Group items tagged

I enjoyed reading this article and especially like how they focused on the connections that Twitter can be used to make, such as connecting students across the district, country, and even the globe. I also liked how they highlighted ways teachers use Twitter - many of the things they mentioned are exactly how I use Twitter myself!

I think that Twitter may be one of the most effective means of networking and communication we have. It is an easy way to share simple, straightforward information, and the character limit forces us to get right to the point. It's also increasingly how companies are interacting with the public, especially in terms of customer service. So it makes sense that teachers should use it to connect and learn quickly and easily. It's difficult to teach our students how to use it, however, because of how easy it is to abuse, but that's when it becomes our job to teach how to use it appropriately.

I like this article because it gives teachers a clear definition of what a PLN and how to connect to one. I am new to using social networking professionally so I am interested in learning ways to connect to PLN that would benefit my classroom.

Thomas Whitby is an educator that I have followed on Twitter and consider a valuble member of my PLN. So it is fitting that I would include an article written by Mr. Whitby explaining the purpose of a PLN. Mr. Whitby explains that PLNs use social media and technology to collect, communicate, collaborate and create with like-minded individuals. Unlike traditional professional development sessions, PLNs can take place any time and anywhere through the use of the WWW. Each PLN is uniques and serves its own purpose and each member is a potential source of information. Mr. Whitby concludes his article with information on how to build a PLN and links to PLN resources.

This article gives the definition of a PLN and answers the question of why they are important. It also talks about potential barriers, this is important! It also has links to other resources for PLNs.

This blog post thoroughly defines PLNs, even addressing the debate over its acronym. Is it professional or personal learning networks? This post settles on a happy medium: personalized learning network. This entry goes beyond the definitions as it addresses both the barriers to PLNs and what can be gained from them. It also offers suggestions on how to build a PLN and helpful links.

Article does a great job of explaining where connectivism came from and how it will continue to advance forward just as society if doing currently. We will continue to learn and mold our understandings based off of the connections we are making through a collaborative network.

This article provides a balanced view of the arguments concerning the role of connectivism in the field of education. The authors have done a nice job of differentiating the types of theories and their roles in practice. Perhaps the strongest features of the entire article is the discussion on connectivism as it applies to the use of technology. I appreciated their description of the theory as a connecting piece between some of the more established learning theories and the new technological landscape that characterizes our learning environment. Excellent article - thanks for sharing!

This article by Duke, Harper and Johnston is a detailed analysis of connectivism as a learning theory. Not only is technology discussed as how it's applied to this theory, but there is also discussion of learning theories and instructional theories in general. It is also a valuable read because it explains how this theory can or should not be applied to all students or content.

This source gives a good description as connectivity and connectivity as a learning theory, and it also discusses the argument that connectivity is not a learning theory. It ends by talking about connectivity and its integration with technology and online learning.

This article from Kaplan University explains the importance of connectivism in a digital age. They reference George Siemens and Stephen Downes and their research behind connectivism as a learning theory. They examine connectivism as a learning theory, and explain how the learner is at the center and designs their own path, essentially making their own learning.

This article discusses Connectivism and the debate over whether it should be considered as a learning or instructional theory or as a pedagogical view. The role of Connectivism in the use of technology in education is also discussed.

I really liked this article mainly because they clearly explained the difference between learning theories vs. instructional theories. I think that was useful in their conclusion that connectivism really is more of a tool to be used in the learning process rather than a complete learning theory.

This article discusses the validity of Connectivism as a learning theory. It gives the very straight-forward definition as "social learning that is networked." The discussion of the importance of the Connectivism theory in today's ever increasing technical classroom is quite engaging. It has also forced educators to look at what is being done in digital education and rethink, debate, and philosophize over how each part fits.

