Group items tagged

In this article Attwell begins to discuss the importance of continuing education within the professional field. Attwell highlights that as the learning environment is changing so too must the educational world in how people acquire knowledge. As we are all well aware that gaining an education online is very adaptable, so too must schools recognize the value in allowing educators to gain knowledge through PLN's. Attwell identifies that as PLN's continue to grow so to will the informal and formal acquisition of knowledge.

Great article Kristin! I really like how the article states that it's lifelong learning when it comes to PLEs and not just temporary if done correctly!

This paper explores the Personal Learning Environment and considers why PLEs might be useful to learning in the future. The author looks at the changing face of education and the ways the net generation is using technology for learning. The idea of a Personal Learning Environment understands that learning is ongoing and wants to provide tools to support that learning and help the learner organize his own learning. The article also looks at changing technology, and the development of social software, and it's impacts on education today.

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.

Asserts that technology is rewiring our brains, as the tools people use define and shape their thinking. And that the continuously shifting nature of connections makes learning not completely under the control of the participant. Though the starting point of connectivism is the individual, their knowledge is influenced by and influences a network.

This article gives an overview and background of traditional learning theory and their limitations. Then it provides an alternative theory for a digital age, Connectivism. This article gives a brief overview of Connectivism and its principles.

This is the original paper written by George Siemens introducing the idea of connectivisim. The main problem Siemens identifies with previous learning theories is that they do not account for learning stored outside the person. With technology developments, we no longer need to remember details. We can use our brain space to connect details and expand our knowledge.

This article helped to explain why PLNs and Connectivist theory go hand in hand. It explained that theory and knowledge are linked in a PLN because they are accessible in the context they are applied. The nature of the learning in a PLN is all about applying knowledge and coming up with new ideas about its relevance to concepts. PLNs are all about creating as well as sharing as well as autonomy for its users. Connectivism is about working cooperatively, meaning independently but in a shared environment. This article really helped me to bridge a connection between the Connectivist theory and PLNs.

This article discusses the foundational theory of how PLNs and PLEs influence learning. It discusses the new definition of what the PLE is for each student and how it is evolving with the web tools available to the student.

I like the fact that the authors discuss that educators need to embrace emerging technologies. In addition, they point out that social networking turns the consumer into the producer-what an interesting concept; I think I will use this as I argue for a bit more technological freedom in my classroom.

This article proposes that connectivism should not be considered a learning theory, and that it only is given so much attention because of the role it plays in the emerging area of MOOCs. The author looks at theories available to educators that can be valuable in modern education.

The article discusses connectivism and its use in MOOCs and the detractors of the learning theory. There are two definitions of connectivism - one as the learning theory and one that critics of the concept would prefer. The article also includes several scenarios that explain ways that instructors can use connectivism in their classrooms, if they have access to the different required resources.

This was an interesting article to read and to contemplate their arguments on whether connectivism is a theory or not.

In this scholarly article, Bessenyei discusses the current desire in education to decrease the alienation of traditional schools. He looks at connectivism and network theories as a way to decentralize learning into self-organizing networks. These networks allow information sharing to become more significant as students information sources are varied to include experts as well as other students from multiple institutions.

In this article the author discusses the importance of connectivism that is dependent upon learning in a web 2.0 platform. As the influence of the web has spread so to has the importance the ability to share and distribute information to people all over the world. The premise of this article is that as costs continue to soar in education the connectivism platform offers an alternative way to disseminate learning. The web is now no longer a medium for learning, it is the platform and center for personal learning. One final point that is made is the importance in educating students how to use the available online resources to construct learning for future use because as online resources and CoP's continue to be the primary sources for information it is important to understand how to use and identify these resources for continued learning.

Bessenyei takes an interesting look at the history of elearning as it relates to student learning requirements, societal norms and Connectivism today. The authors perspective on Web 1.0 to Web 2.0 and the policital development of elearning provides the reader with a new lens to look at the variety of social media that is used today.

This journal article positions Connectivism as a natural successor to the progress of learning theory from Behaviorism to Constructivism. It also discusses the controversy this theory has faced when being described as a full-fledged learning theory.

Connectivism is presented and discussed as a learning theory and phenomenon in an e-learning environment. George Siemen's eight principles of connectivism are outlined to support the theory definition. The author identifies inconsistencies with defining connectivism as a theory and proposes five scenarios to further explore learning theories applicable to digital learning.

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.

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.

