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mike pennella

What Does Connectivism Mean for Education? - 3 views

I liked the article, but loved the David McCandless TedX talk about data visualization embedded within. I am a total geek for effective data visualizations. And never has their been a greater need...

Connectivism EDTECH543 theory Resources

started by John Potosnak on 21 Jun 14 2 follow-ups, last by mike pennella on 24 Jun 14
kooloberlander

Connectivism as a Digital Age Learning Theory - 0 views

www.hetl.org/...HETLReview2013SpecialIssue.pdf

education connectivism pedagogy learning theory

shared by kooloberlander on 24 Jun 14 - No Cached
  • kooloberlander on 24 Jun 14
     
    Lengthy discussion of connectivism as a instructional theory as opposed to a learning theory.
danielbmc

Connectivism and its Critics: What Connectivism Is Not ~ Stephen's Web - 2 views

www.downes.ca/53657

edtech543 Connectivism education

shared by danielbmc on 23 Jun 14 - No Cached
Matt Hoge liked it
  • danielbmc on 23 Jun 14
     
    Stephen Downes defends the ability of Connectivism to provide for instruction against some of the common critiques. He argues that many of the critics cite the lack of changes in educational institutions as proof that Connectivism is impractical. However, Downes believes we should not look at if the changes have happened, but what the outcomes would be if they did change. While he agrees the model can be chaotic, he asserts that it does not mean it can not be effective.
  • Matt Hoge on 24 Jun 14
     
    Great resource! Reading Sephen Downes takes me back to my Edtech 504 days! Two great points he makes about connectivism. 1."These arguments, it seems to me, are circular. They defend the current practice by the current practice." 2. "Saying that "can lead to some educational chaos" is therefore not a criticism of connectivism. " Each of these statements from the article are very profound and support well the fact that just because education has its issues doesn't mean the theories are wrong.
  • mike pennella on 24 Jun 14
     
    Found the google doc in particular very helpful. I made the argument in my blog entry this week that connectivism is in part hard to nail down because you have two ideological who are on similar (but not identical wavelengths). The only thing I am not sure I jive with is the whole "yes, you're going to be overwhelmed, but that's the modern world, deal with it" philosophy. Information filtering and search advances over the next several years are going to mitigate a lot more of this cognitive overload, I believe.
Emmett Wemp

Building and maintaining an online professional learning community - 5 views

www.learnnc.org/7012

technology resources edtech543 tools web2.0

shared by Emmett Wemp on 22 Jun 14 - No Cached
  • Emmett Wemp on 22 Jun 14
     
    This is a good set of tools and instructions for creating and maintaining a PLN.
  • Tsisana Palmer on 22 Jun 14
     
    I found these piece both extremely interesting and valuable. So true the way the author discusses the outcomes of a one-shot workshop vs. a "job-embedded, ongoing" (love the terms!) framework such as PLCs. The main benefits of the PLCs are 1) their are embedded into each school day and are facilitated by teacher support staff and 2) they are not collaboration for collaboration's sake! Instead, they engage teachers into an ongoing dialogue that is of their concern or interest right here, right now! Thus, meaningful collaboration results in meaningful outcomes. Great read!
  • kooloberlander on 24 Jun 14
     
    There's two tools I'm seeing less and less that were included in this blog post. I'm seeing less people using wikis and also Ning seems to have been replaced maybe by Google+? I see this blog as good discussion of using your time wisely and wonder how it might be updated say in 2 or 3 years with new technologies.
nathankraftcheck

A Simple Comprehensive Guide on The use of Personal Learning Networks in Education ~ Ed... - 4 views

www.educatorstechnology.com/...rehensive-guide-on-use-of.html

PLN Web2.0 education

shared by nathankraftcheck on 18 Jun 13 - No Cached
  • Hanna Coleman on 18 Jun 13
     
    This article provides a concise look at personal learning networks in education. Benefits and reasons for educators and students to utilize are outlined.
  • ...5 more comments...
  • Casey Capece on 18 Jun 13
     
    Hanna, this is my favorite PLN article I have come across! I like how the information is organized and the graphics that depict the information. Also, there was a link to The Best Sticky Notes for Teachers - something that is recommended for one to organize information.I thought it was very useful.
  • Ilene Reed on 20 Jun 13
     
    Hanna, Casey is right this is a great resource. I am going to use it in my own personal improvement. It lays out everything so clearly. I never thought of whether or not a PLN was safe but it is good to realize that it is and people are giving thought to that. I found this sight to be excellent and something to read again and again.
  • Nona Barker on 08 Sep 13
     
