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This article gives teachers 4 different PLNs they can explore for free. They have ready made networks that teachers can join and participate in free of charge. It describes each forum and how private or public each are. Along with specific topics that are being addressed.

This is a really great resource for learning about PLNs for teachers and figuring out which PLNs would work for you.

4 Fantastic and Free Professional Learning Networks for Teachers This article provides 4 free PLN tools for teachers to help them use social media and technology to collect, communicate, collaborate, and create with other educators worldwide. While Facebook, Pinterest and LinkedIn can be used by teachers, these PLN tools are designed with teachers in mind. Covered in this article are The Teaching Channel, Digital Is, KQED Education, and Twitter. https://thejournal.com/articles/2015/10/06/4-fantastic-and-free-professional-learning-networks-for-teachers.aspx

A PLN or Professional/Personal Learning Network is a tool that uses digital information like social networks to collect, communicate, collaborate, and create with similarly minded people all over the world at any time. PLNs aren't being widely used because of the challenge to navigate the resources. PLN's do drive collaboration and technology is the tool that fuels it. They are a way to connect with people to share and discuss things the people share interest in. You can start a PLN by getting online and joining blogs, twitter, and message boards about what you are interest in. 

According to this sites definition of a Personal Learning Network, this Diigo group meets the definition ("a tool that uses social media and technology to collect, communicate, collaborate and create with connected colleagues anywhere at any time"). The article continues by stating that each member becomes "a source of information," which leads us back to connectivism, making connections, and learning.

This website defines and discusses PLNs as used by educators specifically. This article talks about how to start or get involved in a PLN, barriers educators face in using PLNs, and benefits of using PLNs.

This source addresses personal learning networks and connected learning environments. It describes connected learning as important because information is so widespread and accessible, and learning is now happening flexibly. The source also discusses connectivity and communities of practice.

This article discusses the idea of connected learning and its benefits. It discusses how the learner can be at the center of their learning. Although this article focuses of incorporating connected learning to teaching practices, it can also be applied to gain a better understanding of forming personal learning networks to enhance ones professional growth.

I love the term "connected learning." I can't imagine learning in isolation. I have to take what I am reading and share it out on Twitter, I want to get the interaction of others to enrich and enhance what I am learning. Learning systems is a good way to put it. You have a system in place that involves connecting with others.

SEDL gives an overview of Professional Learning Communities. In a series of articles, topics such as the history of PLC, the attributes of a functioning PLC, why they work, and what the expected outcomes of a professional learning community are.

SEDL is a nonprofit research company dedicated to educational practices. This paper was in one of their publications about change. It details the importance of professional learning communities (networks). It is a great summary of the most critical aspects of creating a PLC.

Learning communities help to share the responsibilities of student success within a school system. Since PLNs require a shared goal, when used in a school it helps align the vision for students, teachers, and administrators. PLNs are a continuous cycle of research, planning, and implementation. They are data driven and reflected upon. Everyone within the PLN is responsible for the development and implementation of the community. When everyone participates it creates an environment of trust and expertise that can be shared equally amongst all of the members. The learning that takes place within PLNs helps to keep school systems aligned and functioning.

This was a very interesting article that really had me thinking deeper bout PLN. One specific line " Learning communities convene regularly and frequently during the workday to engage in collaborative professional learning to strengthen their practice and increase student results" really caught my eye. How does one find time for such intensive participation? Separate from that I like the idea of learning being a group responsibility and not just an individual one.

Hi Ryann, I love this article and how it chunks the topics into easy comprehension for the reader. Collective responsibility stuck out to me the most. I think this is so important whenever tackling a project as a team. The team is interdependent and I think its important for each member to take responsibility of their strengths that they bring to the table. Nice article!

This research paper looks into success factors for communities of practice. Although the "success factors" portion of the article may fit better with future "how-to" assignments, I found the breakdown of CoPs helpful. Retna covers the basic idea that adults learn from day to day experiences, not just activities specifically designed for learning. Knowledge transfer is explained with emphasis on what it looks like in organizations. The paper goes on the account for CoPs in a multi-national company based out of Singapore. The findings are explained in the three components domain, community, and practice. The key success factors are identified as leadership, culture, and individual motivation to learn. 

