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Tiffany Kannengieszer

Connectivism - Emerging Perspectives on Learning, Teaching and Technology - 11 views

epltt.coe.uga.edu/index.php

connectivism edtheory EDTECH543 learningtheory

shared by Tiffany Kannengieszer on 19 Jun 13 - No Cached
  • Cate Tolnai on 19 Jun 13
     
    SUMMARY: Connectivism teaches students skills that are not attached to time or space. Rather they are necessary in the fast-paced, ever-changing whirlwind we live in. The chart near the end clearly compares major educational theories and helped me see the connections and disconnects between them.
  • ...20 more comments...
  • Ilene Reed on 20 Jun 13
     
    This is a great introduction to constructivism. Please take the time to watch the video in the introduction. The article explains the link between today's knowledge and yesterdays information while stressing the fact that knowledge and information is ever changing. Constructivism allows the investigator to to take control of learning and bypass the slow or reluctant process of updating information as it changes. I really liked this article, it sparked some ideas for my personal finance class I am rewriting curriculum for. (my book for this class is a 1998 edition with no funds for updated material)
  • vanessa botts on 22 Jun 13
     
    This article provides a very detailed introduction and definition of Connectivism as well as its components: Chaos Theory, Importance of Networks, Complexity and Self-Organization.
  • glorihinck on 04 Sep 13
     
    This wiki created by the Department of Educational Psychology and Instructional Technology at the University of Georgia describes the theory of connectivism in great detail and relates it to recent technological advances. Connectivism is defined and the related components of chaos theory, importance of networks and interplay of complexity and self-organization are described. The wiki includes a great cartoon slide show called "Connectivism through '67" that helps build understanding of this concept. It also includes a chart comparing various other learning theories to connectivism.
  • Katy Cooper on 19 Jun 14
     
    "Clarissa Davis, Earl Edmunds, Vivian Kelly-Bateman Department of Educational Psychology and Instructional Technology, University of Georgia" The article set the stage for the need for new learning theory now that 21st century technologies are in full force. The authors briefly discuss the "half-life of knowledge," again, setting up the need for new theory. After defining connectivism, the article provides a handy comparison between it and behaviorism, cognitivism, and constructivism.
  • Katy Cooper on 19 Jun 14
     
    "Clarissa Davis, Earl Edmunds, Vivian Kelly-Bateman Department of Educational Psychology and Instructional Technology, University of Georgia" The article set the stage for the need for new learning theory now that 21st century technologies are in full force. The authors briefly discuss the "half-life of knowledge," again, setting up the need for new theory. After defining connectivism, the article provides a handy comparison between it and behaviorism, cognitivism, and constructivism.
  • kimsmith876 on 21 Jun 14
     
    This article provides a general overview of the theory of connectivism. It cites the work of George Siemens in describing the three components of connectivism: chaos theory, importance of networks, and the interplay of complexity and self-organization. As with other resources, there is criticism of the ability of connectivism to stand alone as a learning theory. However, a useful resource provided by this article is a table that compares the differences of behaviorism, cognitivism, constructivism, and connectivism.
  • Ross Craycraft on 31 Aug 14
     
    This blog is by the University of Georgia, College of Educational Psychology and Instructional Technology on Emerging Perspectives on Learning, Teaching, and Technology. This blog post gives a great foundation of the components and principles of connectivism.
  • andrewmacrae on 03 Sep 14
     
    A website from the University of Georgia Dept of Ed Psych and Instructional Technology. Discusses the components of Connectivism, Chaos, Importance of Networks and Complexity and Self Organization. The quote from Siemens about,  "decision making being based on rapidly altering foundations," is well used and helped me to visualize a little more. There is a well worked description with Connectivism related to car restoration which I liked and an accessible table to compare and contrast Connectivism to the other major learning theories.
  • cassiefaught on 03 Sep 15
     