In this article, Duke, Harper, and Johnston discuss whether connectivism is a learning theory or an instructional theory. They begin by discussing the differences between learning theories and instructional theories. A learning theory should explain how learning occurs, while an instructional theory should explain how best to achieve the learning goals. The authors summarize connectivism as "social learning that is networked" (2013, p. 6). What a person knows is not as important as the connections the person makes that will allow further know,edge and growth. Everyone feeds into the systems of knowledge and receives greater knowledge as a result. This knowledge can be held by people, societies, or machines. Basically, everyone learns through personal learning networks. These learning networks allow people to learn through collaboration rather than by having to experience everything for themselves. Being able to tap into a large amount of knowledge allows people to understand patterns they might now otherwise see. While there are several arguments against connectivism as a learning theory, the authors argue that connectivism can be useful as an "instructional guide or theory" (2013, p. 9) to develop behaviorism, cognitivism, or constructivism for "application to a globalized and networked world." The authors conclude that connectivism is useful in the learning process or curriculum planning, but that it is not a "standalone learning theory" (2013, p. 10).

This talks about how connectivism takes elements from behaviorism, cognitivism, and constructivism. It discusses connectivism as a learning theory and how the use of technology ties into it.

This article puts a focus on the debate if connectivism is "a learning theory or instructional theory or merely a pedagogical view." Instructional theory has major elements that are discussed in this article and connectivism is analyzed to see if it in fact, is a learning theory. The author recognizes that the debate will last a long time but the fact that connectivism is valuable in the educational setting will prevail. Technology is a major factor of its success. This article convinced me of the importance of allowing my students more access to technology for educational success.

The author of this article defines learning theories vs instructional theories, connectivism, connectivism as a learning theory, and connectivism and the use of technology. Connectivism was created as a learning theory for the digital age. Siemens and Downes came up with this theory because social learning can happen through networks. In today's world technology and advancements are changing rapidly, which in turn is providing new information quickly. Educators have had to embrace this new option of networks for knowledge use in the classroom. Connectivism can be used as a tool in the learning process for instruction or curriculum.

We are at a crucial point in history. By being educators, we must constantly be discussing and managing our definition of an educator's job. We must constantly be working through our philosophy base as new tools and ideas come to life.

This paper outlines connectivism and analyzes whether it should be considered a learning theory, instructional theory, or pedagogical view. I found this article interesting as it has a good discussion the differences between learning theories and instructional theories. The paper is critical of Connectivism as a learning theory, which I think is important as you consider how to use its principles in the classroom.

This article discusses a theory developed for the digital age by Siemens and Downes called connectivism. The theory has issued a debate over whether it is a learning theory, instructional theory, or a pedagogical view. In this article, the authors discuss learning in the digital age and how the theory of connectivism fits within the world today. There is a focus on connectivism being social learning that is networked.

This article discusses whether Connectivism is a learning theory or an instructional theory or a pedagogical view. A learning theory is not whether something is true or not but if it is useful for explaining behavior. An instructional theory must list procedures to enable learning by focusing on the overall structure of the learning material and how to achieve the most successful learning experience. Connectivism is social learning that is networked. It could be a learning theory as it states how a student learns through a network. Connectivism can be categorized as a tool to be used in the learning process and not a standalone learning theory.

This discusses the three primary tasks involved in developing a successful personal learning network. It is not a "how-to" for developing a personal learning network, but rather investigates the key elements that must be in place.

I read this article awhile back and found it informative. The authors provide insight into how and why we build learning networks. The illustrations throughout the article are helpful as they summarize the narrative sections that describe the PLN model.

This article talks about the similarities and differences of professional networks and personal learning networks. It mentions that both networks have learning as the main goal in mind, and that sometimes professional networks have formed into personal learning networks because it is more detailed and defined that that individual and what they are interested in learning.

Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them. Authors Kamakshi Rajagopal, Desirée Joosten-ten Brinke, Dr. Jan Van Bruggen and Dr. Peter B. Sloep research how networking is a skill in supporting growth and learning. The result is a model of personal professional networking. Included in the article is the introduction, methodology, the learner as orchestrator of her personal learning network, the personal learning network model and discussion and conclusion - supporting personal networking and future research. The article begins with a definition of professional networking, "the act of making connections with other professionals, with or without the intention of making long-term ties with them." Throughout the article, the authors reference weak versus strong connections, but the definition of weak is not, not strong, rather, weak ties are sources for new information, knowledge and ideas. The personal learning network model is attitude - intention, activity and skill - building, maintaining, activating. The authors conclude with a suggestion that "further development of technology to support professionals better in identifying relevant others and in developing relations online as and when necessary."

This source seeks to identified the finite features that make a successful PLN. It highlights factors that influence the individual's ability to build, maintain, and activate the personalized networks. The nine factors include: organization of the contact, network of a contact, reputation, benevolence, like-mindedness, real potential for collaboration, real potential for learning, and trends in work environment. Several diagrams are offered to illustrate how the success of a personal learning network for the individual is governed by the attitude of the individual towards the network and the skills displayed or put into practice on a daily basis. The text also stresses the potential of PLNs as they encounter existing and news social networking technologies that make the connection process easier and allow for greater fluidity in build professional development through the network.

This article discusses personal learning networks (PLN). How they are structured, what content you need to add and what type of skills you need in order for them to be beneficial to you. The main questions answered is how beneficial they really are? Can you benefit from a PLN? EDTECH543 Personal Learning Network

A detailed article on PLN's, including the PLN model with descriptions of the three stages of Buiding, Maintaining, and Activating, with factors affecting decisions during each stage.

This article discusses the benefits of personal learning networks to help professionals learn and grow. The authors used a literature study, interviews, and survey to help determine the effectiveness of personal learning networks.

Article discussing structure and content of PLNs and the networking skills needed to use them.

The authors in this article first delve into the structure and purpose of networking for professionals, but then segues into how using those skills can be used in creating and utilizing a PLN. A visual to show how the PLN model looks also helps to explain the purpose and value in participating in a PLN. While the article is slightly outdated as it speaks to how technology can work best with a PLN, the basic structure and values of a PLN is well explained.

This source is focused on PLNs. It defines them as relationships and connections that we make with other professionals. It talks about the advantages of creating networks with other professionals, and that those connections can be both intentionally or unintentionally built. It also discusses ways that professionals can create and maintain their own PLNs.

This article looks deep into personal learning networks. It looks at learner as an orchestrator of PLN. It also looks into factors related to building, maintaining, and being active in personal learning networks.

The author explains the benefits of PLNs to help educators get new skills and improve they ones that they already have. He also discusses how the structures of PLN are and how you can get benefits from PLNs. The illustrations of this article help to understand the stages of the networking process and an example of a personal professional networking model.

This article presents in an interesting model for teachers to create personal learning networks. The portion about the "learner as orchestrator of a personal learning network" was particularly enlightening. While at times the article verges into "how-to" territory, the underlying theory discussed provides strong context and explanation of the mechanics involved.

This article defines a personal professional network as "an egocentric, personally and intentionally created network of people set up by an individual specifically in the context of her professional activities," and discusses how a PLN supports an individual's growth and learning. The authors examine the strengths and benefits of PLNs and analyze how PLNs are built, created, and maintained. Studies were conducted that resulted in the finding that there are three stages of the networking process with nine factors that influence personal professional networking, concluding in the creation of a visual model of the PLN.

I found out that both strong and weak connections make up a person's learning and that each are important for different reasons. Strong ties help you create knowledge and encourage active collaboration between you and someone else (or more than one someone.) Weak ties Give us access to new information that we wouldn't have without them. In this unit, I learned that knowledge in the future relies not as much on what we know ourselves as being able to connect with people who become receptacles of knowledge. We tap into them as needed, making it unnecessary for us to be an expert in everything. Weak ties allow us access to these sources when the need arises. I also liked this quote, because it explained a bit about how to build these PLNs. "Grabher and Ibert (2008) proposed a three-layered approach, consisting of a communality layer (strong ties), a sociality layer (weak ties) and a connectivity layer (very weak ties)."

