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susanbird

What is Community of Practice and How Can We Support it? by Christopher Hoadley - 6 views

steinhardt.nyu.edu/...CHAP12HOADLEY.pdf

#EDTECH543 #EdTechSN #CoP

shared by susanbird on 04 Sep 14 - No Cached
  • nathankraftcheck on 04 Sep 14
     
    Christopher Hoadley defines communities of practice, explains underlying theories of CoPs, compares CoPs to other types of learning communities, and discusses the use of technology in the support and development of CoPs.
  • ...8 more comments...
  • Hannah Clark on 02 Sep 15
     
    This chapter by Hoadley breaks down a community of practice (CoP) and explains the theory behind it as well as well as its history. An interesting piece of the chapter compares a CoP to other groups and how each works a bit differently. It was also interesting to read about how technology is used in successful CoPs.
  • Dalia Allencherry on 03 Sep 15
     
    I learned the feature-based as well as the process based definition of communities of practice. I also learned how we can support a community of practice. It was valuable to learn how technology ties into communities of practices in the form or presentation or communication abilities, integration in content and context, etc. The article mentioned C4P framework, which encouraged me to take a deeper look at the C4P framework.
  • brianbetteridge on 07 Jun 16
     
    This is an exhaustive article that covers the definition and history of COPs, thoughts on how to sustain COPs, and ideas on how technology can support and enhance COPs in the 21st century. It is practical, useful, and interesting. While I found it to be perhaps a little too detailed, it was nonetheless a good article.
  • Kjersti Withers on 13 Jun 16
     
    The concept of communities of practice has been used as both a theory to explain how learning occurs, and a "metaphor for how instruction should take place." From an anthropological view, knowledge is not completely contained within individuals, but is more often found in groups/communities. Knowledge can be "sticky" or "leaky". "Sticky" knowledge is difficult to disseminate, perhaps because it is highly technical, or because the target audience does not absorb it. "Leaky" knowledge is knowledge (like trade secrets) the disseminates despite efforts to keep it secret. Knowledge involves practice in context. One way we learn with situational learning is by peripheral, or tangential, participation. Learners should be allowed to "lurk" before participating, much as beginner social media users do. A knowledge building community and a community are practice are not the same thing. A knowledge-building community seeks to learn and build knowledge, while a community of practice wants to improve some type of work function. The learning may be the same, but the goals are different. Forced knowledge-building communities may never read the stage of community of practice depending on the level of connectedness and peripheral participation. Technology can facilitate communication and collaboration for CoPs.
  • ampengilley on 13 Jun 16
     
    This explains what a Community of Practice is, it goes into two definitions, features-based and process-based. It also discusses how communities of practice and technology often go hand-in-hand and how this has changed and developed over time.
  • Patricia Smeyers on 28 Aug 16
     
    This chapter provides an overview and history of communities of practice. There is a nice description of the theoretical assumptions underlying its development. The differences of communities of practice and other knowledge communities are explained thoroughly. There is an appreciation for how technology plays a role in today's communities of practice, how it can support it and how it is not less effective than face to face communication. It is explained that the key to a successful community of practice is "connections, conversations, content, and information context."
  • michellehughes11 on 05 Jun 17
     
    Christopher Hoadley explains CoPs, focusing on definition and practice. Essentially, Hoadley illustrates that CoPs are informal yet highly connected, constructivist in nature, and supported by technology like social media. He states that technology supports communities of practice by "linking people with similar interests, providing a shared repository of resources, directly supporting communication, and providing awareness of various resources within the information context" (Jonassen & Land, 2012). Additionally, he goes on to express that individual learning fails when it comes to application but that group learning often creates deeper, more meaningful understanding especially when built upon authentic situations.
  • mskmjohnson on 05 Jun 17
     
    This article gives two separate definitions for communities of practice, a feature based definition and a process based definition. Between the two it explains how learning through practice can be more beneficial than following a manual or example. It also states how participation is important as well as being viewed as a member of the community of practice. The article then goes into explaining how technology has played a positive role in communities and has helped with communication to allow a community of practice to function even better.
  • kimsjohnson on 10 Jun 17
     
    This chapter dives deep into communities of practice. It begins with an overview of the history of CoPs and discusses theoretical underpinnings the concept is based on. The author explores CoPs in relation to other types of learning and related technology.
  • susanbird on 04 Jun 18
     
    In this resource, Christopher Hoadley helps to define community of practice with two approaches. The first approach to the definition is what he calls the "feature-based definition" and the other approach is the "process-based" definition. He attributes these definitions based on Lave and Wenger's book on situated learning. This resource provides a good starting point to understanding what CoP is and the theoretical approach it involves.
susanbird

Understanding personal learning networks: Their structure, content and the networking s... - 23 views

firstmonday.org/...3131

EDTECH543 EdTechSN PLN resources

shared by susanbird on 31 Aug 14 - No Cached
Jana Warner liked it
  • Ross Craycraft on 31 Aug 14
     
