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Website #6- Communities of Practice - 6 views

janetclarey.com/...ing-vs-communities-of-practice education Edtech543 resources learning technology web2.0
shared by Kelly Kenney on 11 Sep 12 - No Cached
  • Jaime Bennett on 11 Sep 12
     
    This blog describes some differences between social learning and communities of practice. While it is written by an instructional designer in the corporate sector, many of the details and examples are still applicable to education.
  • ...5 more comments...
  • ShellyWalters on 11 Sep 12
     
    The author's viewpoint on the learner interaction with content was interesting. Social learning is me and COPs are us.
  • Ilene Reed on 20 Jun 13
     
    This article makes the reader think. Janet Clarey poses the question "are social learning and communities of practice the same thing?" Her idea is that they are not. She makes the distinction between them as social learning is taking in all information from social settings. It cannot be tracked as far as acquisition of knowledge. Communities of practice focus on sharing and collaboration of information and can be tracked.
  • Molly Large on 21 Jun 13
     
    It's an interesting article. I think social learning might be part of a community of practice - I certainly use it that way. I use my professional network to learn and question and explore, much like Clarey describes. But it's within my community of practice, because I also share, invite, and collaborate as part of the process. I believe there is little dialogue in life that can be classified as cleanly as Clarey defines these terms - I think we fluidly move from one position to another.
  • Cate Tolnai on 21 Jun 13
     
    This article compares and contrasts "social learning" and "CoPs." The major difference in my eyes has to do with the formality of the latter. CoPs aim to track the conversations and bring like-minded people with similar goals together to grow alongside each other. I appreciate this article as it gave me a clearer vision of CoPs.
  • vanessa botts on 22 Jun 13
     
    This post's author discusses the differences between Social Learning (where learning is generally unorganized and done by observing, talking, questioning and learning is often not formal or unintenational) and Communities of Practice where learning is more intentional and happens between communities of individuals with common interests.
  • Forrest Doud on 07 Sep 13
     
    This post aims to distinguish between social learning and communities of practice. It offers an interesting take on the two sides. What I really got most out of it was actually from the first comment from another reader who offers an amazing example of a community of practice. The author of the comment uses Professional Chefs as an example of a community of practice which was one of the best real world and simple to understand explanations I have seen. "My favorite example of a community of practice is professional chefs. They are a community in every sense of the word even though no one maintains a membership list. Chefs identify with one another. They spend time together. They share their knowledge and swap secrets with one another. They enrich the practice of the profession. They nurture people entering the professional and guide their professional development. They set and maintain standards. You can even spot them by the clothes they wear. What brings them together is the "practice." That's terrible term, for it's subject to misinterpretation. We're talking practice as in legal practice or medical practice, not as in piano practice or football practice." Their goal is not making profits; it's furthering the practice.
  • Kelly Kenney on 01 Sep 15
     
    CoPs are becoming much more popular with the use of technology. Etienne Wenger and Jean Lave are two of the most respected names when it comes to communities of practice. CoPs are groups that are focused on collaboration of common interests while having a purpose and motivation.
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ALA | Strategies and Tips for Dealing with Challenges to Library Materials (Coping With... - 0 views

www.ala.org/...index.cfm ala
shared by anonymous on 13 Oct 10 - Cached
  • School librarians play a key role in making sure that students have the broad range of resources and ideas they need to develop critical thinking skills. Challenges to materials provide a “teachable moment” that can help you build understanding and support for the principles of intellectual freedom, including First Amendment rights, student rights of access and professional ethics.
    • anonymous
      anonymous on 13 Oct 10
       