@Buffy Nallion I found value referencing the Personal Learning Model. http://firstmonday.org/ojs/index.php/fm/article/viewFile/3559/3131/43945

This article explores research on professional networking resulting from a literature study, interviews, and a survey. It defines and shares the benefits of a PLN. It explores a model of personal learning networks where the learner is the builder of the network. Several factors for selecting connections are addressed including interests, influences, and attitudes of the learner. Three levels of connections are described including communality, sociality, and connectivity - moving from strong to weak connections. The article lists supporting technologies for PLNs.

This article uses a networking model to examine how professionals manage connections and which factors push them to connect for the purpose of learning. Existing PLN technological solutions tend to focus on enhancing communication, but it is unclear if the technology affects the attitude of professionals and their intentions for network to learn.

This article discusses professional learning networks, which is different than personal learning networks but similar in so many ways. Professional learning networks are targeted to support the individual's growth just like a personal learning network. This article presents a model of a professional network for creating a personal learning network.

The article captured my attention by opening with " professionals need to perform flexible and independently in ever-changing environments." This makes me think of preparing students to be college and career ready! The earlier we can engage and immerse students and ourselves in PLN the more ready we will be for the ever changing future! Thanks for sharing!

I'm looking forward to try this site. You can create an account for free and then create bulletin boards that the teacher, student or class can use to collect pictures, text, even videos. Students can use this to create reports about topics. Teachers can create class discussion which can include media. Teachers can also use this as a place to turn in assignments. There are many possibilities.

Padlet is a free application to create an online bulletin board that you can use to display information for any topic.

From your hobby to your career, your class notes to your final exam, your mood board to your runway show, padlets help you organize your life.

Padlet is an online bulletin board software that is handy for teachers who want to go paperless in their classrooms. Simply create a Project Wall using Padlet and add all the necessary information the students need that you would usually print as hand-outs. Because its a digital platform, any changes you make to the Padlet will instantly take effect. No need to reprint documents, just share the link. Students can also use Padlet to add their own notes for discussions.

I liked this blog post for two reasons. One, it gets you thinking about how you can use twitter in your everyday class. How will my students use this tool/app. Two, it can be used for formal assessing different concepts to see if your students are understanding. It's simple, short, and to the point in answering questions. Teachers can get a quick glance at what students know and what needs to be retaught.

It amazes me how vast the uses for Twitter are. The more I read about how it can be used for PD and broadening my own scope of learning, the more impressed I am. So many students already use it for social/personal reasons, why not tap into the source and reach the kids where they are? I noticed at Open House for my high school son last night that many teachers are using Twitter to keep the parents in the loop, but to also share resources with the students instead of maintaining formal, dated teacher websites.

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.

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.

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.

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!

Great site, it really goes into detail on PLN's. I am also a PLN newbie and appreciate the thoroughness of the information.

Cassie- This is a really neat resource in which actual data has been accumulated and presented for teachers and their use of a social networking website. It was interesting to look at the numbers behind the ten educators that they chose and see them present some other general findings. I think the "Benefits" section towards the end of the article hits the goals of any social network precisely: 1) Access to Resources, 2)Supportive Relationships, 3)Increased Leadership Capacity, and 4)Development of a Professional Vision. IF you get into these tools to become a better educator, then I feel those are four visions that you set out to fill by utilizing the networking/technology.

This is a great resource to use to support the research behind using Twitter as an educator. I think the title of the article says it all. As the only social studies on my campus, I have learned to reach out to other teachers using social media. The end of the article brings up some interesting points regarding professional development and Twitter. Research says that teachers need more than just a "one stop shop" when it comes to any professional development, and that they need time to reflect, question, and practice. I would argue that Twitter allows for exactly that. Having a community of teachers to come back to in order to reflect on a teaching experience and/or ask for support provides a safe place to do just that.

Cassie, this was a very interesting research article that presented actual statistics and information on how teachers utilize social media, specifically Twitter. It was very informative and discussed the uses of twitter beyond just being a social outlet.

