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I thought I had a simple understanding of connectivism, but as I read this I realize that I had a 'bubble gum /reality tv' version stuck in my head. This breaks things down easily and has begun to help me understand more deeply. Downes covers, what a learning theory is, what learning is, how it occurs. He compares with behaviorism and instructivism. A good lead in to the academic theory.

This is a succinct overview of learning, learning theories, and in particular, a discussion of connectivism in relation to learning. Also delves into the question of the evaluation of learning through a connectivism lens.

This site is a blog by Stephen Downes discussing Connectivism. Downes describes what learning and learning theories in the context of Connectivism. He then talks about how learning occurs in terms of looking at how connections are formed. He compares/contrasts connectivism with other learning theories such as behaviorism and constructivism.

While this is a blog post, it is a post by Stephen Downes, who is a major contributor to the connectivism theory. This post gives reason to how connectivism is a learning theory by not only explaining what a learning theory is and how people learn as well as how connectivism fits. It also goes to explain how connectivism is valuable to learners and why it contains "principles of quality educational design."

This resource helped me understand the definition and different looks at the concept of a learning theory a well as the learning happens according to the learning theory. It was valuable to look at the author's point of view of connectivism as a learning theory. It was even more valuable to read the comments to the blog post.

This blog post by Stephen Downes discusses connectivism as a learning theory. Downes goes through what a learning theory is, what learning is, how learning occurs, and building on a theory. He compares the connectivism learning theory to other learning theories.

This blog is a great resource on how Connectivism is a learning theory and how it's going to change online learning for everyone.

Stephen Downes writes about connectivism, making clarifications that it is a learning theory and not a method of teaching. The article provides definitions and commentary into what is a learning theory and briefly defines the other 3 theories for reference and contrast.

Excellent review of connectivism and how to decide if its a theory.

The paper outlines 4 key principles for connected learning - autonomy, connectedness, diversity, and openness. The authors' point of view is that all four principles can be "expanded to recognize individual and psychological diversity within connective environments." They conclude by saying that it is in the "context and recognition of the engagement" that makes connectivism a "viable framework for learning, offering great potential..."

In 2011, George Siemens and Stephen Downes launched a massive open online course called "Connectivism and Connected Knowledge" (CCK11.) The article defines Connectivism as "network-based pedagogy" and discusses why these authors value "the process" over "the product." Specifically, why the process of taking the course would be in itself much more important than what learners may have learned. Additionally, they offer 4 major components: aggregation, remixing, repurposing, and feeding forward. In the nutshell, the article argues that, as far as connectivism in concerned, knowledge is not something that can be "neatly packaged and passed along as a finished product"; rather, it is "complicated, distributed, mixed with other concepts, looks differently to different people.."

Interesting to see the authors explaining connectivism in light of personality theory and self-determination theory rather than trying to argue it as a learning theory akin to behaviorism, cognitivism, or constructivism. I appreciated their inclusion of Downes' four key components of connectivism: autonomy, connectedness, diversity, and openness. As I read their discussion of autonomy, my mind was drawn to Daniel Pink's explanation of intrinsic motivation, which is comprised of three key aspects: Autonomy, Mastery, and Purpose. [See Pink, D. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.] This piece was a helpful read with a very different perspective than I had previously encountered for connectivism.

One thing the author mentions is the relationships built and camaraderie within his PLN. Member connections are a theme I have found to be overwhelmingly consistent throughout the research undertaken. One quote in particular that is fresh in my memory says PLNs, have a "commitment to mutual engagement, and to mutual understanding of that engagement" (Eckert, 2006). Members need be connected by vested interests, and within these interests, they become connected on a personal level, often building lifelong friendships.

There were some interesting points made in this article. It really focuses on the personal aspect of a Personal Learning Network and I like how Spiglanin points out that PLN's cannot be designed, they are "organic". After reading this article, I could picture a PLN for the first time and actually see how it relates to Connectivism. I could envision the network and how each individual within a network is connected or related to each other. One of the key aspects of a PLN that Spiglanin mentions stood out to me. The second aspect states,"Learning happens naturally as I engage with others in my professional network across a variety of social media. Recognizing this learning and making good use of it requires effective personal knowledge management practices." This stood out the most to me because it is one area that I still need to work on as I develop my own personal learning networks.

