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thwilliams

Educators Are Ditching Traditional Conferences for Blogs and Twitter - InformED - 9 views

www.opencolleges.edu.au/...ferences-for-blogs-and-twitter

technology education PLN Edtech543 learning

shared by thwilliams on 02 Sep 15 - No Cached
  • thwilliams on 02 Sep 15
     
    This post explains how educators are becoming more sophisticated in their social media use which is leading to more shared information outside of the traditional conference or classroom.
  • ...3 more comments...
  • Hannah Clark on 02 Sep 15
     
    This is a fascinating article! I was really inspired by at as I'm finding myself becoming more interested in making sure my social media connections are there to provide professional development (while mixing in some personal). As we become more tech centered, I can see there being value in collaborating online and learning through a variety of avenues, rather than sitting in a common area. I think this article can also be emphasized for student learning as we encourage them to learn and find connections to the content outside of the classroom.
  • cassiefaught on 03 Sep 15
     
    This was an awesome article about professional use of social media. I think that it is really interesting to talk about how fewer teachers are attending face to face conferences and are instead replacing those with the use of the internet and social media!
  • Jill Miller on 06 Sep 15
     
    Interestingly, I've found that in my field, Twitter has become a way to supplement the conference experience. Those who can't afford to attend are encouraged to follow along with what's happening (live) using session-specific hashtags. I can see librarian conferences eventually going by the wayside, and I'm not certain that I would be upset about that!
  • Kelsey Ramirez on 06 Sep 15
     
    This was an interesting read. I also find that many conferences are hard to attend due to funding. I like how many educational professionals are finding ways to connect using their PLNs through Twitter to participate in edchats. Social media has made the ability to connect with others in your field so much easier and cheaper. It also demonstrates the point how learning and professional development are becoming more self-directed to meet each educator's needs. Thanks for sharing!
  • Danielle Leone on 07 Sep 15
     
    At my district professional development day this August, there was a session title Twitter for Teachers. While my district is not prepared to get rid of traditional PD, they can see the value in PLNs that allow for continuous professional growth. I think this article provides a great explanation of the transition from traditional PD and conferences to a digital world. The author also notes, however, that personalized learning could lead to "one-sided" information. I think that is why it may be important for districts to educate their teachers on PLNs to hopefully start them in the right direction.
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."
Kerry Rice

YouTube across the Disciplines: A Review of the Literature - 2 views

jolt.merlot.org/...snelson_0311.htm

youtube literature review

shared by Kerry Rice on 16 Mar 11 - No Cached
  • Kerry Rice on 16 Mar 11
     
    YouTube has grown to become the largest and most highly visited online video-sharing service, and interest in the educational use of YouTube has become apparent. Paralleling the rise of academic interest in YouTube is the emergence of YouTube scholarship. This article presents the results of a review of 188 peer reviewed journal articles and conference papers with "YouTube" in the title that were published between 2006 and 2009. Four questions were answered through the review of YouTube literature : (1) What is the overall distribution of publication activity for refereed journal articles and conference papers with "YouTube" in the title? (2) How are publications with "YouTube" in the title distributed across academic disciplines? (3) What have scholars writ ten about instructional methodologies involving YouTube in a sample of literature containing "YouTube" in the title ? (4) What have scholars reported about the results of studies involving YouTube in a sample of literature containing "YouTube" in the title ? An analysis of the publications revealed that the literature emerged from multiple academic disciplines. The sample of literature included 39 articles and papers describing methods for teaching with YouTube. A total of 99 articles and papers containing the results of research studies were identified and categorized. This literature review is particularly relevant to those online educators who are interested in learning what scholars from their own academic disciplines are writing about YouTube . An emphasis is placed on trends in teaching and research discussed in the sampled literature .
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
block_chain_

Become a Quorum Developer: A Comprehensive Guide - 0 views

www.blockchain-council.org/...eveloper-a-comprehensive-guide

#quorumdeveloper #quorum #quorumexpert #blockchaincouncil #blockchain #ethereum #blockchaincertifications #certifiedquorumdeveloper

shared by block_chain_ on 30 Sep 19 - No Cached
  • block_chain_ on 30 Sep 19
     
    By getting certified, you will become a blockchain expert and will be able to set yourself apart from the rest of the pack. This will provide you with the perfect competitive advantage. You will be able to upgrade your knowledge base and build your professional credibility and reputation. Getting certified will also help you be in the good books of your employers as it will provide them with the impression that you are willing to learn and improve yourself continuously.
Ryann Waldman

