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mike pennella

Connectivism: Learning theory of the future or vestige of the past? - 2 views

I've read this article a few times now in different contexts and I'm still not sure on where I come out on connectivism being a new learning theory or not. The world has certainly changed because ...

education EDTECH543 learning digital elearning connectivism

started by Tsisana Palmer on 21 Jun 14 1 follow-up, last by mike pennella on 24 Jun 14
Dave Mulder

When Technology Does Not Support Learning: Conflicts Between Epistemological Beliefs an... - 1 views

search.proquest.com.libproxy.boisestate.edu/...199903097

edtech543 PLE PLN web2.0 elearning

shared by Dave Mulder on 21 Jun 14 - No Cached
  • Dave Mulder on 21 Jun 14
     
    This article takes the provocative position that a PLN is *not* the best learning situation for all learners. The authors qualify this, however, explaining "when the technology used to support learning is designed to support a specific learning model, this can often lead to a compulsory learning process that users must follow to reach the course objectives." I am not entirely sure this is a bad thing, however; in formal learning situations, I think it makes sense to have clear objectives, assessments, and learning activities. In informal settings--such as personalized professional development for practicing educators, for example--this point might hold true. The authors explain that individuals' epistemological beliefs affect their willingness to learn in an informal (PLN-based) learning situation. Further, the authors believe that beliefs about the role of technology for learning will impact the learning that can occur in a PLN. I really agree with these ideas!
carissakane

The Systems Thinker - Communities of Practice: Learning as a Social System - The System... - 12 views

thesystemsthinker.com/ce-learning-as-a-social-system

#EdTechSN EDTECH543 CoP

shared by carissakane on 05 Jun 17 - No Cached
  • You respect your teammates and are accountable to your project managers. But when you face a problem that stretches your knowledge, you turn to people like Jake, Sylvia, and Robert. Even though they work on their own projects in other business units, they are your real colleagues. You all go back many years. They understand the issues you face and will explore new ideas with you. And even Julie, who now works for one of your suppliers, is only a phone call away. These are the people with whom you can discuss the latest developments in the field and troubleshoot each other’s most difficult design challenges.
  • What it is about: its joint enterprise as understood and continually renegotiated by its members How it functions: the relationships of mutual engagement that bind members together into a social entity What capability it has produced: the shared repertoire of communal resources (routines, sensibilities, artifacts, vocabulary, styles, etc.) that members have developed over time.
  • mskmjohnson on 05 Jun 17
     
    This article talks about how communities of practice are all around us and that more than likely, everyone is in multiple groups or communities. It also discusses how knowledge is what holds the communities together rather than tasks doing so like on a team. As it explains what a community of practice is, it also goes into how to develop the community as well as how to maintain it. To help a community of practice to succeed, it says no member needs to be on the outside of the community, but for all members to be fully inside the community and fully committed.
  • ...11 more comments...
  • michellehughes11 on 07 Jun 17
     
    @mskmjohnson Great article! I particularly like the focus on a CoP vs. a team and the practical information on maintaining a CoP
  • Ariana Pyburn on 08 Jun 17
     
    This in-depth overview discusses CoPs covers their roles in organizations like other articles, but it also talks about where the can be found and their differences than teams, businesses, networks, etc- offering a definition more by what it is not. The stages of development image helped me better understand the foundation of a CoP.
  • kaydentague on 09 Jun 17
     
    Etienne Wenger explains the importance of Communities of Practice. Wenger states that communities are everywhere and most people are involved in a community of practice. Communities of practice are different than a community of interest or geographical communities because of three elements. The three elements are what it is about, how it functions, and what capability it has produced. The community of practice can be within businesses, across business units, or even across company boundaries. All "communities of practice move through various stages of development characterized by different levels of interaction among the members and different kinds of activities."
  • Natalie Burr on 12 Jun 17
     
    Article by Wegner explaining CoPs that has a couple of great graphics of what it means to be in a CoP, how to develop them, and how they relate to organizations
  • Ryann Waldman on 12 Jun 17
     
    I really like how this article connects the idea of CoP to things other than education. It is a 21st century skill that we can teach our students and have them continue to use even after their formal education is complete.
  • jershua1 on 12 Jun 17
     
    Sometimes we teachers get ourselves stuck on the idea that we are clearly the only profession out there in the world when we are researching topics like CoPs. However, this isn't the case, and I really appreciate that this resource outlines the idea of communities of practice as far reaching and for more than just teachers. It comes back to the community. Without the community, there is no practice.
  • wagnerang on 04 Jun 18
     