    This source starts by discussing some of the components of constructivism and some of the different theories that go along with it. This is a good source because even though it contains some of the same information as other sources, it gives real examples to explain the theory of connectivism. It also gives a few different arguments against connectivism as a learning theory.
  • Danielle Leone on 07 Sep 15
     
    This resource discusses connectivism as a learning theory. It explains connectivisms' origins and how it is essential in staying current in our digital age. This resource includes an example of the benefits of connectivism. In addition, it provides a chart that compares connectivism as a learning theory to behaviorism, cognitivism, and constructivism.
  • ampengilley on 14 Jun 16
     
    This source discusses connectivism as a learning theory. It talks about how the theory came to be and compares it to other learning theories. It also mentions that some view it as a pedagogical view instead of a learning theory.
  • Kjersti Withers on 14 Jun 16
     
    This source summarizes the main ideas in connectivism succinctly and clearly. The authors connect the discussion of connectivism to other learning theories. The chart showing How each theory functions is useful.
  • alannashaw on 29 Aug 16
     
    While this isn't an article, and appears to look more like a wiki entry, it does offer some good information on connectivism. One thing I liked in particular is the visual breakdown of the three current learning theories alongside connectivism. Anyone unfamiliar with behaviorism, cognitivism, and constructivism can get a quick snapshot of the key components in an east to understand chart. A column for connectivism has also been added to show how it compares to the others as a learning theory. Constructivism emphasizes the social nature of learning, but connectivism takes it to the next level by stressing the need for broad networks for a learner to connect to in order to build deeper understandings and more resources.
  • Patricia Smeyers on 30 Aug 16
     
    This article discusses various learning theories and what happens when you throw technology into the mix. They do not feel that previous learning theories should be dismissed but need to be viewed in a different light to meet the demands of the 21st Century. There is a thorough definition of connectivism and all of it's components. I appreciated the visual chart comparing the different learning theories to connectivism and how critics of connectivism viewpoints are explained.
  • Ben Killam on 02 Sep 16
     
    An outline of the theory of connectivism that provides a comparison to other learning theories. The outline gives us a definition of the theory, major principles, and criticisms of the theory.
  • anonymous on 03 Sep 16
     
    UGA's DEPT of Edu psychology and Instructional tech provides a comprehensive report on connectivism. The report includes definitions, comparisons to other theories and criticism to connectivism.
  • David Yargo on 07 Sep 16
     
    This is a wiki created by the Department of Educational Psychology and Instructional Technology at theUniversity of Georgia. It explains everything from the origins of connectivism to practical application of the theory. A chart on the page compares connectivism to the other major theories of learning.
  • Terrence Shaneyfelt on 09 Sep 16
     
    I like this description of connectivism.
  • Natalie Burr on 12 Jun 17
     
    A website created by students in the EdPsych department at University of Georgia that explains the components of connectivism as an educational theory.
  • sfledderjohann on 12 Jun 17
     
    I really like the way this article breaks down connectivism into its parts as well as providing the table that breaks down the primary learning theories so you can compare information side by side.
  • sofianahtchi on 13 Jun 17
     
    Great article. Chaos theory is so interesting. The study of pattern shifts is so real to this day and age. For example, I think the role of memes play a big part in our culture and this absolutely propels the chaos theory. Nice share Natalie!
  • Tiffany Kannengieszer on 28 Aug 17
     
    Summary: The most useful part of this resource comes after the definition of Connectivism cited from Siemens. The author includes a graphic that compares Connectivism to other learning theories. In addition, a section is devoted to critics of Connectivism as learning theory who instead see it as a pedagogical view.
Jennifer Pollock

Warren Weaver's "Science and complexity" Revisited | SpringerLink - 0 views

link.springer.com/...10.1007%2F978-3-642-24672-2_3

organized complexity Weaver Zadeh fuzzy sets EDTECH543

shared by Jennifer Pollock on 29 Aug 17 - No Cached
  • Jennifer Pollock on 29 Aug 17
     
