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Ryan McDonough

Personal Learning Network - 10 views

collegeunbound.org/...personal-learning-network

Metaphor PLN EdTech543

shared by Ryan McDonough on 22 Jun 14 - No Cached
  • Ryan McDonough on 22 Jun 14
     
    Interesting article here. There's a hand signal you can use to help students remember the power and importance of PLNs. This could be helpful to teach younger students the "why" they have to be learning these skills in order to make learning meaningful. Student- Thumb; rest of the team depends on them for resources and help. Mentor- Index finger; helps organize and keep the group on task. Expert- Ring finger; ensures accuracy. Advisor- Longest finger; pinpoints needs and identifies necessary changes. Peer- Pinky finger; shares thoughts, communicates frustrations and celebrates when things are successful. Watch the video here: http://videos.videopress.com/lzULinmO/collegeunboundpersonallearningnetwork-hd1_fmt1.ogv
  • ...2 more comments...
  • Cody Peacock on 22 Jun 14
     
    I like his comparisons to fingers on a hand. For a simple mind like mine that made a lot of sense.
  • John Potosnak on 22 Jun 14
     
    Using the hand as a visual for PLNs is a neat idea. I feel like this would be a great way to introduce the idea of PLNs to students, and would also be a helpful memory device.
  • Jennie Finafrock on 22 Jun 14
     
    Love it! The hand metaphor is great.. It actually helped me to better understand PLNs myself. "Just as the hand's function is to grasp, hold, and manipulate, making it essential to daily tasks, so is the student support team essential for the same reasons."
  • Matt Hoge on 24 Jun 14
     
    I really like this Ryan! Not only is the picture intriguing but the metaphor is great for understanding as well as teaching about PLNs. Good find!
brianbetteridge

'Connectivism' and Connective Knowledge - 14 views

www.huffingtonpost.com/...ism-and-connecti_b_804653.html

Edtech543 technology resources teaching elearning connectivism

shared by brianbetteridge on 11 Sep 12 - No Cached
  • James Russell on 11 Sep 12
     
    George Siemens and Stephen Downs were offering a free course to the first 2200 people to discover connectivism and study its principals. They chose a free online course format to illustrate connectivism.
  • ...11 more comments...
  • scott hogan on 24 Jun 13
     
    The main idea of this article is to explain how and why he and George Seimens offer MOOCs to the world. Downes believes that all learning is about connections made among the learners, just we are the neurological connections that our brains make every second. He does not believe knowledge is acquired or transmitted, but rather experienced. One of his most telling statements is his belief that the process of taking the course is more important than what people may happen to learn from it--which is at the heart of what he believes connectivism is.
  • cynthia mills on 07 Sep 13
     
    I was very excited to find this article! In it, Stephen Downes, Canadian Education Technology Research Specialist, describes his and George Siemens,' Associate Director, Technology Enhanced Knowledge Research Institute, free course, 'Connectivism and Connective Knowledge' -- or CCK11. It is a twelve week course of readings and online seminars, where learners are invited to read selected materials and study the content with a connectivist's approach. Downes says, "What is important about a connectivist course, after all, is not the course content. Oh, sure, there is some content -- you can't have a conversation without it -- but the content isn't the important thing. It serves merely as a catalyst, a mechanism for getting our projects, discussions and interactions off the ground. It may be useful to some people, but it isn't the end product, and goodness knows we don't want people memorizing it." I want to register for the next one!
  • Forrest Doud on 07 Sep 13
     
    This is a blog post from Steven Downes about the courses on connectivism he offered with George Siemens. It offers a good argument for taking the connectivist approach to learning and explains what connectivism is. It offers an explanation for connectivist teaching and learning falling into the 4 major activities of aggregation, remixing, repurposing, and feeding forward. He stresses that connectivism is a pedagogy based on the realization that knowledge is not something you can solidify into a single perfect product to pass along because different people/communities will always interpret/learn from it differently.
  • Ryan McDonough on 22 Jun 14
     
    George Siemens and Stephen Downes provide online courses call 'Connectivism and Connective Knowledge' to over 2,000 educators on the philosophy of teaching and learning they instill in their learners. http://cck11.mooc.ca is a twelve week course that is free for those who register. They disclose attributes to connectivist teaching and learning. Aggregation provides a starting point. Remixing draws connections to others. Repurposing is practicing the concepts learned, not just repeating them with route memorization techniques. Feeding forward consists of sharing with others and being able to collaborate on others' projects to use them as your own.
  • Emmett Wemp on 22 Jun 14
     
    What I find really cool about this is that the content of the course is not what is important, but rather the fact that they are connecting and networking. The networking is more powerful than the content is what seems to be the focus.
  • danielbmc on 23 Jun 14
     