Educational Leadership:Schools as Learning Communities:What Is a Professional Learning ... - 1 views

www.ascd.org/...-Learning-Community%C2%A2.aspx

PLC collaboration edtech543

shared by Ryann Waldman on 12 Jun 17 - Cached
  • Ryann Waldman on 12 Jun 17
     
    Professional Learning Communities are often times being used to describe any form of meeting within a school community. This misuse of the PLC is causing it to become another reform movement that will pass. In order for them to stay true to what they are, the three big ideas need to remain present in each community. The first big idea is that a PLC needs to ensure that students learn. PLCs develop the teaching practices that don't let a child get left behind when they haven't mastered a skill yet. The second big ideas is that PLCs create a culture of collaboration within a school. It brings together individuals who, with a shared goal and motivation, learn and develop together. The final big idea is to focus on the results. A PLC, when done correctly, should yield results directed to the shared goal. Throughout handwork and commitments, PLCs can become true to what they were originally intended to be. 
sfledderjohann

http://valenciacollege.edu/faculty/development/tla/documents/CommunityofPractice.pdf - 4 views

valenciacollege.edu/...CommunityofPractice.pdf

edtech543 CoP resources

shared by sfledderjohann on 21 Jun 14 - No Cached
  • Jennie Finafrock on 21 Jun 14
     
    "The basic argument made by Jean Lave and Etienne Wenger is that communities of practice are everywhere and that we are generally involved in a number of them - whether that is at work, school, home, or in our civic and leisure interests. In some groups we are core members, in others we are more at the margins." In these communities we share information and resources that further our education.
  • ...6 more comments...
  • Cody Peacock on 22 Jun 14
     
    This article is an outstanding review by Mark K. Smith of Jean Lave and Etienne Wenger's theories of social learning through communities of practice. It gives a great overview of the theoretical foundations as well as additional explanations of those theories.
  • amandahensley on 07 Jun 16
     
    This article outlines the theory and practice of communities of practice, and discusses the idea that learning is social and comes from of our experience of participating in daily life. The authors identify a variety of types of CoPs that all humans are engaged in, even if they are not formally identified as such. A CoP is defined along three dimensions: what it is about, how it functions, and what capabilities/resources it has produced. Also emphasized are the importance of the relationships formed between the people within the CoPs - hence, the community in CoP. Stemming from that, they extend the idea of CoPs to apply to the classroom culture and environment and discuss the need for educators to cultivate a similar idea to best facilitate learning among their students.
  • meganapgar on 08 Jun 16
     
    The point that I learned from this article is that communities of practice go beyond the acquisition of knowledge and skill. They build relationships where people within the community work together to share their skills, knowledge, and interests they have learned in order to complete new or more complex tasks. We learn best through active participation.
  • brianbetteridge on 08 Jun 16
     
    Articles like this one make it clear that we are actively involved in communities of practice every day, without even realizing it. This is largely due to the internet; now, if one needs to reach out to another person for advice on baking, for example, one can use online forums or message boards to connect to others in their community of practice. This was not possible before the internet, or at the very least it was difficult to accomplish so easily. I'm interested to learn a little more about what COPs might have looked like before the internet.
  • Kjersti Withers on 11 Jun 16
     
    Learning is social and takes place by participating in daily life. Learning takes place situationally in communities of practice. These communities of practice exist all around us: home, work, school, etc. As we pursue our goals within our groups, learning occurs. Members off s community of practice (CoP) are united by common activities and by what they learn through participating in those activities. A community of practice is defined by three factors, "what it is about," "how it functions," and "what capability it has produced." For a community of practice to be effective, it needs to "generate and appropriate a shared repertoire of ideas, commitments and memories." There also need to be resources like documents, tools, procedures, and a shared vocabulary. The the developers of this theory, Jean Lave and Etienne Wenger, focused on the kinds of "social engagement" that caused learning to take place. People join groups and initially learn from the periphery. Eventually, they become more proficient through their participation as they move toward the center of the group. The situation in which the learning occurs has a significant effect on the learning.
  • scottcastro on 12 Jun 16
     
    After reading through this article, I kept coming back to this quote: "Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships - situations of co-participation." These are ideas I try to integrate into my classroom on a day-to-day basis because healthy social relationships can enhance learning experiences due to students becoming vested in goals. Students are more willing to put their feet outside of the box, without fear of sharing and participating in these learning environments---and they become active inside members of these groups, rather than outside onlookers.
  • kcastello on 06 Jun 17
     
    This article begins by explaining communities of practice. The article cites Wenger who states that a community of practice defines itself among three different dimensions which are what it is about, how it functions, and what capability it has produced. It explains that there are a vast number of different types of communities of practice and that in our daily lives we are a part of a number of them whether a central member or more on the outskirts. Being an educator myself, I really appreciated the final section of the article which explains implications for educators. It explains that learning occurs through interactions with people, we as educators work so that students may become members of communities of practice, and the importance of thinking through the connection between knowledge and practice.
  • sfledderjohann on 12 Jun 17
     