    This article goes beyond the basic definitions of CoPs as it provides where communities can be found and the importance of CoPs to organizations and offers suggestions to develop and nurture CoPs.
  • melpalmer4 on 04 Jun 18
     
    For me it is easy to think of CoPs in education but I liked looking at them in other organizations. Thinking about how to keep them going was interesting. Things like legitimizing participation seems obvious but can really make or break a CoP.
  • jkraschnewski on 06 Jun 18
     
    This article begins by describing three different communities of practice, but not how one would traditionally think of them. A "community of practice" for myself on a personal level would not necessarily have to be the other middle school teachers in my building, but could involve the elementary art teacher I am friends with. The more I read about these communities of practice the more they are sounding like "like-minded people who talk about stuff they have in common." There is a neat little graph describing five stages of development of these communities.
  • nstringham on 10 Jun 18
     
    This page offers different wording and definitions of PLNs.
  • camille_rrt on 10 Jun 18
     
    This article talks about Communities of Practice and how they differ from PLN. COP have a centralized theme, how they function depend on the sophistication and functionality of the group as a whole.
  • cooperjrn on 11 Jun 18
     
    It is nice to see how communities of practice are used in areas outside of education. I feel this really highlights the importance of them beyond the theoretical value and into real-world application.
  • carissakane on 12 Jun 18
     
    This article provides characteristics of communities of practice and examples of where they can be seen but what stood out to me as being useful information is how to keep CoP's productive and "nurtured." The focus of implementing CoP's is not in education but rather business; however, the information is still relevant and applicable.
mskmjohnson

Connectivism: Its place in theory-informed research and innovation in technology-enable... - 1 views

www.irrodl.org/...1827

education technology EdTech543 learning

shared by mskmjohnson on 09 Sep 12 - No Cached
  • Alyssa Rose on 09 Sep 12
     
    This article explains connectivism by taking a hard look at the other learning theories that set out to explain the way in which the world learns now. It explores research scenarios that allowed people to "cope with rapid change in the "information ecology"". I think that that is a great talking point for connectivism because it does act as a way to do this. It explains how this theory is expanding the development of new pedagogies that view a less important role of the facilitator and more important role on the autonomy of the student. The author states that connectivism is not the catch all of learning theories and needs to have more studies done in order to really evaluate its importance in the classrooms and virtual classrooms.
  • ...2 more comments...
  • Cody Peacock on 22 Jun 14
     
    This was one of the most helpful articles to read because it not only showed connectivism as theory but also its limitations. It explores connectivism as theory and as a phenomenon because detractors feel like it does not fit the qualifications for a theory. However Mr. Bell does show how if not a theory connectivism certainly does have merit. He also compares other theories to connectivism to show that merit in today's digital learning.
  • Christopher Higgins on 06 Jul 15
     
    This article looks at Connectivism and explores if is a learning theory. The article also addresses how technology has created the need for researchers to move beyond more traditional learning theories and develop theories that relate to the use of technology in learning.
  • Kristen Taubman on 05 Sep 16
     
    This peer reviewed article is compelling because it provides a historical look at the evolution of Connectivism while considering what detractors say are the inherent flaws in the theory. Additionally, the authors provide relevant discussion of the rise of and failures of MOOCS. Finally, 5 scenarios are provided to illustrate the discussion.
  • mskmjohnson on 05 Jun 17
     
    This article first discusses how the internet plays a role in connectivism, but also how it is not equal across the world as far as internet use or access. The article then goes on to state that connectivism has replaced behaviorism, cognitivism, and constructivism because all three of those had some limitations. After explaining this, it then goes into different situations in the classroom and depending on what is going on within the classroom, relates it to the theory of connectivism or another theory. It discusses how some say connectivism is insufficient in the classroom, but the writer goes on to explain that there still isn't one single theory that can do it all in the context of learning within the classroom.
kimsjohnson

What are Personal Learning Networks? - 3 views

info.shiftelearning.com/...personal-learning-networks

PLN networks PLE CoPs

shared by kimsjohnson on 29 Aug 16 - No Cached
  • alannashaw on 29 Aug 16
     
    This article from Sh!ft Learning explains the differences between Personal Learning Networks, PLCs, CoPs, and PLEs. Anyone unfamiliar to the terms/acronyms would find this article useful in discerning the differences. The article also gives several reasons for why PLNs are needed, and ways they can help educators grows personally and professionally.
  • ...5 more comments...
  • Jasmine Quezada on 01 Sep 16
     
    A fabulous article that describes exactly what a PLN is & isn't. They define it as: "A network of trusted connections with whom an individual interacts (and learns from) on a regular basis." - Jane Hart. It stresses that while technology has advanced and changed PLN's they are mainly about the connections formed & relationships made. It describes a PLN as being "random" while a COP is more intentional & formal (since COP often share professional expertise).
  • Ben Killam on 02 Sep 16
     
