Skip to main content

Home/ EDTECH at Boise State University/ Group items tagged We-intention

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Jennifer Pollock

Online social networks: Why do students use facebook? - 3 views

pdfs.semanticscholar.org/...d8f34cf8b3f7822c6e5f37fa49.pdf

edtech543 socialnetworks facebook web2.0 technology education We-intention virtualcommunities U&G

shared by Jennifer Pollock on 30 Aug 17 - No Cached
  • Jennifer Pollock on 30 Aug 17
     
    This article summarizes a study aimed at explaining collective behavior on social networking platforms through intentional social action, which is known as the We-Intention theory. The study focused on Facebook in particular, because it is widely popular among university students and could, thus, illustrate social media's impact on students' motivation to learn via virtual communities. In the article, the We-Intention theory is driven by social influence factors, social presence, and elements of the uses and gratifications (U&G) model. U&G, as defined in the article, explains why individuals gravitate toward certain digital media over others. U&G assumes individuals are both goal-directed and aware of their needs, listed as purposive value, self-discovery, entertainment, social enhancement, and maintenance of interpersonal connectivity. The study identified two U&G needs, entertainment and interpersonal connectivity, as significantly determining intentional social action under the We-Intention theory.
  • cynthiaott on 05 Sep 17
     
    That article is very interesting stating that most use Facebook for instant communication and connection. The need for instant gratification. Joining too many groups or trying to connect to too many people does make it hard to have a specific connection to one group. May be the reason that people post so many random topics and photos.
  • Terisa ODowd on 05 Sep 17
     
    Interesting perspective on Facebook from the point of view of students using the platform.Since most of my background is from K-12 education, I have not witnessed teachers using the platform with their students. I have found that most K-12 teachers use Facebook to communicate with parents. It does seem to have a similar impact on getting parents motivated and active in class activities. Most parents use Facebook and once they know they can follow their child's teacher and get updates via the social media app, parents tend to do so
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.
melpalmer4

Introduction to communities of practice | Wenger-Trayner - 22 views

wenger-trayner.com/ion-to-communities-of-practice

EDTECH543 EDTechSN CoP

shared by melpalmer4 on 02 Sep 15 - No Cached
  • 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.
    • nstringham
      nstringham on 10 Jun 18
       
      Teacher Instagram is exactly this! We learn and grow from each other as we interact with each other.
  • Membership therefore implies a commitment to the domain,
  • he domain is not necessarily something recognized as “expertise” outside the community.
  • ...5 more annotations...
  • members engage in joint activities and discussions, help each other, and share information.
  • They build relationships that enable them to learn from each other; they care about their standing with each other.
  • ut members of a community of practice do not necessarily work together on a daily basis.
  • hey develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems
  • they have developed a set of stories and cases that have become a shared repertoire for their practice.
  • Hannah Clark on 02 Sep 15
     
    This page on the Wenger-Trayner website, there is an in-depth explanation of communities of practice as well as a brief history of its inception. I really appreciated the part of this site that gave examples for how to effectively use communities of practice (CoP). It was interesting to read myths about CoPs as well as to be provided with links to further reading on the topic. I also found it incredibly insightful that the site explained how CoPs are being used in a variety of forums, not only in education.
  • ...24 more comments...
  • Jill Miller on 06 Sep 15
     
    This article provides helpful information on the topic of communities of practice. I was also interested in seeing how CoP are used outside of education. I question whether CoP that develop with "cultivation" are as effective as those that are self-organizing.
  • Danielle Leone on 07 Sep 15
     
    This is a great resource for communities of practice. It breaks down the characteristics of a community of practice between the domain, the community, and the practice. This resource also provides a table of examples of what makes a good CoP. It is very helpful in understanding where CoPs are commonly used and how they can be beneficial. Very helpful resource when first learning about CoPs.
  • brianbetteridge on 06 Jun 16
     
    This resource is a basic overview of the concept of communities of practice. It discusses the background from which it was created, and gave some specific examples of COPs in the real world. The best portion dealt with how COPs are used in other areas aside from education. There are also some excellent links.
  • Kim Davis on 11 Jun 16
     
    This page look at the definition of a community of practice and includes there critera that are essential: the domain, the community, and the practice.
  • scottcastro on 12 Jun 16
     
    As others have also suggested, this article gives a good overview of CoPs applicable to real world integration. For example, I tend to focus on the realm of current day educational CoPs at a school or district level. This article goes beyond that by providing examples of other forms of CoPs. One that struck my interest was the "tribe learning to survive" example. This definitely gives a broader perspective on the reach of CoPs, in that, they can be traced back to the primordial beginnings of human interaction.
  • Patricia Smeyers on 28 Aug 16
     
    This article, by Etienne and Beverly Wenger-Trayner in 2015, gives a wonderful introduction of what a community of practice is and why researchers and practitioners find them to be a valuable way of communicating and learning. You get a good perspective of what communities of practice looks like, where the concept comes from, and where the concept is being applied. Myths about communities of practice and suggested readings are also included.
  • alannashaw on 29 Aug 16
     
    What are CoPs? This article breaks down the terminology for Communities of Practice and explains what they are (and aren't). One common theme that appears throughout the article are the ideas of intention and implementation. CoPs are not just interest groups for casual entertainment. They are formed with intent and with the purpose of implementing ideas. Social media has removed the boundaries of who can form/join CoPs, and the sources of information are virtually endless.
  • Terrence Shaneyfelt on 29 Aug 16
     
    This overview from 2015 is written by one of the anthropologists who coined this term when studying apprenticeships. It describes the 3 crucial characteristics: domain, community, and practice; its origin; its uses in a variety of settings; and refutes various myths about COP. A pdf is available.
  • Jasmine Quezada on 01 Sep 16
     