    I found this quote interesting, "So what a connectivist course becomes is a community of educators attempting to learn how it is that they learn, with the objective of allowing them to be able to help other people learn." I like that there is no distinction between the "teacher" and the "student". Instead, everyone is seen as both learner and educator. However, I have some concerns about how this works with middle school or high school students. Are they mature enough to really take on that role and stay on task? How do you ensure the respect and authority in the class when you are putting yourself on nearly an equal foot with the students? Kids are so used to a traditional direct instruction class they they often get confused or rebel against anything different.
  • lisanebe on 01 Sep 14
     
    This is one of the resources listed in the video I posted earlier. It is an introduction to the Connectivism and Connective Knowledge course. It explains how the core aspects of connectivism are built into the course and gives a description of each aspect.
  • thwilliams on 02 Sep 15
     
    This article introduces the term connectivism as a "network-based pedagogy" Through the article the author makes references to a course that he will be providing. Overall though there is some really good information about connectivism from both the teacher and learner perspectives.
  • anonymous on 10 Sep 15
     
    Along with George Siemens, Stephen Downs is one of the intellectual leaders of connectivism, which he describes in this article. One of the things I really like about this article is the fact that it is written for a wide audience via an outlet like The Huffington Post, rather than an exclusively academic audience.
  • brianbetteridge on 07 Jun 16
     
    I enjoyed this article because it identified 4 connectivist "activities." They are aggregation, remixing, repurposing, and feeding forward. It explains these concepts clearly while also giving a succinct overview of connectivism, and their relationship to connectivism.
  • meganapgar on 08 Jun 16
     
    This article provided me with a clearer understanding of the Connectivist approach and the four activities that surround it--aggregation, remixing, re-purposing, and feeding forward. It was interesting to read under the Aggregation portion that Siemens and Downes have to tell participants to pick and choose what they read for the course. We are still very pre-conditioned to want to read and study everything that is handed to us and regurgitate it back. There is something about Connectivism that bothers me. It seems a little "loosey goosey" at times. I like the idea of people being able to gather and share ideas and make meaning from them, but I wonder if one can become a true expert in something by just solely using this approach.
  • Kim Davis on 09 Jun 16
     
    I love the explanation of connectivism at the beginning. The explicitness with which they say it's not about the content but the process is refreshing and true to my experience in the classroom as well. There are many days when I know the student will never remember the content I taught but they will remember how they found it and the way that they discussed, dissected, and applied it to their selves.
  • courtneylarue11 on 09 Jun 16
     
    I think out of all the articles I read about connectivism, this one was the easiest for me to understand and truly grasp the meaning of connectivism. The author gave clear examples of how learning happens through connectivism and that the course he was providing truly used this theory in helping the learners. This article helped me solidify how important I think schooling is for school aged children and the connections they make with their peers academically and socially. They are using this theory without even thinking about it, and in connecting with others ideas they are learning on their own without a teacher telling them facts, dates or formulas.
jescaron

Student Response Technology: Empirically grounded or just a gimmick? - International Jo... - 0 views

www.informaworld.com/...a782989226~db=all~jumptype=rss

education PRS Engagement

shared by jescaron on 29 Jan 10 - Cached
  • jescaron on 29 Jan 10
     
    Abstract: Student Response Technology (SRT) involves the use of hand-held remotes by students during classroom lectures to electronically respond to questions. This study surveyed 350 students enrolled in one of 13 lower-division university science classes taught by five different instructors who used SRT. The survey probed students' perceptions of SRT in terms of enhancing student learning, and investigated which features of SRT students felt had the greatest/least impact on student learning. The majority of students reported that the SRT increased their content understanding, class participation, alertness, and interactions with fellow students, helped with examination preparation, provided important and immediate instructor feedback, and made class more enjoyable. Students in this study scored more positively than peer groups on survey questions related to student engagement in academic and intellectual experiences, suggesting that SRT helps to promote student engagement. Important instructor actions identified during this study that augment the enhancing effects of SRT on student learning, even in large lecture settings, include designing clear, substantive questions, reviewing correct and incorrect answers with students, and making pedagogical adjustments based on class responses.
susanbird

What is Community of Practice and How Can We Support it? by Christopher Hoadley - 6 views

steinhardt.nyu.edu/...CHAP12HOADLEY.pdf

#EDTECH543 #EdTechSN #CoP

shared by susanbird on 04 Sep 14 - No Cached
  • nathankraftcheck on 04 Sep 14
     
    Christopher Hoadley defines communities of practice, explains underlying theories of CoPs, compares CoPs to other types of learning communities, and discusses the use of technology in the support and development of CoPs.
  • ...8 more comments...
  • Hannah Clark on 02 Sep 15
     
    This chapter by Hoadley breaks down a community of practice (CoP) and explains the theory behind it as well as well as its history. An interesting piece of the chapter compares a CoP to other groups and how each works a bit differently. It was also interesting to read about how technology is used in successful CoPs.
  • Dalia Allencherry on 03 Sep 15
     
    I learned the feature-based as well as the process based definition of communities of practice. I also learned how we can support a community of practice. It was valuable to learn how technology ties into communities of practices in the form or presentation or communication abilities, integration in content and context, etc. The article mentioned C4P framework, which encouraged me to take a deeper look at the C4P framework.
  • brianbetteridge on 07 Jun 16
     
