Group items tagged

This article is actually a blog on connetivism. THe author of this post focuses on "sensemaking". He defines it as, Sensemaking is an activity that individuals engage in daily in response to uncertainty, complex topics, or in changing settings. Sensemaking is not about truth or right from wrong, bu rather about making information make sense.

Here is a great blog site from George Siemens where he posts on various topics in education and their relativity to connectivism. The blog has not been updated in some time, but there is still a lot of great info on the site.

This website page is the perfect summary of what Connectivism is and what it really represents. Stephen Downes states, "Learning is the creation and removal of connections between the entities, or the adjustment of the strengths of those connections. " This is probably the best resource I have found for truly understanding what Connectivism really is.

A video discussion tool that is great for students of all ages. You can present a question, they can respond to video, or do a book talk. The possibilities are endless. And the best thing - it is free.

I have used this in my ESL composition classes successfully since learning about it. It is a video response tool.

This project has students examining statistics using blogs. For this project, the teacher gave her class data from a survey given to students from the year prior. The classes goal was to tell a story of the prior years class using statistics. Students had to find tools online to create visual representations of their data. They used their class blog as a hub for exchanging good resources and ideas. When they finished creating their visuals and summarizing the data, they finalized their work in a personal blog entry. Then students shared their blog posts and were given time to read and comment on other students interpretations. This a great project because it gives students an opportunity to write about math which doesn't happen as often as it should. It also gives students insight into all the different ways a set of data can be perceived. I like extending this idea of blogging to being a hub where students finalize and reflect on all of their projects during the year. As an English teacher, I value writing. I really value and chance I can to incorporate writing into my math class.

Siemens introduces connectivism as a theory for the digital age. He discusses the shift in learning theory that led to the creation of connectivism due to the need to make connections between specialized communities. He emphasizes the rapidly changing foundations of learning and information transfer and suggests that "creating, preserving, and utilizing information flow should be a key organizational activity." Ultimately, he suggests that connectivism is the way that education can meet the changing environment of learning.

This 2004 article by George Siemens discusses learning theories in general--what they are and their limitations. Siemens then goes on to discuss an "alternative theory"--that of connectivism. He specifically explores the fact that connectivism is part of the digital age because of the rapidly changing technology which enables more and more information flow. Siemens then goes on to briefly discuss the implications of connectivism.

This article investigates the beneifts and downfalls of behaviorism, cognitivism, and constructivism. Then, it dives in to the idea of connectivism, and how we use it to develop new knowledge and skills. The article states that, "This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed."

This is an intro video for a 2.5 hour session lead by Madeline Brooks on Connectivism as a digital learning theory. She asks questions like "where do your students find experts" and introduces a lot of the major themes of connecting digitally online and learning in general.

I liked how this video summarizes what connectivism is. It gives an easy explanation of what connectivisim and I like that. As an introduction to a longer video series, it engaged me to want to see the video.When I was doing my research, I never thought to look at the videos that would explain it. #EdTechSN

I admire how this introductory video gets the audience to make personal connections to their own experiences with connectivism before addressing the definition. I also like how it gets the audience to think about connectivism from the perspective of students and how learning is not always traditional or academic; it can be about anything or take place anywhere with other interested parties.

This paper not only defines a PLN and the value that can be brought to teachers through participation, but it also reviews three popular PLNs: Classroom 2.0, Edmodo, and The Educator's PLN. Lastly, it discusses design aspects that facilitate communication, sharing, and learning.

I like this article because it gives teachers like myself, a practical application of PLNs. I've heard of Edmodo and looked into using it, but not the other two (Classroom 2.0 and The Educator's PLN) resources that are discussed in the article. However, as I was researching PLNs I did come across the PLN website. I'm sure I could have found some useful information on it, but I was looking for articles that explain the theories. This is a website I need to look into further. Thank you for adding this as a resource. #EDTechSN

A chapter from Carter and Nugent at VSU which has a nice phrase, "Personal learning networks are based on the premise that learning occurs through interaction with multiple people and in multiple contexts through virtual communities." Somehow I like that. It goes into more detail and explores the, 'abstract concept that is learning.' A big read which take more time to go through but has some effective descriptions. Moves on to CoP as well. A chapter to return to.

The article begins by addressing what a PLN is where a learner joins an informal, web-based communities and they create a network so they can learn whenever, wherever they would like. This article describes a PLN in the context of adult education and the role of the adult educator. The article describes what a PLN looks like. Last, it gives ways to help adults to learn in this type of culture and implications for this. As many articles do, this pushes for a change in education and change their model of teaching to fit this digital age.

Here is a book chapter that details the theoretical implications of using PNL for Self-Directed Learners. This chapter talks about the different ways that learners learn within COP/PLN and how this learning takes place formally, informally and incidentally.

This resource defines Personal Learning Networks as a network of connections where people in the groups interact with one another. Karla Guiterrez explains that the connection of individuals are built through the technology that they use. She explains what a PLN does and what it doesn't do for an individual. She also explains how a PLN is important to the individual and to the members of the PLN.

This blog was particularly interesting to me as it not only addresses PLNS, but it also expounds upon common misconceptions and confused terms (i.e. PLN vs PLE). Further, it also gives several suggestions for building a PLN and explains why it is increasingly important.

This article discusses Connectivism and its place as a learning theory. It discusses its principals of how individuals acquire information through reservoirs of information such as learning platforms, social media and online classrooms. Through a series of studies, the author hypothesizes that Connectivism actually has a dual role in education - both a learning theory and an instructional theory.

This article explains connectivism and its benefits to education. It examines three "reservoirs of information" that connect with the principles of connectivism.

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.