    This is a great overview of COPs. The author defines COP's and gives the three major characteristics: domain, community, & practice (and goes on to clearly define each of these). He explains the origins of COP's, describes them and gives examples of COP's today, addresses common myths of COP's and provides an influx of resources. A great site with a lot of valuable info!
  • Ben Killam on 02 Sep 16
     
    This article outlines what communities of practice are and what they look like. It also describes how these communities are used in a variety of fields.
  • Mary Carter on 05 Sep 16
     
    Wenger-Trayner give an overview of what constitutes a community of practice (CoP). It differentiate between a community and a CoP. Three features of CoP are given: domain, community, and practice. It is more than common interest; it involves interaction among practitioner who want to learn from each other. The article is helpful to understanding how to develop a PLN.
  • Buffy Naillon on 05 Sep 16
     
    Often times grasping a new concept is difficult without examples to show what what a particular concept might look like. This article has a sub-head that reads: "What do communities of practice look like?" There are boxes with questions like "requests for information," "seeking experience," and "reusing assets." If you click on the plus/ minus sign on the boxes, you get taken to a short example.
  • joannalieberman on 06 Jun 17
     
    In this fairly in-depth article, Etienne and Beverly Wenger- Trainer, focus on many different aspects of Communities of Practice. Some of the key elements they name regarding CoPs are: they are intentional, they can improve performance among members, the members have a shared domain of interest, the members have a commitment to the group, and the members build relationships that enable the to learn from each other. The 3 main element of a CoP are the domain, the community, and the practice.
  • michellehughes11 on 07 Jun 17
     
    Great share @MrsLieberman356! It's quite in-dept but chalk-ful of excellent information on CoPs and their objectives.
  • mskmjohnson on 08 Jun 17
     
    Thanks Joanna! When reading about CoPs myself, I love how they say that they're intentional. Through reading this article as well as others, I really see why that's an important piece to it!
  • Terisa ODowd on 03 Sep 17
     
    According to this article, three characteristics are crucial in order for a community to be considered a "community of practice." A community of practice is not merely a club, it has an identity defined by a shared domain of interest. In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other. A community of practice is not merely a community of interest-people who like certain kinds of movies, for instance. Members of a community of practice are practitioners. They develop a shared collection of resources: experiences, stories, tools, ways of addressing recurring problems -- a shared practice. http://wenger-trayner.com/introduction-to-communities-of-practice/
  • Scott McKee on 05 Sep 17
     
    A brief overview and introduction of the concept and uses of communities of practice. This article shares theories and what it should look like instead of the "How" it should be done. They share the background of the concept and how it fits into the teaching environment.
  • cynthiaott on 05 Sep 17
     
    This article gives a brief overview of the concept of communities of practice. Communities of Practice are groups that share a passion for what they do and share how they can do it better. The domain is a network of connections between people. The community is the activities and discussions share among the group. The practice is sharing the tips and tricks of how things work.
  • Rob Blackston on 09 Sep 17
     
    This delivers an overview of CoP's and discusses what a CoP would look like. It discusses the background and how it would fit in the learning environment.
  • melpalmer4 on 04 Jun 18
     
    This site breaks down what distinguishes Communities of Practice from communities.
  • wagnerang on 04 Jun 18
     
    This resource illustrates a CoP first, and then it uses this example to explain the components of CoPs: domain, community, and practice. It further provides examples fo what CoPs look like.
  • jkraschnewski on 06 Jun 18
     
    A great introduction into communities of practice. These communities require three things: commitment to the mission/goal, a community, and a shared role (or practice).
  • susanbird on 06 Jun 18
     
    This website was created to explain CoP by the developers of the practice. The website explains what CoP is and what it looks like. The websites explains where CoP came from and how it can be applied in the workplace in different environments. The authors also diffuse any myths about the CoP so that others can understand what it is.
  • nstringham on 10 Jun 18
     
    This article goes in depth on the three requirements for a CoP. It also goes through several examples of what a CoP looks like in various activities.
  • camille_rrt on 11 Jun 18
     
    This article provides examples of where COP can exist!
  • miljenni on 11 Jun 18
     
    I like how it emphasizes that the three components of COP are domain, community, and practice. You need each of these to have a successful COP. Thanks for sharing.
Renee Phoenix

Connectivism: the network metaphor of learning - 2 views

diigo.com/07rk0p

connectivism networks knowledge ecology Edtech543 learning CoP

shared by Renee Phoenix on 02 Jul 15 - No Cached
  • Siemens (2005a) suggests learning that can reside outside the individual learner, is focused on connecting specialised information sets and the connections that enable us to learn more than our current state of knowing. According to Siemens, the main intent of network creation is to enable learners to continue to stay current in the face of rapidly developing knowledge. Siemens (2005a, 2006a) points out that the half-life of knowledge is shrinking. The half-life of knowledge is the time span from when knowledge is gained to when it becomes obsolete (Gonzalez, 2004). Siemens (2006a) writes: “In today’s world, knowledge life is short; it survives only a short period of time before it is outdated”
  • Connectivism is also the assertion that “the pipe is more important than the content within the pipe” (Siemens, 2005a). That is, the connections that enable us to learn more are more important than our current state of knowing. As Siemens (2006a) puts it: “Our ability to learn what we need for tomorrow is more important than what we know today.
  • 3 The LaaN perspective In this section, we will present our own conceptual viewpoint on connectivism by discussing the learning as a network(LaaN) perspective, which represents a knowledge ecological approach to learning. The LaaN view is built upon four premises: •knowledge and learning are two sides of the same coin •knowledge and learning are fundamentally personal and social in nature •knowledge is in the network, or even more knowledge is the network •learning is a matter of knowledge networking within knowledge ecologies.
  • ...1 more annotation...
  • Por (2000), i.e., defines knowledge ecology as “a field of theory and practice that focuses on discovering better social, organisational, behavioural, and technical conditions for knowledge creation and utilisation”. According to Malhotra (2002), knowledge ecology “treats knowledge creation as a dynamic evolutionary process in which knowledge gets created and recreated in various contexts and at various points of time”. In this paper, we present a more learner-oriented view of knowledge ecology. We define knowledge ecology as a complex, knowledge intensive landscape that emerges from the bottom-up connection of PKNs
  • Renee Phoenix on 02 Jul 15
     