    This article is a great starting piece for understanding the theory and basic practices of communities of practice. You get background information on the work of Jean Lave and Etienne Wenger. In addition to this background information on communities of practice the article also discusses some of the issues and implications for educators,.
Greg Andrade

The Promise of Communities of Practice - 8 views

www.ed.gov/...promise-communities-practice

edtech543 PoC Ed.Gov Education web2.0 technology

shared by Greg Andrade on 08 Sep 12 - No Cached
  • Beth Transue on 08 Sep 12
     
    This webpage from the US Department of Education describes how Communities of Practice can improve education.
  • ...5 more comments...
  • Jon Freer on 09 Sep 12
     
    This gives the Department of Education's take on communities of practice.  It describes their efforts and projects that support this form of learning in educational settings.  Links to these projects are provided.
  • Clayton Mitchell on 09 Sep 12
     
    This link is to a DoE posting encouraging the use of communities of practice. The specific domain for this page is to encourage k-12 education to use CoPs with a particular target of ones offered by the DoE: Investing in Innovation, Promise Neighborhoods, and Race to the Top. It is encouraging to see the DoE support these efforts.
  • Alyssa Rose on 09 Sep 12
     
    It is encouraging to see how the Dept of Edu, through the use of CoPs hopes to decrease the achievement gap. It is a worthy notion to hope that through collaboration, sharing and research across a vast diverse audience, a solution could be found.
  • Nate Cannon on 09 Sep 12
     
    I really like how the article points out that "A great part of the answer lies not only in the types of tools, programs, and strategies used to close the achievement gap, but also in how education researchers and practitioners share information with each other." Whether this is in person with our co-workers or via some PLN, this sharing of information is vital for success!
  • James Russell on 11 Sep 12
     
    This article discusses the National Educatioal Technology Plan and references where it calls for teacher to become connected. It asks them to become part of learning communities both locally and other wise using communities of practice.
  • Cate Tolnai on 19 Jun 13
     
    SUMMARY: The DOE gets behind CoPs as potential answer for achievement gap and underperforming teachers and leaders. Money, time, and resources were thrown at this initiative to see if online CoPs could become the missing link in the instructional shortcomings. Citing examples of success, one is drawn and intrigued to look further at the project as we are now 2 years later.
  • Greg Andrade on 08 Sep 13
     
    Finding and researching CoP sites I came across the Department of Education's answer on the Communities of Practice within education. The Department of Education has added the communities of practice within an initiative called the Investing in Innovation along with a series of other initiatives.
camille_rrt

What is a PLN? Why Do I Need One? | TeachHUB - 26 views

www.teachhub.com/what-pln-why-do-i-need-one

EDTECH543 PLN EDTECHSN TeacherPD

shared by camille_rrt on 07 Jun 16 - No Cached
  • own personalized “network” of fellow educators and resources who are designed to make them a better teacher.
  • these traditional areas of professional development are often set up and operated by someone
  • An educator is not merely absorbing information from others: they are sharing.
  • brianbetteridge on 07 Jun 16
     
    Not only does this resource provide a solid description of what a PLN is, it also answers the important "why do I need one" question. It was particularly helpful to get an idea of how social media is essential to a strong PLN.
  • ...23 more comments...
  • amymitchell136 on 07 Jun 16
     
    This article listed many social media sources to start your PLN. The biggest takes away that I got from this article are the two benefits of a PLN over a traditional personal development. The first one is that a PLN allows an educator to completely personalize their training. They can pick what to focus on. The second is that they can adapt the learning environment to meed the educator's needs. Once they have enough information, they can start learning and sharing about a new topic that they wish.
  • meganapgar on 07 Jun 16
     
    Describes a PLN, why we have PLN's, and the benefits of being a member of a PLN. This article talks about how PLN's allow educators to develop their skills beyond the more traditional methods and allows them to develop their abilities as an educator.
  • meganapgar on 07 Jun 16
     
    With more and more opportunities to develop one's skills beyond what traditional routes have provided, establishing your own PLN is an essential step toward deepening your abilities as an educator.
  • Ryan Olynyk on 11 Jun 16
     
    Very straightforward resource. From a teacher's standpoint, this resource is very beneficial. It demonstrates how teachers can enhance their skills away from old school (traditional) teaching pedagody and move into connectivist strategies to truly become educators in the 21st Century.
  • Katie Swanson Sathre on 13 Jun 16
     
    A PLN can be online or face to face connections but the virtual opportunities do not require your physical presence like attending a conference, a live master's degree program, etc. There are 2 distinct advantages to being online: 1. it's completely personalized to what each person is seeking 2. It can easily be modified based on changes in needs. Social media sources like Facebook, Twitter, and Wordpress blogs can be customized so that teachers can follow one-other and share the latest tools and information.
  • ampengilley on 14 Jun 16
     