    In this entry by First Monday, the article explores personal learning networks as it relates to our professional careers. They explore a model of personal professional networking for creating a personal learning network, based on an investigation through a literature study, semi-structured interviews and a survey.
  • ...21 more comments...
  • lisanebe on 01 Sep 14
     
    This discusses the three primary tasks involved in developing a successful personal learning network. It is not a "how-to" for developing a personal learning network, but rather investigates the key elements that must be in place.
  • Cheronne Edwards on 05 Sep 14
     
    I read this article awhile back and found it informative. The authors provide insight into how and why we build learning networks. The illustrations throughout the article are helpful as they summarize the narrative sections that describe the PLN model.
  • siss1382 on 07 Sep 14
     
    This article talks about the similarities and differences of professional networks and personal learning networks. It mentions that both networks have learning as the main goal in mind, and that sometimes professional networks have formed into personal learning networks because it is more detailed and defined that that individual and what they are interested in learning.
  • karencameron on 09 Sep 14
     
    Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them. Authors Kamakshi Rajagopal, Desirée Joosten-ten Brinke, Dr. Jan Van Bruggen and Dr. Peter B. Sloep research how networking is a skill in supporting growth and learning. The result is a model of personal professional networking. Included in the article is the introduction, methodology, the learner as orchestrator of her personal learning network, the personal learning network model and discussion and conclusion - supporting personal networking and future research. The article begins with a definition of professional networking, "the act of making connections with other professionals, with or without the intention of making long-term ties with them." Throughout the article, the authors reference weak versus strong connections, but the definition of weak is not, not strong, rather, weak ties are sources for new information, knowledge and ideas. The personal learning network model is attitude - intention, activity and skill - building, maintaining, activating. The authors conclude with a suggestion that "further development of technology to support professionals better in identifying relevant others and in developing relations online as and when necessary."
  • Megan Poindexter on 29 Jun 15
     
    This source seeks to identified the finite features that make a successful PLN. It highlights factors that influence the individual's ability to build, maintain, and activate the personalized networks. The nine factors include: organization of the contact, network of a contact, reputation, benevolence, like-mindedness, real potential for collaboration, real potential for learning, and trends in work environment. Several diagrams are offered to illustrate how the success of a personal learning network for the individual is governed by the attitude of the individual towards the network and the skills displayed or put into practice on a daily basis. The text also stresses the potential of PLNs as they encounter existing and news social networking technologies that make the connection process easier and allow for greater fluidity in build professional development through the network.
  • Jennifer Frost on 29 Jun 15
     
    This article discusses personal learning networks (PLN). How they are structured, what content you need to add and what type of skills you need in order for them to be beneficial to you. The main questions answered is how beneficial they really are? Can you benefit from a PLN? EDTECH543 Personal Learning Network
  • Melodie Worthington on 30 Jun 15
     
    A detailed article on PLN's, including the PLN model with descriptions of the three stages of Buiding, Maintaining, and Activating, with factors affecting decisions during each stage.
  • Rob Johnson on 04 Jul 15
     
    This article discusses the benefits of personal learning networks to help professionals learn and grow. The authors used a literature study, interviews, and survey to help determine the effectiveness of personal learning networks.
  • tygrogan on 07 Jul 15
     
    Article discussing structure and content of PLNs and the networking skills needed to use them.
  • Hannah Clark on 02 Sep 15
     
    The authors in this article first delve into the structure and purpose of networking for professionals, but then segues into how using those skills can be used in creating and utilizing a PLN. A visual to show how the PLN model looks also helps to explain the purpose and value in participating in a PLN. While the article is slightly outdated as it speaks to how technology can work best with a PLN, the basic structure and values of a PLN is well explained.
  • cassiefaught on 03 Sep 15
     
    This source is focused on PLNs. It defines them as relationships and connections that we make with other professionals. It talks about the advantages of creating networks with other professionals, and that those connections can be both intentionally or unintentionally built. It also discusses ways that professionals can create and maintain their own PLNs.
  • Dalia Allencherry on 03 Sep 15
     
    This article looks deep into personal learning networks. It looks at learner as an orchestrator of PLN. It also looks into factors related to building, maintaining, and being active in personal learning networks.
  • David Mato on 06 Sep 15
     
    The author explains the benefits of PLNs to help educators get new skills and improve they ones that they already have. He also discusses how the structures of PLN are and how you can get benefits from PLNs. The illustrations of this article help to understand the stages of the networking process and an example of a personal professional networking model.
  • brianbetteridge on 06 Jun 16
     
    This article presents in an interesting model for teachers to create personal learning networks. The portion about the "learner as orchestrator of a personal learning network" was particularly enlightening. While at times the article verges into "how-to" territory, the underlying theory discussed provides strong context and explanation of the mechanics involved.
  • amandahensley on 07 Jun 16
     