    Mathematician Warren Weaver's article "Science and Complexity" explored the power of digital computers and on interdisciplinary collaborating "mixed teams." This article expands on the idea of organized complexity by looking at "fuzzy sets" as outlined by Lotfi A. Zadeh.
Cassie Davenport

Networked professional learning: relating the formal and the informal | Vaessen | Front... - 3 views

journals.sfu.ca/...177

PLN network EdTech543

shared by Cassie Davenport on 01 Jul 15 - No Cached
  • These informal networks help teachers to deal with the increasing complexity of their work
  • most of what professionals learn is learnt informally
  • Professional learning has proven to drive organisational learning and innovation
  • ...21 more annotations...
  • In spite of the proven importance of informal networks, professional development of teachers is almost invariably approached in a largely formal manner
  • an be remedied by aligning formal and informal learning processes through networked learning.
  • both forma
  • hybrid form
  • informal learning activities are recognised and promoted 
  • We have argued the importance of informal networked learning
  •   What are the formal and informal mechanisms underlying networked professional learning, related to professional development, autonomy and management? ·         How can networked learning be positioned in the most optimal way?
  • non-linear ongoing process rather than as an outcome of linear, one-off training events
  • he way they learn
  • gate-keepers, facilitators or
  • there must be trust
  • When personal responsibility takes the form of accountability toward control from superiors or school inspection, spontaneous learning processes can be impeded
  • management gets involved
  • loss of motivation
  • School principals are important agents
  • interest t
  • as barriers
  • Learning mechanisms: what we have seen in the literature indicates that networked learning is a natural activity through which professionals develop their expertise, in addition to participating in formal learning procedures. This form of professional development is a continuous process. Networked learning is often directly related to work practices and promoting it has proven to be effective to enhance the learning process.
  • Issues of trust, freedom of choice, and willingness to share and connect are intrinsically motivated
  • how can networked learning be positioned in the most optimal way?
  • Keypoints
  • Cassie Davenport on 01 Jul 15
     
    This study delves into the formal and informal aspects of networks. It highlights the need for informal in a teachers' complex job, but the struggles with qualifying/managing the occurrence. It also speaks to administrations delicate roll as a "gate-keeper" or "barrier". Interesting read. 
  • Megan Poindexter on 01 Jul 15
     
    Nice find Cassie. While the study is lengthy to read it is full of excellent information. I believe the ladder half of the text (discussion and key points sections) is where the most valuable information lies. I always appreciative objectivity and honesty, and the authors of this study were clear that networks aren't for everyone. Everyone is a unique and distinct learner so to blanket the idea of a network as something that is a "must" for effective professional development wouldn't be fair. Yet, it does acknowledge that from a team initiative perspective, networks are a blank canvas and platform for maintaining open communication so all parties involved grow.
Cate Tolnai

The World at Your Fingertips: Education Technology Opens Doors | Edutopia - 0 views

www.edutopia.org/world-your-fingertips

shared by Cate Tolnai on 12 Nov 12 - Cached
  • . Teachers who plan to use computers with cooperative groups, for instance, need to experience what it's like working together around a computer. They can then see the kinds of issues that are likely to arise and be more prepared to deal with them in their own classrooms.
  • Technology brings into the classroom more interesting and diverse materials than ever before possible
  • ore time for learning gives students the opportunity to wrestle with complex, real-life problems instead of being moved through material at a predetermined pace.
  • ...1 more annotation...
  • True knowledge -- understanding -- develops through exploration, rumination, interpretation, judgment, and the application of information. Thoughtful work on projects and problems requires roaming through complex resources, seeking inspiration, messing around, making missteps and mistakes, and experiencing serendipitous discoveries.
peter bg

A visual exploration on mapping complex networks - 0 views

www.visualcomplexity.com/vc

mapping visual media multimedia resources information

shared by peter bg on 24 Jun 12 - Cached
  • peter bg on 24 Jun 12
     
    A unified resource space for anyone interested in the visualization of complex networks. The project's main goal is to leverage a critical understanding of different visualization methods, across a series of disciplines, as diverse as Biology, Social Networks or the World Wide Web.
danielbmc