      Turn a challenge into a teachable moment
  • Applying the principles of intellectual freedom Connect academic freedom with intellectual freedom. Academic freedom guarantees the teacher’s right to teach and to select classroom and library resources for instruction. Make sure everyone involved understands the right of people in a democratic society to express their concerns and that all people have the right to due process in the handling of their complaints. Explain the obligation of the school district to provide intellectual and physical access to resources that provide for a wide range of abilities and differing points of view. Define intellectual and physical access when appropriate. Intellectual access includes the right to read, receive and express ideas and the right to acquire skills to seek out, explore and examine ideas. Physical access includes being able to locate and retrieve information unimpeded by fees, age limits, separate collections or other restrictions. Emphasize the need to place the principles of intellectual and academic freedom above personal opinion, and reason above prejudice, when selecting resources. Connect intellectual freedom and access. The freedom to express your beliefs or ideas becomes meaningless when others are not allowed to receive or have access to those beliefs or ideas. Stress the need for teachers and librarians to be free to present students with alternatives and choices if students are to learn and use critical thinking and decision-making skills.
    • anonymous
      anonymous on 13 Oct 10
       
      intellectual freedom
  • Protecting students and staff with a materials selection policy Update your materials selection policy. Include a formal reconsideration process for textbooks, gift materials, electronic and other resources used in classrooms, laboratories and libraries. Seek board of education approval. Be sure to include the educational goals of the school district and to relate the selection policy to these goals. Emphasize the positive role of the selection policy in clarifying the use of educational resources and in ensuring stability and continuity regardless of staff change. To ensure uniformity and fairness in dealing with complaints, delegate the responsibility for dealing with complaints and requests for reconsideration to the principal in each school. Inform all your school staff (including nurses, secretaries, cafeteria workers and custodians) about the materials selection policy and reconsideration process. Review the policy with staff at the beginning of each school year. Distribute a copy of the policy with a simple statement that explains its importance in protecting students, teachers and librarians against censorship.
    • anonymous
      anonymous on 13 Oct 10
       
      Every school library needs a material selection policy. If your library doesn't, make it a priority.
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International Society for Technology in Education | Home - 1 views

www.iste.org edtech iste society curriculum elearning resources digital all_teachers web2.0
shared by Patricia Smeyers on 31 Jan 10 - No Cached
  • Patricia Smeyers on 31 Jan 10
     
    The new development for educational technology.  I became a member here since their goal is to improve learning and teaching by advancing the effective use of technology in PK-12 and higher education.
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Connectivism and Connective Knowledge - YouTube - 2 views

www.youtube.com/watch connectivism knowledge EDTECH543 education resources
shared by melpalmer4 on 10 Sep 12 - Cached
  • Fabio Cominotti on 10 Sep 12
     
    This is a video discussion as part of a online course on connectivism.  Taken by itself, it is a little obscure, but taken in the context of EDTECH543 and in an attempt to understand connectivism, it was immensely helpful to me.  The video centers around the nine dots puzzle and the how the solution to it is a perfect example of connectivism.
  • ...2 more comments...
  • Jon Freer on 11 Sep 12
     
    Fabio. Neat little video. Here is the part I find really interesting. In the comment area below the video, Alec Couros writes "Those that are connected...can pragmatically extend their neural networks beyond the confines of their own cognitive space." In essence they share brain-power with their network. It becomes so much more than "help me solve this" (which is how I use my small PLN). Taken in the context of this Stephen Johnson video shared here in Diigo as well ( http://www.youtube.com/watch?v=NugRZGDbPFU ), it seems that the many pieces of a great unseen puzzle can come together through such connections. Would the PLN all be striving for the same end goal or simply working on similar goals and have the group epiphany? Funny how a short "cute" video and a comment from 4 years ago can get a guy thinking about such interesting, if not esoteric, ideas.
  • James Russell on 11 Sep 12
     
    This is a really cool video. Fabio, you are correct, watching this video helps make this topic much more clear. The comment shared here by Jon is quite profound. It make the saying that "two heads are better than one" seem very true, except now you can have thousands of heads working together. Very neat.
  • David Mato on 06 Sep 15
     
    Thanks for sharing this video. It made me understand that even if we think that at the beginning we are not going to need to get connected to a certain "point", you never know if in the future you are going to need information/knowledge from that source.
  • melpalmer4 on 04 Jun 18
     