    This article defines a personal professional network as "an egocentric, personally and intentionally created network of people set up by an individual specifically in the context of her professional activities," and discusses how a PLN supports an individual's growth and learning. The authors examine the strengths and benefits of PLNs and analyze how PLNs are built, created, and maintained. Studies were conducted that resulted in the finding that there are three stages of the networking process with nine factors that influence personal professional networking, concluding in the creation of a visual model of the PLN.
  • Buffy Naillon on 05 Sep 16
     
    I found out that both strong and weak connections make up a person's learning and that each are important for different reasons. Strong ties help you create knowledge and encourage active collaboration between you and someone else (or more than one someone.) Weak ties Give us access to new information that we wouldn't have without them. In this unit, I learned that knowledge in the future relies not as much on what we know ourselves as being able to connect with people who become receptacles of knowledge. We tap into them as needed, making it unnecessary for us to be an expert in everything. Weak ties allow us access to these sources when the need arises. I also liked this quote, because it explained a bit about how to build these PLNs. "Grabher and Ibert (2008) proposed a three-layered approach, consisting of a communality layer (strong ties), a sociality layer (weak ties) and a connectivity layer (very weak ties)."
  • Jana Warner on 05 Sep 16
     
    @Buffy Nallion I found value referencing the Personal Learning Model. http://firstmonday.org/ojs/index.php/fm/article/viewFile/3559/3131/43945
  • kimsjohnson on 10 Jun 17
     
    This article explores research on professional networking resulting from a literature study, interviews, and a survey. It defines and shares the benefits of a PLN. It explores a model of personal learning networks where the learner is the builder of the network. Several factors for selecting connections are addressed including interests, influences, and attitudes of the learner. Three levels of connections are described including communality, sociality, and connectivity - moving from strong to weak connections. The article lists supporting technologies for PLNs.
  • Jennifer Pollock on 29 Aug 17
     
    This article uses a networking model to examine how professionals manage connections and which factors push them to connect for the purpose of learning. Existing PLN technological solutions tend to focus on enhancing communication, but it is unclear if the technology affects the attitude of professionals and their intentions for network to learn.
  • bettywells on 03 Sep 17
     
    This article discusses professional learning networks, which is different than personal learning networks but similar in so many ways. Professional learning networks are targeted to support the individual's growth just like a personal learning network. This article presents a model of a professional network for creating a personal learning network.
  • hamitup on 04 Sep 17
     
    The article captured my attention by opening with " professionals need to perform flexible and independently in ever-changing environments." This makes me think of preparing students to be college and career ready! The earlier we can engage and immerse students and ourselves in PLN the more ready we will be for the ever changing future! Thanks for sharing!
  • kyledillon on 05 Sep 17
     
    I was quite impressed with how intricate the model was with attitude converting to attention and then these governing activity and skill on the hierarchy. The part of this article that stood out to me the most was how the interviews supported that "this attitude emerges with people who a) experience the value of their network at first hand (Hamm, 2007) and/or people who b) reflect on their work and learning in a broader perspective than their day-to-day practice (Margaryan, et. al., 2009)." I appreciate how straightforward this article was in this model.
  • susanbird on 06 Jun 18
     
    In this article, the author explains what a PLN is and how it can be used in other work environments outside of education. The authors of the article were looking at how PLNs support different professions. The article also discusses the factors that individuals use to build and create a PLN.
Dave Mulder

When Technology Does Not Support Learning: Conflicts Between Epistemological Beliefs an... - 1 views

search.proquest.com.libproxy.boisestate.edu/...199903097

edtech543 PLE PLN web2.0 elearning

shared by Dave Mulder on 21 Jun 14 - No Cached
  • Dave Mulder on 21 Jun 14
     
    This article takes the provocative position that a PLN is *not* the best learning situation for all learners. The authors qualify this, however, explaining "when the technology used to support learning is designed to support a specific learning model, this can often lead to a compulsory learning process that users must follow to reach the course objectives." I am not entirely sure this is a bad thing, however; in formal learning situations, I think it makes sense to have clear objectives, assessments, and learning activities. In informal settings--such as personalized professional development for practicing educators, for example--this point might hold true. The authors explain that individuals' epistemological beliefs affect their willingness to learn in an informal (PLN-based) learning situation. Further, the authors believe that beliefs about the role of technology for learning will impact the learning that can occur in a PLN. I really agree with these ideas!
Kathy Grubb

Obstacles to Technology Implementation - 0 views

www.nelliemuller.com/_technology_implementation.htm

shared by Kathy Grubb on 19 Nov 12 - Cached
  • Kathy Grubb on 19 Nov 12
     
    "It's not enough to purchase the equipment, it is also important to have support. A technology coordinator must organize training and provide ongoing support in the computer room so that teachers gradually learn to feel confident in the computer room. " Wow!! This article is old too and still this statement rings true!!
chrisdenny

Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enable... - 5 views

www.irrodl.org/...1664

edtech543 resources Connectivism web2.0 education

shared by chrisdenny on 23 Jun 13 - No Cached
  • scott hogan on 23 Jun 13
     
    This article proposes that connectivism should not be considered a learning theory, and that it only is given so much attention because of the role it plays in the emerging area of MOOCs. The author looks at theories available to educators that can be valuable in modern education.
  • ...10 more comments...
  • Jason Marconi on 06 Sep 13
     
    Bell, F. (2010). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distance Learning, 12(3), 98-118. Unlike the other articles I've discussed regarding Connectivism Frances starts by detailing the world Internet market. Which is an interesting starting point because in order for Connectivism to be a qualifying learning theory for everyone, the actual "connection" part must be prevalent. This is the first article that draws attention to the potential digital divide that could keep some countries and regions from the potential benefits of Connectivism. From his subtle inclusion of what can be read as the digital divide, he details the history of sharing on the Internet, and the general practice of sharing the Internet in itself has created. I also like that Frances describes Connectivism as a learning theory not looking to take over past practices but collaborate with them. This was an important note compared to the other articles I read that were determined to sell Connectivism as the all or nothing approach towards the future of web 2.0 in learning either for or against. Finally Frances discusses Connectivism role in research and those looking for a more fundamental understanding of research done on Connectivism and regarding Connectivism. The author tackles both topics with great research backing up all scenarios and discussions.
  • Erin Horie on 08 Sep 13
     
    Is connectivism a real learning theory? This article explores the theory through different aspects of the digital era and how other learning theories (i.e. behaviorism, constructivism) are observed through various scenarios involving technology.
  • Jessica Rouse on 08 Sep 13
     
    This is a very interesting article. I like reading more about connectivism because for some reason I find it difficult to understand. It questions whether connectivism should be considered a learning theory.
  • Katelyn Conner on 08 Sep 13
     
    This article provides some great background on the theory of connectivism: its beginnings, major influencers, and basic principles. The article goes on to question whether connectivism alone is enough to answer all of the questions regarding how best to reach students in the technology-abled classroom. The article provides 5 scenarios to tackle the question, and offers some thought-provoking findings.
  • Betty Clevenger on 09 Sep 13
     
    Like many other educational articles, this writer questions whether connectivism deserves a place as a learning theory in its own right. Bell discusses the growing use of the internet as a classroom and how connectivism applies. He also discusses connectivism as a phenomenon versus a learning theory.
  • Kara Paula Godfrey on 09 Sep 13
     
    Connectivism: Frances Bell explores theories in technology-enabled learning. Bell states, in 5 different scenarios, that it is proven that with our global society we should keep researching how to improve connections and learn from the past. Not all countries or people are equal when it comes to technology.
  • danielbmc on 23 Jun 14
     
    This 2011 journal article discusses how researchers can bring more rigor to research into Connectivism to counter the claims of some analysts that insist the concept lacks true academic support. Their final results indicate that Connectivism alone can not be a theory for education, but instead needs to work in congruence with other theories. A wide variety of reasons from personal preference to funding will influence which theories we use. As technology expands, so does research.
  • Rob Johnson on 04 Jul 15
     
    This article examines connectivism and its role as a learning theory in the digital age. It explains the principles of connectivism and provides scenarios that connectivism could help in an educational setting.
  • cbjohnsrud on 04 Jul 15
     
    There is significant debate as to whether or not connectivism is a stand alone learning theory. While the data does not fully support connectivism as separate and distinct learning theory, there is considerable support for it a a learning phenomenon. The author of the article emphasizes the connected world in which we live has evolved, and therefore, has influenced the manner in which people learn.
  • klauritsen on 31 Aug 16
     
    From the development of the internet to present day, using technology for informational purposes and learning development continues to grow and become more common. Connectivism supports the theories that learning occurs as a more intrapersonal experience and occurs while the learning creates information and deeper understandings. This resources presents the development of technology as a cause for a new view of learning and education.
  • chrisdenny on 02 Sep 16
     
    The article discusses connectivism and its use in MOOCs and the detractors of the learning theory. There are two definitions of connectivism - one as the learning theory and one that critics of the concept would prefer. The article also includes several scenarios that explain ways that instructors can use connectivism in their classrooms, if they have access to the different required resources.
  • Terrence Shaneyfelt on 02 Sep 16
     
    This was an interesting article to read and to contemplate their arguments on whether connectivism is a theory or not.
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
Kelsey Ramirez

The PLP Model: Research based professional learning - 6 views

plpnetwork.com/ssional-development-that-works

Edtech543 elearning CoP PLN connectivism

shared by Kelsey Ramirez on 10 Sep 12 - No Cached
  • Debi Banks on 10 Sep 12
     
    The article discussed "connected learning communities" and how it is relevant in the digital age. There are three components (professional learning communities (PLCs), personal learning network (PLNs), and communities of practice (CoPs)) with these communities and different theories, experience and knowledge, effectiveness, anticipates growth or decline, challenges and dilemmas, and use of technology within each component.
  • ...9 more comments...
  • annieyip on 26 Jun 13
     