First thing that caught my attention was, "An employee picks up the most relevant know-how in an organisation from day-to-day activities and by watching and talking with other employees." This absolutely defines what a community of practice is. Professional development is a great way to learn, but many of us learn best by seeing a theory, action, or idea in practice. Communities of practice connect people who have similar interests, providing them with a wide range of resources to draw upon. Motivation is also a major part to making a CoP a success. Once a member, one must stay active. Having a responsible leader helps to maintain motivation and organization of the community. I especially appreciated the emphasis on informal CoP. Members are there because they want to better themselves and periodically the leader may provide a reward however I believe knowledge is reward enough. Great paper!

I like how this article talks about knowledge is best understood as a "habitus". This habitus is everything that a person does that helps them acquire knowledge. This includes their activities and life experiences.

This webpage breaks down what a PLN is among teachers and also has some great videos. It provides some helpful resources that encourages teachers to join a PLN or create one. The simple break down of a PLN is helpful when someone is just starting out, or conducting research on a PLN.

This blog entry provides a basic definition for a Personal Learning Network(PLN) and links to supporting videos to conceptualize a PLN. This blog is appealing since it addresses PLNs from a teacher perspective. It further addresses how PLNs help educators stay connected.There is a nice visual of ways to create and grow a PLN.

This blog explains way more than simply the definition of a PLN, which makes it a great resource. This is a site that I plan to reference in the future in our 543 class as we proceed with our PLNs. I'm really glad I found this one.

The authors examine how professional learning programs can benefit from including communities of practice. When approached from a connectivist perspective, teachers can create their own networks of practice that challenge more traditional methods of professional development offerings at universities and school districts. The theory of communities of practice learning demonstrates the changing participant's role, as each person becomes an active contributor using his/her own teaching practice in context within socially networked modalities. The changing role of the student creates a new way of approaching professional learning. Challenges include constraints of using online courses that have a definite beginning and end to the interactions. The authors point out that a key to redesigning online courses is to encourage participants to develop their own networks of practice that extend beyond the confines of the course structure and timeline.

This article examines a study done in New Zealand on 15 teachers online professional learning as part of a graduate ICT program. It attempts to draw connections between their PLN's and two learning theories. The two learning theories examined are Social Constructivist theory and the Communities of Practice Social Theory. The article describes how teachers create learning networks through their online and offline interactions with peers. The article is scholarly in nature and focuses very much on the research.

This article from Sh!ft Learning explains the differences between Personal Learning Networks, PLCs, CoPs, and PLEs. Anyone unfamiliar to the terms/acronyms would find this article useful in discerning the differences. The article also gives several reasons for why PLNs are needed, and ways they can help educators grows personally and professionally.

Gutierrez defines what a PLN is, what does a PLN do, and what a PLN is not. Lastly, Gutierrez explains why building a PLN is increasingly important. A PLN is where educators can gather, collaborate, communicate, and share information anywhere or anytime. PLNs are formed through social media and across the world. They serve three purposes including connection building, connection maintenance, and connection activation. A PLN is not a CoP or PLE. A Community of Practice is with people that have the same profession, vs PLN connections are more informal. A Personal Learning Environment is much broader than a PLN. A PLN is within the PLE. PLNs help professional development, expanding your thinking, find answers and advice quickly, and stay up to date.

The business blog post defines and contrasts PLNs, CoPs, and PLEs. It discusses the importance of building a PLN. The post points out that connections in a PLN are intentional with the purpose of learning from the other person rather than just meeting by chance. Several good references are provided. Included is a nice illustration showing the relationships between PLNs and PLEs and Personal Web Tools.

This is a training resource that I came across from a school district in Indiana. It focuses on how professional learning communities or communities of practice can avoid becoming a passing fad in educational reform. It gives three "big ideas" that educational CoPs need to focus on to truly be successful. They are: ensuring that students learn, creating a culture of collaboration, focusing on results by holding themselves accountable.

Thank you for sharing this. Just today, my school discussed starting PLC's and I feel that is important to focus on those three big ideas. I feel that this article makes us look closely at the questions and the answer to those questions before we begin creating networks and communities. Makes me think of the UbD-approach and how we should think about what the goals are and what we want our PLC's to do specifically before making them vent sessions amongst teachers.