    I really like this 'outside the lines' way of looking at connectivism. There is so much information out there that we really might not need at a certain point in time but it is still there and can be accessed. It's interesting to think that we might be that point for others, we are still there but they don't need what we have right now.
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CC0212Policy.pdf - 10 views

www.ncte.org/...CC0212Policy.pdf #EdTechSN EDTECH543 CoP
shared by carissakane on 04 Sep 14 - No Cached
  • alexisseidl on 04 Sep 14
     
    This article describes the features in communities of practice and provides a real life example of how it is used and what it looks like in an educational setting. The article also shows how communities of practice can be extended through the use of new technologies.
  • ...6 more comments...
  • lisanebe on 04 Sep 14
     
    In the opening section it describes the community of practice as being different from the typical teacher development model because it reaches "beyond individuals and toward alignment". This confused me at first, because it seemed to oppose the other information about communities of practice. I had seen a community of practice as a way for individuals to find what they need. However, as I read on, I realized that it was referring to the fact that teachers are now linked to one another and can work together to find coherence and best practices.
  • Alissa Blackburn on 05 Sep 14
     
    As an English teacher I can see the value of the example in this brief. The English department gets together and reflects on similar commenting styles for students to revise papers. They study which commenting helped the best after students turned in their revised copies. My English department just had to do this type of collaboration, but we were analyzing introduction paragraphs written by students and how we could improve teaching this. Unfortunately it was one of those times that were "mandated from the top down" as the brief mentions. Our collaboration was not voluntary and our department is not cohesive. I liked this idea of creating a community of practice with my department, but I am not sure how to get everyone on board Think of the power a CoP would make if it were campus wide, cross-curricular.
  • bluejayteacher on 08 Sep 14
     
    A research brief produced by the National Council of Teachers of English, this publication focuses on three aspects of a successful community of practice: mutual engagement, joint enterprise, and shared repertoire. Although the phrasing is different, the central concepts are similar to other reports on this topic. It does, however, also break down the needs of institutional support as a necessary condition for these communities to thrive.
  • cbjohnsrud on 04 Jul 15
     
    The national Council of Teachers of English reviewed Communities of Practice as they worked to develop better feedback for student writing. Successful Communities of Practice have been shown to be beneficial provided that specific characteristics are in place, including a common goal. Both face to face CoPs and online CoPs need these specific elements. What sets communities of practice apart from other professional development models is their reach beyond individuals and toward alignment
  • teachingjake503 on 01 Sep 17
     
    I found this article or brief by the NCTE (National Council of Teachers of English) helpful in that it gave context to how teaching organizations view of the communities practice theory. The article paints a picture of how schools try to use the theory as a framework for collaboration. I appreciated how it presented the goals of COPs in schools with some possible pitfalls. The main takeaway being that COPs are less successful when they are implemented "from the top down". It still drives home the reality however that COPs do need an organizational structure and good leadership, but that connections and shared vision are still the cornerstones of COP's. The article was published in 2011 and appears to be preparing it's readers for the wave of new media. It references blogs as emerging COPs and drives home point that online communities, while not face-to-face, still need strong leadership and organizational structure to be successful. It ends by providing questions to consider when trying to form COPs.
  • hamitup on 04 Sep 17
     
    Re: The main takeaway is that COPs are less successful when they are implemented "from the top down". I agree with this statement, The most successful CoP that I have been involved in were initiated within the district, but the administration was not overseeing the work being done. This freedom allowed for a more relaxed and teacher supported group. The department was kept in close communication, however, as some time to open our community funds were necessary and therefore it was important to have an advocate.
  • kyledillon on 04 Sep 17
     
    This article really captivated me, especially how it started with the vignette about the English teachers collaborating over how to mark their students' papers. I am an English faculty at a university and I have sat through collaborations on such things. I appreciated how such a simple paragraph on this collaboration could embody the three tenets of communities of practice.
  • carissakane on 12 Jun 18
     