    This article describes what PLNs are and how they differ from PLEs. It also outlines the importance of PLNs for becoming a better teacher and connecting with others.
  • Buffy Naillon on 05 Sep 16
     
    This particular article talks about how PLNs have layers, starting with the center layer. This includes a person's mentors and friends. The next layer are people or groups that are bound by common interests. The last layer are the experts and professionals that people look to in order to gain personal knowledge. This article also points that sometimes people get PLNs and CoPs mixed up. However CoPs take this one step further by having a profession/ professional interests in common. In other words, most Trekkies at ComicCon are not CoPs, but rather PLNs.
  • michellehughes11 on 05 Jun 17
     
    This resource defines PLNs and the benefits of today's learners connecting online with people of similar interests. However, the differentiating aspect of this article is actually the section titled "What a PLN is Not." In this section, PLNs and CoPs are compared and contrasted regarding purpose and structure with PLNs being less formal than CoPs. Additionally, this resource illustrates the difference between PLNs and PLEs, markedly stating that PLNs are a part of PLEs and that they house the virtual network and tools used to collaborate. Finally, this resource pulls on Connectivism to explain the importance of a PLN, citing the Connectivist principle of continued learning made possible through constantly updating networks of users.
  • kcastello on 08 Jun 17
     
    Michelle, what an excellent resource! I was particularly interested where it explained that a PLN is not a PLE because I'm finding myself in my elementary understanding of these concepts mixing these up!
  • kaydentague on 10 Jun 17
     
    Gutierrez defines what a PLN is, what does a PLN do, and what a PLN is not. Lastly, Gutierrez explains why building a PLN is increasingly important. A PLN is where educators can gather, collaborate, communicate, and share information anywhere or anytime. PLNs are formed through social media and across the world. They serve three purposes including connection building, connection maintenance, and connection activation. A PLN is not a CoP or PLE. A Community of Practice is with people that have the same profession, vs PLN connections are more informal. A Personal Learning Environment is much broader than a PLN. A PLN is within the PLE. PLNs help professional development, expanding your thinking, find answers and advice quickly, and stay up to date.
  • kimsjohnson on 10 Jun 17
     
    The business blog post defines and contrasts PLNs, CoPs, and PLEs. It discusses the importance of building a PLN. The post points out that connections in a PLN are intentional with the purpose of learning from the other person rather than just meeting by chance. Several good references are provided. Included is a nice illustration showing the relationships between PLNs and PLEs and Personal Web Tools.
bettywells

Personal Learning Environments - the future of eLearning? - 6 views

digtechitalia.pbworks.com/...Atwell%202007.pdf

edtech543 web2.0 learning networks

shared by bettywells on 02 Jul 15 - No Cached
  • a Personal Learning environment was not an application. A PLE is comprised of all the different tools we use in our everyday life for learning.
  • All educational software, implicitly or otherwise, either enhances or restrains certain pedagogic approaches to learning. There is no such thing as pedagogically neutral software. A Personal Learning Environment could allow a leaner to configure and develop a learning environment to suit and enable their own style of learning.
  • Social software offers the opportunity for narrowing the divide between producers and consumers. Consumers become themselves producers, through creating and sharing.
  • nickurban on 02 Jul 15
     
    In this article Attwell begins to discuss the importance of continuing education within the professional field. Attwell highlights that as the learning environment is changing so too must the educational world in how people acquire knowledge. As we are all well aware that gaining an education online is very adaptable, so too must schools recognize the value in allowing educators to gain knowledge through PLN's. Attwell identifies that as PLN's continue to grow so to will the informal and formal acquisition of knowledge.
  • ...6 more comments...
  • Rob Johnson on 04 Jul 15
     
    This article explains the basic idea of personal learning networks, especially related to e-Learning. The author makes the argument that the education system needs to adapt the ideas behind personal learning networks in order to be successful in the future.
  • Ryan Olynyk on 10 Jun 16
     
    This article discusses the important trends in personal learning environments. It talks of its importance in life long learning, informal learning, the impact of different learning styles and how technology is playing a huge role in our education today,
  • kristiedtech on 30 Aug 16
     
    This is paper written back in 2007 about PLNs. The author argues that PLN are the future of elearning because of the power they have to offer individualized learning and give the learner the opportunity to organize his/her own learning. That educational institutions cannot expect to simply recreate the same forms of learning used in tradition education online. rather that we must learn to adapt to the new and emerging technologies of ubiquitous computing and social software. Considering that this article was written 9 years ago, I found it to be extremely accurate and representative of PLNs today.
  • chrisdenny on 02 Sep 16
     