    This is an exhaustive article that covers the definition and history of COPs, thoughts on how to sustain COPs, and ideas on how technology can support and enhance COPs in the 21st century. It is practical, useful, and interesting. While I found it to be perhaps a little too detailed, it was nonetheless a good article.
  • Kjersti Withers on 13 Jun 16
     
    The concept of communities of practice has been used as both a theory to explain how learning occurs, and a "metaphor for how instruction should take place." From an anthropological view, knowledge is not completely contained within individuals, but is more often found in groups/communities. Knowledge can be "sticky" or "leaky". "Sticky" knowledge is difficult to disseminate, perhaps because it is highly technical, or because the target audience does not absorb it. "Leaky" knowledge is knowledge (like trade secrets) the disseminates despite efforts to keep it secret. Knowledge involves practice in context. One way we learn with situational learning is by peripheral, or tangential, participation. Learners should be allowed to "lurk" before participating, much as beginner social media users do. A knowledge building community and a community are practice are not the same thing. A knowledge-building community seeks to learn and build knowledge, while a community of practice wants to improve some type of work function. The learning may be the same, but the goals are different. Forced knowledge-building communities may never read the stage of community of practice depending on the level of connectedness and peripheral participation. Technology can facilitate communication and collaboration for CoPs.
  • ampengilley on 13 Jun 16
     
    This explains what a Community of Practice is, it goes into two definitions, features-based and process-based. It also discusses how communities of practice and technology often go hand-in-hand and how this has changed and developed over time.
  • Patricia Smeyers on 28 Aug 16
     
    This chapter provides an overview and history of communities of practice. There is a nice description of the theoretical assumptions underlying its development. The differences of communities of practice and other knowledge communities are explained thoroughly. There is an appreciation for how technology plays a role in today's communities of practice, how it can support it and how it is not less effective than face to face communication. It is explained that the key to a successful community of practice is "connections, conversations, content, and information context."
  • michellehughes11 on 05 Jun 17
     
    Christopher Hoadley explains CoPs, focusing on definition and practice. Essentially, Hoadley illustrates that CoPs are informal yet highly connected, constructivist in nature, and supported by technology like social media. He states that technology supports communities of practice by "linking people with similar interests, providing a shared repository of resources, directly supporting communication, and providing awareness of various resources within the information context" (Jonassen & Land, 2012). Additionally, he goes on to express that individual learning fails when it comes to application but that group learning often creates deeper, more meaningful understanding especially when built upon authentic situations.
  • mskmjohnson on 05 Jun 17
     
    This article gives two separate definitions for communities of practice, a feature based definition and a process based definition. Between the two it explains how learning through practice can be more beneficial than following a manual or example. It also states how participation is important as well as being viewed as a member of the community of practice. The article then goes into explaining how technology has played a positive role in communities and has helped with communication to allow a community of practice to function even better.
  • kimsjohnson on 10 Jun 17
     
    This chapter dives deep into communities of practice. It begins with an overview of the history of CoPs and discusses theoretical underpinnings the concept is based on. The author explores CoPs in relation to other types of learning and related technology.
  • susanbird on 04 Jun 18
     
    In this resource, Christopher Hoadley helps to define community of practice with two approaches. The first approach to the definition is what he calls the "feature-based definition" and the other approach is the "process-based" definition. He attributes these definitions based on Lave and Wenger's book on situated learning. This resource provides a good starting point to understanding what CoP is and the theoretical approach it involves.
susanbird

Understanding personal learning networks: Their structure, content and the networking s... - 23 views

firstmonday.org/...3131

EDTECH543 EdTechSN PLN resources

shared by susanbird on 31 Aug 14 - No Cached
Jana Warner liked it
  • Ross Craycraft on 31 Aug 14
     
    In this entry by First Monday, the article explores personal learning networks as it relates to our professional careers. They explore a model of personal professional networking for creating a personal learning network, based on an investigation through a literature study, semi-structured interviews and a survey.
  • ...21 more comments...
  • lisanebe on 01 Sep 14
     
    This discusses the three primary tasks involved in developing a successful personal learning network. It is not a "how-to" for developing a personal learning network, but rather investigates the key elements that must be in place.
  • Cheronne Edwards on 05 Sep 14
     
    I read this article awhile back and found it informative. The authors provide insight into how and why we build learning networks. The illustrations throughout the article are helpful as they summarize the narrative sections that describe the PLN model.
  • siss1382 on 07 Sep 14
     
    This article talks about the similarities and differences of professional networks and personal learning networks. It mentions that both networks have learning as the main goal in mind, and that sometimes professional networks have formed into personal learning networks because it is more detailed and defined that that individual and what they are interested in learning.
  • karencameron on 09 Sep 14
     
    Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them. Authors Kamakshi Rajagopal, Desirée Joosten-ten Brinke, Dr. Jan Van Bruggen and Dr. Peter B. Sloep research how networking is a skill in supporting growth and learning. The result is a model of personal professional networking. Included in the article is the introduction, methodology, the learner as orchestrator of her personal learning network, the personal learning network model and discussion and conclusion - supporting personal networking and future research. The article begins with a definition of professional networking, "the act of making connections with other professionals, with or without the intention of making long-term ties with them." Throughout the article, the authors reference weak versus strong connections, but the definition of weak is not, not strong, rather, weak ties are sources for new information, knowledge and ideas. The personal learning network model is attitude - intention, activity and skill - building, maintaining, activating. The authors conclude with a suggestion that "further development of technology to support professionals better in identifying relevant others and in developing relations online as and when necessary."
  • Megan Poindexter on 29 Jun 15
     
    This source seeks to identified the finite features that make a successful PLN. It highlights factors that influence the individual's ability to build, maintain, and activate the personalized networks. The nine factors include: organization of the contact, network of a contact, reputation, benevolence, like-mindedness, real potential for collaboration, real potential for learning, and trends in work environment. Several diagrams are offered to illustrate how the success of a personal learning network for the individual is governed by the attitude of the individual towards the network and the skills displayed or put into practice on a daily basis. The text also stresses the potential of PLNs as they encounter existing and news social networking technologies that make the connection process easier and allow for greater fluidity in build professional development through the network.
  • Jennifer Frost on 29 Jun 15
     
    This article discusses personal learning networks (PLN). How they are structured, what content you need to add and what type of skills you need in order for them to be beneficial to you. The main questions answered is how beneficial they really are? Can you benefit from a PLN? EDTECH543 Personal Learning Network
  • Melodie Worthington on 30 Jun 15
     
    A detailed article on PLN's, including the PLN model with descriptions of the three stages of Buiding, Maintaining, and Activating, with factors affecting decisions during each stage.
  • Rob Johnson on 04 Jul 15
     
    This article discusses the benefits of personal learning networks to help professionals learn and grow. The authors used a literature study, interviews, and survey to help determine the effectiveness of personal learning networks.
  • tygrogan on 07 Jul 15
     
    Article discussing structure and content of PLNs and the networking skills needed to use them.
  • Hannah Clark on 02 Sep 15
     
    The authors in this article first delve into the structure and purpose of networking for professionals, but then segues into how using those skills can be used in creating and utilizing a PLN. A visual to show how the PLN model looks also helps to explain the purpose and value in participating in a PLN. While the article is slightly outdated as it speaks to how technology can work best with a PLN, the basic structure and values of a PLN is well explained.
  • cassiefaught on 03 Sep 15
     
    This source is focused on PLNs. It defines them as relationships and connections that we make with other professionals. It talks about the advantages of creating networks with other professionals, and that those connections can be both intentionally or unintentionally built. It also discusses ways that professionals can create and maintain their own PLNs.
  • Dalia Allencherry on 03 Sep 15
     
    This article looks deep into personal learning networks. It looks at learner as an orchestrator of PLN. It also looks into factors related to building, maintaining, and being active in personal learning networks.
  • David Mato on 06 Sep 15
     
    The author explains the benefits of PLNs to help educators get new skills and improve they ones that they already have. He also discusses how the structures of PLN are and how you can get benefits from PLNs. The illustrations of this article help to understand the stages of the networking process and an example of a personal professional networking model.
  • brianbetteridge on 06 Jun 16
     
    This article presents in an interesting model for teachers to create personal learning networks. The portion about the "learner as orchestrator of a personal learning network" was particularly enlightening. While at times the article verges into "how-to" territory, the underlying theory discussed provides strong context and explanation of the mechanics involved.
  • amandahensley on 07 Jun 16
     
    This article defines a personal professional network as "an egocentric, personally and intentionally created network of people set up by an individual specifically in the context of her professional activities," and discusses how a PLN supports an individual's growth and learning. The authors examine the strengths and benefits of PLNs and analyze how PLNs are built, created, and maintained. Studies were conducted that resulted in the finding that there are three stages of the networking process with nine factors that influence personal professional networking, concluding in the creation of a visual model of the PLN.
  • Buffy Naillon on 05 Sep 16
     
    I found out that both strong and weak connections make up a person's learning and that each are important for different reasons. Strong ties help you create knowledge and encourage active collaboration between you and someone else (or more than one someone.) Weak ties Give us access to new information that we wouldn't have without them. In this unit, I learned that knowledge in the future relies not as much on what we know ourselves as being able to connect with people who become receptacles of knowledge. We tap into them as needed, making it unnecessary for us to be an expert in everything. Weak ties allow us access to these sources when the need arises. I also liked this quote, because it explained a bit about how to build these PLNs. "Grabher and Ibert (2008) proposed a three-layered approach, consisting of a communality layer (strong ties), a sociality layer (weak ties) and a connectivity layer (very weak ties)."
  • Jana Warner on 05 Sep 16
     