In identifying the role of social networking in reference to connectivism the author identifies that among the entire population that uses the internet some 75% are are members of social networking sites. "The role of Web 2.0 technologies is to provide a network of people who connect to each other wherever and whenever they need information." states Tinmaz. Thus, when people are in need of information they have access to an abundance of resources. This had led to the passive acquisition of knowledge by students to trying to create an active and engaged student populous in constructing their own knowledge. Part of this is the connections students build through online social networks. These networks allow for students to follow the flow of information and stay current in the changing information on a day to day basis. One of the new concepts is called a "hub" which is a main center for information distribution. Those people or places who serve as hubs help disseminate information throughout to other students. These social networks allow for easy access and the streaming of information on a constant basis to all people involved. This connectivity to learning allows for all students and others to remain involved in connecting their learning.

I like this article because it directly associates social networks, connectivism, and education. This quote from the article does a good job describing how: "The Connectivist theory has demonstrated that on a connected network, learners increase their capacities, performances, and levels of knowledge while creating and reforming the information. In that sense, social networking websites comprising already linked members in their innate technologies have a superior potential to enrich learners' current knowledge, skills, and abilities."

I enjoyed reading this article and especially like how they focused on the connections that Twitter can be used to make, such as connecting students across the district, country, and even the globe. I also liked how they highlighted ways teachers use Twitter - many of the things they mentioned are exactly how I use Twitter myself!

I think that Twitter may be one of the most effective means of networking and communication we have. It is an easy way to share simple, straightforward information, and the character limit forces us to get right to the point. It's also increasingly how companies are interacting with the public, especially in terms of customer service. So it makes sense that teachers should use it to connect and learn quickly and easily. It's difficult to teach our students how to use it, however, because of how easy it is to abuse, but that's when it becomes our job to teach how to use it appropriately.

I like that this link shares the "nuts and bolts" of PLNs. Seeing the basics laid out clearly is a great way to begin building a framework for understanding! I keep seeing NING mentioned in a number of articles, but I am unfamiliar with it. I might have to check it out just to stifle my curiosity!

This article was a great introduction to PLNs. I valued the intention it took from the beginning with the recognition that educators are life long learners, usually by choice, but also by state requirements. Making that connection between the inherent need for educators to learn and gain knowledge and the power of a PLN seems simple, but there are so many educators/districts not taking advantage of this resource.

This article makes a great point, that a personal learning network is designed by the learner where they are learning in their own comfort zone. The learner is attracted to certain things because of their abilities and own comfort level. The learner is in control of what they wish to accomplish, how much they want to learn and how they want to do it.

Great introduction to PLN's. I am sooo glad I am learning more about these. I have a new job teaching tech integration at the elementary level with zero curriculum, etc. I will be using PLN's to get research and other ideas. The great thing about this article is that it recognizes the importance of PLN's for educators continued PD. Great article!

This is a very simplified version which I like. I agree with Matt, the mention of PD in a brief article is good. A clear text which is helping me to build a better understanding. Thanks to Siss1382.

This is a good resource for someone looking for a layman's description of personal learning networks. The resource explains the elements - tools, connections, delivery, and opportunities of a PLN. It also talks about the growth of PLNs and connects it to social constructivism.

In this article from the Encyclopedia of Educational Technology, the author indicates that educators are expected to be lifelong learners and how Personal Learning Networks, that were originated in the business community, are a great tool to offer professional development. Four elements are cited as being the center to a successful PLN. These are the tools to build the PLN, the connections between the members, the way of delivering the information and the opportunity to participate in the PLN.

Article does a great job of explaining where connectivism came from and how it will continue to advance forward just as society if doing currently. We will continue to learn and mold our understandings based off of the connections we are making through a collaborative network.

This article provides a balanced view of the arguments concerning the role of connectivism in the field of education. The authors have done a nice job of differentiating the types of theories and their roles in practice. Perhaps the strongest features of the entire article is the discussion on connectivism as it applies to the use of technology. I appreciated their description of the theory as a connecting piece between some of the more established learning theories and the new technological landscape that characterizes our learning environment. Excellent article - thanks for sharing!

This article by Duke, Harper and Johnston is a detailed analysis of connectivism as a learning theory. Not only is technology discussed as how it's applied to this theory, but there is also discussion of learning theories and instructional theories in general. It is also a valuable read because it explains how this theory can or should not be applied to all students or content.

This source gives a good description as connectivity and connectivity as a learning theory, and it also discusses the argument that connectivity is not a learning theory. It ends by talking about connectivity and its integration with technology and online learning.

This article from Kaplan University explains the importance of connectivism in a digital age. They reference George Siemens and Stephen Downes and their research behind connectivism as a learning theory. They examine connectivism as a learning theory, and explain how the learner is at the center and designs their own path, essentially making their own learning.