    The article looks at personal learning environments and discusses the possibility that some form of PLE will be needed as part of the future of learning. It also discusses the need for changes in education to accommodate PLEs as current teaching methodology is out of date with how current students wish to learn.
  • kcastello on 07 Jun 17
     
    This article pushes for a change in learning through Personal Learning Environments. This article recognizes that PLEs help to foster lifelong learning though providing multiple tools and resources to support the learning. It is argued that this learning does not have to be a formal, institutional learning, but can be informal which adapts for different styles of learning. A very interesting aspect of the article to me is the addressing of assessment and how the learning that has taken place through the PLE would be assessed. This primarily explains that evidence could be shown through artifacts and possibly an e-Portfolio. It later goes on to explain what a PLE would look like which include a copious amount of tools that one uses daily for learning. These tools primarily would be comprised of what is called social software connecting collaborators. The important take away from this article is that a PLE is not a tool to be implemented, but instead an approach for the use of a web of tools for learning and sharing creating a bridge between the learner and the world outside.
  • michellehughes11 on 07 Jun 17
     
    @kcastello Thanks for the article! I particularly like the distinction you made between PLEs as an approach, not a tool.
  • mskmjohnson on 08 Jun 17
     
    Great article Kristin! I really like how the article states that it's lifelong learning when it comes to PLEs and not just temporary if done correctly!
  • bettywells on 03 Sep 17
     
    This paper explores the Personal Learning Environment and considers why PLEs might be useful to learning in the future. The author looks at the changing face of education and the ways the net generation is using technology for learning. The idea of a Personal Learning Environment understands that learning is ongoing and wants to provide tools to support that learning and help the learner organize his own learning. The article also looks at changing technology, and the development of social software, and it's impacts on education today.
bettywells

Communities of Practice - 13 views

web.stanford.edu/...eckert2006.pdf

edtech543 communities of practice

shared by bettywells on 22 Jun 14 - No Cached
  • Cody Peacock on 22 Jun 14
     
    This article looks at the connection between learning communities and linguistic and sociolinguistic elements that are essential to success in such communities. The article gives an initial theory of how linguistics is important in determining how different communities are conceived and the effect on diverse groups and how these communities are an excellent place to study those linguistics.
  • ...21 more comments...
  • Emmett Wemp on 22 Jun 14
     
    I found the phrase "shared experience over time, and a commitment to shared understanding" to be very powerful. It is the underlying foundation of a community of practice. Each member has something to contribute to the overall goal of understanding the same material.
  • bluejayteacher on 08 Sep 14
     
    An article that claims the success of communities of practice comes down to two things: "shared experience over time and a commitment to shared understanding." It further explains that not only are the experiences key, but it is crucial that those experiences have variety and diversity.
  • Megan Poindexter on 29 Jun 15
     
    I appreciate this piece because then intent is to build a concrete definition for communities of practice for an encyclopedia. It explores the sociological implications of the term and offers rich language that can be used to adequately define this particular type of community. According to the author there are two primary conditions in order for a collection of people to be considered a community of practice: commitment to the same shared understanding and a shared experience over time. These communities act as a tool to familiarize participant's with the world using the lenses of the group's interests.
  • Melodie Worthington on 30 Jun 15
     
    Concise definition and description of Communities of Practice. Focus is on relation to speech communities.
  • Rob Johnson on 04 Jul 15
     
    This article gives a straightforward explanation of communities of practice. The author discusses the role of linguistics in this approach, explains its value, and how it can be successful.
  • loganwillits on 04 Jul 15
     
    This article talks explains the idea of community of practice and how one might compare their community to others. The ability to establish the purpose of the community of practice in which you are participating will allow for differentiation amongst other communities of practice. Although it wasn't a major focus of the paper it was one of the things that I took from this article that hasn't really been brought up in others.
  • Elizabeth Wood on 05 Jul 15
     
    This article was written for the Encyclopedia of Langauge and Linguistics. The article discusses how communities of practice are "collections of people who engage on an ongoing basis in some common endeavor". They are based not on shared characteristics or co-presence, but rather on shared practices. The author also points out that there are two crucial conditions, "shared experience over time, and a commitment to shared understanding". The article then discusses communities of practice in the sense of linguistics.
  • Christopher Higgins on 05 Jul 15
     
    This article defines and explains the unique qualities of communities of practice. It also provides examples of how communities of practice are much different than other groupings we may identify.
  • David Mato on 06 Sep 15
     