    This article describes three types of connected learning communities. These include professional learning communities (PLCs), personal learning networks (PLNs), and communities of practice (CoPs). All three are used in schools across the world now and serve different but very similar purposes.
  • anonymous on 02 Sep 13
     
    This article defines professional learning communities, personal learning networks, and communities of practice. The learning theories supporting each are described, as well as the impact technology has had on each. While the article focuses on how each can effect professional development for practicing teachers, the ideas within could be generalized to almost any profession.
  • Nona Barker on 06 Sep 13
     
    Summary: This article identifies a three pronged approach to teacher professional development: PLC, PLN and CoP. These three types of learning communities are explored by connecting each type of learning community to a learning theory or theories and / or how the use of technology also improves learning communities. Support is provided by citing studies and literature most relevant to community learning in the digital age.
  • glorihinck on 07 Sep 13
     
    This work addresses the importance of technology throughout personal learning communities, personal learning networks and communities of practice and describes its importance to connected learning. Technology is an amplifier and enabler of connected learning as it addresses the challenge of time by allowing 24/7 interactions. Technology has allowed the exponential growth of PLN's as it enables finding, synthesizing and evaluating information. Technology also increases the potential for learning across communities which can then be translated to practice helping improve education.
  • chris mason on 07 Sep 13
     
    This was a great article to see the different ways in which any professionals can gain and share knowledge with one another. I enjoyed reading how each is connected to learning theories. It is interesting that the common theme is how they rely or depend on technology. I can attest to the importance of technology for the learning communities and networks that I am involved in. Technology makes these types of professional development possible to some people who, without technology, would not be able to partake. Most of the time technology is a wonderful thing. It truly makes you wonder what we did without it :)
  • Stacie Barker on 10 Sep 13
     
    I agree that technology has helped PLN and PLC's to grow. Technology allows us to collaborate with people all over the work rather than people who just work in our building.
  • cbjohnsrud on 03 Jul 15
     
    This article summarizes key differences and similarities among different connected learning communities utilized by educators including, PLCs, PLNs, and CoPs. Within the article, each learning community is described in terms of its organizational structure, purpose, and effectiveness. This research based article discusses the learning theories that are applied within each of the learning communities to support their descriptions and findings.
  • Kelly Kenney on 01 Sep 15
     
    PLN's occur in many ways. With the growth of technology they are becoming much more popular. Many of them are engaging through blogs and other forms of social media. With these becoming more and more popular connections are constantly being made. Creating PLNs and bringing back resources and other information to our PLNs is extremely popular. Personal learning networks are happening because of connections being made with others.
  • Dalia Allencherry on 03 Sep 15
     
    This article looks into the theories that support the theory or idea of personal learning networks. It touches the effectiveness of teacher professional development in terms of PLNs. It discusses technology in terms of PLNs and also the challenges and dilemmas of PLNs.
  • Kelsey Ramirez on 06 Sep 15
     
    The PLP (Powerful Learning Practice) model looked at three different learning connected learning communities to discuss what each one is, the effects on teacher professional development, challenges and use of technology to name a few. Personal learning communities, personal learning networks, and communities of practice were the three that were discussed. I like how in this article, Connectivism is tied into PLN's which demonstrates how these concepts of PLN's, CoP's, and Connectivism are interrelated. Within PLN's and CoP's, members are concerned about the content and "what they do" as well as interact amongst the group to achieve a higher purpose.
  • Hannah Clark on 06 Sep 15
     
    This article is fantastic as it encompasses all that we are studying right now! Each aspect was broken down very well and explained completely. I also appreciated that the authors talked about the anticipated growth, use of technology and value of a PLN, for instance. This is a great reference to refer back to later.
anonymous