Three Generations of Distance Education Pedagogy - 1 views

www.irrodl.org/...1663

edtech543 elearning technology theory

shared by danielbmc on 03 Sep 12 - No Cached
  • cognitive-behaviourist, social constructivist, and connectivist pedagogy
  • explore distance education systems as they have evolved through three eras of educational, social, and psychological development
  • requirement for distance education to be technologically mediated in order to span the geographic and often temporal distance between learners, teachers, and institutions, it is common to think of development or generations of distance education in terms of the technology used to span these distances
  • ...39 more annotations...
  • first generation of distance education technology was by postal correspondence
  • second generation, defined by the mass media of television, radio, and film production
  • interactive technologies: first audio, then text, video, and then web and immersive conferencing
  • less clear what defines the so-called fourth- and even fifth-generation distance technologies except for a use of intelligent data bases (Taylor, 2002) that create “intelligent flexible learning” or that incorporate Web 2.0 or semantic web technologies
  • repertoire of options available to DE designers and learners has increase
  • Many educators pride themselves on being pedagogically (as opposed to technologically) driven in their teaching and learning designs
  • two being intertwined in a dance: the technology sets the beat and creates the music, while the pedagogy defines the moves
  • To some extent, our pedagogical processes may themselves be viewed as technologies
  • none of these three pedagogical generations has disappeared, and we will argue that all three can and should be effectively used to address the full spectrum of learning needs and aspirations of 21st century learners.
  • Behavioural learning theory begins with notions of learning which are generally defined as new behaviours or changes in behaviours that are acquired as the result of an individual’s response to stimuli
  • Although learning was still conceived of as an individual process, its study expanded from an exclusive focus on behaviour to changes in knowledge or capacity that are stored and recalled in individual memory.
  • The locus of control in a CB model is very much the teacher or instructional designer
  • It is notable that such models gained a foothold in distance education at a time when there were limited technologies available that allowed many-to-many communication. Teleconferencing was perhaps the most successful means available but came with associated costs and complexity that limited its usefulness. The postal service and publication or redistribution of messages was very slow, expensive, and limited in scope for interactivity. Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • Cognitive presence is the means and context through which learners construct and confirm new knowledge
  • Later developments in cognitive theory have attempted to design learning materials in ways that maximized brain efficiency and effectiveness by attending to the types, ordering, timing, and nature of learning stimulations
  • Learning was thought of as an individual process, and thus it made little difference if one was reading a book, watching a movie, or interacting with a computer-assisted learning program by oneself or in the company of other learners
  • reduction of the role and importance of the teacher further fueled resentment by traditional educators against the CB model of distance education
  • While appropriate when learning objectives are very clear, CB models avoid dealing with the full richness and complexity of humans learning to be, as opposed to learning to do
  • People are not blank slates but begin with models and knowledge of the world and learn and exist in a social context of great intricacy and depth.
  • technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers
  • Social-constructivist pedagogy acknowledges the social nature of knowledge and of its creation in the minds of individual learners.
  • Teachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs means by which new knowledge is both created and integrated with existing knowledge
  • The locus of control in a social-constructivist system shifts somewhat away from the teacher, who becomes more of a guide than an instructor, but who assumes the critical role of shaping the learning activities and designing the structure in which those activities occur
  • social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies
  • Cognitive presence also assumes that learners are actively engaged, and interaction with peers is perhaps the most cost-effective way to support cognitive presence
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding
  • Social interaction is a defining feature of constructivist pedagogies. At a distance, this interaction is always mediated, but nonetheless, it is considered to be a critical component of quality distance education
  • the educator is a guide, helper, and partner where the content is secondary to the learning process; the source of knowledge lies primarily in experiences
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Constructivist distance education pedagogies moved distance learning beyond the narrow type of knowledge transmission that could be encapsulated easily in media through to the use of synchronous and asynchronous, human communications-based learning
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems. Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous access to networked technologies
  • Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed.
  • It is noteworthy that connectivist models explicitly rely on the ubiquity of networked connections between people, digital artifacts, and content, which would have been inconceivable as forms of distance learning were the World Wide Web not available to mediate the process. Thus, as we have seen in the case of the earlier generations of distance learning, technology has played a major role in determining the potential pedagogies that may be employed.
  • learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks
  • exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence
  • Connectivist learning is based as much upon production as consumption of educational content
  • The activities of learners are reflected in their contributions to wikis, Twitter, threaded conferences, Voicethreads, and other network tools. Further, social presence is retained and promoted through the comments, contributions, and insights of students who have previously engaged in the course and that persist as augmentable archives to enrich network interactions for current students
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others
  • stress to teaching presence is the challenge presented by rapidly changing technologies
  • Gretel Patch on 03 Sep 12
     