    Contains a broad review of the theory of connectivism and discussion of the LaaN view of knowledge ecology. Compares knowledge ecology to CoP, knot, intentional networks and coalitions...to name a few that I had not heard of before. Also some interesting comparisons of learning theories.
Buffy Naillon

PLN theory, CoP, Connectivism - Naillon - 8 views

Hey Terrence! You're welcome. I hope I did it right. :) It seemed logical to do things that way. Cheers! Buffy

PLNs CoPs Connectivism formal and informal edtech543 web2.0 resources

started by Buffy Naillon on 04 Sep 16 2 follow-ups, last by Buffy Naillon on 05 Sep 16
cynthiaott

Why Build Personal Learning Networks - eLearning Industry - 9 views

elearningindustry.com/ild-personal-learning-networks

EDTECH543 resources learning technology

shared by cynthiaott on 30 Aug 16 - No Cached
  • What this further implies is that individuals must be able to make sense, problem solve, and come together to unravel these complex challenges, which typically require a multitude of diverse skills and domain knowledge. This makes collaboration paramount for the survival of any organization and for individuals to stay relevant in today’s world.
  • We have moved from an age of best practices to emerging practices and no one can be intelligent on their own any more. In this kind of a scenario, learning and sense-making happen through reflection, dialogue, and communities.
  • In a Personal Learning Network, everyone is a contributor, learner, as well as a teacher. 
  • kristiedtech on 30 Aug 16
     
    The author creates a great case in favor of digital PLNs. She explains why they are so important and relevant today. The emphasis of the article is on the need to work together, not on best practices, but rather on emerging practices. The author takes the stance that best practices require training with known knowledge for known outcomes. While we should be collaborating and innovating together to tackle the emerging practices.
  • ...7 more comments...
  • anonymous on 30 Aug 16
     
    This quote from the article: "A Personal Learning Network can be seen as one's gateway to continuous learning" is a true statement. Continuous learning is vital in life. This article has some remarkable points that make PLNs so important and an easier way to gain knowledge.
  • anonymous on 30 Aug 16
     
    I think this article illustrated a number of valid points. This day and age only thrives with the means of PLN's. When we look in the past back to the 80's and 90's, it is very evident how we've evolved as a society. Back then, it was almost unheard of to have practical means of communication among those across the nation and across the world. We are so fortunate for the advancements of modern technology and networking.
  • Patricia Smeyers on 30 Aug 16
     
    This article built a strong case for belonging to a Personal Learning Network. It is imperative to keep up with today's resources and knowledge base. The small amount of time I used to build my PLN has proven to be so beneficial. I appreciated the final thoughts of the article to help guide me throughout this process. I am excited to strengthen my PLN and grow professionally this semester and beyond.
  • Jasmine Quezada on 01 Sep 16
     
    This article makes a case as to why Personal Learning Networks are an important part of continuing education. She describes this age as one of constant influx and change and therefore encourages people to use their PLN's to tackle new practices with a sense of creativity and innovation.
  • Mary Carter on 04 Sep 16
     
    This is a great article to pass on to educators who want to know why a PLN is necessary and how connectivist theory makes it possible. Connectivism facilitates continuous learning, exchange of thoughts, and validates insights. Establishing networks allow teachers to tailor a professional development plan, and it doesn't need to take place at the faculty meeting or on teacher work days.
  • Buffy Naillon on 05 Sep 16
     
    This elaborates on how chaos theory relates to all this, something I didn't really understand until I read this particular article. Additionally, it gives you an idea about the skills required in order to build a proper PLN... Here's a telling quote from the article... "In short, the concept of teams working shoulder to shoulder every day, literally and metaphorically standing by each other, talking over problems and challenges at their desks, is slowly being replaced by virtual teams who interact via social tools and platforms, use Webex for meetings, and update each other via enterprise social networks and WhatsApp. This is why the skill of being able to build one's Personal Learning Network is essential. It's time for everyone to take charge of their own professional development. One of the ways to keep on top of our game, and remain on the cutting edge of relevant skills and knowledge, is to be a part of communities of practices and to focus on building and maintaining our Personal Learning Networks with a deliberate intention to learn, share, and collaborate."
  • Jessica Gake on 05 Sep 16
     
    I really like this article. It is always good to read about the "why" behind our practices. The article explains that "A Personal Learning Network can be seen as one's gateway to continuous learning." This reminds me of the thinking behind connectivism, that connecting to a network of resources and people will help us become lifelong learners as we continuously connect to new resources and knowledge.
  • kaydentague on 10 Jun 17
     
    In this article, the author explains why you should build a PLN, why PLNs are important, how to build a PLN, characteristics of a PLN, and skills needed to build a PLN. We need to stay relevant and connected with our personal development and can do that through PLNs. In the 21st Century, it is essential and key to success to stay informed, updated, and connected. PLNs make it easy to learn at the pace of change.
  • cynthiaott on 05 Sep 17
     
    This article discusses why building personal learning networks is important when information changes constantly. The key to survival is learning how to learn continuously through building Personal Learning Networks. Creating networks where people can collaborate and learn from each other in order to remain on the cutting edge. PLNs allow for continuous learning, exchange of thoughts and ideas, and validate and challenge one's thoughts among a diverse group of individuals. PLNs have to be a sharing process of ideas.
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.
Gretel Patch