This article explains how communities of practice are growing and evolving through technology and allowing teaching (and learning) to advance to new heights with very little limitations.

I truly believe that reflection takes place once you are involved in a learning community. That is the best way to achieve knowledge and change. This article was a nice read about how a learning community can boost professional growth. Students need to see educators taking ownership of their learning as an example of how they need to be in charge of their own learning as well.

This article by Richard DuFour, one of the key voices in PLC professional development, identifies what distinguishes a PLC from other Communities of Practice. PLCs in schools are focused on student achievement, and creating a common understanding of what students should know and be able to do, how we will know when a student has reached mastery, and what we will do when a student is not successful.

I also had the opportunity to go through a training with the DuFours, but for three days last summer. I felt their were spectacular. Communication and problem solving are also important aspects of PLCs. #EdTechSN

I am developing my curriculum into a more blended environment. I think the professional learning communities and collaboration suggested here could really help me overcome some barriers. Thank you.

The authors state the the use of blogs as aggregators for student Personal Learning Networks (PLN) is an effective tool to help organize the many fascists of unique environments. They point out that in order for students to successfully create and use their own PLNs there must first be a successful example by an instructor for the students to model. They point out that although students may be using several of the tools that will ultimately comprise their PLNs, it is a fallacy to assume that students inherently understand the power and connectedness of these environments.

This article explores connectivism as a learning theory, then discusses how to use personal learning networks in your communities of practice. The author quotes from many experts in communities of practice and connectivism. Much detail was given to blogging.

Although this article is focused specifically on public affairs education, it is relevant to all learners. The author discusses professional learning networks as methods to connect and build communities of practice. Using personal experiences teaching a college course, the author's creation of communities of practice took learning for students to the next level.

"Communities of practice (CoPs) are among the professional development strategies most widely used in such fields as management and education." This article expresses the use of Communities of practice as a part of the healthcare sector. I enjoyed reading about the similarities of needs among these professions and education, as all professionals should be involved in various communities of practice.

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.

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.

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.

This website cleared up a few things about PLNs for me. It discusses how in vogue calling every meeting under the sun a "Professional Learning Community" can be for administrators, but it may just not be so. Also defined are Professional Learning Environments, "a PLE is a system that allows learners to create and manage their own online learning." This site is challenging those involved in education to build those close relationships and form true, genuine (not mandated) PLNs in order to better their practice.

Here is another blog that explains PLNs quite nicely. What I noticed about this one is that they actually discussed how it is based in the connectivism theory and got its roots from it.

I like how this article brings up that PLNs can be a form of professional development. In my time as a teacher, "professional development" has always meant meetings at school with special speakers or district leaders or other teachers giving a formal presentation. However, after reading this and other articles, I am realizing that there are so many ways I can work on my professional development outside of these formal settings.

Blog author Steve Wheeler summarizes several writings on connectivism in this blog post. He highlights the connectivist idea that learning occurs outside the individual via social networks and PLNs. He also points to the shift in knowledge acquisition from one of "knowing information (aka memorization)" to "knowing how to locate information." He suggests it's vital that students learn to develop their own networks and personalized learning tools.

I enjoyed the quote from Siemens where he says that students need to find a method to develop their own learning tools, environment, and communities to store their knowledge. As educators, it is more important for us to guide students to find the information they require. Then coach them as to how they can store and display the knowledge they have acquired.

I found his "nutshell" comment about how connectivism argues it's more important to know where to find knowledge than it is to internalise it to be very helpful.

SEDL discusses some of the interpretations of PLC. Additionally, SEDL discusses the development and attributes of a functional PLC. SEDL also discusses the variety of configurations of professional learning communities.

Specifically discussing how online communities are essential for professional development and growth in education, this report explores the factors of EDTECH that help enrich learning. The ecosystems in times of budget shortfalls provide creative means for educators to connect and stay connected to colleagues. Establishing or joining an existing community of practice is critical for educators looking to broaden their horizons. The issue is getting everyone on board and implement communities of practice within professional development workshops at schools.