    Summary: This article provides a great introduction to PLNs. It shares what a PLN is, and why PLNs should be used in education; it also provides the benefits of PLNs and examples of PLN platforms that are available to teachers. Although touches on "how to" establish your own PLN I think it covers enough of the other areas to make it worthwhile, especially for PLN newbies. Presentations (videos, slide shows, etc.) on PLNs are also posted.
  • Betty Clevenger on 10 Sep 13
     
    This really is a simple comprehensive guide on the use of personal learning networks in education! I found it very easy to understand. The author discusses the originations of PLNs, how PLNs can be used in education, and gives you help on how to build your PLN. There are video tutorials (again, simple to understan) as well as a webliography!
  • Stacie Barker on 10 Sep 13
     
    Great site, it really goes into detail on PLN's. I am also a PLN newbie and appreciate the thoroughness of the information.
  • Ryan McDonough on 22 Jun 14
     
    This guide provided the benefits to PLNs, and both teachers and students can use PLNs effectively. The benefits outlined were, student preparedness, engaging, students have to take ownership of learning, individualized instruction, problem-solving skills, safety, and saves time and money. Ways teachers can use PLNs are for resource allocation, collaboration, and help. Students can use PLNs to find credible information through RSS feeds, share blog postings, about reflections and offer feedback for improvement.
  • nathankraftcheck on 05 Sep 14
     
    This post is light on theory, but does a nice job explaining the whats, whys and hows of PLNs
danielbmc

Three Generations of Distance Education Pedagogy - 1 views

www.irrodl.org/...1663

edtech543 elearning technology theory

shared by danielbmc on 03 Sep 12 - No Cached
  • cognitive-behaviourist, social constructivist, and connectivist pedagogy
  • explore distance education systems as they have evolved through three eras of educational, social, and psychological development
  • requirement for distance education to be technologically mediated in order to span the geographic and often temporal distance between learners, teachers, and institutions, it is common to think of development or generations of distance education in terms of the technology used to span these distances
  • ...39 more annotations...
  • first generation of distance education technology was by postal correspondence
  • second generation, defined by the mass media of television, radio, and film production
  • interactive technologies: first audio, then text, video, and then web and immersive conferencing
  • less clear what defines the so-called fourth- and even fifth-generation distance technologies except for a use of intelligent data bases (Taylor, 2002) that create “intelligent flexible learning” or that incorporate Web 2.0 or semantic web technologies
  • repertoire of options available to DE designers and learners has increase
  • Many educators pride themselves on being pedagogically (as opposed to technologically) driven in their teaching and learning designs
  • two being intertwined in a dance: the technology sets the beat and creates the music, while the pedagogy defines the moves
  • To some extent, our pedagogical processes may themselves be viewed as technologies
  • none of these three pedagogical generations has disappeared, and we will argue that all three can and should be effectively used to address the full spectrum of learning needs and aspirations of 21st century learners.
  • Behavioural learning theory begins with notions of learning which are generally defined as new behaviours or changes in behaviours that are acquired as the result of an individual’s response to stimuli
  • Although learning was still conceived of as an individual process, its study expanded from an exclusive focus on behaviour to changes in knowledge or capacity that are stored and recalled in individual memory.
  • The locus of control in a CB model is very much the teacher or instructional designer
  • It is notable that such models gained a foothold in distance education at a time when there were limited technologies available that allowed many-to-many communication. Teleconferencing was perhaps the most successful means available but came with associated costs and complexity that limited its usefulness. The postal service and publication or redistribution of messages was very slow, expensive, and limited in scope for interactivity. Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • Cognitive presence is the means and context through which learners construct and confirm new knowledge
  • Later developments in cognitive theory have attempted to design learning materials in ways that maximized brain efficiency and effectiveness by attending to the types, ordering, timing, and nature of learning stimulations
  • Learning was thought of as an individual process, and thus it made little difference if one was reading a book, watching a movie, or interacting with a computer-assisted learning program by oneself or in the company of other learners
  • reduction of the role and importance of the teacher further fueled resentment by traditional educators against the CB model of distance education
  • While appropriate when learning objectives are very clear, CB models avoid dealing with the full richness and complexity of humans learning to be, as opposed to learning to do
  • People are not blank slates but begin with models and knowledge of the world and learn and exist in a social context of great intricacy and depth.
  • technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers
  • Social-constructivist pedagogy acknowledges the social nature of knowledge and of its creation in the minds of individual learners.
  • Teachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs means by which new knowledge is both created and integrated with existing knowledge
  • The locus of control in a social-constructivist system shifts somewhat away from the teacher, who becomes more of a guide than an instructor, but who assumes the critical role of shaping the learning activities and designing the structure in which those activities occur
  • social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies
  • Cognitive presence also assumes that learners are actively engaged, and interaction with peers is perhaps the most cost-effective way to support cognitive presence
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding
  • Social interaction is a defining feature of constructivist pedagogies. At a distance, this interaction is always mediated, but nonetheless, it is considered to be a critical component of quality distance education
  • the educator is a guide, helper, and partner where the content is secondary to the learning process; the source of knowledge lies primarily in experiences
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Constructivist distance education pedagogies moved distance learning beyond the narrow type of knowledge transmission that could be encapsulated easily in media through to the use of synchronous and asynchronous, human communications-based learning
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems. Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous access to networked technologies
  • Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed.
  • It is noteworthy that connectivist models explicitly rely on the ubiquity of networked connections between people, digital artifacts, and content, which would have been inconceivable as forms of distance learning were the World Wide Web not available to mediate the process. Thus, as we have seen in the case of the earlier generations of distance learning, technology has played a major role in determining the potential pedagogies that may be employed.
  • learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks
  • exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence
  • Connectivist learning is based as much upon production as consumption of educational content
  • The activities of learners are reflected in their contributions to wikis, Twitter, threaded conferences, Voicethreads, and other network tools. Further, social presence is retained and promoted through the comments, contributions, and insights of students who have previously engaged in the course and that persist as augmentable archives to enrich network interactions for current students
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others
  • stress to teaching presence is the challenge presented by rapidly changing technologies
  • Gretel Patch on 03 Sep 12
     