Censorship in the classroom: Understanding controversial issues - 0 views

www.learnnc.org/3997

censorship

shared by anonymous on 13 Oct 10 - No Cached
  • anonymous on 13 Oct 10
     
    "Censorship in the classroom: Understanding controversial issues\n\nhttp://www.readwritethink.org/lessons/lesson_view.asp?id=203\n\nA lesson plan for grades 9-12 English Language Arts and Information Skills\nLearn more\n\n * Learn more about banned books, biases, censorship, language arts, media, persuasive writing, propaganda, reading, stereotypes, and writing.\n\nHelp\n\nPlease read our disclaimer for lesson plans.\nLegal\n\nPrint\n\n * Print\n\nShare\n\n * Email\n * Delicious Delicious\n * Digg Digg\n * Facebook Facebook\n * StumbleUpon StumbleUpon\n\nIt is important for young people to understand their individual rights and what they, as citizens, can do to protect these rights. In addition, young people need to understand the way in which bias and stereotyping are used by the media to influence popular opinion. In this ReadWriteThink lesson, students examine propaganda and media bias and explore a variety of banned and challenged books, researching the reasons these books have been censored. Following this research, students choose a side of the censorship issue and support their position through the development of an advertising campaign.\nNorth Carolina Curriculum Alignment\nEnglish Language Arts (2004)\nGrade 9\n\n * Goal 3: The learner will examine argumentation and develop informed opinions.\n o Objective 3.01: Study argument by:\n + examining relevant reasons and evidence.\n + noting the progression of ideas that substantiate the proposal.\n + analyzing style, tone, and use of language for a particular effect.\n + identifying and analyzing personal, social, historical, or cultural influences contexts, or biases.\n + identifying and analyzing rhetorical strategies that support proposals.\n\nGrade 10\n\n * Goal 3: The learner will defend argumentative positions on literary or nonliterary issues.\n o Objective 3.01: Examine controversial is
cooperjrn

What is the Importance of a Personal Learning Network? - The Edvocate - 2 views

www.theedadvocate.org/ance-personal-learning-network

EDTECH543 Technology PLN Support Professional development

shared by cooperjrn on 11 Jun 18 - No Cached
  • cooperjrn on 11 Jun 18
     
    Matthew Lynch discusses benefits that an educator gains when they create a Personal learning network. Key points include learning a diversity of teaching styles, taking command of your own professional development, and finding a support system.
  • carissakane on 12 Jun 18
     
    I like the part about using a PLN as a way to establish a support system. I didn't initially think of them that way but it could be a great source for classroom management or just needing a people to vent to when a class can be difficult that day. It's almost like taking that "teacher's lounge" vibe home...if you need it!
  • kpeila on 12 Jun 18
     
    This is a nice overview that makes it really clear why an educator might choose to create his/her own PLN. Like Carissa, I like the idea of thinking of a PLN almost as a support system. To me, the most critical component of the PLN is the idea of the PERSONAL Learning Network. The focus is on one's personal goals, needs, strengths, weaknesses, or areas of interest. It's not mandated or directed. Thanks for sharing!
carissakane

CC0212Policy.pdf - 10 views

www.ncte.org/...CC0212Policy.pdf

#EdTechSN EDTECH543 CoP

shared by carissakane on 04 Sep 14 - No Cached
  • alexisseidl on 04 Sep 14
     
    This article describes the features in communities of practice and provides a real life example of how it is used and what it looks like in an educational setting. The article also shows how communities of practice can be extended through the use of new technologies.
  • ...6 more comments...
  • lisanebe on 04 Sep 14
     
    In the opening section it describes the community of practice as being different from the typical teacher development model because it reaches "beyond individuals and toward alignment". This confused me at first, because it seemed to oppose the other information about communities of practice. I had seen a community of practice as a way for individuals to find what they need. However, as I read on, I realized that it was referring to the fact that teachers are now linked to one another and can work together to find coherence and best practices.
  • Alissa Blackburn on 05 Sep 14
     
    As an English teacher I can see the value of the example in this brief. The English department gets together and reflects on similar commenting styles for students to revise papers. They study which commenting helped the best after students turned in their revised copies. My English department just had to do this type of collaboration, but we were analyzing introduction paragraphs written by students and how we could improve teaching this. Unfortunately it was one of those times that were "mandated from the top down" as the brief mentions. Our collaboration was not voluntary and our department is not cohesive. I liked this idea of creating a community of practice with my department, but I am not sure how to get everyone on board Think of the power a CoP would make if it were campus wide, cross-curricular.
  • bluejayteacher on 08 Sep 14
     
    A research brief produced by the National Council of Teachers of English, this publication focuses on three aspects of a successful community of practice: mutual engagement, joint enterprise, and shared repertoire. Although the phrasing is different, the central concepts are similar to other reports on this topic. It does, however, also break down the needs of institutional support as a necessary condition for these communities to thrive.
  • cbjohnsrud on 04 Jul 15
     
    The national Council of Teachers of English reviewed Communities of Practice as they worked to develop better feedback for student writing. Successful Communities of Practice have been shown to be beneficial provided that specific characteristics are in place, including a common goal. Both face to face CoPs and online CoPs need these specific elements. What sets communities of practice apart from other professional development models is their reach beyond individuals and toward alignment
  • teachingjake503 on 01 Sep 17
     
    I found this article or brief by the NCTE (National Council of Teachers of English) helpful in that it gave context to how teaching organizations view of the communities practice theory. The article paints a picture of how schools try to use the theory as a framework for collaboration. I appreciated how it presented the goals of COPs in schools with some possible pitfalls. The main takeaway being that COPs are less successful when they are implemented "from the top down". It still drives home the reality however that COPs do need an organizational structure and good leadership, but that connections and shared vision are still the cornerstones of COP's. The article was published in 2011 and appears to be preparing it's readers for the wave of new media. It references blogs as emerging COPs and drives home point that online communities, while not face-to-face, still need strong leadership and organizational structure to be successful. It ends by providing questions to consider when trying to form COPs.
  • hamitup on 04 Sep 17
     