    The National Council of Teachers of English wrote this briefing with the intent of helping not just English teachers but any educator understand the alignment, implementation, and instructional support of a CoP. The comprehensive but short article is an easy read to get a basic outline of communities of practice.
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Why Use Technology in Literacy Instruction? - 0 views

iowareadingresearch.org/ogy-integration-planning-cycle
shared by itxasocayero on 02 Apr 17 - No Cached
  • itxasocayero on 02 Apr 17
     
    Teachers should make sure that they understand the goals for including technology in literacy instruction. Second, they need to know how to design instruction to support students in achieving those instructional goals. This blog will address both of these issues.
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http://valenciacollege.edu/faculty/development/tla/documents/CommunityofPractice.pdf - 4 views

valenciacollege.edu/...CommunityofPractice.pdf edtech543 CoP resources
shared by sfledderjohann on 21 Jun 14 - No Cached
  • Jennie Finafrock on 21 Jun 14
     
    "The basic argument made by Jean Lave and Etienne Wenger is that communities of practice are everywhere and that we are generally involved in a number of them - whether that is at work, school, home, or in our civic and leisure interests. In some groups we are core members, in others we are more at the margins." In these communities we share information and resources that further our education.
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  • Cody Peacock on 22 Jun 14
     
    This article is an outstanding review by Mark K. Smith of Jean Lave and Etienne Wenger's theories of social learning through communities of practice. It gives a great overview of the theoretical foundations as well as additional explanations of those theories.
  • amandahensley on 07 Jun 16
     
    This article outlines the theory and practice of communities of practice, and discusses the idea that learning is social and comes from of our experience of participating in daily life. The authors identify a variety of types of CoPs that all humans are engaged in, even if they are not formally identified as such. A CoP is defined along three dimensions: what it is about, how it functions, and what capabilities/resources it has produced. Also emphasized are the importance of the relationships formed between the people within the CoPs - hence, the community in CoP. Stemming from that, they extend the idea of CoPs to apply to the classroom culture and environment and discuss the need for educators to cultivate a similar idea to best facilitate learning among their students.
  • meganapgar on 08 Jun 16
     
    The point that I learned from this article is that communities of practice go beyond the acquisition of knowledge and skill. They build relationships where people within the community work together to share their skills, knowledge, and interests they have learned in order to complete new or more complex tasks. We learn best through active participation.
  • brianbetteridge on 08 Jun 16
     
    Articles like this one make it clear that we are actively involved in communities of practice every day, without even realizing it. This is largely due to the internet; now, if one needs to reach out to another person for advice on baking, for example, one can use online forums or message boards to connect to others in their community of practice. This was not possible before the internet, or at the very least it was difficult to accomplish so easily. I'm interested to learn a little more about what COPs might have looked like before the internet.
  • Kjersti Withers on 11 Jun 16
     
    Learning is social and takes place by participating in daily life. Learning takes place situationally in communities of practice. These communities of practice exist all around us: home, work, school, etc. As we pursue our goals within our groups, learning occurs. Members off s community of practice (CoP) are united by common activities and by what they learn through participating in those activities. A community of practice is defined by three factors, "what it is about," "how it functions," and "what capability it has produced." For a community of practice to be effective, it needs to "generate and appropriate a shared repertoire of ideas, commitments and memories." There also need to be resources like documents, tools, procedures, and a shared vocabulary. The the developers of this theory, Jean Lave and Etienne Wenger, focused on the kinds of "social engagement" that caused learning to take place. People join groups and initially learn from the periphery. Eventually, they become more proficient through their participation as they move toward the center of the group. The situation in which the learning occurs has a significant effect on the learning.
  • scottcastro on 12 Jun 16
     