    How three theories have shaped distance learning over the years. Connectivist theory shows how learning is about forming connections with others through human and digital interaction. Developed in the digital age and assumes access to social networking technologies.
  • danielbmc on 23 Jun 14
     
    This is a March 2011 journal article that highlights the shifts in technology and theory for distance learning. First, there was the cognitive-behaviorist with it's focus on read, watch, and recall. As the web developed, we saw constructivism shift the teachers duties from content creator to a guide through the content as students synthesized. Connectivism promotes the teacher as a "co-traveler" helping students to explore, connect, and create.
Rebecca Olien

Proposing an integrated research framework for connectivism: Utilizing theoretical syne... - 3 views

www.irrodl.org/...1816

edtech543 communities of practice connectivism design-based research

shared by Rebecca Olien on 19 Jun 13 - No Cached
  • Melissa Getz on 19 Jun 13
     
    Don't let the academic sound of the title push you away from reading this article. The author, Bopelo Boitshwarelo, presents arguments: "This paper set out to propose a research framework that will aid in advancing the research agenda of connectivism, particularly developmental work. " It is very dense with lots of synthesis of research that has been done on Activity Theory, Connectivism, and Communities of Practice from 2000 - 2011, when it was published. If you need to do a content-based paper on activity theory, connectivism, or communities of practice, this has several references listed at the end that will help you find original sources of ideas.
  • Dennis Large on 22 Jun 13
     
    Thanks Melissa, this is helpful. No doubt that many of us are going to benefit from this type of research in our own academic pursuits. As you said, this study is fairly dense. But I also found that it breaks things down in nice chunks. I liked the explanation that a learning community is "a group of people learning together through continuous dialogue."
  • Rebecca Olien on 05 Sep 13
     
    The author, Bopelo Boitshwarelo, from University of Botswana, points out the interconnections of online communities of practice, design-based research, and activity theory. The author proposes designed-based research as a framework to advance connectivism. I found the first half of this article particularly helpful with definitions and key points synthesized from pioneers in the field of connectivism. Central ideas encompass the importance of learners connecting in a CoP both as providers and gleaners of information. Learning networks or communities of practice are complex and dynamic in nature, providing challenges to researchers and studying their effectiveness. The article provides food for thought about the complexities of the interconnections of these theories and the development of frameworks to monitor and assess learning success when putting them into practice.
Paige Goodson

Supporting English Language Learners with Technology | Scholastic.com - 2 views

www.scholastic.com/...h-language-learners-technology

technology education teaching

shared by Paige Goodson on 16 Nov 12 - No Cached
  • 3. Multimedia ProjectsIn the upper-elementary and middle-school grades, students study content areas in greater depth and are exposed to more complex vocabulary and complicated concepts. With just a textbook, ELL students may experience enormous difficulty. Multimedia projects offer students hands-on, engaging ways to explore the scientific content and concepts presented.
  • Paige Goodson on 16 Nov 12
     