    Re: The main takeaway is that COPs are less successful when they are implemented "from the top down". I agree with this statement, The most successful CoP that I have been involved in were initiated within the district, but the administration was not overseeing the work being done. This freedom allowed for a more relaxed and teacher supported group. The department was kept in close communication, however, as some time to open our community funds were necessary and therefore it was important to have an advocate.
  • kyledillon on 04 Sep 17
     
    This article really captivated me, especially how it started with the vignette about the English teachers collaborating over how to mark their students' papers. I am an English faculty at a university and I have sat through collaborations on such things. I appreciated how such a simple paragraph on this collaboration could embody the three tenets of communities of practice.
  • carissakane on 12 Jun 18
     
    The National Council of Teachers of English wrote this briefing with the intent of helping not just English teachers but any educator understand the alignment, implementation, and instructional support of a CoP. The comprehensive but short article is an easy read to get a basic outline of communities of practice.
block_chain_

Hyperledger Besu 1. 4 and End to End TLS Support  - 0 views

www.blockchain-council.org/...1-4-and-end-to-end-tls-support

#HyperledgerBesu #HyperledgerDeveloper #Blockchain #BlockchainCouncil #TLS

shared by block_chain_ on 09 Apr 20 - No Cached
  • block_chain_ on 09 Apr 20
     
    Whether you are a certified hyperledger developer or a beginner, this current topic is for all. The article below illustrates what Hyperledger Besu 1.4, its characteristics, and how it supports the end to end TLS.
Stacie Barker

Why You Need PLN's - 1 views

www.edudemic.com/...uild-personal-learning-network

technology education resources learning

shared by Stacie Barker on 20 Jun 13 - No Cached
  • Dana Daines-Smith on 20 Jun 13
     
    Describes the value of PLN's as well as the support it provides in learning. Ways in which educators use PLN's are identified as professional development, resource sharing, mentoring, technology integration strategies.
  • ...2 more comments...
  • Molly Large on 20 Jun 13
     
    I particularly like the 10 easy ways to kickstart your PLN. Most teachers and administrators feel overwhelmed with this idea, and a list of small steps that can be done one at a time probably feels very manageable. Not everyone is ready to jump into all of the tools at once!
  • glorihinck on 04 Sep 13
     
    This video recommends building a PLN so that you have a support network of colleagues giving you broad and deep access to a help no matter where you are. PLN's are two way streets- you can't just lurk, you also need to contribute and also offer help. PLN's can help you find answers, keep up with new developments in your field, publish and share, communicate, collaborate, and learn from colleagues. Specific social networking and technology tools are suggested to support each of these areas. A PLN is only as good as the people who participate in it!
  • Katelyn Conner on 08 Sep 13
     
    This provides some simple reasons to develop a PLN. I love that it encourages busy teachers to create a PLN by letting them know that it will make their work easier! This page also includes a "how to", but the "why" part is a terrific resource on its own.
  • Stacie Barker on 10 Sep 13
     
    This gives you 10 reasons on how to jump start your Personal Learning Network. Great tips for a beginner like myself.
Greg Andrade

Sustaining & Embedding Innovations: Using technologies to support communities of practice - 2 views

sustainembed.pbworks.com/...%20communities%20of%20practice

edtech technology edtech543 innovations teaching

shared by Greg Andrade on 09 Sep 13 - No Cached
  • Greg Andrade on 09 Sep 13
     
    Since my life as an educator has always been about technology through digital imaging and design I wanted to find a CoP site that focused on technology. This resource supports technology as it is applied to communities of practice. I feel that it is a useful resource for educators within the technology sector.
  • ...1 more comment...
  • Katelyn Conner on 09 Sep 13
     
    Hi Greg! This is a great addition to the "why" behind developing a CoP. It's nice to have a resource that offers tools to assist the CoP. Thanks for sharing!
  • Greg Andrade on 09 Sep 13
     
    Thanks Katelyn, Yes, I had to find a technology CoP for technology's sake and in the area that I teach. I don't think I could be more enthusiastic about the field of technology. It's very empowering.
  • Erin Horie on 09 Sep 13
     
    This is interesting website that looks at different technologies and justify their use within CoP.
Melinda Mott