    @Buffy Nallion I found value referencing the Personal Learning Model. http://firstmonday.org/ojs/index.php/fm/article/viewFile/3559/3131/43945
  • kimsjohnson on 10 Jun 17
     
    This article explores research on professional networking resulting from a literature study, interviews, and a survey. It defines and shares the benefits of a PLN. It explores a model of personal learning networks where the learner is the builder of the network. Several factors for selecting connections are addressed including interests, influences, and attitudes of the learner. Three levels of connections are described including communality, sociality, and connectivity - moving from strong to weak connections. The article lists supporting technologies for PLNs.
  • Jennifer Pollock on 29 Aug 17
     
    This article uses a networking model to examine how professionals manage connections and which factors push them to connect for the purpose of learning. Existing PLN technological solutions tend to focus on enhancing communication, but it is unclear if the technology affects the attitude of professionals and their intentions for network to learn.
  • bettywells on 03 Sep 17
     
    This article discusses professional learning networks, which is different than personal learning networks but similar in so many ways. Professional learning networks are targeted to support the individual's growth just like a personal learning network. This article presents a model of a professional network for creating a personal learning network.
  • hamitup on 04 Sep 17
     
    The article captured my attention by opening with " professionals need to perform flexible and independently in ever-changing environments." This makes me think of preparing students to be college and career ready! The earlier we can engage and immerse students and ourselves in PLN the more ready we will be for the ever changing future! Thanks for sharing!
  • kyledillon on 05 Sep 17
     
    I was quite impressed with how intricate the model was with attitude converting to attention and then these governing activity and skill on the hierarchy. The part of this article that stood out to me the most was how the interviews supported that "this attitude emerges with people who a) experience the value of their network at first hand (Hamm, 2007) and/or people who b) reflect on their work and learning in a broader perspective than their day-to-day practice (Margaryan, et. al., 2009)." I appreciate how straightforward this article was in this model.
  • susanbird on 06 Jun 18
     
    In this article, the author explains what a PLN is and how it can be used in other work environments outside of education. The authors of the article were looking at how PLNs support different professions. The article also discusses the factors that individuals use to build and create a PLN.
angi_lewis

The Challenges to Connectivist Learning on Open Online Networks - 0 views

www.eric.ed.gov/EJ920741.pdf

connectivism elearning education SNLearning

shared by angi_lewis on 08 Sep 12 - No Cached
  • angi_lewis on 08 Sep 12
     
    Research primarily focused on exploring how online learners aggregate, relate, create, and share information. Noting that connections are made with people and/or resources. And that putting learners in charge of directing their own experience is dependent on confidence and competence with the tools at hand. When comfortable navigating the terrain of the internet, there is intrinsic motivation that results from steering your own learning.
Ashley Leneway

Play Ratuki - 1 views

www.hasbro.com/...details.cfm

shared by Ashley Leneway on 18 Sep 11 - No Cached
  • Ashley Leneway on 18 Sep 11
     
    This online game requires quick thinking of the representation of numbers 1-5. Players race against one another to build piles of five using the different representations of numbers on the cards in their hands.
Dennis Large

Transforming Education with Technology - 5 views

www.ascd.org/...Education-with-Technology.aspx

personal learning environment edtech543 digital technology

shared by Dennis Large on 20 Jun 13 - No Cached
  • Dennis Large on 20 Jun 13
     
    This article from the Educational Leadership journal is an interview with Karen Cator, former Director of the U.S. Office of Educational Technology. Cator goes into depth on the topic of personal learning environments. She says that PLEs bring in "the long tail of student experiences and interests." She also state that anytime you add a new technology, something gets amplified and something else gets reduced.
  • ...2 more comments...
  • Cate Tolnai on 21 Jun 13
     
    Great interview highlighting some strong examples of working tech environments and components that are needed to grow and sustain. Favorite quote: "In several classrooms, I couldn't tell where the front of the classroom was. On one side of the room was an interactive whiteboard; on another side, a regular whiteboard; and the teacher's desk was on a third side. The whole space was a learning environment, and the technology was just part of the infrastructure." Makes me want to rethink me space as well.
  • Richard Krause on 24 Jun 13
     
    Cator brings up some great points, especially about the finite scope of education today. Where do you find the room to add new ideas and technologies? Something has to give to make room for something new.
  • scott hogan on 25 Jun 13
     
    The first school that comes to mind when I read this article is about as poor and dysfunctional as the one in the article is well funded and utopic. In the last year there, not only have they not been able to get internet access and technology into the hands of all students, they have seriously discussed putting overhead projectors with plastic sheets back into rooms. The digital divide is alive and well, with the poor getting poorer. I truly believe that technology can make a huge difference in education, but how many students will be left behind waiting for it to get to them?
  • annieyip on 26 Jun 13
     
    Cator hits home with a lot of these points for me. She speaks about how the digital and pedagogical divide amongst teachers and administration is so large. There are schools taking on the technological issues head on while others are still stuck in the old way of thinking. Before we can purchase all of this new technology, we need to get the teachers to realize what age they are living in and what is necessary to help them teach to the students in front of them.
Daniel Oldham