    The author lists the needs of sharing experience over time and the commitment to share understanding to make the community of practice work. Collaboration between all parts of the CoP. The article describes how a Community of Practice does not only have to be educational. Examples like book clubs, bowling teams or a church congregation are used by the author in the article.
  • Heather Berlin on 07 Sep 15
     
    Communities of practice is described by Penelope Eckert. Communities of practice develops ways of doing things, views, values, power relations, and ways of talking. Two main parts of the meaning include shared experienced over time and a commitment to shared understanding.
  • amandahensley on 07 Jun 16
     
    This article summarizes the concept of Communities of Practice (CoPs) and examines this concept as the basis of a social theory of learning. CoPs are defined as "a collection of people who engage on an ongoing basis in some common endeavor." The primary virtue of a CoP lies in shared practice among members, which is a totally different idea then social groups based on gender, class, or physical location such as neighborhood or workplace. While this article focused particularly on the linguistic/speech field, the general theory behind the development of and discussion of benefits of CoPs was applicable to all domains.
  • amymitchell136 on 07 Jun 16
     
    This article gave a lot of information on Communities of Practice. I liked how they discussed the two crucial conditions of CoPs. The first is that they are a shared experience over time. As the group develops over time, there is a great level of consistency. It provides more opportunities for joint sense-making and deepening participants' knowledge. The second condition is that they are a commitment to shared understanding. Participants in the CoP practice collaborating by placing themselves in a group with respect the world around them. There is a commitment to mutual engagement, shared knowledge, and a sense of predictability.
  • brianbetteridge on 08 Jun 16
     
    Megan and Amy, I like the idea of commitment presented by this article. It's one thing to belong to a COP, but another to be committed to it. We can't just "join" a COP without actively participating in it and contributing to it. I think that's an important thing to remember.
  • Kim Davis on 09 Jun 16
     
    I also like the idea that at it's heart a COP is about mutual sense-making. The article mentions the idea of that being conflictual or consensual which I think is important to remember. A COP doesn't have to be all roses and unicorns to be effective.
  • scottcastro on 12 Jun 16
     
    This was a very interesting article to read by Penelope Eckert. The focus of this article takes on language and linguistics in CoPs, and Eckert claims that a "community of practice is thus a rich locus for the study of situated language use, of language change, and of the very process of conventionalization that underlies both." At its core, the claim being made is that language and linguistics is always evolving in CoPs and this helps with "identity construction" within a CoP.
  • ampengilley on 13 Jun 16
     
    This was an interesting read, though perhaps not particularly relevant to our class. It discusses communities of practice, what they are, where the theory came from, but it goes on beyond that to connect linguistics into it. I never would have considered that link if I had not read this.
  • Kjersti Withers on 14 Jun 16
     
    This brief encyclopedia entry about communities of practice gives a succinct summary of the theory and discusses how CoPs affect, and perhaps are affected by, language.
  • Kjersti Withers on 14 Jun 16
     
    This brief encyclopedia entry about communities of practice gives a succinct summary of the theory and discusses how CoPs affect, and perhaps are affected by, language.
  • Patricia Smeyers on 30 Aug 16
     
    Penelope Eckert explains that "a community of practice is a collection of people who engage on an ongoing basis in some common endeavor." CoP was developed by developed by Jean Lave and Etienne Wenger and is based on the social learning theory. The author discusses the two conditions that are necessary to have a successful community of practice and provides scholarly research on the linguistic factors of CoP.
  • chrisdenny on 02 Sep 16
     
    This article discusses the origins of Communities of Practice and then expands on the concepts by using examples that adhere to Anthropology and Linguistics.
  • kcastello on 06 Jun 17
     
    This article explains what a community of practice is. It gives two aspects that are necessary for a community of practice which are "shared experience over time, and a commitment to shared understanding." The article also contrasts communities of practice with groups of speakers. It also explains that a child's linguistics are much more related to a child's communities of practice as opposed to their parents' social class.
  • jershua1 on 11 Jun 17
     
    This article delves into the definition of communities of practice and relates this to the world beyond my lens of education. This academic article relates communities of practice to anthropology and linguistics. The way we talk influences our communities of practice. The things that band us together can be many… finding an identity inside of this community is important
  • bettywells on 03 Sep 17
     
    This article goes in great detail to define communities of practice. The author defines communities of practice as, a collection of people who engage on an ongoing basis in some common endeavor. Communities of practice develop in response to common interest, and have an important role in forming their members' participation. This commitment to the common interest holds the individual accountable for their participation.
Fabio Cominotti