    A brief article with three tips on how to integrate technology for ELL students
Hanna Coleman

Community of Practice: A New Approach to Solving Complex Problems - 2 views

www.ideapartnership.org/...CoPGuide.pdf

community of practice learning social learning edtech543 special education resources

shared by Hanna Coleman on 18 Jun 13 - No Cached
  • Hanna Coleman on 18 Jun 13
     
    The article focuses on the reasoning and theory, examples, and implementation of communities of practice, specifically in special education. Short and long-term advantages are discussed.
  • Casey Capece on 18 Jun 13
     
    Hanna, very thorough resource! I like how you were able to find something content specific. Page 31 I found useful - the article listed tips for the facilitators so that participants feel more comfortable sharing ideas.
Casey Capece

http://www.elearnspace.org/Articles/connectivism.htm - 0 views

compares and contrast connectivism with other learning theories such as behaviorism and cognitivism. The article defines connectivism as "the integration of principles explored by chaos, network, ...

connectivism network learning

started by Casey Capece on 18 Jun 13 no follow-up yet
Greg Andrade

Rethinking Your Online Classroom with Connectivism - 2 views

facultyecommons.org/ne-classroom-with-connectivism

edtech543 connectivism networking technology educators eLearning

shared by Greg Andrade on 20 Jun 13 - No Cached
  • Dana Daines-Smith on 20 Jun 13
     
    Views connectivism as a learning theory. Lists the 6 key skills that educators today should posses. These skills are: technical competence, experimentation of teaching methods, provide learners with autonomy, engage in creation, play and explore big ideas as well as capacity for complexity.
  • ...1 more comment...
  • Ashley Eivins on 21 Jun 13
     
    Learning theories make me nauseous, however, this website provides some valuable information. The website includes a brief overview of connectivism, recommended skills for today's educators, and tools to help you become connected.
  • scott hogan on 23 Jun 13
     
    Author Sam Gist defines connectivism and explores some of the possible challenges that educators may face in adapting to this into their classrooms. He also highlights skills that may help educators embrace connectivist principles.
  • Greg Andrade on 08 Sep 13
     
    Faculty eCommons is a nice resource for educators incorporating social network learning within the classroom. This specific page adresses connectivsim; its meaning and use as well as connectivist pedagogies.
annieyip

Connectivism: a theory for learning in a world of growing complexity - 0 views

www.voced.edu.au/ngv815

connectivism instructional design e-learning 543

shared by annieyip on 24 Jun 13 - No Cached
  • Mike Procyk on 24 Jun 13
     
    The article discussed the origins of the theory and what organizations should do to implement the theory.  
  • annieyip on 26 Jun 13
     
    An article about connectivism and the beginnings of this theory. Connectivism brings a big change to the learning design in schools and organizations. Examples are given in this article of how connectivism could be implemented.
Jared Ritchey

GarageBand - A great way to create music with technology - 0 views

www.apple.com/garageband

education technology edtech541

shared by Jared Ritchey on 30 Oct 16 - No Cached
  • Jared Ritchey on 30 Oct 16
     
    GarageBand is a useful tool that allows musicians and "non-musicians" to create music. It features deep instrumental customization as well as pre-made loops. Users can create simple songs quickly, or complex songs with custom instruments and vocal. This tool can be integrated into various multimedia, art, and music curriculum.
Jessica Gake

