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?
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Students use blogs, social media to stay connected while studying abroad | The Daily Or... - 0 views
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This post is from a student perspective about how using social media while studying abroad help keep them connected with students at the home institution. The article does not touch on the possibility of these tools acting as an insulator, keeping the student from interacting with the culture they are visiting. The assumption has to be that while they are in country, they are actively seeking out these interactions. A little focus from the study abroad program could help achieve both objectives.
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Don't Lecture Me: Rethinking How College Students Learn | MindShift - 1 views
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This article shows how to engage students and improve learning and comprehension of subject material, without the traditional lecture. I will need a little latitude with this article and the assignment of social media in the classroom. This article does not focus on the use of social media but explains how systems can be used to prime students prior to coming to class and at the same time inform the instructor what areas students are having difficulties with at the time. This is great because instructors and students do not have to go over information that has already been learned. Social media can be the vehicles used for this type of communication.
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30 Innovative Ways to Use Twitter In the Classroom | Edudemic - 4 views
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Understanding personal learning networks: Their structure, content and the networking s... - 4 views
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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.
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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.
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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.
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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).
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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"
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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.
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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.
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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.
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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.
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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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shared by anonymous on 03 Sep 16
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Communities of Practice - 0 views
innovativelearning.com/...communities_of_practice.html
edtech543 communities of practice wenger social
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Critical Review of Connectivism: A Learning Theory for the Digital Age - 4 views
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This post discusses George Siemens 2005 article Connectivism: A Learning Theory for the Digital Age and examines the limitations of this theory as well as its relevance to teaching and knowledge management practices. The relationship of connectivism to learning in a MOOC is described. It is suggested that widespread adoption of connectivism in formal learning will face resistance because of its stance that 1) the network is more important than content 2) knowledge is a process rather than an artifact 3) and knowledge can be retrieved rather than memorized.
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I'm particularly fond of the idea that connectivism strives for currency of information, and that what is "right" today may not be "right" next week. Hence the need for access to, and participation in, a network of constantly updating information being contributed to by professionals and novices alike.
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This is an analysis of connectivism that defines and outlines Siemens fundamental principles of the theory. It highlights how the amount of knowledge needed to be an expert today can't be self-contained within an individual but instead requires the use of networked technology to house it all. It also touches on newer exploration being done to further advance connectivism and the limitations or issues with the theory. The values of connectivism through practice in the classroom and knowledge management are also presented. It also points out some limitations with the theory that need to be addressed such as learner autonomy and balances of power in the network.
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This blog is maintained by Kevin Stranack, a librarian and educator at Simon Fraser University working on open source software projects. In this post on connectivism, Stranack furthers his understanding of the theory, examine its limitations, and considers its relevance to both classroom teaching as well as knowledge management practices within organizations.
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Interesting, I continue to go back to an idea from an additional post on connectivism that points out our brains have been "re-wired" by the onset of technology. We learn differently than we once did because of the impact technology has had. This post confirms those same ideas.
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This review had a slightly different tone than others that I have seen. It helped me to see the fundamental principals of connectivism and the focus on the "one". I also like how it described the development of the network from seeking, to sense-making, to sharing.
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This blog post provides a critical review of the theory of connectivism. Stranack also discusses the application of the theory both in the classroom and within knowledge networks.
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This post defines and explores the details of connectivism as a theory and then breaks down the application of connectivism in the classroom as well as in society. The author breaks down what a connectivist learning environment would look like and how learning would be impacted.
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This source is actually a summary/review of a different article, but it provides some good insight. The author argues that the explosion of technology and internet sources has changed the way that we acquire knowledge. Different pieces of information are accessible by tapping into different sources. The author also discusses how connectivity can be used in the classroom and how some people may resist the use of the connectivity theory.
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I found it valuable to go through Siemen's fundamental principles of connectivism. Siemens considers connectivism as a significant departure from previous learning theories because connectivism includes learning occurring outside of the learner, within the network. I also found it valuable to go through the applications of connectivism in classroom and managing knowledge.
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Communities of Practice (Lave and Wenger) CoPs - 17 views
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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.
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Fabio, I agree, good find. Always helpful to have a firm understanding of what makes up the CoP. I keyed in on the requirement that members must not simply be interested in the topic, but needed to be practitioners as well!
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This article has an interesting take on a community of practice. With the current nation wide movement to adapt the Common Core Standards, educators are required to focus on student achievement. In order to be successful, educators will have to form Communities of Practice in order to collaborate and effectively. This means that CoPs must focus on professional development as well as learning issues.