    This discusses what a PLN is and how it can help you grow professionally. It also talks about the benefits of a PLN and how you can personalize things.
  • anonymous on 29 Aug 16
     
    This is a great resource on the explanation of PLNs, why they are important, and how they can improve your work and learning environments. It has a solid definition and is key to understanding PLNs in a short read.
  • Patricia Smeyers on 29 Aug 16
     
    This article describes what a PLN is and how it relates to one's real world and social networking communities. It discusses why having a PLN is important to an educator today. In the past you need to be physically present to get your desired information and at times that was not even possible. Today a teacher can determine what training is necessary and find this information through their PLN network. The article explains how a PLN not only allows you to learn but also encourages you to share your knowledge with others.
  • alannashaw on 30 Aug 16
     
    Nice, simple article that explains what a PLN is. Thanks for sharing it. It can certainly help fill in any knowledge gaps for someone new to PLNs.
  • klauritsen on 01 Sep 16
     
    I liked the resource for the question "Why do I need one?" and the answers that followed. Teachers can connect themselves to resources from many different aspects of the world and teachers and sites they may not have otherwise found. It is no longer just "absorbing information" but sharing and creating new connections and ways to use the information. Honestly, after all this research, the new question is "Why don't I already have a PLN?"
  • Mary Carter on 02 Sep 16
     
    This article defines what a PLN is and the necessity for educators to develop one. It describes the difference between developing a PLN and being "connected." It argues that PLNs allow educators to individualize professional development. With the emergence of technology in education, I see this as a necessary tool for the 21st century educator.
  • Ben Killam on 02 Sep 16
     
    This article describes the need for teachers to be a part of PLNs. The author talks about the importance of making connections to other teachers and countless resources to make yourself a better teacher.
  • anonymous on 02 Sep 16
     
    This article describes the benefits of developing your own personal learning network. The author touches on the traditional learning networks of the past and their limitations and examines the benefits of the tech driven network.
  • Jana Warner on 05 Sep 16
     
    In the education world, PLN stands for Personal Learning Network. What it means is that an individual has developed their own personalized "network" of fellow educators and resources who are designed to make them a better teacher. This network exists both in their real-life relationships and online through their social media connections.
  • agilin on 05 Sep 16
     
    This article describes a PNL but also discusses the benefits of developing a PNL. By sharing within your PNL members will not only gain new knowledge, resources, and ideas, but will also develop relationships with people across the globe!
  • Natalie Burr on 09 Jun 17
     
    A PLN is not PD. A PLN has (at least) 2 additional benefits: you study and research topics applicable to you, decided by you; you can form a symbiotic relationship where everyone is sharing information
  • kaydentague on 10 Jun 17
     
    Catapano explains what a PLN is and why people should have one. A PLN stands for Personal Learning Network. Basically, it is a group of individuals who are fellow educators who work together both real-life and online to make themselves a better teacher. PLN are mainly through social media sources like Twitter, Facebook, or blogs. Teachers can share their resources across the world with their latest research, experiences, or discoveries. Teachers get to take control of their own professional development.
  • teachingjake503 on 01 Sep 17
     
    I always like to find resources that cut right to the chase and explain exactly what the topic is. This article does that with professional learning networks. This article can be presented to anyone who asks "what IS a PLN anyway". The article relates the evolution of PLNs to include social media such as Twitter, Facebook, Pinterest, ect. Themes of connectivism and communities of practice are found throughout the article as the writer explains that the true benefits is that PLNs are based off teacher's interests and passions rather than the usual top down professional development experience so many teacher experience. It drives home the point that successful PLNs revolve around the sharing of experiences and resources rather just viewing and consuming.
  • Tiffany Kannengieszer on 01 Sep 17
     
    @teachingjake503, PLNs have become so valuable to me, especially when I was a first year teacher. Having support from people outside of the establishment was extremely helpful. I think people often buy into them more because of the choice they have. They can choose to include only those they feel provide value, are positive, and can offer support.
  • Terisa ODowd on 03 Sep 17
     
    What is a PLN? Why Do I Need One? This article provides a simple and easy to understand definition of a Personal Learning Network and how it can be used by teachers to help them become a better teachers and can be used to help educations personalize their training. The article focuses on the use of social media as the primary resource for PLNs. http://www.teachhub.com/what-pln-why-do-i-need-one
  • hamitup on 04 Sep 17
     
    The following article discusses why educators need a PLN. These networks are design to make you a better teacher. The personal learning networks are exactly that "personalized." Most professional development is designed by others, but your PLN is created and designed by YOU.
  • Scott McKee on 05 Sep 17
     