    How three theories have shaped distance learning over the years. Connectivist theory shows how learning is about forming connections with others through human and digital interaction. Developed in the digital age and assumes access to social networking technologies.
  • danielbmc on 23 Jun 14
     
    This is a March 2011 journal article that highlights the shifts in technology and theory for distance learning. First, there was the cognitive-behaviorist with it's focus on read, watch, and recall. As the web developed, we saw constructivism shift the teachers duties from content creator to a guide through the content as students synthesized. Connectivism promotes the teacher as a "co-traveler" helping students to explore, connect, and create.
latoya jackson

Instructional Software: Classroom Game Templates - 0 views

The following website has excellent templates for bringing games such as Jeopardy into your classroom. Extremely easy to follow http://powerpointgames.wikispaces.com/PowerPoint+Game+Templates

started by latoya jackson on 06 May 14 no follow-up yet
Stacie Barker

Children's Technology Review | News and reviews of children's interactive media - 0 views

childrenstech.com

education technology resources

shared by Stacie Barker on 19 Sep 14 - Cached
  • Stacie Barker on 19 Sep 14
     
    Instructional software games for elementary students
driasetter

Education World: Spreadsheets: A Dynamic Path to Understanding Math - 0 views

www.educationworld.com/...mathchat025.shtml

EdTech541 spreadsheets math instruction

shared by driasetter on 02 Mar 13 - Cached
  • Kim Jackson on 02 Mar 13
     
    541
Carrie Day

Testing Embedded in Digital Games Yields Key Data - 0 views

www.edweek.org/...25games.h33.html

multimedia education technology

shared by Carrie Day on 10 Oct 14 - No Cached
  • Carrie Day on 10 Oct 14
     
    SimCityEDU: Pollution Challenge, an educational version of the popular city-building video game, is a known quantity in a fresh wave of serious learning games that bridge the gap between instruction and assessment. These multimedia tools provide teachers with better assessment tools than written exams.
Melissa Getz

Making Content Relevant Using Connectivism - 6 views

So glad you found this link b/c it has one of my favorite YouTube videos- the one about college students today. I also appreciate the sentiment in the blog because it reminds us that teachers still...

education edtech543 teaching

started by Ashley Eivins on 21 Jun 13 2 follow-ups, last by Melissa Getz on 22 Jun 13
Cate Tolnai liked it
Ashley Eivins

Connectivism and Social Learning in Practice - 2 views

http://whatsnewinourclassroom.blogspot.com/2010/06/connectivism-and-social-learning-in.html This kindergarten teach connects her experience with connectivism to her classroom instruction. I don't f...

education teaching technology edtech543

started by Ashley Eivins on 21 Jun 13 no follow-up yet
Daniel Oldham

The networked student model for construction of personal learning environments: Balanci... - 11 views

ascilite.org.au/...drexler.html

edtech543 learning tools elearning PLN difficulty atonomy

shared by Daniel Oldham on 20 Jun 13 - Cached
  • Molly Large on 20 Jun 13
     
    As students construct personal learning environments, teacher instruction and support is likely to be needed. PLE's must be constructed based on needs, and students may or may not be able to articulate what their learning needs are.
  • ...5 more comments...
  • Cate Tolnai on 21 Jun 13
     
    This study covers teacher and student PLEs and details the necessary components for bringing students into the 21st Century with differentiated digital resources.
  • Dana Daines-Smith on 21 Jun 13
     
