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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 .

Stephen Downes's paper on knowledge contains insights about many topics, including the types of knowledge, emergence (the idea that some knowledge comes through connections between events, actors, or things), and knowledge distribution. Downes flagrantly displays his cognitive bias in his offhand dismissal of political conspiracies when discussing physicality, but makes many interesting and thought provoking points.

This article makes a connection between social networks and the theory of connectivism and how this theory can help education through social networks.

The article addresses one of the concerns I have regarding connectivism and social networking: the credibility and accuracy of information. Even in my PLN of educated people, misinformation can spread like wildfire. Unfortunately, if one of the respected members of a social network passes on information without checking the veracity of the information, misinformation can be given an air of legitimacy. In my networks, if the information is incorrect or outdated, I include a link to clear up the misinformation. However, you cannot "unring a bell", and the misinformation takes on a life of its own as "truth"

This article discusses the learning networks that have been created with the rise of so many social networking websites and how that relates to connectivism in terms of how people of this generation learn. The author asserts that today's learners are different from learners of the past because they require a social aspect to successfully acquire knowledge. This supports the proposed learning theory of connectivism, which they cite as meaning that "knowledge and cognition are distributed across networks of people and technology, and learning is the process of connecting, growing, and navigating those networks" (Siemens and Tittenberger (2009). The article identifies the need for a new perspective of integrating social networking websites using connectivism as an instructional strategy.

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

easily create and distribute a professional-looking multimedia newsletter

This is an occasional paper from the MacArthur foundation with Henry Jenkins as the lead author. It looks at the necessary skills to be a contributing member of the participatory culture. These necessary skills include distributed cognition, collective intelligence, transmedia navigation and networking.

Koper and Rusman begin to identify how learning networks can transition into life long learning networks in the future. The authors begin to argue that the generalized dissemination of information is not created in a manner that allows for knowledge or deep connections to be made because information is illogically distributed in a way that does not promote or use identified learning methods. Although information is now highly accessible, the information is not delivered to people in a manner that will develop learning in people. Thus, the authors highlight the need for specific methods of distribution that are built upon learning methods. As we have seen in higher education, online learning is provided in a manner that is in line with identified learning methods, however beyond that the manner in which information is given varies. This is especially true for people on their own not in an educational setting. The following are some of the key ideas needed for learning networks to engage in lifelong learning in the future: open access resources, improved effectiveness, customability, improved efficiency, and improved organization using proven educational methods. Utilizing these key ideas will allow for learning networks to be viable outlets for learning in the future.

An interesting critical analysis of Connectivism. Jon Dron compares Connectivism to Connectionism, Distributed cognition, and Collective intelligence. The comments are worth reading as well.

SUMMARY: This page found on the Education 2020 Wiki details Connectivism theory and provides resources that help clarify the unique components of this theory compared to others. I found myself exploring the site more deeply and I appreciated the vast amounts of resources and clarifications available on this wiki. Feel free to get lost in it too!

This is a neat little article on connectivism. The best part is that it has a video contained within it by George Siemens that really helps you understand what this idea is getting at.

Connectivism is learning for the digital age. This article does a great job at explaining the principles of connectivism."Learning is a process that occurs within nebulous environments of shifting core elements - not entirely under the control of the individual."

An article detailing the history and development of Connectivism as a learning theory.  Goes on to question whether or not it should be considered a learning theory in it's own right.

This article delves into connectivism and whether it can be considered a learning theory. It discusses the ability of a network to be able to not only seek out current information but also to filter out extraneous information. It narrows the definition to connections formed through actions and experience. The authors envision a paradigm shift where the student will have the power to drive their own learning without the need of a tutor.

This is an interesting article, arguing that connectivism isn't fully a learning theory, but rather a shift away from the tutor/teacher role to more autonomous learners.

A blockchain expert is a professional who works closely with companies to develop immutable, distributed ledger applications. This certification is self-paced, the comprehensive curriculum of which has been designed by industry experts

The technological domain has undergone a tremendous transformation with revolutionary advancements like blockchain increasing in popularity each day. Blockchain is an open, distributed, and decentralized ledger where data is stored in the form of blocks.

Seamon states in this article that there is evidence that social communication (PLN) can strengthen human relationships, particularly for introverts. It may help foster family and business as well. It encompasses learning from feedback, insights, new contacts, and is based in reciprocity and trust. It is needed to increase the chance of higher levels of learning maturity.

The author addresses concerns about the feelings of isolation that can stem from the use of technology (in the sense that it is utilized to the exclusion of in-person connections) but makes sure to point out the benefits of technology as evidenced by Personal Learning Networks.

A George Siemens article discussing the need for educators to embrace the Connectivist approach.

All of George Siemens articles have been so good. He really captures the essence of connectivism and why it is important in this day and age. There is so much information available on the internet nowadays and it is always changing. Creating a PLN helps filter all of it and lets us adapt it well into our teaching and learning.

This paper considers the case of one mid-sized international company and how it built a community of practice. It looks at different strategies and their effects on communities of practice and on global distribution of knowledge and then suggest areas to look at for further study. One such area for further research is to look into seeing how to link multiple communities of practice so that sharing can be more global.

This book discusses emerging technologies in distance learning. One of the keys points covered in this book is the roll of social networking in distributing knowledge. This covers Moodle, wikis, and web 2.0 tools such as Facebook and twitter. This book is mainly theoretical in nature.

This book would be a great resource for many classrooms. I enjoyed looking at some of the parts to find out more. It is good to have many ideas to use in the classroom in case some of the ideas crash. This has so many to use which gives us many options.

Connections and communication are key with emerging technology, including social media and other teaching tools.

DS106 is a class built around social media. Students learn how to create and distribute their contents using social media. The coursework is by definition open and public. Students find that when they engage with the world at large, their work becomes more meaningful to them.