    After reading through this article, I kept coming back to this quote: "Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships - situations of co-participation." These are ideas I try to integrate into my classroom on a day-to-day basis because healthy social relationships can enhance learning experiences due to students becoming vested in goals. Students are more willing to put their feet outside of the box, without fear of sharing and participating in these learning environments---and they become active inside members of these groups, rather than outside onlookers.
  • kcastello on 06 Jun 17
     
    This article begins by explaining communities of practice. The article cites Wenger who states that a community of practice defines itself among three different dimensions which are what it is about, how it functions, and what capability it has produced. It explains that there are a vast number of different types of communities of practice and that in our daily lives we are a part of a number of them whether a central member or more on the outskirts. Being an educator myself, I really appreciated the final section of the article which explains implications for educators. It explains that learning occurs through interactions with people, we as educators work so that students may become members of communities of practice, and the importance of thinking through the connection between knowledge and practice.
  • sfledderjohann on 12 Jun 17
     
    This article is a great starting piece for understanding the theory and basic practices of communities of practice. You get background information on the work of Jean Lave and Etienne Wenger. In addition to this background information on communities of practice the article also discusses some of the issues and implications for educators,.
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The Influence and Outcomes of a STEM Education Research Faculty Community of Practice - 1 views

web.a.ebscohost.com.libproxy.boisestate.edu/...pdfviewer edtech543 collaboration learning
shared by Ryann Waldman on 12 Jun 17 - No Cached
  • Ryann Waldman on 12 Jun 17
     
    STEM faculty members who are working in educational research are participating in communities of practice. The communities of practice were used to increase capacity, engagement, and collaboration amongst the members. Communities of practice can be differentiated depending on the needs to the members participating in the learning community. A vital part in communities of practice is that it's members need to share a common goal or vision and work collaboratively to contribute to the learning community.
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Learning Communities - 3 views

learningforward.org/...learning-communities edtech543 PLN learning
shared by Ryann Waldman on 12 Jun 17 - No Cached
  • Ryann Waldman on 12 Jun 17
     
    Learning communities help to share the responsibilities of student success within a school system. Since PLNs require a shared goal, when used in a school it helps align the vision for students, teachers, and administrators. PLNs are a continuous cycle of research, planning, and implementation. They are data driven and reflected upon. Everyone within the PLN is responsible for the development and implementation of the community. When everyone participates it creates an environment of trust and expertise that can be shared equally amongst all of the members. The learning that takes place within PLNs helps to keep school systems aligned and functioning.
  • ...1 more comment...
  • Natalie Burr on 12 Jun 17
     
    I appreciate that when we are a part of a PLN, we are part of a team, not a leader and followers. We are continuously learning for ourselves and sharing that knowledge with others. I also thing it's important that when we bring a new idea to our team, we bring supporting evidence for our new ideas so we can share that knowledge and information with our team members.
  • sfledderjohann on 12 Jun 17
     
    This was a very interesting article that really had me thinking deeper bout PLN. One specific line " Learning communities convene regularly and frequently during the workday to engage in collaborative professional learning to strengthen their practice and increase student results" really caught my eye. How does one find time for such intensive participation? Separate from that I like the idea of learning being a group responsibility and not just an individual one.
  • sofianahtchi on 13 Jun 17
     
    Hi Ryann, I love this article and how it chunks the topics into easy comprehension for the reader. Collective responsibility stuck out to me the most. I think this is so important whenever tackling a project as a team. The team is interdependent and I think its important for each member to take responsibility of their strengths that they bring to the table. Nice article!
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Communities of Practice - 0 views

www.knowledge-management-tools.net/communities-of-practice.html EDTECH543 education learning
shared by cynthiaott on 20 Jun 13 - No Cached
  • Ilene Reed on 20 Jun 13
     
    KM stands for knowledge management. This article talks about CoPs in terms of the need to do away with canonical practice because the rules and procedures inhibit problem solving abilities. There is something I cannot identify that annoys me with this article. I do like the " Empowerment is key to learning" statement.
  • Terisa ODowd on 03 Sep 17
     
    This article looks at Communities of practice and the implications to knowledge management. Communities of practice is a term originally developed by Lave and Wenger (1991). It describes a learning theory with a strong relationship to the social construction of knowledge. http://www.knowledge-management-tools.net/communities-of-practice.html
  • cynthiaott on 05 Sep 17
     
    "Communities of practice is a term originally developed by Lave and Wenger (1991)." A community of practice is a group with common goals and interests. It is important to note that they are not a team. The goal is not to acquire specific information but to be part of a group to share information. It is unstructured dialog which leads to problem-solving and innovation.