This source is geared for the post-secondary setting but the information can be applied to anyone. The post discusses steps to creating a personal learning network but also explains why it is important and should be focused on. Many "tip" lists just name reasons but don't give you a larger picture of why it should be considered.

This site not only defines personal learning networks, but it also provides ten reasons educators need a PLN. It further offers links to helpful resources to illustrate each reason.

Great justification for forming PLNs for teachers! Every teacher should have a PLN so that they can continually grow as teachers.

Thanks for sharing this graphic. I love Sylvia's work. Sketchnotes are such a fun way to capture and share complex ideas. Number 7 really resonated with me. As a classroom teacher, I used my PLN to create meaningful and engaging global learning projects for my students. It was so nice to have a group of supportive, like-minded educators to connect with! Thanks for sharing!

From Harvard business school this text by Dr. Etienne Wenger with its brief outline is for "cultivating" communities of practice.

The author provides seven principles for creating effective CoPs. Each of the principles is detailed throughout the article in an effort to get the most out of your CoP. These principles are geared towards corporations and business but many of them can easily be transitioned into the classroom.

While this article overall is about designing a CoP, I felt it was insightful because it informs the reader of factors that contribute to a successful CoP and the elements required to form one.

This article discusses the theory of connectivism. It discusses the difference between being a learning theory or instructional theory and the differences between each. I like the basic definition that this article gives for connectivism which is that it "is social learning that is networked." Technology in our society is becoming increasingly more prevalent and this theory recognizes this change in our society. The article explains how connectivism is a learning theory because it is characterized by how a student's learning is enhanced by a personal network, the vast amount of data makes it impossible for someone to know all that is needed for different situations, and by current learning theories not acknowledging technology and the changes it brings they are limited. The opposing viewpoints are also discussed and explained that this will be a debate for probably many years to come.

Kristin, Thanks for sharing this great resource! The comparison between connectivism, constructionism, and cognitivism is very helpful.

This article explains connectivism with academic advising. Within this article, the writer states that connectivism can be useful to help combine old information to new information. It then states how that will help people to understand new material by connecting it to the old material. The writer also states how technology has impacted connectivism. It says connectivism is influencing students' decisions and knowledge through Siri, Amazon Echo, etc and that those tools of technology or other resources they have access to are impacting their decisions based on connections they've made to other information.

This is an interesting article that explains connectivism in the context of academic advising. I found this especially helpful as it makes it easier to understand connetivism as you first receive information and then that information is put into a contextual situation.

This article explores the ways in which using a model of connectivism can help an academic advisor in higher education better connect with or direct the student they are assisting. One example features the way in which students view their advisor, where some students see the advisor as a guidance counselor others are able to differentiate between the two roles distinctly. The article continues on with various examples of interactions and scenarios that students and advisors could encounter that when approached through the model of connectivism would assist the student in combining thoughts, theories, and general information.

This study observed and surveyed undergraduate students in a teacher certification program use Twitter to form personal learning networks. Researchers were interested in how students perceived Twitter before and after group discussion. Additionally, researchers wanted to know if Twitter was an effective medium for group discussion. Although some students had frustrations with Twitter's structure, most had a positive experience in using it for networking.

I like this article because it shows how social media is rapidly transforming all aspects of our professional lives. At first when I started reading it, I wondered what are the benefits of Twitter over the chat function in many Learning Management Systems. But then I realized students are more likely connected to Twitter with several devices. The chat session would stay around longer than the course page in the LMS. Additionally, the PLN created by the synchronous chat session exists outside of the classroom walls and can continue long after the class is over. The article was correct to cite that one of the drawbacks is the lack of critical thought that goes into Twitter feeds. The low number of characters allowed limits the ability to express thoughts clearly. However, if it is used to organize PLNs it becomes an effective tool as the participants in the study all attested.

The study supported the belief that Twitter chats provide a place where learners can be exposed to widely differing perspectives, not limited by geographical or socioeconomic constraints: "Twitter chats . . . to communicate to other professionals you may not even know but you will absolutely learn from them and what they have to say." I enjoyed the anecdote of the student who found himself in the same chat room as his school principal father!

This study examines how adults learn from one another within a workplace environment. As the article highlights: "[Informal] learning at work constitutes a large part of the learning undertaken by adults . . ." The article determined that large worksites afforded a range and variety of communities of practice, informal learning opportunities, and types of learning within a worksite. However, very often, the people we learn from at work are not necessarily recognized as having a role that traditionally promotes learning.

I thoroughly enjoyed reading this article and I found it logical that in the example of the Tiling Teachers, the article mentioned that they considered each other peers on the same level which would facilitate the learning that takes place within that group. I wonder how this learning would contrast from feedback or learning taking place from students in the class or even a superior like a Vice President of a program or a Senior Instructional Designer?

This was a great article and got me thinking a little deeper about communities of practice. So far this week, my studies have led to articles and examples of communities of practice in a learning or educational environment. I love how the focus was really on practices of communities of practice in the workplace. It was cool to realize that this process begins way before the class even begins. Thanks for sharing.

Written by George Siemens, focuses on learning theories for the digital age. He hits on several learning theories but comes to focus on networks and connectivism. He defines it and shares principles of connectivism.

Learning theories are frameworks describing how knowledge is absorbed, processed, and retained during learning but they never focus on the networks and connections. It is interesting that the three major learning theories Behaviorism, Cognitivism, and Constructivism are still so dominate in education when the digital age is more than acquiring information; it is how that information is organized and share with others.

George Siemens seems to be the authority on Connectivism. While I do think his theory has merit, I cannot completely agree with him on all points. I did look at this article and I think it does a good job of explaining his theory particularly the examples.