Group items tagged

In this article the author provides an overview of PLNs. It provides an explanation of the benefits a PLN can have to PLCs. Problems identified in a PLC can be further analyzed and researched via members PLNs. This expansion/contraction of solution seeking would aid in the development of a community of practice.

This resource is a personal account of one teacher's usage of personal learning networks that supports the theory and nature of doing so as well as helps to create a working definition of a PLN for the reader. Additionally, this resource features how the educator used social networking to engage in personal learning networks as well as an example of overcoming the objections of skeptics to such practices.

George Siemens discusses the changing roles of educators and instructional designers as a result of networked learning. Several instructor metaphors are depicted. He says that instructional designers become educators to the educator with knowledge of available technologies, pedagogies, and open resources.

Slides by researcher Stephen Downes provide some basic elements of connectivism. Included is an analysis of VLE (virtual learning environments using LMS) vs. PLE (personal learning environments) and the types of knowledge these promote. Also addressed is personal vs. social knowledge, collaboration vs. cooperation, and network design principles. Especially interesting here is the VLE vs PLE analysis.

Kim, Thank you for sharing! I liked the visuals throughout the slide show!

Mr Downes makes thought provoking distinctions between a number of concepts (e.g.VLE and a PLE, personal vs social knowledge, and cooperation vs collaboration). Thanks for sharing.

This article looks at some of the possible obstacles of forming communities of practice. The article broadly looks at communities of practice in organizations. The limitations include hierarchical organization as well as socio-cultural backgrounds. The authors make a well-researched case that both elements must be taken into account when forming effective communities of practice.

This 2011, Communities of Practice: A Brief Introduction, by Etienne Wenger distills earlier writings and discussions about communities of practice and outlines some characteristics and guidelines. Wegner's definition, "Communities of practice are 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." There are 3 characteristics: the domain of shared interest, the community shares information, activities and relationships and the practice of practioners who share resources, experiences, stories, tools and problem solving. Communities of practice can be for problem solving, information requests, experience seeking, reusing assets, coordination and synergy, documentation projects, visits and mapping knowledge. They can be small or vast, online or face to face. The theory of communities of practice has spilled over into organizations, businesses, government, education, associations, social sectors, international development and the web.

In this article faculty and graduate students at the University of Plymouth wrote about the growing use of blogging in higher education classrooms. The authors see connectivism as the theory that helps to legitimize the use of blogging in the teaching and learning environment. They acknowledge that Web 2.0 tools such as blogs give students the ability to easily make connections with their peers and others outside the classroom walls. One of the most interesting aspects of the article was that the authors advocated for the use of course blogs rather than individual blogs for the simple fact that it promotes a single platform for students to share and connect. The authors gathered much of the information for this article from a case study that they did with university students. They asked several students to complete a survey. Instead of a survey, the staff involved in the project were interviewed. Through this case study, the authors were able to produce both qualitative and quantitative data on the use of blogs. Overall, the results showed that blogs are an acceptable medium for using the connectivist model and that by and large, most students achieved the learning goals while completing the assignment.

Kelly, This is a very interesting article especially since I have had to use blogs for many courses and have considered having my own students use them as well. I definitely understand having a single platform, but I wonder if that takes away from the individuality students gain from getting to create their own.

Tiffany, I too am torn on the use of a single platform in the classroom. I love that it would be easier to manage one account rather than individual student accounts. I have over 100 Spanish 3 students (which doesn't include my Sociology and Spanish 2 classes). It could be a nightmare to monitor appropriate blog use of all of those students. At the same time, I agree that students lose the ability to create a personal site, and could be less engaged on the single platform.