Diigo: Social Bookmarking in a Professional Communication Course. - 0 views

started by Todd Vens on 06 Nov 12 no follow-up yet
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Personal Learning Networks: Knowledge Sharing as Democracy | Open Education | HYBRID PE... - 0 views

hybridpedagogy.com/...ersonal_Learning_Networks.html PLN personal learning networks online
shared by vanessa botts on 20 Jun 13 - No Cached
  • instead constructed from knowledge distributed across networks and on the Web.
  • r assistive guides for self-directed learners—work to develop the fluency required to succeed in these spaces.
  • there is also evidence suggesting social communication strengthens human relationships, particularly for introverts, and has benefitted families, youth and businesses around the world.
  • ...4 more annotations...
  • The PLN consists of relationships between individuals where the goal is   enhancement of mutual learning
  • The currency of the PLN is learning in the form of feedback, insights, documentation, new contacts, or new business opportunities. It is based on reciprocity and a level of trust that each party is actively seeking value-added information for the other.
  • Underlying the development of a PLN is the need for individual learners to be able to have the capacity for self-direction, which requires a higher level of learning maturity—an absence of which may represent a barrier for a percentage of adults to learn in this way.
  • play an important role in creating richness within a PLN, too. Learners who store important information in Web 2.0 tools such as wikis, blogs, microblogs, social bookmarking and on other platforms create quickly accessible resources.
  • Ilene Reed on 20 Jun 13
     
    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.
  • vanessa botts on 22 Jun 13
     
    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.
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The Case For Social Media in Schools - 1 views

mashable.com/...social-media-in-school education Facebook social media EdTechSN
shared by Ilene Reed on 04 Nov 12 - No Cached
  • Alyssa Rose on 04 Nov 12
     
    This article, although stating a case for social media, gives many examples of uses for social media. It also gives examples of teachers that have used these social media in successful ways and gives statistics to back up their claims.
  • Ilene Reed on 16 Jul 13
     
    E.Delmatoff of Portland Oregon uses social media to help meet the schools "adequate yearly progress goal" for the first time ever.
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Blogging Field Trips - 0 views

www.edweek.org/...03networking.h03.html teaching social media edtech543
shared by Dennis Large on 18 Oct 12 - Cached
  • ust a few years ago, social networking meant little more to educators than the headache of determining whether to penalize students for inappropriate activities captured on Facebook or MySpace.
  • Paige Goodson on 18 Oct 12
     
    This is a great article about social networking in schools.
  • ...2 more comments...
  • Jaime Bennett on 06 Nov 12
     
    New Milford High School in New Jersey provides information for students through the school Facebook page, and students also use such social networking sites to blog about experiences, schools trips, and travels. Students also use Skype to connect with students from other states for various projects.
  • Dana Daines-Smith on 17 Jul 13
     
    Provides the perspective of the administrator that use to block all the social media tools and his change in belief in using these free tools in order to connect with students and help further their learning in their classes.
  • vanessa botts on 20 Jul 13
     
    http://www.edweek.org/dd/articles/2010/06/16/03networking.h03.html M. Gottlieb Day School in Jacksonville, Fla. Ms. Tolisano launched her "Around the World With 80 Schools" project with a goal to introduce her school's students to peers in countries around the globe. She built a social-networking site using Ning for teachers from all countries who wanted to participate. Tolisano sets up meetings between classes using Skype, students prepare a list of questions and chat with students in Canada, Finland, New Zealand, and Spain, among a long list of others.
  • Dennis Large on 21 Jul 13
     