This article discusses Connectivism and the debate over whether it should be considered as a learning or instructional theory or as a pedagogical view. The role of Connectivism in the use of technology in education is also discussed.

I really liked this article mainly because they clearly explained the difference between learning theories vs. instructional theories. I think that was useful in their conclusion that connectivism really is more of a tool to be used in the learning process rather than a complete learning theory.

This article discusses the validity of Connectivism as a learning theory. It gives the very straight-forward definition as "social learning that is networked." The discussion of the importance of the Connectivism theory in today's ever increasing technical classroom is quite engaging. It has also forced educators to look at what is being done in digital education and rethink, debate, and philosophize over how each part fits.

In this article, Duke, Harper, and Johnston discuss whether connectivism is a learning theory or an instructional theory. They begin by discussing the differences between learning theories and instructional theories. A learning theory should explain how learning occurs, while an instructional theory should explain how best to achieve the learning goals. The authors summarize connectivism as "social learning that is networked" (2013, p. 6). What a person knows is not as important as the connections the person makes that will allow further know,edge and growth. Everyone feeds into the systems of knowledge and receives greater knowledge as a result. This knowledge can be held by people, societies, or machines. Basically, everyone learns through personal learning networks. These learning networks allow people to learn through collaboration rather than by having to experience everything for themselves. Being able to tap into a large amount of knowledge allows people to understand patterns they might now otherwise see. While there are several arguments against connectivism as a learning theory, the authors argue that connectivism can be useful as an "instructional guide or theory" (2013, p. 9) to develop behaviorism, cognitivism, or constructivism for "application to a globalized and networked world." The authors conclude that connectivism is useful in the learning process or curriculum planning, but that it is not a "standalone learning theory" (2013, p. 10).

This talks about how connectivism takes elements from behaviorism, cognitivism, and constructivism. It discusses connectivism as a learning theory and how the use of technology ties into it.

This article puts a focus on the debate if connectivism is "a learning theory or instructional theory or merely a pedagogical view." Instructional theory has major elements that are discussed in this article and connectivism is analyzed to see if it in fact, is a learning theory. The author recognizes that the debate will last a long time but the fact that connectivism is valuable in the educational setting will prevail. Technology is a major factor of its success. This article convinced me of the importance of allowing my students more access to technology for educational success.

The author of this article defines learning theories vs instructional theories, connectivism, connectivism as a learning theory, and connectivism and the use of technology. Connectivism was created as a learning theory for the digital age. Siemens and Downes came up with this theory because social learning can happen through networks. In today's world technology and advancements are changing rapidly, which in turn is providing new information quickly. Educators have had to embrace this new option of networks for knowledge use in the classroom. Connectivism can be used as a tool in the learning process for instruction or curriculum.

We are at a crucial point in history. By being educators, we must constantly be discussing and managing our definition of an educator's job. We must constantly be working through our philosophy base as new tools and ideas come to life.

This paper outlines connectivism and analyzes whether it should be considered a learning theory, instructional theory, or pedagogical view. I found this article interesting as it has a good discussion the differences between learning theories and instructional theories. The paper is critical of Connectivism as a learning theory, which I think is important as you consider how to use its principles in the classroom.

This article discusses a theory developed for the digital age by Siemens and Downes called connectivism. The theory has issued a debate over whether it is a learning theory, instructional theory, or a pedagogical view. In this article, the authors discuss learning in the digital age and how the theory of connectivism fits within the world today. There is a focus on connectivism being social learning that is networked.

This article discusses whether Connectivism is a learning theory or an instructional theory or a pedagogical view. A learning theory is not whether something is true or not but if it is useful for explaining behavior. An instructional theory must list procedures to enable learning by focusing on the overall structure of the learning material and how to achieve the most successful learning experience. Connectivism is social learning that is networked. It could be a learning theory as it states how a student learns through a network. Connectivism can be categorized as a tool to be used in the learning process and not a standalone learning theory.

I like this article because it gives teachers a clear definition of what a PLN and how to connect to one. I am new to using social networking professionally so I am interested in learning ways to connect to PLN that would benefit my classroom.

Thomas Whitby is an educator that I have followed on Twitter and consider a valuble member of my PLN. So it is fitting that I would include an article written by Mr. Whitby explaining the purpose of a PLN. Mr. Whitby explains that PLNs use social media and technology to collect, communicate, collaborate and create with like-minded individuals. Unlike traditional professional development sessions, PLNs can take place any time and anywhere through the use of the WWW. Each PLN is uniques and serves its own purpose and each member is a potential source of information. Mr. Whitby concludes his article with information on how to build a PLN and links to PLN resources.