This was indeed an interesting research project. It was nice to see that there were so many collaborations that were spawned through Twitter connections. Most of the teachers said they were able to exchange information or resources at a professional level, but I was surprised by how many continued the conversation at a social level also.

I feel like this resource has a lot of valuable information. I am very interested in learning to use Twitter as a form of PLN using Twitter and this resource seems to show the value in that. In addition, I liked the research study approach to this article.

This article provides helpful information on the topic of communities of practice. I was also interested in seeing how CoP are used outside of education. I question whether CoP that develop with "cultivation" are as effective as those that are self-organizing.

This is a great resource for communities of practice. It breaks down the characteristics of a community of practice between the domain, the community, and the practice. This resource also provides a table of examples of what makes a good CoP. It is very helpful in understanding where CoPs are commonly used and how they can be beneficial. Very helpful resource when first learning about CoPs.

This resource is a basic overview of the concept of communities of practice. It discusses the background from which it was created, and gave some specific examples of COPs in the real world. The best portion dealt with how COPs are used in other areas aside from education. There are also some excellent links.

This page look at the definition of a community of practice and includes there critera that are essential: the domain, the community, and the practice.

As others have also suggested, this article gives a good overview of CoPs applicable to real world integration. For example, I tend to focus on the realm of current day educational CoPs at a school or district level. This article goes beyond that by providing examples of other forms of CoPs. One that struck my interest was the "tribe learning to survive" example. This definitely gives a broader perspective on the reach of CoPs, in that, they can be traced back to the primordial beginnings of human interaction.

This article, by Etienne and Beverly Wenger-Trayner in 2015, gives a wonderful introduction of what a community of practice is and why researchers and practitioners find them to be a valuable way of communicating and learning. You get a good perspective of what communities of practice looks like, where the concept comes from, and where the concept is being applied. Myths about communities of practice and suggested readings are also included.

What are CoPs? This article breaks down the terminology for Communities of Practice and explains what they are (and aren't). One common theme that appears throughout the article are the ideas of intention and implementation. CoPs are not just interest groups for casual entertainment. They are formed with intent and with the purpose of implementing ideas. Social media has removed the boundaries of who can form/join CoPs, and the sources of information are virtually endless.

This overview from 2015 is written by one of the anthropologists who coined this term when studying apprenticeships. It describes the 3 crucial characteristics: domain, community, and practice; its origin; its uses in a variety of settings; and refutes various myths about COP. A pdf is available.

This is a great overview of COPs. The author defines COP's and gives the three major characteristics: domain, community, & practice (and goes on to clearly define each of these). He explains the origins of COP's, describes them and gives examples of COP's today, addresses common myths of COP's and provides an influx of resources. A great site with a lot of valuable info!

This article outlines what communities of practice are and what they look like. It also describes how these communities are used in a variety of fields.

Wenger-Trayner give an overview of what constitutes a community of practice (CoP). It differentiate between a community and a CoP. Three features of CoP are given: domain, community, and practice. It is more than common interest; it involves interaction among practitioner who want to learn from each other. The article is helpful to understanding how to develop a PLN.

Often times grasping a new concept is difficult without examples to show what what a particular concept might look like. This article has a sub-head that reads: "What do communities of practice look like?" There are boxes with questions like "requests for information," "seeking experience," and "reusing assets." If you click on the plus/ minus sign on the boxes, you get taken to a short example.

In this fairly in-depth article, Etienne and Beverly Wenger- Trainer, focus on many different aspects of Communities of Practice. Some of the key elements they name regarding CoPs are: they are intentional, they can improve performance among members, the members have a shared domain of interest, the members have a commitment to the group, and the members build relationships that enable the to learn from each other. The 3 main element of a CoP are the domain, the community, and the practice.

Great share @MrsLieberman356! It's quite in-dept but chalk-ful of excellent information on CoPs and their objectives.

Thanks Joanna! When reading about CoPs myself, I love how they say that they're intentional. Through reading this article as well as others, I really see why that's an important piece to it!