    New Milford High School in New Jesrsey has embraced the use of social media. One example of use had students blogging daily during a field trip to Europe to visit Holocaust sites.
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Understanding personal learning networks: Their structure, content and the networking s... - 4 views

journals.uic.edu/...3131 networklearning PLNs web2.0 networking
shared by Jessica Gake on 07 Sep 13 - No Cached
  • This article aims to understand how professionals determine the networking actions they undertake. In other words, how does the support offered by different ties in a professional’s personal learning network change and evolve with the intentional actions of the professional?
  • The learner as orchestrator of her personal learning network
  • Communality
  • ...11 more annotations...
  • Organisation of the contact
  • Like–mindedness.
  • Reputation
  • Benevolence
  • Network of a contact.
  • Real potential for collaboration.
  • Real potential for learning
  • Trends in work environment
  • When asked to reflect on their learning experiences and the role of others in those learning processes, interviewees displayed clear differences in the way they interact with contacts in their personal networks and the way they learn from these interactions.
  • the effects of networking are not limited to face–to–face interactions with the contacts: even when others are not present, their words, messages and perspectives can influence the reflections of the learner.
  • Proficient networkers use dedicated events and environments where networking has the prime focus (such as professional conferences, seminars and, more recently, online social networking sites) to trigger their mind into making valuable associations.
  • Nona Barker on 07 Sep 13
     
    Summary: The authors of this article clearly prove that a learner who is in control of h/her own learning will benefit the most, especially if h/she designs and navigates h/her own network. A learner will learn whether the connection is strong or weak as long as h/she has: 1) a choice in what network is joined, 2) a true passion or interest, and 3) a flexible method of communication (could be in person or via technology).
  • ...4 more comments...
  • Forrest Doud on 07 Sep 13
     
    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"
  • Kara Paula Godfrey on 09 Sep 13
     
    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.
  • Dave Mulder on 22 Jun 14
     
    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.
  • Kjersti Withers on 13 Jun 16
     
    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.
  • ampengilley on 14 Jun 16
     
    This clearly follows the belief that personalized learning is beneficial to the learner. By getting to create your PLN you are strategically picking who to network with and the topics you want to be involved in.
  • Jessica Gake on 05 Sep 16
     
    In this article, the discussion of personal learning networks surrounds working professionals and how they manage their professional network. The article presents a model of personal professional networking with the goal of creating a personal learning network.
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The 5 Steps of Effective Technology Integration - Getting Smart by Dave Guymon - edchat... - 0 views

gettingsmart.com/...fective-technology-integration education technology edtech541 resources
shared by Jared Ritchey on 05 Sep 16 - No Cached
  • Jared Ritchey on 05 Sep 16
     
    This article condenses the main goals/steps an educator should keep in mind when integrating technology in a learning environment. The content reflects aspects of the TIP (Technology Integration Planning Model) framework and is a good resource for a brief overview of integration strategies.
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TEACHING TEACHERS FOR THE FUTURE: MODELLING AND EXPLORING IMMERSIVE PERSONAL LEARNING N... - 1 views

acce.edu.au/...AEC27-3_ChandlerRedman.pdf PLNs elearning networklearning community
shared by Jessica Gake on 08 Sep 14 - No Cached
  • toddsvecusa on 08 Sep 14
     
    Summary: The goal of this project was to look into the preparation of teachers on the topic of PLN's and a range of other eLearning tools. This project is interesting because they really dove into the current teacher training methods. The project goes through all of the major hurdles into getting these new eLearning principles used in the classroom by the new generation of teachers.
  • Jessica Gake on 05 Sep 16
     
    In this article, Chandler and Redman discuss how teachers have access to many collaborative technologies that enable them to develop personal learning communities. The article also discusses how to integrate new teachers into these learning communities during their educational programs.
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