    Written by Jordan Catapano who simplifies what a PLN is and explains why one might need it. He explains that a PLN is usually designed by educators networking with fellow educators to make them better teachers. This article goes through the theories and benefits of a PLN and what they intel or include.
  • Rob Blackston on 09 Sep 17
     
    "Why do I need one". This article discusses why a teacher should use PLN's and more importantly, create their own PLN. This was a nice read for me to put PLN's in perspective.
  • melpalmer4 on 04 Jun 18
     
    A great article that offers many valid and important reasons that an instructor should join PLNs.
  • camille_rrt on 11 Jun 18
     
    This article supports why we all need to join PLN! Great read!
block_chain_

Best Blockchain Courses: Start Your Journey Now! | Blockchain Council - 0 views

www.blockchain-council.org/...courses-start-your-journey-now

#BestBlockchainCourses #BlockchainCerification #BlockchainCouncil #BlockchainOnlineTraining Wondering how to become a certified blockchain professional? Want give head start your career in space?

shared by block_chain_ on 24 Jun 20 - No Cached
  • block_chain_ on 24 Jun 20
     
    Wondering how to become a certified blockchain professional? Want to give a head start to your career in blockchain space? You have landed on the right page. This article explains the concept and importance of blockchain technology and focuses on the most-demanding blockchain certification courses of 2020.
Debi Banks

Teaching Students to Become Curators of Ideas: The Curation Project - 1 views

academic.stedwards.edu/...f-ideas-the-curation-project-3

curation students teaching ideas social media education

shared by Debi Banks on 05 Nov 12 - No Cached
  • Debi Banks on 05 Nov 12
     
    The Curation Project made students research and step outside of their comfort zone to experiences different types of social media. They were able to learned how to track and were able to see how they can share with other countries as well as "break the walls of the classroom".
angi_lewis

Social Media Video_Twitter_Jackman - YouTube - 0 views

www.youtube.com/watch

social network twitter

shared by angi_lewis on 05 Nov 12 - No Cached
  • angi_lewis on 05 Nov 12
     
    Krista Jackman of U of New Hampshire instructs Freshman English Comp class and uses Twitter to build community. Micro blogging incorporates the fundamental classroom elements of writing, reading & talking. Students become experts and can know & be known
angi_lewis

Colleges Try to Find Their Voices on Pinterest - US News and World Report - 0 views

www.usnews.com/...find-their-voices-on-pinterest

social media colleges

shared by angi_lewis on 05 Nov 12 - No Cached
  • angi_lewis on 05 Nov 12
     
    Oberlin College utilizes Pinterest to tell a collective story about the school through pins. When students and alumnis share books, art, etc. they become part of a living story.
agilin

The Value of Connectivism -- THE Journal - 11 views

thejournal.com/...the-value-of-connectivism.aspx

EdTech543 connectivism education technology

shared by agilin on 04 Sep 16 - No Cached
  • froggy_carma on 04 Sep 16
     
    In this article from The Journal Patricia Deubel, Ph.D give a really good break down of connectivity and how learn now for students is not about know what but knowing where to find it.
  • ...3 more comments...
  • klauritsen on 04 Sep 16
     
    What a great article that shows merit for connectivism in the new tech age. The comment about students not seeing the importance in passive activities is becoming prevelant in my own classroom. Taking into account the changes that are occuring with technology and internet, as well as the use of communities of practice can help educators best reach students using connectivism theories and approaches.
  • Mary Carter on 04 Sep 16
     
    "Connectivism recognizes that learning resides in a collective of individuals' opinions and nonhuman appliances." This is a great statement to show that connectivist theory centers on the interaction of people. In addition, it explains how the new theory works with personal networks and communities of practice. The digital age is transforming the way people approach learning.
  • anonymous on 04 Sep 16
     
    The phrase "know where" in relation to connectivism is a great way to describe it. I have found that the most important aspect of my job is to know where to find the answer, the people that understand that concept are the most successful.
  • Buffy Naillon on 05 Sep 16
     
    One of the things that I really appreciated about this article is that it highlights how much learning has become a non-linear activity. I actually think that way naturally, but many people don't. This helps me to have insight into how to explain my process a bit and to appreciate that quality in other learners.
  • agilin on 05 Sep 16
     
    Great article discussing the emergence of connectivism. It describes an ecological approach to learning and mentions various tools that are available through CoPs and PNLs. It focuses on educators being lifelong learners and utilizing the resources that are available through digital networks.
Mary Carter