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This site breaks down the required components of a community of practice, based on the views of Jean Lave and Etienne Wenger. The site also gives some background regarding the origination of the term "communities of practice."
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SUMMARY: Communities of Practice are defined as informal social partnerships of like-minded practitioners who want to work together to improve current issues or states of learning. Three required components are proposed to constitute a CoP: "a domain of interest, a community, and practice."
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This is a "webliography" (my new word of the day) that describes the idea of communities of practice by theorists Lave and Wenger. It is a good at describing what the terms are. Wenger says that" learning is central to human identity" and people continuously create their identity by engaging in and contributing to communities.
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In this article, the author cites Ettiene Wenger (one the two theorists who coined the term 'Communities of Practice') and summarizes its definition. The quote she includes succinctly and clearly explains communities of practice as: "groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly."
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Some history on learning theories and the origins of communities of practice.
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This site gives a brief, easy-to-understand summary on the definition of Communities of Practice. It tells how COPs work and the distinctive components of a COP.
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A nice summary of the basics of CoP. Gives history of the theory, definition, descriptions, and the building blocks of a successful CoP. My biggest take-away: "The learning that takes place [in a CoP] is not always intentional. This helped me to develop a deeper understanding.
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This provides another basic overview of communities of practice. There is a brief description followed by the history of the term and the development of the theory. It continues to outline the three required components of CoPs.
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There are 3 necessary parts: 1. A group of people share an interest (high school Math) 2. All members contribute 3. All members put into practice the resources that are shared as a group.
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This is a solid description of what a Community of Practice is in reference to learning styles.
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I love how succinct this is. Sometimes less is more and I think this is an example of that. It also helped me realize that this isn't a new or complicated idea, but something that we have done in my school for years (Learning Communities). We are organized by department, meet regularly to compare data, offer up examples of work, share sources, etc. I am already a part of a CoP and did not even realize it!
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I find the term community of practice being used in professional development and having structure imposed top down. This website clearly lets you know it is not a club or a fan group but a practicing community that is formed voluntarily.
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This blog post from Learning-Theories.com explores Communities of Practice and provides a clear and concise explanation of components of Communities of Practices, and what constitutes CoP and what does not.
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This is a summary of the Communities in Practice learning theory. It is a very concise view of the theory. It covers the three required components as well as the key terms involved.
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This site speaks specifically about the three "must haves" in order to determine if something is a community of practice or not. They are: having a common interest, having a community, and practicing that specific skills/interest.
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Summary: Communities of Practice occur when people have a common interest in something. This becomes a collaboration with peers to engage in discussions as well as sharing ideas, strategies and solutions.
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This article defines what a community of practice is and the three required components of CoPs. There needs to be domain, community, and practice. The domain is a common interest where the members are committed to it. The community is where members interact and engage in shared activities. The practice is developing a shared repertoire of resources over time.
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This article describes what a CoP is and specifically what it is not. It describes three major components of a CoP and details how participants can help or hurt a CoP. The author also provides two resources to gain more knowledge about CoPs.
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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.
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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
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What is a PLN? - 10 views
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This website is monitored by edublogs and geared towards teachers who are wanting to create professional learning networks. Step 1 provides a detailed examination of what a pln is, which includes videos, images, and other media to convey content. From this page teachers can move forward in creating their own pln.
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This resource is a great one to have access to. It explains what a PLN is in layman's terms down to what is "personal" what is "learning" and what is "network". It also has some helpful media to better solidify the concept. Thank you for posting. #EdTechSN
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Another great resource alexisseidl. This resource does a fantastic explaining PLN's in very simple terms and does a great job of incorporating media to enhance the learning experience.
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This article begins with a very simple explanation of what a PLN is. It breaks down each letter and describes it in detail. It also provides some great multimedia tools including a pair of videos about being a connected learner and a description of a PLN. There is also a voicethread about why you should have a PLN. It even provides you with a challenge to develop your own PLN.
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This source offers a plethora of modalities to explain what exactly a personal learning network is. It can mostly simply be defined by the three parts in the name of a PLN: personal, building relationships to fit the individual; learning, the professional development aspect of collaborating and sharing resources; network, the platform that forms the means for building connections. The source offers a short video, a VoiceThread presentation, examples and personal testimonials to prove the power of PLNs.
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This is website breaks down the basic idea of a PLN. It also has a step by step guide to set up a PLN. There is a short video that is very clear and easy to understand that explains a PLN and how it benefits the participants.
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I enjoyed reviewing this resource. The details are plainly laid out and easy to follow. Really helps to explain all there is to know about PLNs.