Technology for Online Communities of Practice - 1 views

connectededucators.org/...forms-and-Tools-march-2011.pdf

Online Learning Communities of Practice Edtech543 Educational Technology

shared by Melinda Mott on 20 Jun 14 - No Cached
  • Melinda Mott on 20 Jun 14
     
    This article separates technology used in communities of practice based upon the technology's function. Some technology supports content (blogs, vlogs, microblogs, status updates, wikis, collaborative document authoring tools, social bookmarking, media libraries and albums. Project coordination is aided by use of event calendars, task management tools to track project deadlines, and decision support tools. Incentive and recognition technology allows members to be recognized by way of badges and endorsements. Other technology supports member interaction. Profiles and social networking like Facebook, MySpace, Twitter, and Instagram, member commenting, discussion boards, and webinar services allow for member interaction on their own time frames.
kimsmith876

Supporting Self-Directed Learning by Connectivism and Personal Learning Environments - 0 views

search.proquest.com.libproxy.boisestate.edu/...1524016613

EDTECH543 connectivism ed tech theory Conradie

shared by kimsmith876 on 21 Jun 14 - No Cached
  • kimsmith876 on 21 Jun 14
     
    This article states the importance of connectivism in the facilitation of self-directed and self-regulated components of education. Details of a study on introducing learners to this type of learning report the necessity of student support and scaffolding when planning to implement self-directed learning into a course.
kimsmith876

Social Networking Theories and Tools to Support Connectivist Learning Activities - 0 views

search.proquest.com.libproxy.boisestate.edu/...fulltextPDF

EDTECH543 social networking connectivism theory

shared by kimsmith876 on 21 Jun 14 - No Cached
  • kimsmith876 on 21 Jun 14
     
    This article focuses on creating a link between the wide variety of social networking tools available and the principles of connectivism. Pettenati and Cigognini go so far as to define connectivism as "...social networking applied to learning and knowledge". To support this idea, the authors explore the role of the learner at present, how e-learning, personal learning environments, and Web 2.0 have emerged, and the stages of a connectivist learning experience. The article concludes with the sharing of a scenario in which all of the previously described stages are evident.
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!
  • ...5 more comments...
  • 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!
Levi Fletcher

(Fletcher #2) Research-based communities of practice in UK higher education - 1 views

docs.google.com/...edit

communities of practice benefits higher education Fletcher

shared by Levi Fletcher on 07 Sep 14 - No Cached
  • Levi Fletcher on 07 Sep 14
     
    Research regarding the benefits of being a member of a community of practice. While the information seems a bit forced (the communities of practice used for the study were exclusively face-to-face communities), the benefits of being a member of a community of practice still seem valid. According to the study, they are (1) autonomy and freedom to think beyond, (2) sources to ideas, (3) sounding board, (4) intellectual discussion, (5) like-mindedness, (6) alternative perspective and cross-pollination of ideas, (7) overcoming intellectual isolation, (8) move towards collaborative research, (9) response to research pressure, (10) synergy and leverage, (11) time and energy saving, (12) an informal ground for learning and training, (13) fostering of tangible returns, (14) driving research, (15) opportunities to met, (16) networking, information sharing and updates, (17) support and guidance, (18) sense of belonging, (19) identity, and (20) intrinsic fulfillment. As the article is about higher education, there are certainly some benefits that are more specific to their context, but I think the findings of the article are still valid.
  • Levi Fletcher on 07 Sep 14
     
    Research regarding the benefits of being a member of a community of practice. While the information seems a bit forced (the communities of practice used for the study were exclusively face-to-face communities), the benefits of being a member of a community of practice still seem valid. According to the study, they are (1) autonomy and freedom to think beyond, (2) sources to ideas, (3) sounding board, (4) intellectual discussion, (5) like-mindedness, (6) alternative perspective and cross-pollination of ideas, (7) overcoming intellectual isolation, (8) move towards collaborative research, (9) response to research pressure, (10) synergy and leverage, (11) time and energy saving, (12) an informal ground for learning and training, (13) fostering of tangible returns, (14) driving research, (15) opportunities to met, (16) networking, information sharing and updates, (17) support and guidance, (18) sense of belonging, (19) identity, and (20) intrinsic fulfillment. As the article is about higher education, there are certainly some benefits that are more specific to their context, but I think the findings of the article are still valid.
toddsvecusa

An Implementation of a Twitter-supported Personal Learning Network to Individualize Tea... - 0 views

www.academia.edu/...acher_Professional_Development

PLN education technology resources web2.0

shared by toddsvecusa on 08 Sep 14 - No Cached
  • toddsvecusa on 08 Sep 14
     
    Summary: This link is to a research paper done on the implementation of a Twitter supported PLN to teacher professional development. This was a study around the ways that a Twitter PLN can support teacher's professional development. I found this paper interesting because it outlined a few realities of PLN's.
shannahollich

Microsoft Office help and training - Office Support - 0 views

support.office.com

education technology Resources tools edtech541

shared by shannahollich on 12 Sep 18 - No Cached
  • shannahollich on 12 Sep 18
     
    Written tutorials, videos, and support to help you make the most of Microsoft Word, Excel, and Powerpoint (and other Microsoft Office products).
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