Personal Learning Environments - the future of eLearning? - 8 views

elearningeuropa.info/...media11561.pdf

edtech543 PLN elearning digital Technology resources tools

shared by Daniel Oldham on 09 Sep 12 - No Cached
  • Alyssa Rose on 09 Sep 12
     
    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.
  • ...4 more comments...
  • Darla Grant on 10 Sep 12
     
    Here the author argues that Personal Learning Environments (PLEs) are not an application but an approach to learning. They require a radical shift in how we use technology, but they supply a holistic environment where students learn to take responsibility for their own education.
  • Hanna Coleman on 18 Jun 13
     
    This article presents the features and reasoning for personal learning environments in e-learning. It discusses reasons for its importance in e-learning and lifelong learning. The ways that "learning" is changing with new technologies and resources are considered. The social aspect of personal learning environments is also described, with an emphasis on the tools that are used to facilitate the connections.
  • Rebecca Olien on 05 Sep 13
     
    The author discusses the potential of learning environments in eLearning and how these LEs can bring together more authentic contexts for learning. The paper also reviews the different purposes and uses of Personal Learning Environments. Through PLE, individuals are responsible for many aspects of their own learning within the most useful contexts. Blogging was also covered as a way to incorporate informal learning. Attwell considers the challenges associated with continued LEs after a course is over, and points out the overarching questions regarding the responsibility for institutions or teachers to continue to support this ongoing learning.
  • Jason Marconi on 06 Sep 13
     
    Attwell, G. (2007). Personal Learning Environments-the future of eLearning?. eLearning Papers, 2(1), 1-8. In Graham Attwell's article he offers some insight and ideas towards why personal learning Environments may be essential to learning in the future. . He details the technology behind the buzz surrounding personal learning environments and examples of how we can use them going forward. What I enjoyed about the article was the notion that everyone's learning environment, style, context, and situation are different and PLE's enable the learner to pace themselves and grow on their own terms. While detailing lifelong learning the author grabs the theory of self-driven education being helped by personal learning environments. Graham does a good job of not following into a common misconception that technology directly correlates to better learning, but rather approaches the aspect of what technology could do for learning as well as what personal learning environments could do for learning as well. From his own personal PLE list of software to explaining the next steps in adopting personal learning environments on a wider scale Graham makes sense of a complicated theory.
  • Daniel Oldham on 07 Sep 13
     
    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.
  • cynthia mills on 07 Sep 13
     
    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.
Megan Poindexter

Videos, Common Core Resources And Lesson Plans For Teachers: Teaching Channel - 5 views

www.teachingchannel.org

socraticseminar favoritewebsite teachingchannel don'treinventthewheel

shared by Megan Poindexter on 29 Jun 15 - No Cached
  • Megan Poindexter on 29 Jun 15
     
    This is hands dow my favorite teaching related website. I am very much a visual learner; therefore, the video testimonials posted for most suggested strategies or lessons help me tremendously. One of my most successful experiences with theTeaching Channel came from watching a video title "Socratic Seminar: The 'N-Word.'" It transformed the way I conduct socratic seminars in my classroom.
  • Jennifer Frost on 30 Jun 15
     
    This is an excellent resource. I am glad to see that there are other visual learners like me. I feel that instructors are always on a search to find new ideas and get their students involved and I love this site. I do not teach, but I work with faculty and resources to better enhance their classroom are always required! I am going to watch some of the videos later to get some ideas!
nstringham

Communities of Practice: The Organizational Frontier - 2 views

hbr.org/...ce-the-organizational-frontier

CoP teacher social network learning

shared by nstringham on 02 Sep 15 - No Cached
  • he organic, spontaneous, and informal nature of communities of practice makes them resistant to supervision and interference
  • managers cannot mandate communities of practice
  • may create communities of practice as a way of maintaining connections with peers.
  • ...1 more annotation...
  • Communities of practice, on the other hand, are informal—they organize themselves, meaning they set their own agendas and establish their own leadership.
  • Hannah Clark on 02 Sep 15
     
    This article by Wenger and Snyder in the Harvard Business Review is a great reflection of a community of practice (CoP) by the creators themselves in a well-known publication. While the article is in-depth and covers every aspect of a CoP, the included chart may have been the most helpful part of this article to really break down a CoP and the difference between that and other groups.
  • ...8 more comments...
  • courtneykaul on 05 Sep 15
     
    This article was very informative. Two things that stood out the most for me were: one - the table outlining the engagement, life of network, etc. of Cops, formal work groups, project teams, and informal networks, and two - when Wenger and Snyder said, "Communities of practice are emerging in companies that thrive on knowledge." I totally agree with this statement. Knowledge is power and power puts you on top, so it stands to reason that Cops thrive on knowledge gained. Great source.
  • anonymous on 08 Sep 15
     
    This article from the Harvard Business Review provides a great overview for Communities of Practice and what they look like within the context of larger organizations. There is a great chart comparing CoP with other organizational groups and a good description of the hallmarks of effective CoPs.
  • alannashaw on 29 Aug 16
     