Personal Learning Networks Are Virtual Lockers for Schoolkids - 6 views

www.edutopia.org/pln-web-pages

connectivism PLN coolteacher edtech543 studenlearning

shared by Mary Carter on 03 Sep 16 - No Cached
  • Mary Carter on 03 Sep 16
     
    Vicki Davis equates the student PLN to a virtual locker. The content in the virtual locker changes as students shift from one project to another. Whether it is an RSS feed or Twitter following, the students are developing networks to acquire the information. PLN allow student learning to become more self-directed. The article addresses the challenges for educators face as PLNs become more prevalent in the classroom.
  • ...1 more comment...
  • Buffy Naillon on 05 Sep 16
     
    Truthfully, you had me at the title with this one. Aside from the fact that I study good titles to make my articles more engaging, the metaphor was really powerful. I also liked the one student's comment about how iGoogle keeps her stuff organized. I'm going to look into that. I'd love a dashboard of sorts. I already have one with HootSuite, but it'd be nice to know what else is out there. Cheers! Buffy
  • agilin on 05 Sep 16
     
    Great article! It is encouraging to see that like educators, students can also utilize PLNs in a meaningful way. Definitely going to check out iGoogle!
  • Kristen Taubman on 05 Sep 16
     
    Coming from a higher ed perspective I found this really interesting. I used an RSS feed for a 200 level undergrad blended format class and received terrible reviews on the use of the tool. I found this interesting and am still trying to understand what went wrong. I am moving toward the use of Twitter now but found loved this visual image of the locker!
Jana Warner

HOME - Office of Educational Technology - 1 views

tech.ed.gov

edtech541 resources technology EC

shared by Jana Warner on 05 Sep 16 - No Cached
  • Jana Warner on 05 Sep 16
     
    Implementing an Open Approach #GoOpen District Launch Packet Across the country, districts are choosing to #GoOpen and transitioning to the use of openly licensed educational resources to improve student learning in their schools. This resource is designed for districts that have decided to implement a systematic approach to incorporating openly licensed educational resources into their curriculum by becoming a #GoOpen District.
  • Jana Warner on 05 Sep 16
     
    Implementing an Open Approach #GoOpen District Launch Packet Across the country, districts are choosing to #GoOpen and transitioning to the use of openly licensed educational resources to improve student learning in their schools. This resource is designed for districts that have decided to implement a systematic approach to incorporating openly licensed educational resources into their curriculum by becoming a #GoOpen District. http://tech.ed.gov/
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
loganwillits

Personal Learning Networks Are Virtual Lockers for Schoolkids | Edutopia - 14 views

www.edutopia.org/l-learning-networks-technology

PLN students outreach education

shared by loganwillits on 10 Sep 12 - Cached
  • Constructing a PLN is the essential skill that moves my students into the driver's seat of their own learning. It helps them sort through and manage the proliferation of online materials that jam the information superhighway. It is also indispensable to our project-learning curriculum, which includes challenging projects such as the Flat Cl
  • Deborah Lyman on 10 Sep 12
     
    Edutopia writer Vicki Davis discusses how PLNs have empowered her students to guide their own learning experiences. She discusses the weaknesses of PLNs and how they work.
  • ...11 more comments...
  • Darla Grant on 10 Sep 12
     
    Deborah, I love the idea of students guiding their own learning. It seems to be a great way to get them involved and motivated instead of just listeners in the classroom they are part of the learning network. Thanks for sharing!
  • Fabio Cominotti on 10 Sep 12
     
    While this site leans towards the how-to aspect of a PLN, I found it illuminating simply for the fact that the students described in this article create a PLN for each project.  It emphasizes the fact that a PLN is personal and not the same for everybody.  PLNs are personal, can be permanent or temporary, and exist for the sake of the person to learn.  
  • Debi Banks on 10 Sep 12
     
    The website title really grabbed my attention and I wanted to find out what it meant. This was very interesting because it discussed netiquette and cyber-bullying as well. It helped to relate real-world with online by explaining how with a virtual locker it would change with what courses the students are taking. This really broke down what PLNs are and how they work. It was one of the better articles I have read. Thank you!
  • Jon Freer on 11 Sep 12
     
    I'm still a little hesitant to assign the term Personal Learning Network to an assembly of RSS feeds as describe din this piece. A great part of it, but only part of it, I think. That feels a little too "one-way" to develop the interactivity that seems to be so indicative of the PLN. An interesting idea that came from this for me was that each time a student started a new project (cyberbullying, understanding the Constitution, cancer treatment research, etc.) they would develop a new PLN. This underscored the idea that a PLN is not stationary, but, rather, a dynamic network that will continue to evolve as long as one is striving to learn. It almost becomes a technological reflection of oneself.
  • Ilene Reed on 20 Jun 13
     
    Written by the Cool Cat Teacher, this article states that using PLNs allow her student to connect to informational sources and become self-directed lifelong learners. It moves students into the driver's seat and helps them sort through the plethora of information.
  • vanessa botts on 22 Jun 13
     