Matt Brown (PrincipalBrown) on Twitter - 0 views

twitter.com/PrincipalBrown

shared by Fabio Cominotti on 07 Nov 12 - No Cached
  • Fabio Cominotti on 07 Nov 12
     
    This Twitter account belongs to a Principal at Kurt Hahn EL School in Brooklyn New York.  While this may not be thought of as using, social networking in education, I say it is.  Education is not just about classrooms and lessons, it is about about community and parents as well.  Keeping the community, parents, and students up to date on happenings at the school and profiling teachers and student achievements is an important part of education.  This is a great way to use Twitter.
Kathy Grubb

Obstacles to a Technological Revolution - 0 views

www.yale.edu/...merrow.html

shared by Kathy Grubb on 19 Nov 12 - No Cached
  • Kathy Grubb on 19 Nov 12
     
    Even though this article was written back in 1997, it still has some really great info. Loved the line about how when the teacher did not know how to work the technology it never occurred to her to ask her students! Also another great line was Computers are not our future, they are our present!!
Clayton Mitchell

Don't Lecture Me: Rethinking How College Students Learn | MindShift - 1 views

blogs.kqed.org/...g-how-college-students-learn-2

EdTech 543 physics engagement

shared by Clayton Mitchell on 01 Nov 12 - No Cached
  • Clayton Mitchell on 01 Nov 12
     
    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. 
scottcastro

CoP Development for Geography Teachers - 1 views

www.jstor.org.libproxy.boisestate.edu/...41555402.pdf

CoPs education Edtech543 professional development

shared by scottcastro on 12 Jun 16 - No Cached
  • scottcastro on 12 Jun 16
     
    This study shows a very specific CoP example, using geography teachers in New Zealand as the subject of research. In the introduction, the researcher states "mandating professional development services to several hired geography teachers is impractical...and needs to be voluntary rather than mandatory." This statement is consistent with CoPs having membership of like-individuals connecting because of their learning needs and wants. Furthermore, the study shows a positive result when connecting 'distant' people as a cost effective way to circumvent budgetary restraints for professional development.
  • meganapgar on 13 Jun 16
     
    Communities of Practice need to be voluntary and non-threatening in order for an individual to join. In this study, I like how they set up their Community of Practice so that the individual could join a topic or subject matter group that was relevant to their situation or needs. As teachers we are often placed in professional development training that has no relevance to the needs of our classroom. I also like how they set up a dialogue for the members of the group. Participants not only posted their own ideas but shared thoughts and ideas through discussion with others in the group. It seemed to be less intimidating because much of the dialogue took place online. One of the factors that impacted the participants was time. Just like educators in the U.S., the educators in this study found it difficult to find the time to fully participate in these Communities of Practice and some did not even finish the modules. As a result, dialogue toward the end of the module fizzled out and was less engaging for some participants. That is one of my concerns with Communities of Practice. Sometimes if one is not being forced to complete a project, it does not get completed. It takes a lot of discipline to be part of a Community of Practice and a willingness to be there for the other group members.
scottcastro

Annotated Bibliography - Twitter, Social Networking and Communities of Practice - 5 views

www.tesl-ej.org/...ej50int

education Edtech543 technology teaching CoPs web2.0

shared by scottcastro on 05 Sep 13 - No Cached
  • cynthia mills on 05 Sep 13
     
    I really like annotated bibliographies because they provide so much information on a topic in a fairly simple analytical summary, and they allow the reader to delve further by providing the source. The author, Kristi Newgarden, has two fields of interest: educational technology and teaching English as a Second Language. Overall, the focus of the bibliography is on Communities of Practice and Lave and Wenger's concepts of Legitimate Peripheral Participation.
  • ...2 more comments...
  • Jason Marconi on 05 Sep 13
     
    I agree with you about annotated bibliographies being a great resource. Not only did this great link provide further scholarly readings but gave a glimpse into what we could expect from them as well. I really enjoyed the list and found it great that some of them were brand new from the research I've already done at the beginning of this module. Great find!
  • scottcastro on 13 Jun 16
     
    Though not an academic study, this annotated bibliography from Electronic Journal for English as a Second Language, gives the reader summaries of over 40 sources related to Twitter, Social Networking, and CoPs. This bibliography is similar to one required in EdTech 501 at BSU. The resources provided come from a wide-range of academic disciplines and publications providing the reader with a diverse bibliography to look over.
  • J Matibag on 13 Jun 16
     
    Scott, it's great that you found this annotated bibliography. What caught my attention initially was that it was posted on a TESL website, but after reading further the author mentioned that the resources mentioned could benefit any teacher in any subject area. This is a nice way to find resources on a topic without having to type in a search engine or review resources at the end of a research study. Even better when there is a summary provided so you don't have to figure out if that is a beneficial resource or not.
  • scottcastro on 13 Jun 16
     
