 Sep 16
     
    In this article, the discussion of personal learning networks surrounds working professionals and how they manage their professional network. The article presents a model of personal professional networking with the goal of creating a personal learning network.
Lee Ung

How to Use Social-Networking Technology for Learning - 2 views

www.edutopia.org/e-social-networking-technology

Education technology social media networking community tools teaching digital web2.0 learning resources

shared by Lee Ung on 19 Feb 11 - Cached
  • Schools should reflect the world we live in today. And we live in a social world. We need to teach students how to be effective collaborators in that world, how to interact with people around them, how to be engaged, informed twenty-first-century citizens. We need to teach kids the powerful ways networking can change the way they look at education, not just their social lives. We don't talk enough about the incredible power of social-networking technology to be used for academic benefit. Let's change the terms. Let's not call it social networking. Let's call it academic networking.
    • Steven Albrecht
      Steven Albrecht on 19 Feb 11
       
      Shouldn't schools reflect the world we hope to become?
  • Lee Ung on 16 Mar 15
     
    Edutopia kills it one more time with this guide for student-centered learning. As most of these guides do, it points out that there has to be infrastructure development for a program like this to work. Administrators should support teachers interested in doing this.
Rob Blackston

Connectivism: Learning as a Community - Designed:2:Learn - 7 views

lpd.nau.edu/tivism-learning-as-a-community

education EDTECH543 resources connectivism

shared by Rob Blackston on 03 Jul 15 - No Cached
  • Connectivist theorists believe that the acquisition of knowledge is no longer bounded by the presence of a content expert or academic institution, but rather occurs within groups, communities, and global networks. These communities and networks may be comprised of peers, subject matter experts, or even the community at large.
  • Connectivism presents an opportunity for learners to construct their own understanding of the world around them by associating pre-existing knowledge with their own interactions with society
  • cbjohnsrud on 03 Jul 15
     
    Connectivist theorists argue that the way in which individuals acquire knowledge has changed. Academic institutions (which have historically been considered as the place in which individuals acquire knowledge and information) are being supported and/or replaced by groups of people within a learning network. The process of learning involves the creation of knowledge through these personalized networks and identifying the relationships between one's own knowledge and the knowledge of others within a network. These connections can occur in a variety of ways and with a variety of learners.
  • ...7 more comments...
  • Megan Gooding on 04 Jul 15
     
    Hi Cinnamon. I love this blog post on connectivism and personal learning environments. Perhaps my favorite part was the inclusion of strategies recommended for incorporating connectivism into the classroom. By having students join professional networks or survey others online, they are able to build knowledge through the social interaction that characterizes social media tools. These examples really helped me to visualize the way connectivism could work in a classroom. Thanks for sharing!
  • loganwillits on 04 Jul 15
     
    I really enjoyed the connections and examples made in this post. The analogy of comparison from connectivism to a spider web and allowing the individual to form their own path while utilizing it was great in terms of putting this into perspective. I think out of resources I have been viewing/sharing that is one of the best examples I have seen. Thanks!
  • Ben Killam on 02 Sep 16
     
    The author discusses what connectivism is and some ways to apply it in the classroom. I really liked the way the author related connectivism to a spider web. The more connections you have to the material, the stronger your knowledge web will be.
  • kristiedtech on 02 Sep 16
     
    Great article and very practical! I liked the suggestion of creating an assignment where students reach out to their existing social networks about a specific topic of interest. They would use their network for surveying popular opinions or crowd sourcing information. I think that it would be a very safe and effective way of using social networks in the classroom.
  • anonymous on 02 Sep 16
     
    Remington discusses the theory of connectivism, providing a great metaphor of connectivism and a spider's web. He also offers examples on how teachers can design instruction based on the theory.
  • Mary Carter on 03 Sep 16
     
    Remington outlines the impact of the digital world on learning. He explains connectivist learning as a shift from what a student knows to the knowledge of where to acquire the knowledge. Various strategies are given to help teachers incorporate connectivist principles into the classroom.
  • clairedickinson4 on 05 Sep 16
     
    Connectivism encourages learners to make connections between ideas and their own experiences to better understand new material. It also emphasizes the vitality of learning together to strengthen education, gaining knowledge from the experiences and ideas of others. It describes connectivism as a spider web which strengthens as more and more connections form. I enjoyed reading this!
  • David Yargo on 07 Sep 16
     
    This article helped me to understand how to apply connectivism in the classroom. It also pointed out misconceptions that educators have about using social networking in the classroom.
  • Rob Blackston on 09 Sep 17
     
    Written by Kegan Remington, an Instructional Designer, the article discusses what connectivism is and how it can be applied in the classroom. He lays out the four simple ways of introducing connectivism in the classroom.
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