    If you think Communities of Practice or CoPs are just for education, you need to read this article. It gives great examples of non-education based CoPs, including CoPs used in the current business world. In fact, the history of CoPs is traced as far back as ancient Greece in this article. Since this article tends to focus on non-education CoPs, it gives a nice breakdown of how "teams" differ from CoPs. This concept can easily apply to the school setting since many grade levels use team/department approaches for working with students. Looking at the business examples, it's worth noting that CoPs do not just spontaneously start. They take great effort to form and develop.
  • Ben Killam on 02 Sep 16
     
    This article from the Harvard Business Review discusses the use of CoPs in the business world. The author compares CoPs with more traditional group collaboration strategies pointing out the positives of Cops and how their use is changing business.
  • anonymous on 03 Sep 16
     
    Wenger and Snyder examine communities of practice and their implementation in the business and private sectors not necessarily education centric. They provide case studies on the benefits of CoP's which show concrete production improvement demonstrating the CoPs effectiveness. The chart comparing CoP's to teams and informal networks is helpful to understanding the differences.
  • clairedickinson4 on 05 Sep 16
     
    This article discusses communities of practice in a historical sense and provided me with some relevant background information. It also describes the several reasons that communities of practice are formed. Communities of practice, among other things, can be great for "maintaining connections with peers" or can be created for individuals to come together "in response to changes" surrounding them. I recommend this read.
  • Ariana Pyburn on 08 Jun 17
     
    While parts of this article were about ways to create and grow CoPs, I found much of this helpful when illustrating CoPs in real workplaces that formed to solve problems by sharing expertise, commonalities, and without disrupting upper-level management.
  • kimsjohnson on 10 Jun 17
     
    This article from Harvard Business Review explores CoPs which were fairly new to the business scene in 2000. Knowledge sharing, learning, and change were thought to be improved through CoPs, though the creation of CoPs is not a directive from management. CoPs are self created and have their own projects and leadership. The article shares a brief history of CoPs. Noted are the differences between informal networks, project teams, formal work groups, and CoPs - looking at their purpose, membership, bonds, and length of relationships. CoPs are recognized for improving company performance.
  • timrocco on 11 Jun 17
     
    In this article the author provides an introduction to the concept of communities of practice, describes benefits and utility for business, and strategies for implementation in that context.
  • nstringham on 10 Jun 18
     
    The highlight of this article for me is that CoPs have to be organic in their organization and management.
kimsjohnson

George Siemens - Connectivism: Socializing Open Learning - YouTube - 1 views

youtu.be/rqL_lsogeNU

Siemens Connectivism Connectedness networks

shared by kimsjohnson on 10 Jun 17 - No Cached
  • kimsjohnson on 10 Jun 17
     
    In this video discussion on open social learning, connectivism theorist, George Siemens discusses transparency and openness in connected learning. He emphasizes the importance of the actual connections that learners are permitted to make over the networks themselves. He asks a thought-provoking question, "Do we have the most diverse opportunities at the at the hands of our students to connect with individuals, ideas, and thinkers that they're interested in?" He points out that transparency makes our learning visual to others, and because of this, new opportunities and experiences are made possible through connections.
  • jershua1 on 12 Jun 17
     
    I love the question he asks. We might as well embrace the tools that we have to improve the amount of opportunities there are for students and teachers. I love that these networks allow us to show that our process is working. When I've learned something, especially in these MET courses, I love that everyone else can see it and perhaps weigh in with their opinions.
hamitup

"Introduction to communities of practice," (Wenger-Trayner, 2015) - YouTube - 0 views

www.youtube.com/watch

CoP learning education resources

shared by hamitup on 04 Sep 17 - No Cached
  • hamitup on 04 Sep 17
     
    In this video, the audience sees first-hand a CoP in action. What seems small, a group of principals across 27 schools are working to meet, collaborate and share. Emphasis is placed on the idea of sharing because that is how individuals and schools will grow. Sharing practice and knowledge plays the most critical part in a CoP.
Beth Transue

Personal Learning Environments and Personal Learning Networks - 4 views

libproxy.boisestate.edu/login

edtech543 personal learning enviornment libraries

shared by Beth Transue on 08 Sep 12 - No Cached
  • Beth Transue on 08 Sep 12
     
    This article provides an introduction and overview for personal learning environments and digital learning pedagogy.
  • Ben Moore on 10 Sep 12
     
    Beth, good find I find that I very much agree with Markum in that one of the "best ways to make an impact on learners is to mentor them through project-based learning." Learning shouldn't be passive or a spectator sport. Students that are involved, hands on, through projects applying the materials that they are learning are more likely to master the concepts in my experience.
  • Deborah Lyman on 11 Sep 12
     
    This article touches on one of the most important aspects of the discussions on personal learning environments. Students and educators have to be taught and mentored when it comes to internet usage and how to sift all of the information and resources that are available.Teachers who imagine they can just let the students lose and all will be well will have many unforeseen difficulties.
Jason Marconi