    J Matibag - One thing I didn't touch upon, but didn't, is the benefit summaries provided in an annotated bibliography like this one. Thanks for putting that into your post. Having these description certainly gives the reader a chance to discover more sources in less time. Most studies I've read tend to be 10-25 pages, so this circumvents sifting through studies that may not be what one is looking for.
angi_lewis

Connectivism and Dimensions of Individual Experience. - 0 views

web.ebscohost.com.libproxy.boisestate.edu/...pdfviewer

connectivism individual SNLearning distance learning education elearning

shared by angi_lewis on 08 Sep 12 - No Cached
  • angi_lewis on 08 Sep 12
     
    Explores how personality affects interactions and perception of interactions amongst learners. Noting that there is sometimes tension between being connected enough to benefit from plethora of choices on the internet & still experience individual, personal development. An important component of understanding connectivism is to never assume that those who do not show overt involvement are not as engaged as those who do.
angi_lewis

Introduction to Connective Knowledge ~ Stephen Downe's Web - 1 views

www.downes.ca/...page.cgi

connectivism learning education downes elearning collaboration

shared by angi_lewis on 10 Sep 12 - Cached
  • angi_lewis on 10 Sep 12
     
    Discussion by one of the founders of connectivism, Stephen Downes. A thorough explanation of some cautions to be heeded by individuals within a network, like resisting the pull to jump to conclusions. Groups should be connected but not cave to any assumptions as those will naturally ebb and flow. Part of that flexibility is staying open to a diverse community in order to be open to information.
  • Andrea Ross on 15 Sep 12
     
    The idea of interpretation is to compile our own knowledge, not directly, but by how we gauge what is happening. Emergence is the result of this interpretation, but is not always correct! Social knowledge comes out of what we can term a community of practice. An example is given of the price of wheat being dependent upon the many wheat buyers that are part of that community.
mike pennella

Crafting an institutional personal learning environment - 0 views

eprints.soton.ac.uk/...chAndPersonalFinalPrePrint.pdf

PLEs edtech543 LMS VLE

shared by mike pennella on 24 Jun 14 - No Cached
  • mike pennella on 24 Jun 14
     
    As PLEs are often positioned as the antithesis (or antidote) to closed institutional based learning management systems, this article title struck me as an oxymoron. The article sets forth several plans for making the existing VLEs (think LMS) systems more like a PLE. This includes a widget store, significant options for customizing appearance and perhaps most interesting, a mechanism for making system data available back to users (where confidentiality is not an issue). Did not see whether or not, post-graduation access to institutional PLE resources will be provided or not, as this is a key issue in my mind.
Melinda Mott

Communities of Practice; Learning as a Social System - 8 views

www.co-i-l.com/...lss.shtml

Communities of Practice edtech543 Etienne Wenger learning theory

shared by Melinda Mott on 22 Jun 13 - Cached
  • Todd Hansen on 22 Jun 13
     
    By Dr. Etienne Wenger tthis is a stong definition oa community of practice with some thought given to implementation.
  • ...3 more comments...
  • vanessa botts on 22 Jun 13
     
    Interesting 'real world' scenarios to illustrate the definition.
  • Melinda Mott on 20 Jun 14
     
    Etiene Wenger, a major contributor to the idea of a Community of Practice defines the term, explains how they're used within organizations, and discusses the importance of maintaining them so that they're most effective.
  • Chris Hill on 20 Jun 14
     
    I like how it uses real-world examples from the corporate world to help define Communities of Practice. COP's are not a new organizational unit, but just a part of the organizational structure.
  • cholthaus on 21 Jun 14
     
    I especially liked how the CoP was referred to as a joint enterprise that is continually being renegotiated. Isn't that what learning is supposed to be all about? The table listing the relationships between CoP and businesses was interesting. The bootleg relationship does not surprise me at all. This one frustrates me greatly since it only applies to a select group of people who keep many things to themselves. Just think if they were to share some of their knowledge what an impact it could have on the organization. It was good to see the seven different styles of leadership defined, however I believe a good leader would exhibit a bit of each one of these characteristics. Being a leader is not a simple task but it is important to be well rounded.
  • kimsmith876 on 21 Jun 14
     
    I like the graphic organizers that are included with the information on communities of practice. The first is almost like a life cycle of a community of practice. Nothing that I read in my research acknowledged that a community of practice may have a timeline on it, so even though it may be implied, it was nice to actually see it in print. The second, the table, defined certain types of categories that CoPs may fit into. I was drawn to the third column, the challenges of each group, because it shows that working in a CoP and sharing beyond the community itself may not always be free of issues. Thanks for sharing this resource!
Katy Cooper