Learning Theories and Instructional Strategies - The Foundations of Instructional Techn... - 0 views

projects.coe.uga.edu/...index.php

epistemology EdTech504 philosophy theories theory instructional strategies EdTech543

shared by Gretel Patch on 03 Sep 12 - Cached
  • Learning is how we acquire knowledge
  • goal of education, and the product of experience
  • ways in which technology can expand the limitations of a learners mind, while articulation and reflection are processes that can be performed by the learner to help incorporate new knowledge into existing knowledge resulting in support of learning
  • ...13 more annotations...
  • Cognition is about how our brain works or how our mind works
  • What to teach and how to teach
  • instruction as anything done for or with a learner or the learner’s environment to help them acquire new knowledge or learn. Some of those things will be very direct and some will be indirect
  • something one person does to help another person learn
  • theory is a hypothesis that describes, speculates, or defines a relationship between a set of facts or phenomena through a body of principles, policies, beliefs, or assumptions
  • more prescriptive. It clearly suggests steps you should follow in trying to support someone while learning. This does not appear to be a theory, but rather a strategy
  • dividing concepts into categories and hierarchies of ideas
  • A model is an example, description, or analogy that helps a person understand what is not directly observable
  • Instructional strategies structure instructional theories for direct application in the learning environment
  • They provide the instructor with a plan for implementation and are considered more prescriptive, yet flexible enough to accommodate the dynamics of any learning environment.
  • Creating learning communities is an intentional process of redesigning curriculum and bringing faculty and students together to create more coherent and collaborative learning environments.
  • -so that students have opportunities for deeper understanding and integration of the material they are learning, and more interaction with one another and their teachers as fellow participants in the learning enterprise”
  • students more control over their environment with the potential of leading to improved results and more efficient decision making practices.
  • Gretel Patch on 03 Sep 12
     
    Learning communities need to be intentional; students must form with each other deeper understandings; gives students more control over their learning environment
courtneykaul

Half an Hour - 0 views

halfanhour.blogspot.com/...what-connectivism-is.html

#EdTechSN Edtech543 resources tools

shared by courtneykaul on 09 Sep 12 - Cached
  • Hence, in connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Rather, the activities we undertake when we conduct practices in order to learn are more like growing or developing ourselves and our society in certain (connected) ways.
  • This implies a pedagogy that (a) seeks to describe 'successful' networks (as identified by their properties, which I have characterized as diversity, autonomy, openness, and connectivity) and (b) seeks to describe the practices that lead to such networks, both in the individual and in society (which I have characterized as modeling and demonstration (on the part of a teacher) and practice and reflection (on the part of a learner)).
  • "Knowledge is not learning or education, and I am not sure that Constructivism applies only to propositional learning nor that all the symbol systems that we think with have linguistic or propositional characteristics. "
  • ...3 more annotations...
  • Connectivism is not a representational theory.
  • it denies that there are bits of knowledge or understanding, much less that they can be created, represented or transferred.
  • Well, it's kind of like making friends.George talks about deciding what people make useful friends, how to make connections with those friends, building a network of those friends.
  • Jon Freer on 09 Sep 12
     
    A brief overview of Connectivism by Stephen Downes.
  • ...1 more comment...
  • Darla Grant on 10 Sep 12
     
    This is Stephen Downes blog post explaining connectivisim. He asserts that knowledge is actually those connections created by actions and experience; the connections are not intentional. He discusses connectivism as the activities of connection rather than transferring, making, or building knowledge.
  • Ilene Reed on 20 Jun 13
     
    Stephen Downes must be an interesting fellow. I admit this article had me lost more than once, but, it was useful and kept my interest. I am starting to recognize the Downes from this assignment. I like his take on knowledge is grown rather than acquired. This is more a conversation than an article but offers good argument.
  • courtneykaul on 04 Sep 15
     
    This is Stephen Downes' blog and gives a brief description of connectivism. It also includes Downes' responses to various comments related directly at connetivism.
bettywells

Communities of Practice - 13 views

web.stanford.edu/...eckert2006.pdf

edtech543 communities of practice

shared by bettywells on 22 Jun 14 - No Cached
  • Cody Peacock on 22 Jun 14
     
    This article looks at the connection between learning communities and linguistic and sociolinguistic elements that are essential to success in such communities. The article gives an initial theory of how linguistics is important in determining how different communities are conceived and the effect on diverse groups and how these communities are an excellent place to study those linguistics.
  • ...21 more comments...
  • Emmett Wemp on 22 Jun 14
     
    I found the phrase "shared experience over time, and a commitment to shared understanding" to be very powerful. It is the underlying foundation of a community of practice. Each member has something to contribute to the overall goal of understanding the same material.
  • bluejayteacher on 08 Sep 14
     
    An article that claims the success of communities of practice comes down to two things: "shared experience over time and a commitment to shared understanding." It further explains that not only are the experiences key, but it is crucial that those experiences have variety and diversity.
  • Megan Poindexter on 29 Jun 15
     
    I appreciate this piece because then intent is to build a concrete definition for communities of practice for an encyclopedia. It explores the sociological implications of the term and offers rich language that can be used to adequately define this particular type of community. According to the author there are two primary conditions in order for a collection of people to be considered a community of practice: commitment to the same shared understanding and a shared experience over time. These communities act as a tool to familiarize participant's with the world using the lenses of the group's interests.
  • Melodie Worthington on 30 Jun 15
     
    Concise definition and description of Communities of Practice. Focus is on relation to speech communities.
  • Rob Johnson on 04 Jul 15
     
    This article gives a straightforward explanation of communities of practice. The author discusses the role of linguistics in this approach, explains its value, and how it can be successful.
  • loganwillits on 04 Jul 15
     
    This article talks explains the idea of community of practice and how one might compare their community to others. The ability to establish the purpose of the community of practice in which you are participating will allow for differentiation amongst other communities of practice. Although it wasn't a major focus of the paper it was one of the things that I took from this article that hasn't really been brought up in others.
  • Elizabeth Wood on 05 Jul 15
     