    In this post, an educator likens student's personal learning network to virtual lockers where they store what they learn and produce academically and otherwise.
  • Jennie Finafrock on 21 Jun 14
     
    This article explains how students (teens) are using PLNs to organize and share their school work and projects. It also discusses the pros and cons of PLNs.
  • Emmett Wemp on 22 Jun 14
     
    This is an interesting take on how a PLE can work in a school environment. Students can use their PLN as a collection system for information when they are doing their projects.
  • Ryan McDonough on 22 Jun 14
     
    I appreciate the fact that they presented both sides to the story here. They discuss the advantages of PLNs but also raise questions on issues educators may be facing with them at this current time. As an educator, I like when others bring up concerns because then it allows me to brainstorm ways to circumvent the issues. It also assures me that I'm not the only educators facing issues implementing PLNs perfectly within my classroom. The authentic touch this article displays is refreshing to me. Don't get me wrong, I really love PLNs, but at the moment, there are kinks that need to be worked out to be fully effective in an elementary classroom setting.
  • John Potosnak on 22 Jun 14
     
    I like how this article focuses on student use of PLNs. I tend to focus on their use for teacher PD, but they are certainly something we should be teaching our students! I also like how the article describes some flaws of PLNs, this will help people think of ways to make PLNs even stronger.
  • kooloberlander on 24 Jun 14
     
    Interesting is that the focus is on RSS feeds and it feels very academic while middle school students are an upcoming demographic on twitter. Their use of twitter is of course social, but I wonder about using twitter as more immediate way to share information.
  • Megan Poindexter on 29 Jun 15
     
    While this blog posting from Edutopia does point to some "how tos" and practical application, it does offer key theoretical practices for setting the stage for applying the PLN model for student use. Vicki Davis, the teacher and author of the blog post, states that her students are familiar with breaking news due the development of their own PLN that acts as a "virtual locker." She goes on to discuss how their research builds the content of their PLN and the content changes based upon the assignment. The big idea is that the PLN model allows students to act as the orchestrator of their own learning and allows them to analyze information via an avenue that is personalized to student's learning needs. It also teaches students to embrace connectivism where they make connections between domains in order to form a more complete understanding.
  • loganwillits on 04 Jul 15
     
    The article goes into the role of a PLN for students. Students can create their own networks to possess information at their fingertips on any topic they could ever desire. By establishing a networking system, the students don't necessarily have to go out and scour the internet for sources when their network could bring relevant information to them.
kristiedtech

What Is a "Professional Learning Community" - DuFour Article on PLC.pdf - 3 views

franklinschools.org/...uFour%20Article%20on%20PLC.pdf

edtech543 CoP Collaboration learning

shared by kristiedtech on 01 Sep 16 - No Cached
  • kristiedtech on 01 Sep 16
     
    This is a training resource that I came across from a school district in Indiana. It focuses on how professional learning communities or communities of practice can avoid becoming a passing fad in educational reform. It gives three "big ideas" that educational CoPs need to focus on to truly be successful. They are: ensuring that students learn, creating a culture of collaboration, focusing on results by holding themselves accountable.
  • klauritsen on 01 Sep 16
     
    Thank you for sharing this. Just today, my school discussed starting PLC's and I feel that is important to focus on those three big ideas. I feel that this article makes us look closely at the questions and the answer to those questions before we begin creating networks and communities. Makes me think of the UbD-approach and how we should think about what the goals are and what we want our PLC's to do specifically before making them vent sessions amongst teachers.
brianbetteridge

'Connectivism' and Connective Knowledge - 14 views

www.huffingtonpost.com/...ism-and-connecti_b_804653.html

Edtech543 technology resources teaching elearning connectivism

shared by brianbetteridge on 11 Sep 12 - No Cached
  • James Russell on 11 Sep 12
     
    George Siemens and Stephen Downs were offering a free course to the first 2200 people to discover connectivism and study its principals. They chose a free online course format to illustrate connectivism.
  • ...11 more comments...
  • scott hogan on 24 Jun 13
     
    The main idea of this article is to explain how and why he and George Seimens offer MOOCs to the world. Downes believes that all learning is about connections made among the learners, just we are the neurological connections that our brains make every second. He does not believe knowledge is acquired or transmitted, but rather experienced. One of his most telling statements is his belief that the process of taking the course is more important than what people may happen to learn from it--which is at the heart of what he believes connectivism is.
  • cynthia mills on 07 Sep 13
     