According to this article, three characteristics are crucial in order for a community to be considered a "community of practice." A community of practice is not merely a club, it has an identity defined by a shared domain of interest. In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other. A community of practice is not merely a community of interest-people who like certain kinds of movies, for instance. Members of a community of practice are practitioners. They develop a shared collection of resources: experiences, stories, tools, ways of addressing recurring problems -- a shared practice. http://wenger-trayner.com/introduction-to-communities-of-practice/

A brief overview and introduction of the concept and uses of communities of practice. This article shares theories and what it should look like instead of the "How" it should be done. They share the background of the concept and how it fits into the teaching environment.

This article gives a brief overview of the concept of communities of practice. Communities of Practice are groups that share a passion for what they do and share how they can do it better. The domain is a network of connections between people. The community is the activities and discussions share among the group. The practice is sharing the tips and tricks of how things work.

This delivers an overview of CoP's and discusses what a CoP would look like. It discusses the background and how it would fit in the learning environment.

This site breaks down what distinguishes Communities of Practice from communities.

This resource illustrates a CoP first, and then it uses this example to explain the components of CoPs: domain, community, and practice. It further provides examples fo what CoPs look like.

A great introduction into communities of practice. These communities require three things: commitment to the mission/goal, a community, and a shared role (or practice).

This website was created to explain CoP by the developers of the practice. The website explains what CoP is and what it looks like. The websites explains where CoP came from and how it can be applied in the workplace in different environments. The authors also diffuse any myths about the CoP so that others can understand what it is.

This article goes in depth on the three requirements for a CoP. It also goes through several examples of what a CoP looks like in various activities.

A great article about the connectivist theory. It is very brief but it is very clear and concise. There are many examples of Web 2.0 tools that people use to learn and share.

This article describes connectivism as a "learning theory" that uses the internet in multiple ways to help people learn and share with one another. It discusses tools such as social media sites, YouTube, email, discussion forums, and many others as ways that people can share new information with one another through the internet. After explaining this, it explains how teachers can use connectivism within the classroom to guide students in the right direction for their own learning. The article says it can help encourage students to find information on their own and help them learn to explain it themselves.

Kathleen, what a great summary of connectivism! I really like that it explains how connectivism could be seen or fostered within a classroom. Great read!

learning-theories.com was very helpful to me in our 501-505 courses. I think this is a very helpful resource on connectivism!

The authors in this article define what connectivism is and the key features of connectivism. Connectivism "is a learning theory that explains how Internet technology have created new opportunities for people to learn and share information across the World Wide Web and among themselves." People can use email, social networks, YouTube, web browsers, etc. to learn and share information with other people. A connected community is formed with shared information.

Connectivism is a theory that explains how connecting with other people using the internet and technological tools creates a positive and effective learning environment. The teacher is a guide for learning while the students work collaboratively to find information for their learning. This theory is often used in online distance learning.

Connectivism is a theory that explains how connecting with other people using the internet and technological tools creates a positive and effective learning environment. The teacher is a guide for learning while the students work collaboratively to find information for their learning. This theory is often used in online distance learning.

This is where I like to start before I dive deeper. This is a down and dirty, concise explanation of the connectivism theory. It is based in the belief that Internet technologies provide opportunities for people to learn and share info among themselves online. It explains how the teachers guide students to information and then students seek answers and create ways to share their knowledge online. Communities and peer networks often form as a result of this process. It mentions massive open online courses (MOOCs) which will help as we dive deeper into models of connectivism.

Edmodo is an LMS so I guess then all LMS would be PLN tools. I guess I never thought of them that way but they are. Ive used Edmodo once before to organize a project among faculty but have mostly used it with students.

Staggering number of teachers that are enrolled in Edmodo, which show how the education field truly embraces the concepts of communities of practice. The communities of practice idea has not fully been accepted into the USCG and I'm excited to work to create one.