    This article was written for the Encyclopedia of Langauge and Linguistics. The article discusses how communities of practice are "collections of people who engage on an ongoing basis in some common endeavor". They are based not on shared characteristics or co-presence, but rather on shared practices. The author also points out that there are two crucial conditions, "shared experience over time, and a commitment to shared understanding". The article then discusses communities of practice in the sense of linguistics.
  • Christopher Higgins on 05 Jul 15
     
    This article defines and explains the unique qualities of communities of practice. It also provides examples of how communities of practice are much different than other groupings we may identify.
  • David Mato on 06 Sep 15
     
    The author lists the needs of sharing experience over time and the commitment to share understanding to make the community of practice work. Collaboration between all parts of the CoP. The article describes how a Community of Practice does not only have to be educational. Examples like book clubs, bowling teams or a church congregation are used by the author in the article.
  • Heather Berlin on 07 Sep 15
     
    Communities of practice is described by Penelope Eckert. Communities of practice develops ways of doing things, views, values, power relations, and ways of talking. Two main parts of the meaning include shared experienced over time and a commitment to shared understanding.
  • amandahensley on 07 Jun 16
     
    This article summarizes the concept of Communities of Practice (CoPs) and examines this concept as the basis of a social theory of learning. CoPs are defined as "a collection of people who engage on an ongoing basis in some common endeavor." The primary virtue of a CoP lies in shared practice among members, which is a totally different idea then social groups based on gender, class, or physical location such as neighborhood or workplace. While this article focused particularly on the linguistic/speech field, the general theory behind the development of and discussion of benefits of CoPs was applicable to all domains.
  • amymitchell136 on 07 Jun 16
     
    This article gave a lot of information on Communities of Practice. I liked how they discussed the two crucial conditions of CoPs. The first is that they are a shared experience over time. As the group develops over time, there is a great level of consistency. It provides more opportunities for joint sense-making and deepening participants' knowledge. The second condition is that they are a commitment to shared understanding. Participants in the CoP practice collaborating by placing themselves in a group with respect the world around them. There is a commitment to mutual engagement, shared knowledge, and a sense of predictability.
  • brianbetteridge on 08 Jun 16
     
    Megan and Amy, I like the idea of commitment presented by this article. It's one thing to belong to a COP, but another to be committed to it. We can't just "join" a COP without actively participating in it and contributing to it. I think that's an important thing to remember.
  • Kim Davis on 09 Jun 16
     
    I also like the idea that at it's heart a COP is about mutual sense-making. The article mentions the idea of that being conflictual or consensual which I think is important to remember. A COP doesn't have to be all roses and unicorns to be effective.
  • scottcastro on 12 Jun 16
     
    This was a very interesting article to read by Penelope Eckert. The focus of this article takes on language and linguistics in CoPs, and Eckert claims that a "community of practice is thus a rich locus for the study of situated language use, of language change, and of the very process of conventionalization that underlies both." At its core, the claim being made is that language and linguistics is always evolving in CoPs and this helps with "identity construction" within a CoP.
  • ampengilley on 13 Jun 16
     
    This was an interesting read, though perhaps not particularly relevant to our class. It discusses communities of practice, what they are, where the theory came from, but it goes on beyond that to connect linguistics into it. I never would have considered that link if I had not read this.
  • Kjersti Withers on 14 Jun 16
     
    This brief encyclopedia entry about communities of practice gives a succinct summary of the theory and discusses how CoPs affect, and perhaps are affected by, language.
  • Kjersti Withers on 14 Jun 16
     
    This brief encyclopedia entry about communities of practice gives a succinct summary of the theory and discusses how CoPs affect, and perhaps are affected by, language.
  • Patricia Smeyers on 30 Aug 16
     
    Penelope Eckert explains that "a community of practice is a collection of people who engage on an ongoing basis in some common endeavor." CoP was developed by developed by Jean Lave and Etienne Wenger and is based on the social learning theory. The author discusses the two conditions that are necessary to have a successful community of practice and provides scholarly research on the linguistic factors of CoP.
  • chrisdenny on 02 Sep 16
     
    This article discusses the origins of Communities of Practice and then expands on the concepts by using examples that adhere to Anthropology and Linguistics.
  • kcastello on 06 Jun 17
     
    This article explains what a community of practice is. It gives two aspects that are necessary for a community of practice which are "shared experience over time, and a commitment to shared understanding." The article also contrasts communities of practice with groups of speakers. It also explains that a child's linguistics are much more related to a child's communities of practice as opposed to their parents' social class.
  • jershua1 on 11 Jun 17
     
    This article delves into the definition of communities of practice and relates this to the world beyond my lens of education. This academic article relates communities of practice to anthropology and linguistics. The way we talk influences our communities of practice. The things that band us together can be many… finding an identity inside of this community is important
  • bettywells on 03 Sep 17
     
    This article goes in great detail to define communities of practice. The author defines communities of practice as, a collection of people who engage on an ongoing basis in some common endeavor. Communities of practice develop in response to common interest, and have an important role in forming their members' participation. This commitment to the common interest holds the individual accountable for their participation.
Buffy Naillon

Communities of Practice (Lave and Wenger) CoPs - 17 views

www.learning-theories.com/-practice-lave-and-wenger.html

EdTech543 technology CoPs elearning

shared by Buffy Naillon on 10 Sep 12 - Cached
  • Fabio Cominotti on 10 Sep 12
     
    This is a more technical site that better describes CoPs.  It talks about what a CoP is and what the requirements are.  I particularly like that the it states that the learning is not necessarily the primary reason for the existence of a CoP.  It also gives some sources for further study.
  • ...20 more comments...
  • Ben Moore on 10 Sep 12
     
    Fabio, I agree, good find. Always helpful to have a firm understanding of what makes up the CoP. I keyed in on the requirement that members must not simply be interested in the topic, but needed to be practitioners as well!
  • Deborah Lyman on 11 Sep 12
     