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While this is a blog post, it is one by teachers for teachers, and it really does a good job to explain what a personal learning network (PLN) is piece by piece. There are great videos and visuals within the post that also provided insight into a PLN and why it's a valuable part of being a professional, especially in education. I love that we are encompassing that in this course too!
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This site contains a professional learning series on building a personal learning network.The what and the why. It is complete with multiple videos and infographics to aid understanding.
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I really like the breakdown of PLN on this page. The collection of resources really allows for an easy to understand experience!
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Great share Courtney! I love the videos explaining what a PLN is (very simple and to the point). The video about connected educators is one I want to share with my district on my proposal to get social media active. It discusses why educators need a PLN and how beneficial it can be!
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A PLN is personal because you choose who is in your group and if you want to lurk or comment. A PLN is what you want when you want it- reminds me of the Burger King slogan- "your way right away"
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Quizlet - 0 views
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Study anything for free. Even has a Quizlet app for iPad, iPhone, and iTouch. This is a great program for teachers or for students to create their own quiz as part of a larger project.
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Simple and easy flashcard tool for students. They can build their own list, access teacher lists, or find pre-made lists to study and play games with.
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Jean Lave, Etienne Wenger and communities of practice - 1 views
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learning involves a deepening process of participation in a community of practice has gained significant ground in recent years
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assumption that learning is something that individuals do. Furthermore, we often assume that learning 'has a beginning and an end; that it is best separated from the rest of our activities; and that it is the result of teaching' (Wenger 1998: 3). But how would things look if we took a different track
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Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour
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Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly
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The fact that they are organizing around some particular area of knowledge and activity gives members a sense of joint enterprise and identity
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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
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It not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice
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understanding of the nature of learning within communities of practice, and how knowledge is generated allows educators to think a little differently about the groups, networks and associations with which they are involved
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Problem solving and learning from experience are central processes (although, as we have seen, situated learning is not the same as ‘learning by doing’ – see Tennant 1997: 73). Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action
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Communities of practice are made of people who share a passion or interest and want to improve their knowledge of it; for real learning to occur, it must take place in a community of learners who are also interested and learning; the relationship between knowledge and practice is explored
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Learning is the process of participation and does not just have a beginning and an end. Learning is ongoing and must be collective within communities. Learning is not just a form of knowledge but is co-participation and social relationships.
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This provides a nice overview of CoPs. I enjoyed the annotation feature too.
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This site gives an overview of communities of practice and discusses the viewpoints of Jean Lave and Etienne Wenger, who are well known proponents of the idea. This site provides a basic rationale for communities of practice and describes how we are all involved in them in various aspects of our lives, whether we realize it or not.
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shared by Gretel Patch on 03 Sep 12
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Philosophy of Education (Stanford Encyclopedia of Philosophy) - 0 views
plato.stanford.edu/...education-philosophy
epistemology EdTech504 philosophy theories education EdTech543
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While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
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While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
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While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
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While not all societies channel sufficient resources into support for educational activities and institutions, all at the very least acknowledge their centrality—and for good reasons
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within a few years they can read, write, calculate, and act (at least often) in culturally-appropriate ways
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education also serves as a social-sorting mechanism and undoubtedly has enormous impact on the economic fate of the individual.
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education equips individuals with the skills and substantive knowledge that allows them to define and to pursue their own goals, and also allows them to participate in the life of their community as full-fledged, autonomous citizens
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groups depend for their continuing survival on educational processes, as do the larger societies and nation-states of which they are part
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The great social importance of education is underscored, too, by the fact that when a society is shaken by a crisis, this often is taken as a sign of educational breakdown; education, and educators, become scapegoats.
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education as transmission of knowledge versus education as the fostering of inquiry and reasoning skills that are conducive to the development of autonomy
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how learning is possible, and what is it to have learned something—two sets of issues that relate to the question of the capacities and potentialities that are present at birth, and also to the process (and stages) of human development and to what degree this process is flexible and hence can be influenced or manipulated
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education and maintenance of the class structure of society, and the issue of whether different classes or cultural groups can—justly—be given educational programs that differ in content or in aims
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relation between education and social reform, centering upon whether education is essentially conservative, or whether it can be an (or, the) agent of social change
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These features make the phenomena and problems of education of great interest to a wide range of socially-concerned intellectuals, who bring with them their own favored conceptual frameworks—concepts, theories and ideologies, methods of analysis and argumentation, metaphysical and other assumptions, criteria for selecting evidence that has relevance for the problems that they consider central, and the like.