Communities of Practice: The Organizational Frontier - 5 views

www.rareplanet.org/...nizational_Frontier%5B1%5D.pdf

communitiesofpractice business organization

shared by Jessica Gake on 07 Jun 16 - No Cached
  • Notsolongago,companieswere reinvented by teams.Communities of practicemayreinventthemyetagain –if managers learn to cultivate these fertileorganizational formswithoutdestroyingthem
  • The best way for an executive to assess the valueof a community of practice is by listening to mem-bers’ stories, which can clarify the complex rela-tionships among activities, knowl-edge, and performance.
  • What are communities of practice? In brief,they’re groups of people informally bound togetherby shared expertise and passion for a joint enter-prise
  • ...2 more annotations...
  • managers cannot mandate communities of prac-tice. Instead, successful managers bring the rightpeople together, provide an infrastructure in whichcommunities can thrive, and measure the commu-nities’ value in nontraditional ways.
  • The strength of communities of practice is self-perpetuating. As they generate knowledge, they re-inforce and renew themselves.
  • amandahensley on 07 Jun 16
     
    This article discusses communities of practice from a business perspective, which I found interesting because CoPs truly to exist in all professions; they aren't strictly and education trend. The merit of CoPs, according to the author, is that people share their experiences and knowledge in free-flowing, creative ways that foster new approaches to solving problems. They discuss the various benefits of CoPs and then examine why they aren't more prevalent, concluding that though the concept has been around for centuries, it hasn't been widely accepted yet and therefore companies (and education) haven't spent a long time cultivating them and helping people learn to effectively develop them. They refer to CoPs as the new frontier and predict that they will become a more and more important part of knowledge acquisition for professionals in the future.
  • ...3 more comments...
  • Kjersti Withers on 12 Jun 16
     
    Although many organizations create groups that include people of varying specialties to complete specific problems, people are organizing themselves into communities of practice, informal groups who share "expertise and passion" for a common interest. These communities are new to the business world because their spontaneous, informal nature makes them difficult to supervise. Managers cannot mandate communities of practice, they can only create a supportive environment. Members self select based on common interests and perceived advantage. The authors provide examples from Hill's Pet Nutrition and Hewlett-Packard. While communities should not be forced into creation, managers can cultivate them by identifying potential CoPs that will benefit the company's "strategic capabilities", provide infrastructure to them, and assess their value to the business through "nontraditional methods." Business managers need to realize the wealth of potential available to them through communities of practice.
  • J Matibag on 13 Jun 16
     
    Prior to my studies in the Educational Technology program, I had never heard of the term Communities of Practice. Until I read this article, I have only seen research about CoP in education. This article begins by discussing CoP in business, and how long CoP has been around as well its benefits for businesses. I was really surprised to hear how long CoP has been around, you would think more businesses would invest the time to develop them. A couple examples mentioned show that it can take up to a year or more before change is implemented, but the long term benefits are worth it. Also, I noticed that another article broke down information in a table, much like the "Snapshot Comparison" section in this article. This is a nice way to compare things in an easy to read and understandable format.
  • klauritsen on 30 Aug 16
     
    This article, while a bit longer, introduces and explains communities of practice in an in depth and thorough fashion. I enjoyed the comparison to real-life companies organization and the history coming all the way from Ancient Greece. Two of my favorite comments states that communities offer "creative ways that foster new approaches to problems" and "they give you both the golden eggs and golden goose that lays them". It makes me realize how essential deeper understanding and knowledge can be developed within these types of communities. The article also develops an understanding of a comparison chart of different types of work groups to show when using communities of learners are most effective.
  • kristiedtech on 01 Sep 16
     
    This is a great resource that focuses specifically on the use of communities of practice in business environments. However, the information is easily transferred to other areas of industry or academia. It addresses the fact that CoPs are different than the traditional approach of working in teams in that their success and usefulness can be difficult to measure. The author gives tips for how to evaluate the success of a CoP through the sytematic gathering of anecdotal evidence.
  • Jessica Gake on 05 Sep 16
     
    This is a great resource for businesses to gain insights into the use of Communities of Practice. In this article, Wenger and Snyder discuss Communities of Practice and their value for organizations.
Terrence Shaneyfelt