Connectivism: Concepts and Principles for emerging Learning Networks By: Ana-Maria Marhan - 4 views

fmi.unibuc.ro/...19_marhan.pdf

education Technology resources edtech543 tools teaching network learning theory

shared by Jason Marconi on 06 Sep 13 - No Cached
  • cynthia mills on 06 Sep 13
     
    This paper, by Ana Maria Marhan examines connectivism and social media. The author points out that because today's learning is a "messy, nebulous, informal, chaotic process, we need to rethink how we design our instruction. This hit home because I just moved to a new state and a new district, and they are very strict with, well, just about everything on the computer! I teach at a Title 1 high school, and these kids would truly benefit from instruction that wasn't so linear. These learners (like all learners) form their own pathways of knowledge, and I believe I could make a stronger impact on them if I could use more tools.
  • Jason Marconi on 06 Sep 13
     
    Marhan, A. M. (2006). Connectivism: Concepts and Principles for emerging Learning Networks. In The 1 st Conference on Virtual Learning. In this article author, Ana-Maria Marhan does a good job exploring the principals pushing forward Connectivism as a pedagogical helper. This becomes apparent right from her abstract "Connectivism views learning as a network creation process, and looks at how we might provide 'learning ecologies' to meet the learners' needs.". In her first section, she defines learning as "a persisting change in human performance or performance potential which must come about as a result of the learner's experience and interaction with the world." As soon as I read the last few words "interaction with the world", I began to connect the dots (no pun intended) to what I've read thus far about communities of practice. She spreads out on a handful of relevant and interesting subtopics to the overall theme of Connectivism. After she describes more about the new connected and growing world we live in she tackles the basics of Connectivism as a theory of learning and the principals behind it. Again like other articles she echoes many of the same sentiments George Siemens made when he originally proposed the learning theory. After the background on Siemens theory, she begins to draw everything together. One statement that I enjoyed was "Individual is the starting point of Connectivism: personal knowledge is comprised of a network, which feeds into communities, organizations or institutions, which in turn feed back into the network and then continue to provide learning to individual". She does a great job of supporting the use of technology not as the new power of learning but as a tool to unlock that power. "When knowledge, however, is needed but not known, the ability to plug into sources to meet the requirements becomes a vital skill".
  • Nona Barker on 07 Sep 13
     
    I also appreciate how Marhan suggests that connected learning is cyclical: "Individual is the starting point of Connectivism: personal knowledge is comprised of a network, which feeds into communities, organizations or institutions, which in turn feed back into the network, and then continue to provide learning to individual."
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
Lynette McDougal

Hands On Quantum Mechanics - 0 views

perg.phys.ksu.edu/...VQM-AJP5.pdf

Quantum Mechanics physics chemistry technology activities

shared by Lynette McDougal on 10 Jul 12 - No Cached
  • Lynette McDougal on 10 Jul 12
     
    Manual for integrating technology into a unit on Quantum Mechanics (physics, but chemistry as well)
Ryan McDonough

5 Personal Learning Networks (PLNs) for Educators - 2 views

blogs.kqed.org/...ng-networks-plns-for-educators

PLN resources educators

shared by Ryan McDonough on 22 Jun 14 - No Cached
  • Ryan McDonough on 22 Jun 14
     
    This website talked about 5 key resources needed for educators to being and grow their own personal PLNs. http://ning.com offers podcast downloads, discussion forums, videos, relevant blogs, videos and more resources. Powerful Learning Practice is a professional development opportunity that teacher can attend. It offers hands-on applications and the know-how to build and use technology within the classroom. Webinars are conferences people can attend online to join discussions and offer insight to like educators. EdChat is something we can join now on twitter using the hashtag #EdChat every Tuesday. Game based-learning tutorials and talk can be found on http://edweb.net where mentors and people who've successful implemented these practices in their classrooms can offer advice and help.
  • Cody Peacock on 22 Jun 14
     
    Those are 5 really good resources. Thanks for sharing.
Kelly Kenney

Website #2- PLN - 3 views

http://firstmonday.org/ojs/index.php/fm/article/view/3559/3131 What is great about PLNs is that you can learning into your own hand. You are learning from others while making connections with oth...

education Edtech543 resources elearning

started by Kelly Kenney on 01 Sep 15 no follow-up yet
Ashley Leneway

EasyTech - Interactive Online Technology Literacy Curriculum - 0 views

www.learning.com/easytech

21st century interactive standards-based literacy hands-on

shared by Ashley Leneway on 10 Oct 11 - Cached
  • Ashley Leneway on 10 Oct 11
     
    EasyTech makes it so simple - even tech novices get on board. Need time saving ways to teach critical 21st century skills? Accoring to the site, "EasyTech makes that possible too. An award-winning, K-8 technology literacy curriculum, EasyTech helps students efficiently integrate technology skills with digital literacy, higher-order thinking and core curriculum."
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