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for although education can occur in schools, so can mis-education (as Dewey pointed out), and many other things can take place there that are educationally orthogonal (such as the provision of free or subsidized lunches, or the development of social networks); and it also must be recognized that education can occur in the home, in libraries and museums, in churches and clubs, in solitary interaction with the public media, and the like
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Once A Teacher - PLN - 9 views
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PLN have been around forever but now we use technology to help increase those who can be involved. Most of the Personal Learning Networks are online and we can communicate with others from around the world. This article gives examples of how to use a PLN and how to build your own.
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This is a good introductory look at what a PLN is. By reading their post and connecting other to it the author of this blog has just become a member or our PLN. I also enjoyed the nod to commoncraft one of my all time favorite resources to get people started.
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I really enjoyed this article, especially The Networked Student video. I thought it was particularly important that the video stated that in order for the student to make meaningful connections, they had to practice validating and evaluating sites to see which ones would be most valuable in their research.
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I enjoyed your article on "PLN: Your Personal Learning Network Made Easy." I never thought of of a PLN originally as our "family and friends, maybe other educators you worked with." This could really help newer teachers embracing technology "wrap their heads around what is happening" and how it really hasn't changed, just looks different.
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A good article on what type of people and tools can constitute a PLN. It gives some good examples and provides some great tools that could be included in anyone's PLN. It embeds a youtube video in it that enhances my understanding of a PLN. It also helps me to differentiate between a PLN and a CoP.
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In this blog, educator Kate Klingensmith describes what a PLN is in general and also describes specific reasons why one can be useful to an educator. She also provides examples of how educators can use PLNs in beneficial ways.
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Another great PLN blog. Also has great information on Web 2.0. There is a plethora of information on this site for online learning. Def. a great read.
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I love the simple breakdown of the PLN on this site! I also really appreciate the table at the bottom that includes some great resources for getting the PLN started. This looks like a great blog! Thanks for sharing!
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Before taking this class, I have never heard of a PLN, but as I read more about it, its amazing to see how many PLNs we are involved with. They definitely have an effect on how we learn and exchange information.
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I liked the video clip that showed how networking can be beneficial. Simple video that explains it for people like me who are new the world of PLN's.
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I like the chart of resources. I'm still trying to wrap my brain around all of the social media tools available out there on the Internet, so the chart in this blog post is helpful. Thanks!
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The Promise of Communities of Practice - 8 views
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This webpage from the US Department of Education describes how Communities of Practice can improve education.
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This gives the Department of Education's take on communities of practice. It describes their efforts and projects that support this form of learning in educational settings. Links to these projects are provided.
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This link is to a DoE posting encouraging the use of communities of practice. The specific domain for this page is to encourage k-12 education to use CoPs with a particular target of ones offered by the DoE: Investing in Innovation, Promise Neighborhoods, and Race to the Top. It is encouraging to see the DoE support these efforts.
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It is encouraging to see how the Dept of Edu, through the use of CoPs hopes to decrease the achievement gap. It is a worthy notion to hope that through collaboration, sharing and research across a vast diverse audience, a solution could be found.
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I really like how the article points out that "A great part of the answer lies not only in the types of tools, programs, and strategies used to close the achievement gap, but also in how education researchers and practitioners share information with each other." Whether this is in person with our co-workers or via some PLN, this sharing of information is vital for success!
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This article discusses the National Educatioal Technology Plan and references where it calls for teacher to become connected. It asks them to become part of learning communities both locally and other wise using communities of practice.
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SUMMARY: The DOE gets behind CoPs as potential answer for achievement gap and underperforming teachers and leaders. Money, time, and resources were thrown at this initiative to see if online CoPs could become the missing link in the instructional shortcomings. Citing examples of success, one is drawn and intrigued to look further at the project as we are now 2 years later.
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Finding and researching CoP sites I came across the Department of Education's answer on the Communities of Practice within education. The Department of Education has added the communities of practice within an initiative called the Investing in Innovation along with a series of other initiatives.
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Schools Turn to In-House Experts for Tech Training - US News and World Report - 0 views
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Great article on schools using teachers to help teach others in the school about different areas in technology that they are competent in. My only thought was that it really should have gone further and reported on schools using its students to train the teachers and fellow classmates. We have a school nearby that has a class on basic computer repair and then the students then spend one hour a week going around the school helping out the teachers. Really cuts down on expenses and students have a sense of pride and a useful and marketable skill!
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Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn - 1 views
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Examination of how learning has evolved in the digital age. For example, engagement with learning content has changed from the student acquisition of knowledge through books to the interaction with content via the internet.
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I love how this article demonstrates connectivism. Email wasn't just born, it was born out of the idea of the world wide web. From there came other email applications. It is so true and I think so easily forgotten.
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