    I like the visuals for the models. It makes it very clear how to utilize digital resources and clearly explains the method,data and design of the model.
  • Mike Procyk on 24 Jun 13
     
    This article explores a Networked Student Model and a test case which seeks to understand how teachers can support a more learner-centered and autonomuos learning experience.
  • Daniel Oldham on 07 Sep 13
     
    This article discusses the difficulties that are posed to instructors as the PLN grows for each student. It discusses the need for student autonomy but with instructor guidance. It shows how the instructor should be a foundation of the PLN but the student should be encouraged to utilize all the tools available.
  • Nona Barker on 07 Sep 13
     
    The article also compares a networked teacher model to that of a networked student model so teachers can see how similar the two really are. Although the teacher acts as a guide by nurturing and encouraging students throughout the process, the student is the one who controls what is learned or explored. The students can activate their own learning or shut it off. Just like adults. Fascinating.
  • cynthia mills on 07 Sep 13
     
    Today, students already have personal learning environments, but as teachers we have the ability to forge new pathways to learning by utilizing what kids already know and modeling collaboration and exploration.
  • chris mason on 07 Sep 13
     
    Wow! What a cool article. I really enjoyed the picture of the Networked student. This article is like a how to for a teacher wanting to teach the 21st century student. It makes me wonder if our school system should provide a class on how to set up a method for each student to display their learning or their personal learning environment.
Jennifer Frisk

Infiltrating the Walled Garden - 0 views

www.hybridpedagogy.com/...Walled_Garden.html

edtech541

shared by Jennifer Frisk on 28 Oct 13 - No Cached
  • Jennifer Frisk on 28 Oct 13
     
    by Wm. Beasley Learning Management Systems (LMS) are walled gardens. They provide substantial control over the environment in which learning activities take place, and at first glance this appears to be a good thing. For this reason they are often relatively appealing to faculty members beginning to make the transition from fully traditional classroom instruction.
Kelly Kenney

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.
Jill Miller

Information Literacy and Communities of Practice - 8 views

designerlibrarian.wordpress.com/...cy-and-communities-of-practice

Edtech543 teaching information literacy communities of practice

shared by Jill Miller on 02 Sep 15 - No Cached
  • Jill Miller on 02 Sep 15
     
    In this blog post, Amanda Hovious, librarian and instructional designer, discusses librarians as facilitators of communities of practice. What strikes me about this post is that Hovious identifies various types of communities of practice, including (for example) students in an English Comp class. If a classroom of students can be considered a community of practice, then every educator serves in a role that facilitates these communities.
  • ...1 more comment...
  • thwilliams on 02 Sep 15
     
    I really found the breakdown of communities of practice and the examples she shared helpful. She provides a great viewpoint of the value and importance of communities of practice.
  • Hannah Clark on 02 Sep 15
     
    This post was great! As a teacher of secondary English, I'm always trying to find ways to engage my learners both in and out of the classroom in regards to reading. I need to tap more into our library and our librarian! Awesome ideas I will have to share with her!
  • cassiefaught on 03 Sep 15
     
    I love getting the librarian perspective in this post. I think it was interesting to see how she facilitates the communities of practice. I also liked getting ideas of different groups that constitute a community of practice.
anonymous

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.
amritha bhat

Technology Integration - 0 views

its.leesummit.k12.mo.us

education technology resources web2.0 tools learning curriculum elearning digital teaching

shared by amritha bhat on 12 Oct 10 - Cached
  • amritha bhat on 12 Oct 10
     
    Great site which provides a wide range of information and tools to integrate technology into the curriculum starting from instructional software to the Internet
scott hogan

Project K-Nect Math Initiative - 0 views

www.projectknect.org/...Home.html

math web 2.0 technology social networking

shared by scott hogan on 08 Mar 10 - Cached
  • Deborah Lyman on 01 Nov 12
     
    Project K-Nect is designed to create a supplemental resource for secondary at-risk students to focus on increasing their math skills through a common and popular technology - mobile smartphones.
  • ...1 more comment...
  • Debi Banks on 05 Nov 12
     
    Project K-Nect provided smartphones to allow students to communicate and collaborate with teachers, tutors, and other students. This technology allowed the students the ability to master math skills and knowledge.
  • vanessa botts on 20 Jul 13
     
    In North Carolina, about 100 ninth-grade students in four schools in North Carolina have been issued smartphones for use in their math classes. They use the phones to network among themselves on problems, receive instruction from teachers, play math-improving games, or watch an animation showing the problem being solved.
  • scott hogan on 20 Jul 13
     
    Through a grant from a smartphone maker, students were given devices that would allow them to contact other students and tutors about math problems when not at school. It also gave them access to materials for class that they otherwise would not have had away from school. While this wouldn't be applicable in all schools, the social networking aspect of the program helped students better manage their personal learning experience.
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