    This article has an interesting take on a community of practice. With the current nation wide movement to adapt the Common Core Standards, educators are required to focus on student achievement. In order to be successful, educators will have to form Communities of Practice in order to collaborate and effectively. This means that CoPs must focus on professional development as well as learning issues.
  • Jaime Bennett on 11 Sep 12
     
    This site breaks down the required components of a community of practice, based on the views of Jean Lave and Etienne Wenger. The site also gives some background regarding the origination of the term "communities of practice."
  • Cate Tolnai on 19 Jun 13
     
    SUMMARY: Communities of Practice are defined as informal social partnerships of like-minded practitioners who want to work together to improve current issues or states of learning. Three required components are proposed to constitute a CoP: "a domain of interest, a community, and practice."
  • Ilene Reed on 20 Jun 13
     
    This is a "webliography" (my new word of the day) that describes the idea of communities of practice by theorists Lave and Wenger. It is a good at describing what the terms are. Wenger says that" learning is central to human identity" and people continuously create their identity by engaging in and contributing to communities.
  • vanessa botts on 22 Jun 13
     
    In this article, the author cites Ettiene Wenger (one the two theorists who coined the term 'Communities of Practice') and summarizes its definition. The quote she includes succinctly and clearly explains communities of practice as: "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."
  • Todd Hansen on 22 Jun 13
     
    Some history on learning theories and the origins of communities of practice.
  • Betty Clevenger on 08 Sep 13
     
    This site gives a brief, easy-to-understand summary on the definition of Communities of Practice. It tells how COPs work and the distinctive components of a COP.
  • Katelyn Conner on 08 Sep 13
     
    A nice summary of the basics of CoP. Gives history of the theory, definition, descriptions, and the building blocks of a successful CoP. My biggest take-away: "The learning that takes place [in a CoP] is not always intentional. This helped me to develop a deeper understanding.
  • Katy Cooper on 19 Jun 14
     
    This provides another basic overview of communities of practice. There is a brief description followed by the history of the term and the development of the theory. It continues to outline the three required components of CoPs.
  • Chris Hill on 20 Jun 14
     
    There are 3 necessary parts: 1. A group of people share an interest (high school Math) 2. All members contribute 3. All members put into practice the resources that are shared as a group.
  • Emmett Wemp on 22 Jun 14
     
    This is a solid description of what a Community of Practice is in reference to learning styles.
  • danielbmc on 23 Jun 14
     
    I love how succinct this is. Sometimes less is more and I think this is an example of that. It also helped me realize that this isn't a new or complicated idea, but something that we have done in my school for years (Learning Communities). We are organized by department, meet regularly to compare data, offer up examples of work, share sources, etc. I am already a part of a CoP and did not even realize it!
  • kooloberlander on 24 Jun 14
     
    I find the term community of practice being used in professional development and having structure imposed top down. This website clearly lets you know it is not a club or a fan group but a practicing community that is formed voluntarily.
  • Ross Craycraft on 31 Aug 14
     
    This blog post from Learning-Theories.com explores Communities of Practice and provides a clear and concise explanation of components of Communities of Practices, and what constitutes CoP and what does not.
  • lisanebe on 01 Sep 14
     
    This is a summary of the Communities in Practice learning theory. It is a very concise view of the theory. It covers the three required components as well as the key terms involved.
  • siss1382 on 07 Sep 14
     
    This site speaks specifically about the three "must haves" in order to determine if something is a community of practice or not. They are: having a common interest, having a community, and practicing that specific skills/interest.
  • Kelly Kenney on 01 Sep 15
     
    Summary: Communities of Practice occur when people have a common interest in something. This becomes a collaboration with peers to engage in discussions as well as sharing ideas, strategies and solutions.
  • amymitchell136 on 06 Jun 16
     
    This article defines what a community of practice is and the three required components of CoPs. There needs to be domain, community, and practice. The domain is a common interest where the members are committed to it. The community is where members interact and engage in shared activities. The practice is developing a shared repertoire of resources over time.
  • courtneylarue11 on 09 Jun 16
     
    This article describes what a CoP is and specifically what it is not. It describes three major components of a CoP and details how participants can help or hurt a CoP. The author also provides two resources to gain more knowledge about CoPs.
  • jaelorduy on 09 Jun 16
     
    This article is an outline of Communities of Practice with description of relevant terminology outlined and defined. Identifies the three components of CoPs - domain, community and practice. This article says that the central component of this learning theory is to draw participants deeper into the community through the attractiveness of developing skills relative to the domain.
  • Buffy Naillon on 05 Sep 16
     
    This one I didn't summarize, only because I really had a hard time grasping the three elements of the CoP, and I thought this site encapsulated it nicely. Incidentally, my creative assignment for this week was inspired by the reference to Star Trek fans in this post. Here are the three elements make up CoP, and again, this information below is taken straight from the source (long quotes), because the definition is so good: 1. There needs to be a domain. A CoP has an identity defined by a shared domain of interest (e.g. radiologists, Star Trek fans, middle school history teachers, Seahawks football fans, etc.); it's not just a network of people or club of friends. Membership implies a commitment to the domain. 2. There needs to be a community. A necessary component is that members of a specific domain interact and engage in shared activities, help each other, and share information with each other. They build relationships that enable them to learn from each other. In this way, merely sharing the same job does not necessitate a CoP. A static website on hunting in itself is not a community of practice. There needs to be people who interact and learn together in order for a CoP to be formed. Note that members do not necessarily work together daily, however. Wenger points to the example of Impressionist painters who sometimes met in cafes to discuss their painting styles. He indicates that even though these men normally painted alone, these kinds of interactions were essential to making them a CoP. 3. There needs to be a practice: A CoP is not just people who have an interest in something (e.g. sports or agriculture practices). The third requirement for a CoP is that the members are practitioners. They develop a shared repertoire of resources which can include stories, helpful tools, experiences, stories, ways of handling typical problems, etc. This kind of interaction needs to be developed over time. A conversation with a random stranger who happens to be an exp
tinateacher1