Personal Learning Environments, social media, and self-regulated learning: A natural fo... - 1 views

anitacrawley.net/...DabbaughPLE.pdf

edtech543 web2.0 social media PLN learning

shared by Terrence Shaneyfelt on 01 Jul 15 - No Cached
  • caaskin on 01 Jul 15
     
    In this article, the authors explore how PLEs, social media, and self regulated connect. Also introduces a pedagogical framework to for social media to support self-regulated learning
  • Ryan Olynyk on 10 Jun 16
     
    This article discusses how the use of formal and informal education can mesh. It talks about the importance of self-regulation in terms of connection to social media and how it can impact learning. It gives examples of how different media can be used in learning and enhance the PLN.
  • Terrence Shaneyfelt on 02 Sep 16
     
    This paper is most useful for the discussion of how social media can help students develop self regulated learning skills in a PLE. A useful table is near the end of the article showing how teaches can use social media at 3 different levels of complexity for knowledge management.
Debi Banks

Darrow,+Suzanne_+Connectivism+Learning+Theory_Instructional+Tools+for+College+Courses.p... - 3 views

library.wcsu.edu/...+Tools+for+College+Courses.pdf

connectivism learning tools digital education

shared by Debi Banks on 07 Sep 12 - No Cached
  • Debi Banks on 07 Sep 12
     
    Development of connectivist instructional tools used for college teaching. The theory can lead to learner-centered education. Instructors can step back and bring learners to the forefront. "Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories."
  • Christina Jorgensen on 08 Sep 12
     
    I also found this article and liked it. As I read it I was trying to think of ways to apply to secondary education instead of higher education. Good work.
Nona Barker

Understanding Personal Learning Environments: Literature review and synthesis through t... - 1 views

journal.webscience.org/658

edtech543 technology learning PLEs

shared by Nona Barker on 11 Sep 12 - No Cached
  • Rhonda Lowderback on 11 Sep 12
     
    In a different twist, this article discusses personal learning environments as a part of activity theory. This theory encompasses connectivism, but also adds in other elements such as rules and division of labor. The paper goes on to analyze the parts of a personal learning enviornment which include the person and the tool being used.
  • Nona Barker on 08 Sep 13
     
    Summary: This article examines the distinguishing features of PLEs. The authors assert that PLEs are complex activity systems; therefore, they want to prove that key elements of PLEs can be described using Activity Theory. Section 2.3 provides a nice overview on Activity Theory, while section 4 reflects their findings. To read the article click the MSWord link. I appreciate the fact that they include diagrams and charts -- these make the article user-friendly.
Rebecca Olien

Developing learning community in online asynchronous college courses: the role of teach... - 0 views

citeseerx.ist.psu.edu/...summary

learning community teacher role edtech543

shared by Rebecca Olien on 05 Sep 13 - No Cached
  • Rebecca Olien on 05 Sep 13
     
    The researchers conducted a study of 2,036 online students at thirty-two State University of New York colleges in the SUNY Learning Network. Participants responded to a forty-two-item survey that investigates the connection between students' sense of learning community as measured by Rovai's Classroom Community Scale and teaching presence as measured by the Community of Inquiry Model. The study provides insight into the important relationship between instructor's online behaviors and perceived establishment of community. The complexity of the research gives rise to further studies to continue to identify the exact instructor behaviors are most effective in establishing a course presence, while staying true to constructivist pedagogy.
Rebecca Olien

A theory of online learning as online participation - 0 views

ict.mcast.edu.mt/...online_learning.pdf

online learning edtech543 Social constructivist

shared by Rebecca Olien on 05 Sep 13 - No Cached
  • Rebecca Olien on 05 Sep 13
     
    The author, a Department of Media Technology research professor at Uppsala University, Sweden, forms an initial theory suggesting online participation equates with online learning. Reasoning is linked from constructivist theories from the 1990s to social constructivist research focusing on participation as a condition for learning, similar to connectivist theory. The author concludes from a survey of studies that online learning participation is a complex process requiring meaningful engagement with others. His theory of online learning as online participation opens the door for dialogue and critique to further explore and extend the theory.
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