This article gives the definition of a PLN and answers the question of why they are important. It also talks about potential barriers, this is important! It also has links to other resources for PLNs.

This blog post thoroughly defines PLNs, even addressing the debate over its acronym. Is it professional or personal learning networks? This post settles on a happy medium: personalized learning network. This entry goes beyond the definitions as it addresses both the barriers to PLNs and what can be gained from them. It also offers suggestions on how to build a PLN and helpful links.

I love the video! This is the first video I've come across that gives a short, sweet introduction to exactly what a PLN consists of. It mentions both the online global community and the people who you interact with. I love how it mentions that you get to choose who is in your PLN. That isn't something that has been mentioned in my research.

This discusses what a PLN is and the benefits to having one. It talks about the flexibility a PLN allows you that a more traditional setting would not. A PLN allows you to personalize things and choose your level of involvement.

This was a great article that succinctly describes what a PLN is. The page includes a brief video in which Marc-André Lalande illustrates, in a very practical manner, how educators can use PLN's to connect with other professional educators to share ideas. He also shares a few of his favorite PLN's, including Twitter.

Marc-Andre Lalande breaks down the definition and key aspects of PLNs. He first expresses the importance of choice in a personal learning network, as it is a "personal" decision who to connect with, when to connect with them, and why you connect to begin with. Next, he discusses the idea of a "network" and how the Internet provides connectivity to people of all backgrounds to engage in conversation on topics of similar interest. Finally, he explains the crucial "learning" aspect of a PLN, asserting that learning happens through observing (or "lurking") as well as contributing to a discussion.

Great article Michelle! I like how it breaks down and explains "personal" and "professional" learning networks! Great insight!

Good resource. Simple, to the point. The video is a good resource to share too. If you have colleagues who don't know about PLNs, this is a good place to start.

This work goes into detail on how the individual learner impacts the creation and function of their PLN. It identifies 9 specific factors that influence how we "build, maintain, and activate" our learning networks. It fits these factors into a "Personal learning network model"

PLN: This article delves into how networking is essential to personal growth and learning; especially personal learning networks. Learning by interacting with peers lets us make the connections that either in learning or work environment is important.

A clear explanation of personal learning networks, and in particular the different ways they form and the different ways individuals interact with their PLNs. Helpful diagrams for understanding the PLN model are included.

This article focuses on personal professional networking. This is essentially a PLN in the workplace. Three primary tasks build a foundation for future activities within the PLN, 1) building connections, 2) maintaining connections, 3) activating connections. There are nine factors that influence a personal professional network. See include: communality (or commonality) reputation, and real potential for collaboration or learning. Learning within a PLN must be cultivated and involve reflection. Participants must recognize the value of other contributors to their own learning in order for the network to be truly effective, because this will allow person to know who to contact in the future for a similar issue. Networking to create a PLN depends on the person be g able to make connections between their own skills and their contacts' potential contributions. In creating an PLN, the learner "orchestrates" the environment, "browsing, selecting, and choosing" relevant resources.

This is great, Courtney. I hadn't seen these 6 pieces before or had noticed them in previous research. It explains the theory nicely at the end of the first sections by saying that "knowledge does not exist in the heads of learners or instructors but through the variety of connections established amongst students, instructors and technologies." I think that this concept deserves more thought and analysis. Are moving away from knowledge contained within our minds in favor of connectedness and what effect will this have on our collective consciousness concerning history and an awareness of the past.

Courtney, the more I look at Connectivism, the more I think it is learning of the 21st Century. Everyday in class I notice the connections students make - whether it is the Internet, collaboration from other teachers or parents or social media. There is so much knowledge out there to find. Now it is up to us teachers to help the kids find it. I feel less intimidated by not knowing everything. Let the universe help in our knowledge.

What a great resource! Thanks for sharing @courtneylarue11. As you mentioned the "6 skills for connectivist pedagogs" is extremely valuable. I like reading all the reasons why this is needed NOW, because I whole heartedly agree but I can't wait until we get to the HOW this can happen in ALL classrooms.

This is Stephen Downes blog post explaining connectivisim. He asserts that knowledge is actually those connections created by actions and experience; the connections are not intentional. He discusses connectivism as the activities of connection rather than transferring, making, or building knowledge.

A PLN is a system of interpersonal connections that support informal learning experiences. With the prevelance of social media, edcuators have a variety of tools to connect with other educators around the globe. Adults are not the only ones who can benefit from PLNs; students can develop their own PLNs to learn more about a topic or concept of interest to develop their learning.