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Authors discuss advantages of personal learning environments in facilitating collaboration and fostering learner control. PLEs are facilitated by technology, networking, and self-regulation by learners. Open network learning environments from instructors allow PLEs to form. Focus of PLE is not information consumption, but information creation and participation. Authors relate PLE and ONLE to the theory of connectivism and discuss various applications and limitations.

Fantastic quote: "Educators perceive the instructional value of integrating Web 2.0 tools include autonomy, diversity, openness, and connectedness (van Harmelen, 2006); yet, they find multiple technologies daunting, which may affect their attitudes toward online learning. The integration of multiple Web 2.0 tools has created frustration among educators and students because they lack knowledge of the tools (Lee, Miller, & Newnham, 2008), difficulty learn- ing different tools (Weller, 2007), conducting multiple authentications (Suess & Morooney, 2009), visiting multiple sites for different tools, etc. This phenomenon results from a lack of understanding of the social networking learning paradigm and inappropriate integration." This article describes the role of Personalized Learning Environments (PLEs) and how Open Network Learning Environments (ONLEs) are instrumental for creating a PLE. The authors indicate that connectivism is a key underlying principle for developing such a PLE--seeking connections to learners and sources of information. They cite Siemens ("the pipe is more important than the content in the pipe"), which surprised me, as I read that comment from Siemens as hyperbolic. Practical advice for creating your own PLE are also incorporated, as well as examples of how to work and learn within a PLE. The authors suggest that PLEs (operating through ONLEs) disrupt LMSs in the same way that technology disrupts learning in general. Interesting analogy.

In this article Attwell begins to discuss the importance of continuing education within the professional field. Attwell highlights that as the learning environment is changing so too must the educational world in how people acquire knowledge. As we are all well aware that gaining an education online is very adaptable, so too must schools recognize the value in allowing educators to gain knowledge through PLN's. Attwell identifies that as PLN's continue to grow so to will the informal and formal acquisition of knowledge.

Great article Kristin! I really like how the article states that it's lifelong learning when it comes to PLEs and not just temporary if done correctly!

This paper explores the Personal Learning Environment and considers why PLEs might be useful to learning in the future. The author looks at the changing face of education and the ways the net generation is using technology for learning. The idea of a Personal Learning Environment understands that learning is ongoing and wants to provide tools to support that learning and help the learner organize his own learning. The article also looks at changing technology, and the development of social software, and it's impacts on education today.

I have integrated the use of this tool into my ESL lessons. ESL students may have difficulty identifying locations of errors in their paper. Grammarly identifies locations that there may be an issue. A student may not know how to use an online spelling and grammar checker properly. These tools only provide suggestions, not answers. Students need practice applying the principles they either know or need to learn based on recommendations from the tool. This tool has browser plugins so students can check the grammar of their emails as well. There is a free and paid version of Grammarly.

This tool provides science resources for teachers including virtual labs. It provides a wide variety of tools for integrating technology into the science curriculum.

There are four main aspects to a successful PLN: 1. Tools - depend on learners ability level but commonly include social media 2. Connection - groups of people with similar interests and goals. There is no boundary for location of group. 3. Delivery - can be through any method the learner prefers 4. Opportunity - with the development of technology, this can happen anywhere the learner has access.

This wiki site was one of the most simplest definitions displaying the elements of a PLN: tools, connections, delivery, and opportunity. Tools allow the learner to use what is most familiar, connections provide the ability to build relationships with others, delivery includes how information is disseminated, and opportunity is when the learner has the time to practice.

This is a great site for someone new to PLNs. It provides a description of what makes up a PLN along with visuals. I also like the "growth" section of the wiki. In the first paragraph it discusses district PLCs. Many districts like to have vertical meetings, where all of the math teachers from elementary through the high school meet to see how their coursework aligns. These meetings are inconsistent because it is difficult to get all of the teachers out of class at the same time. Digital PLCs for vertical meetings would be a great way to allow for more constant collaboration.

100 Essential Web 2.0 Tools for Teachers

100 Essential Web 2.0 Tools for Teachers

A post from Kids Discover that explains what web 2.0 tools are and provides 8 example of tools you can use in the classroom. Geared towards K-8 educators, the tools listed could be used in a variety of different classroom contexts for different ages.

Useful tools for integrating technology into the classroom

This is a great article about projects teachers have done with digital tools. Not all of them used social media, but some used NING, blogs, and Google Docs for networking and sharing information. I like the fact that many of these projects are about using social tools like blogs to enhance writing skills

From the intro "There are some very popular tools and apps out there. We showcase a boatload of them here on Edudemic. But there's been a growing trend of figuring out how to actually integrate all these together and how to effectively use the best web tools to enhance learning in the classroom."

I am very pleased with this video. It's an interview with Etienne Wenger and he explains, in his own terms, his research and definition of the Community of Practice.

I also liked the explanation about how members from a Communities of Practice are engaged in a similar practice but they may do it in different settings. They don´t need to do it together. The learning contract between the members is the key of success.

Dr. Wenger talks about his Community of Practice. This discussion gives us an outline of how skills be shared through a CoP. According to Dr. Wenger, the CoP creates an on-going network of resources to communicate problems and discuss solutions. The learning and knowledge sharing can even create knowledge creation as solutions are discussed.

Presents a rather critical approach to Youtube as an educational tool. Explains that online video library is mostly maintained by a fan base as opposed to deliberate or intentional facilitation. This reduces its credibility as a teaching tool and lacks cohesive curriculum. It is asserted that if learning is encountering what you don't know, then Youtube is not effective for learning as users search their existing interests and for entertainment. Another noted disadvantage is that viewing and commenting on Youtube videos may provide marketing data and potentially undermines student privacy.

Online Student Engagement Tools and Strategies

A great list of web tools to use in your classroom for drawing, mapping and charting.

This website has an enormous list of Web 2.0 tools that would work well in the classroom. All websites are divided into different lists, depending on their purpose. Then, in each list gives the tool, the website, and a description of what it does. 

In this article, Torrey Trust gives an overview of personal learning networks (PLN) and discusses their relevance in education. She identifies two different types of PLNs, information aggregation and social media, as well as their benefits. Many of the tools available for PLNs as well as examples for how teachers can use these tools are also examined. Additionally, three popular online PLNs, including Classroom 2.0, The Educator's PLN, and Edmodo are reviewed.

This is a great article that summarizes key features of PLNs in education. I particularly appreciated the section that discussed motivation regarding teacher participation in PLNs. The collective knowledge and the safe space in which teachers can share ideas and resources with one another seemed to be a powerful motivator for educators when it comes to participation.

This article clearly has a clear connection to teacher practice. The focus on teacher lifelong learning, essential to enhancing learning in schools, is critical. PLNs give teachers a place to break out of the isolation of classrooms so they can reach out to other educators with new knowledge and support so they can meet any challenges that may arise.

This is a great resource for Software Support Tools for Assessment and Grading. This was put together my NEWA the organization that developed the MAPS test. Some of these I wouldn't have thought of for Assessment, like Lino. Lino is an old-time virtual bulletin board where you post "sticky" notes. I've seen this used as a "parking lot" for questions during PD, but I think I'll try it for assessment with teachers next training I lead.

Some great Web 2.0 tools, including 3D Projects, games/quizzes, and timelines (among others).

"50 Open Source Tools That Replace Popular Education Apps"