Connectivism: A Learning Theory for the Digital Age - 10 views

www.itdl.org/...article01.htm

EDTECH543 connectivism digitalage

shared by tinateacher1 on 11 Sep 12 - Cached
  • The “half-life
  • of knowledge” is the time span from when knowledge is gained to when it becomes
  • obsolete.
  • ...12 more annotations...
  • Informal learning is a significant aspect of our learning experience
  • Learning is a continual process, lasting for a lifetime.
  • These theories do not address learning that occurs outside of people
  • Learning theories are concerned with the actual process of learning, not with the value
  • of what is being learned.
  • Including technology and connection making as learning activities begins to move learning theories into a digital age.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Connectivism is driven by the understanding that decisions are based on rapidly altering foundations
  • Nurturing and maintaining connections is needed to facilitate continual learning.
  • Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning.
  • The starting point of connectivism is the individual.
  • Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual. This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • Christina Moore on 11 Sep 12
     
    A cornerstone reference for any student of connectivism. George Siemens makes his case for a modern learning theory through the examination of the limitations of current learning theory within the digital age.
  • ...8 more comments...
  • Elizabeth Wood on 05 Jul 15
     
    This article, by George Siemens, describes the learning theory of Connectivism. The article begins by discussing the need for a new learning theory for the Digital Age. The author identifies some significant trends in learning and then analyzes the limitation of prior learning theories such as behaviorism, cognitivism, and constructivism. The principles of Connectivism are described and it's implications are discussed.
  • cbjohnsrud on 05 Jul 15
     
    I appreciated the perspective offered in this item. There seems to be serious discussion as to whether or not connectivism is theory in and of itself, or if it is a component of learning theories that are already well established. I loved the last line in which the author emphasized the ease of access we now have to information as a result of our connections. "When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses."
  • Christopher Higgins on 06 Jul 15
     
    This article does an exceptional job of explaining traditional learning theories limitations in the modern world and highlighting the current need to understand connectivism. The article is summed up by stating that it isn't what you know today but what you are able to learn to do tomorrow. I found this article very direct and effective in understanding the current state of what's needed in the educational environment to prepare students for the work force.
  • Kim Davis on 11 Jun 16
     
    This work looks at what Connectivism is, especially as an alternative to the learning theories of behavioralism, cognitivism, and constructivism. It holds that the advent and integration of technology has changed learning.
  • alannashaw on 29 Aug 16
     
    What is Connectivism? According to this article, it is a new learning theory that incorporates the constantly changing state of knowledge and the digital age. Technology is constantly updating, and they say your software is outdated within months of acquiring. According to this article, something similar can be said of knowledge acquisition. Because sources of information are changing and developing at a rapid rate, our knowledge gained has a half-life. One way to combat the "half-life of knowledge" is to stay connected (via the internet or other forms of digital networks), and view learning as a life-long process. In fact, most learning does not take place within a classroom; instead, it occurs in real-life, learner driven environments. Hence the rise of Connectivism as a viable (new) learning theory. People form connections. People use technology daily. Knowledge is constantly changing. Therefore, learning theory should also change and adapt.
  • Mary Carter on 30 Aug 16
     
    Written by George Siemens, this article outlines the necessity of a new learning theory that addresses the impact of the Web 2.0. By explaining behaviorism, cognitivism, and constructivism, Siemens provides the argument for connectivism in the digital world. The article is a starting point for anyone who needs a working definition of connectivism or wants to compare it to other prominent learning theories. He presents the idea that "the pipe is more important than the content within the pipe."
  • Buffy Naillon on 05 Sep 16
     
    What really struck me about this article was the idea that knowledge has a half-life. That is to say how long does it take before it's obsolete. According to this, knowledge now doubles every year and a half. The question becomes what do we do about that? I mentioned in the previous entry that our networks become our receptacles of knowledge. That's part of the solution that's introduced in more detail in this article. Below, you'll find a list of the principles of connectivism. It was a good refresher for me, so I included the definition plus the list: …Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical. Principles of connectivism: ▪ Learning and knowledge rests in diversity of opinions. ▪ Learning is a process of connecting specialized nodes or information sources. ▪ Learning may reside in non-human appliances. ▪ Capacity to know more is more critical than what is currently known ▪ Nurturing and maintaining connections is needed to facilitate continual learning. ▪ Ability to see connections between fields, ideas, and concepts is a core skill. ▪ Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. ▪ Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
  • Natalie Burr on 12 Jun 17
     
    An introduction to why behaviorism, cognitivism, and constructivism, though suitable theories for their time, are no longer suitable bases for learning and teaching.
  • bettywells on 03 Sep 17
     
    This article refers to behaviorism, cognitivism, and constructivism, but discusses how these learning theories do not apply to the world today. The authors talk about the "half life of knowledge" which means the span to when knowledge is gained and the amount of time it takes for that knowledge to become obsolete. In the digital age, new knowledge is doubling every ten years. This means the style of teaching must change to keep up.
  • tinateacher1 on 05 Sep 17
     
    This article deals with moving learning theories into the digital age. Tha author focuses on how the connectivism theory meets the needs of people living in the digital age. An interesting quote, "Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months."
Jessica Gake

Understanding personal learning networks: Their structure, content and the networking s... - 4 views

journals.uic.edu/...3131

networklearning PLNs web2.0 networking

shared by Jessica Gake on 07 Sep 13 - No Cached
  • This article aims to understand how professionals determine the networking actions they undertake. In other words, how does the support offered by different ties in a professional’s personal learning network change and evolve with the intentional actions of the professional?
  • The learner as orchestrator of her personal learning network
  • Communality
  • ...11 more annotations...
  • Organisation of the contact
  • Like–mindedness.
  • Reputation
  • Benevolence
  • Network of a contact.
  • Real potential for collaboration.
  • Real potential for learning
  • Trends in work environment
  • When asked to reflect on their learning experiences and the role of others in those learning processes, interviewees displayed clear differences in the way they interact with contacts in their personal networks and the way they learn from these interactions.
  • the effects of networking are not limited to face–to–face interactions with the contacts: even when others are not present, their words, messages and perspectives can influence the reflections of the learner.
  • Proficient networkers use dedicated events and environments where networking has the prime focus (such as professional conferences, seminars and, more recently, online social networking sites) to trigger their mind into making valuable associations.
  • Nona Barker on 07 Sep 13
     