The article is a comprehensive view of PLNs. It gives concrete examples of how to design and grow a PLN. By examining three widely used PlNs, it might encourage more teachers to begin a PLN. I appreciated the statement: Only the teachers who are continual learners [who] work to improve their practice, skills, and instructional strategies can successfully help others learn.

Being a teacher your PLN is so important to your growing and developing. This article really focus on that and how teachers us it. It also give example of other services that teachers can use that will increase their ability to find and use information form the internet,

Resourced by an edutopia article, I found this information to be both user friendly and helpful. Best of's, design tips, and aspects of PLNs that make people want to be active are included

The mention of RSS in this article is very helpful because it is such a simple way to keep track of all your networks. It keeps everything in one location so you only have to open one program to read it all!

This articles pulls together different articles regarding learning and delivery methods. I discusses what is needed to access communities and use different technologies.

This article discusses how the use of technology can connect people to enhance their abilities. They discussed this in terms of public affairs, but it could be used in other fields. Connectivism is talked about in terms of growth as an individual and as a collection of generational knowledge.

New Milford High School in New Jersey provides information for students through the school Facebook page, and students also use such social networking sites to blog about experiences, schools trips, and travels. Students also use Skype to connect with students from other states for various projects.

Provides the perspective of the administrator that use to block all the social media tools and his change in belief in using these free tools in order to connect with students and help further their learning in their classes.

Deborah, I love the idea of students guiding their own learning. It seems to be a great way to get them involved and motivated instead of just listeners in the classroom they are part of the learning network. Thanks for sharing!

While this site leans towards the how-to aspect of a PLN, I found it illuminating simply for the fact that the students described in this article create a PLN for each project.  It emphasizes the fact that a PLN is personal and not the same for everybody.  PLNs are personal, can be permanent or temporary, and exist for the sake of the person to learn.  

The website title really grabbed my attention and I wanted to find out what it meant. This was very interesting because it discussed netiquette and cyber-bullying as well. It helped to relate real-world with online by explaining how with a virtual locker it would change with what courses the students are taking. This really broke down what PLNs are and how they work. It was one of the better articles I have read. Thank you!

I'm still a little hesitant to assign the term Personal Learning Network to an assembly of RSS feeds as describe din this piece. A great part of it, but only part of it, I think. That feels a little too "one-way" to develop the interactivity that seems to be so indicative of the PLN. An interesting idea that came from this for me was that each time a student started a new project (cyberbullying, understanding the Constitution, cancer treatment research, etc.) they would develop a new PLN. This underscored the idea that a PLN is not stationary, but, rather, a dynamic network that will continue to evolve as long as one is striving to learn. It almost becomes a technological reflection of oneself.

Written by the Cool Cat Teacher, this article states that using PLNs allow her student to connect to informational sources and become self-directed lifelong learners. It moves students into the driver's seat and helps them sort through the plethora of information.

In this post, an educator likens student's personal learning network to virtual lockers where they store what they learn and produce academically and otherwise.

This article explains how students (teens) are using PLNs to organize and share their school work and projects. It also discusses the pros and cons of PLNs.

This is an interesting take on how a PLE can work in a school environment. Students can use their PLN as a collection system for information when they are doing their projects.

I appreciate the fact that they presented both sides to the story here. They discuss the advantages of PLNs but also raise questions on issues educators may be facing with them at this current time. As an educator, I like when others bring up concerns because then it allows me to brainstorm ways to circumvent the issues. It also assures me that I'm not the only educators facing issues implementing PLNs perfectly within my classroom. The authentic touch this article displays is refreshing to me. Don't get me wrong, I really love PLNs, but at the moment, there are kinks that need to be worked out to be fully effective in an elementary classroom setting.

I like how this article focuses on student use of PLNs. I tend to focus on their use for teacher PD, but they are certainly something we should be teaching our students! I also like how the article describes some flaws of PLNs, this will help people think of ways to make PLNs even stronger.

Interesting is that the focus is on RSS feeds and it feels very academic while middle school students are an upcoming demographic on twitter. Their use of twitter is of course social, but I wonder about using twitter as more immediate way to share information.