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

This paper discusses how Personal Learning Environments (PLEs) integrate formal and informal learning and help students self-regulate learning in "higher education contexts" through social media. Connectivism has given rise to the idea that "the community is the curriculum", so institutions should foster the creation of communities among their students to allow them a more personalized education. PLEs are the tools, services and communities that learners choose to use as they pursue knowledge. PLEs are an attempt to deliberately unify formal and informal learning, especially in e-learning situations. PLEs specifically address social media use and the creation of a cultivated online identity to enhance learning in the learner's chosen arena. In order to fully leverage PLEs via social media, students must use personal knowledge management (PKM) skills. S involves "creating, organizing and sharing digital content and information" and balancing contexts, among other skills. Students cano sumo mine their PLEs, but this requires knowledge management and self-regulation.

I like how this article views PLNs from the angle as if the user already has a social networking account. Most of the article I've come across have a list of steps that a person has to follow and sites that they need to sign up for, but this article assumes the reader has these log ins (because they probably do). It shows how to take what you are probably already using and turn it into a PLE to foster and grow knowledge.

In this video, George Siemens lectures on connectivism and its importance in education. Current education structures do not provide meaningful learning. Connectivism is a way of learning that is interactive, participatory, and under an individual's control. The social learning is a method of "connectedness" that provides deeper connections with learning strengths.

"The formal learning process is irrelevant." One example he gives of this is that we don't know our students well enough to personalize the process to them. He says we force content on them without taking them into consideration. I disagree. Students tell you what they want to learn by declaring a major or signing up for a class. I agree that the system could be better, but he goes a bit too far.

What a great speaker! Siemens' speech is so thought provoking. It is important to know our children before we teach them.

This post is the first chapter from a book titled Collective Intelligence and E-learning 2.0. The first chapter is titled Learning Networks and Connective Knowledge. This chapter outlines the thinking behind personal learning environments. Learning comes with the network of connections and experiences gained from a knowing community. The new learners in the net generation interact and think in new ways.

Contains a broad review of the theory of connectivism and discussion of the LaaN view of knowledge ecology. Compares knowledge ecology to CoP, knot, intentional networks and coalitions...to name a few that I had not heard of before. Also some interesting comparisons of learning theories.

This slide share touches on what social learning is.  It suggests that people learn a great deal of information on their own and in their own manners--sometimes just by talking to others.  It focuses on the need for a tool or web software that promotes social and informal learning but still takes into account data privacy and security.   

This article draws a link between personal learning networks and connectivism. The author states that "PWTs allow learners to expand their capacity for knowledge by connecting to external resources", which is one of the principles of connectivism. A variety of personal learning networks are also described.

This tool helps me find some other social learning tools and helps define what a PLN is. It's a concept that I've always worked with and used, but never had a definite term for.

I like the idea of how a PLN's component parts can include (what the authors call) personal web technologies (PWTs). The authors feel that PWTs are especially unique because they create "a continuous, dynamic learning environment for individuals as they move from one role to the next." It is this special property of PWTs that gives individuals the power to "manage their own learning resources." The authors also briefly draw an interesting connection between PWTs and connectivism, but it isn't explored in depth. They do offer an in depth discussion of PWTs shortcomings and potential disadvantages. I especially like their warning that "learners who use PWTs must learn to question sources, verify information, compare and contrast various perspectives and become more independent."

This article discusses how e-learning is evolving and learning is now relying on our personal networks Perrsonal learning networks have changed from just family, friends, and those in our section of our class to include many more people with the e-tools and social networks.

A community of practice can be seen through e-learning as groups of people come together to share a common interest, interact with one another and learn.

This article focuses on creating a link between the wide variety of social networking tools available and the principles of connectivism. Pettenati and Cigognini go so far as to define connectivism as "...social networking applied to learning and knowledge". To support this idea, the authors explore the role of the learner at present, how e-learning, personal learning environments, and Web 2.0 have emerged, and the stages of a connectivist learning experience. The article concludes with the sharing of a scenario in which all of the previously described stages are evident.

Downed begins this chapter by discussing the history of learning theory. He concludes that no previous theory can accurately explain how we learn. He then compares the brain to a social media network to introduce his explanation of networked learning. An ecosystem approach to learning would be beneficial. Resources do not need to be centralized and learners should be contributors.

In this article, the authors attempt to explain personal learning environments through many learning theories. One mentioned is socio-cultural, "where knowledge is seen to be situated in its context, avoiding a curriculum dominated by the teacher as expert". I think this really explains personal learnin networkds very well. Along with socio-cultural, the article proposes a new learning model based on these personal learning networks.