    Summary: The authors of this article clearly prove that a learner who is in control of h/her own learning will benefit the most, especially if h/she designs and navigates h/her own network. A learner will learn whether the connection is strong or weak as long as h/she has: 1) a choice in what network is joined, 2) a true passion or interest, and 3) a flexible method of communication (could be in person or via technology).
  • ...4 more comments...
  • Forrest Doud on 07 Sep 13
     
    This work goes into detail on how the individual learner impacts the creation and function of their PLN. It identifies 9 specific factors that influence how we "build, maintain, and activate" our learning networks. It fits these factors into a "Personal learning network model"
  • Kara Paula Godfrey on 09 Sep 13
     
    PLN: This article delves into how networking is essential to personal growth and learning; especially personal learning networks. Learning by interacting with peers lets us make the connections that either in learning or work environment is important.
  • Dave Mulder on 22 Jun 14
     
    A clear explanation of personal learning networks, and in particular the different ways they form and the different ways individuals interact with their PLNs. Helpful diagrams for understanding the PLN model are included.
  • Kjersti Withers on 13 Jun 16
     
    This article focuses on personal professional networking. This is essentially a PLN in the workplace. Three primary tasks build a foundation for future activities within the PLN, 1) building connections, 2) maintaining connections, 3) activating connections. There are nine factors that influence a personal professional network. See include: communality (or commonality) reputation, and real potential for collaboration or learning. Learning within a PLN must be cultivated and involve reflection. Participants must recognize the value of other contributors to their own learning in order for the network to be truly effective, because this will allow person to know who to contact in the future for a similar issue. Networking to create a PLN depends on the person be g able to make connections between their own skills and their contacts' potential contributions. In creating an PLN, the learner "orchestrates" the environment, "browsing, selecting, and choosing" relevant resources.
  • ampengilley on 14 Jun 16
     
    This clearly follows the belief that personalized learning is beneficial to the learner. By getting to create your PLN you are strategically picking who to network with and the topics you want to be involved in.
  • Jessica Gake on 05 Sep 16
     
    In this article, the discussion of personal learning networks surrounds working professionals and how they manage their professional network. The article presents a model of personal professional networking with the goal of creating a personal learning network.
Kelly Kenney

Website #6- Communities of Practice - 6 views

janetclarey.com/...ing-vs-communities-of-practice

education Edtech543 resources learning technology web2.0

shared by Kelly Kenney on 11 Sep 12 - No Cached
  • Jaime Bennett on 11 Sep 12
     
    This blog describes some differences between social learning and communities of practice. While it is written by an instructional designer in the corporate sector, many of the details and examples are still applicable to education.
  • ...5 more comments...
  • ShellyWalters on 11 Sep 12
     
    The author's viewpoint on the learner interaction with content was interesting. Social learning is me and COPs are us.
  • Ilene Reed on 20 Jun 13
     
    This article makes the reader think. Janet Clarey poses the question "are social learning and communities of practice the same thing?" Her idea is that they are not. She makes the distinction between them as social learning is taking in all information from social settings. It cannot be tracked as far as acquisition of knowledge. Communities of practice focus on sharing and collaboration of information and can be tracked.
  • Molly Large on 21 Jun 13
     
    It's an interesting article. I think social learning might be part of a community of practice - I certainly use it that way. I use my professional network to learn and question and explore, much like Clarey describes. But it's within my community of practice, because I also share, invite, and collaborate as part of the process. I believe there is little dialogue in life that can be classified as cleanly as Clarey defines these terms - I think we fluidly move from one position to another.
  • Cate Tolnai on 21 Jun 13
     
    This article compares and contrasts "social learning" and "CoPs." The major difference in my eyes has to do with the formality of the latter. CoPs aim to track the conversations and bring like-minded people with similar goals together to grow alongside each other. I appreciate this article as it gave me a clearer vision of CoPs.
  • vanessa botts on 22 Jun 13
     
    This post's author discusses the differences between Social Learning (where learning is generally unorganized and done by observing, talking, questioning and learning is often not formal or unintenational) and Communities of Practice where learning is more intentional and happens between communities of individuals with common interests.
  • Forrest Doud on 07 Sep 13
     
    This post aims to distinguish between social learning and communities of practice. It offers an interesting take on the two sides. What I really got most out of it was actually from the first comment from another reader who offers an amazing example of a community of practice. The author of the comment uses Professional Chefs as an example of a community of practice which was one of the best real world and simple to understand explanations I have seen. "My favorite example of a community of practice is professional chefs. They are a community in every sense of the word even though no one maintains a membership list. Chefs identify with one another. They spend time together. They share their knowledge and swap secrets with one another. They enrich the practice of the profession. They nurture people entering the professional and guide their professional development. They set and maintain standards. You can even spot them by the clothes they wear. What brings them together is the "practice." That's terrible term, for it's subject to misinterpretation. We're talking practice as in legal practice or medical practice, not as in piano practice or football practice." Their goal is not making profits; it's furthering the practice.
  • Kelly Kenney on 01 Sep 15
     
    CoPs are becoming much more popular with the use of technology. Etienne Wenger and Jean Lave are two of the most respected names when it comes to communities of practice. CoPs are groups that are focused on collaboration of common interests while having a purpose and motivation.
1 - 14 of 14
Showing 20▼ items per page