Learner control and personal learning environment: a challenge for instruct...: EBSCOhost - 0 views

web.b.ebscohost.com.libproxy.boisestate.edu/...pdfviewer

PLN PLE ebscohost edtech543 higher ed

shared by Katy Cooper on 20 Jun 14 - No Cached
  • Katy Cooper on 20 Jun 14
     
    This article focuses on the role of personal learning environments in higher education. I particularly appreciated the description of the PLE in the article. Pointing out what it offers that Learning Management Systems do not, the PLE is explained as the future of education where the student takes control and responsibility from the reigns of the institution. It also suggests that PLEs have staying power in education due to the fact that they are not wrapped up with a specific technology, rather they have the ability to adapt and change as technology around us continues to do so. The author discusses how students should be given challenging situations rather than ridged assignments. The article finishes with an example where this idea was implemented in an online learning environment. Väljataga, T. (2010). Learner control and personal learning environment: a challenge for instructional design. Interactive Learning Environments, 18(3), 277-291.
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.
jody lazarski

Connectivism Concept Map - 2 views

ir.lib.uwo.ca/...viewcontent.cgi

shared by jody lazarski on 08 Sep 14 - No Cached
  • bluejayteacher on 08 Sep 14
     
    This is a one-page graphic that describes the nuts and bolts to the connectivism theory. Produced by Western Education, it concludes that this theory was successful in a controlled study in which each student chose 10 modules to study from a longer list. With the use of a group to share ideas, each student became a vital cog in the experience, not just bystanders.
  • ...3 more comments...
  • B Bernheim on 09 Sep 14
     
    This graphic depiction of the Connectivist Theory gave me pause at first. I was not certain what I was going to gain. However, in the Conclusion portion I noted the group discovered Growth, Enrichment and Cognitive Dissonance. The conclusion found value in each group member and applied dissonance as part of the success through the study. It makes sense that if we all viewed things exactly as the other, or if we only kept to our specific content area, we would not see when the "Emperor is naked." Thanks for finding this, Kyle.
  • jody lazarski on 09 Sep 14
     
    Borrowing this from bluejayteacher as I think it's great... saving for my own future reference. Thanks!
  • jody lazarski on 09 Sep 14
     
    I love this concept map. I'm going to refer to it throughout this course, and I hope you don't mind but I saved it to my diigo also. (not for this assignment, but just for my reference). It's a useful, quick glance at Connectivisim and how it relates to learning. I can appreciate the smaller breakdown / explanation of each section too, incase (if you're like me) you forget what things mean sometimes.
  • karencameron on 09 Sep 14
     
    Great concept map! I really like that everything is included on one page and in a format that is easy to understand and follow.
  • Cheronne Edwards on 11 Sep 14
     
    I wish I had stumbled onto this concept map a few courses ago! I like how it summarizes how connectivism flows through the cycle of a course into easy to digest chunks of information.
Cate Tolnai

Professional Development and Communities of Practice - 4 views

www.cosn.org/...default.aspx

professional development communities of practice edtech543 tools digital

shared by Cate Tolnai on 19 Jun 13 - No Cached
Dennis Large liked it
  • Cate Tolnai on 19 Jun 13
     
    SUMMARY: This resource is geared towards school and district leaders to better understand the necessity of CoPs for not only their teachers but also themselves. It provides simple strategies to infuse educational environments with rich resources that lead to growing PLCs and CoPs.
  • ...2 more comments...
  • Molly Large on 21 Jun 13
     
    What a great resource for district leaders! The bullet points under "districts can" are clear and non-intimidating, the kind of statements superintendents should be able to make to their technology departments to make it happen. The action steps are very helpful, and provide concrete guidance on how to bring in technology to support professional learning in the district.
  • Dana Daines-Smith on 21 Jun 13
     
    I like how this resource states"WHY" we need to support Professional Devlopment and CoP's and provides action steps for superintendents. A very valuable resource for school boards and upper management.
  • Dennis Large on 22 Jun 13
     
    Thanks for sharing this Cate. I follow CoSN and am usually up on their stuff, but I had not seen this resource. I love the fact that it includes action steps for superintendents. Too often that level of leadership is left out, then people wonder why change is not really taking place.
  • mark_bishop on 24 Jun 13
     
    This provides district administrators with concrete steps for building communities of practice that can help educators develop technical abilities. Suggestions include finding pockets of excellence and working with and benchmarking from other school districts.
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