    I was very excited to find this article! In it, Stephen Downes, Canadian Education Technology Research Specialist, describes his and George Siemens,' Associate Director, Technology Enhanced Knowledge Research Institute, free course, 'Connectivism and Connective Knowledge' -- or CCK11. It is a twelve week course of readings and online seminars, where learners are invited to read selected materials and study the content with a connectivist's approach. Downes says, "What is important about a connectivist course, after all, is not the course content. Oh, sure, there is some content -- you can't have a conversation without it -- but the content isn't the important thing. It serves merely as a catalyst, a mechanism for getting our projects, discussions and interactions off the ground. It may be useful to some people, but it isn't the end product, and goodness knows we don't want people memorizing it." I want to register for the next one!
  • Forrest Doud on 07 Sep 13
     
    This is a blog post from Steven Downes about the courses on connectivism he offered with George Siemens. It offers a good argument for taking the connectivist approach to learning and explains what connectivism is. It offers an explanation for connectivist teaching and learning falling into the 4 major activities of aggregation, remixing, repurposing, and feeding forward. He stresses that connectivism is a pedagogy based on the realization that knowledge is not something you can solidify into a single perfect product to pass along because different people/communities will always interpret/learn from it differently.
  • Ryan McDonough on 22 Jun 14
     
    George Siemens and Stephen Downes provide online courses call 'Connectivism and Connective Knowledge' to over 2,000 educators on the philosophy of teaching and learning they instill in their learners. http://cck11.mooc.ca is a twelve week course that is free for those who register. They disclose attributes to connectivist teaching and learning. Aggregation provides a starting point. Remixing draws connections to others. Repurposing is practicing the concepts learned, not just repeating them with route memorization techniques. Feeding forward consists of sharing with others and being able to collaborate on others' projects to use them as your own.
  • Emmett Wemp on 22 Jun 14
     
    What I find really cool about this is that the content of the course is not what is important, but rather the fact that they are connecting and networking. The networking is more powerful than the content is what seems to be the focus.
  • danielbmc on 23 Jun 14
     
    I found this quote interesting, "So what a connectivist course becomes is a community of educators attempting to learn how it is that they learn, with the objective of allowing them to be able to help other people learn." I like that there is no distinction between the "teacher" and the "student". Instead, everyone is seen as both learner and educator. However, I have some concerns about how this works with middle school or high school students. Are they mature enough to really take on that role and stay on task? How do you ensure the respect and authority in the class when you are putting yourself on nearly an equal foot with the students? Kids are so used to a traditional direct instruction class they they often get confused or rebel against anything different.
  • lisanebe on 01 Sep 14
     
    This is one of the resources listed in the video I posted earlier. It is an introduction to the Connectivism and Connective Knowledge course. It explains how the core aspects of connectivism are built into the course and gives a description of each aspect.
  • thwilliams on 02 Sep 15
     
    This article introduces the term connectivism as a "network-based pedagogy" Through the article the author makes references to a course that he will be providing. Overall though there is some really good information about connectivism from both the teacher and learner perspectives.
  • anonymous on 10 Sep 15
     
    Along with George Siemens, Stephen Downs is one of the intellectual leaders of connectivism, which he describes in this article. One of the things I really like about this article is the fact that it is written for a wide audience via an outlet like The Huffington Post, rather than an exclusively academic audience.
  • brianbetteridge on 07 Jun 16
     
    I enjoyed this article because it identified 4 connectivist "activities." They are aggregation, remixing, repurposing, and feeding forward. It explains these concepts clearly while also giving a succinct overview of connectivism, and their relationship to connectivism.
  • meganapgar on 08 Jun 16
     
    This article provided me with a clearer understanding of the Connectivist approach and the four activities that surround it--aggregation, remixing, re-purposing, and feeding forward. It was interesting to read under the Aggregation portion that Siemens and Downes have to tell participants to pick and choose what they read for the course. We are still very pre-conditioned to want to read and study everything that is handed to us and regurgitate it back. There is something about Connectivism that bothers me. It seems a little "loosey goosey" at times. I like the idea of people being able to gather and share ideas and make meaning from them, but I wonder if one can become a true expert in something by just solely using this approach.
  • Kim Davis on 09 Jun 16
     
    I love the explanation of connectivism at the beginning. The explicitness with which they say it's not about the content but the process is refreshing and true to my experience in the classroom as well. There are many days when I know the student will never remember the content I taught but they will remember how they found it and the way that they discussed, dissected, and applied it to their selves.
  • courtneylarue11 on 09 Jun 16
     
    I think out of all the articles I read about connectivism, this one was the easiest for me to understand and truly grasp the meaning of connectivism. The author gave clear examples of how learning happens through connectivism and that the course he was providing truly used this theory in helping the learners. This article helped me solidify how important I think schooling is for school aged children and the connections they make with their peers academically and socially. They are using this theory without even thinking about it, and in connecting with others ideas they are learning on their own without a teacher telling them facts, dates or formulas.
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