At U of Texas Dallas Twitter is credited with encouraging 100% student participation. Students enjoy that everyone can be heard from regardless of class size and that format allows swift recap of important lesson components

Purdue University developed hotseat that integrates facebook, Twitter, and text. Alleviates nervousness of speaking up in class and allows students to feel more involved and like all views have an equal chance to be represented

At Syracuse University School of Information Studies social media is used to create space that replicates real world learning, and brings the real world into classroom in real time. Students also benefit from sharing resources

After placing students into one of two social network groups, this study finds that Twitter was more effective. One group used Ning to interact with lecturers and the other used Twitter. The Twitter group scored on average one grade higher than Ning users.

Facebook used at Niagra County Community College in Intro English. With it students asked & answered each other, studied for tests, and collaborated on group projects. Streamlined approach to compiling links/images/videos which are accessible to classmates. There was simplicity in having class info where students are spending time already

In order to be a good student, one has to be well fed. Boston University Dining hall tweets are informative about the practical matter of food availability. This serves as a learning instrument as students who participate in tweeting can be exploring anything from conflict resolution (a burrito being thrown) to critical inquiry (requesting details of food)

Krista Jackman of U of New Hampshire instructs Freshman English Comp class and uses Twitter to build community. Micro blogging incorporates the fundamental classroom elements of writing, reading & talking. Students become experts and can know & be known

Oberlin College utilizes Pinterest to tell a collective story about the school through pins. When students and alumnis share books, art, etc. they become part of a living story.

Student discussions on Google+ as used in a class at Georgetown U. Shared research was regarded as up to date and beneficial. Overall, students viewed g+ as educational/academic network & FB as social one

ASU Developed new online social networking program, Devil2Devil. It is a private & closed system. While all students are able to join, it is aimed at helping freshman connect with their peers.

Explains the role creation plays as a component of connecting. Creating artifacts and participating in activities forms knowledge connections, that are most desirable in an open space with open content. The formation of new connections can lead to the redistribution of power in society.

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.

Mostly poses questions about learning networks, and how technology tools and context influence learning. An intriguing notion of comparing the wisdom of a crowd with the stupidity of the mob is presented, but hardly explored.

Asserts that technology is rewiring our brains, as the tools people use define and shape their thinking. And that the continuously shifting nature of connections makes learning not completely under the control of the participant. Though the starting point of connectivism is the individual, their knowledge is influenced by and influences a network.

A mostly visual representation to explore connectivism as it occurs through an open learning system. Points brought up include learners making meaningful choices while exploring their personal interest in order to guide learning. And as participants engage in making connections, a natural result will be content development and eventually those more experienced students becoming mentors.

Research primarily focused on exploring how online learners aggregate, relate, create, and share information. Noting that connections are made with people and/or resources. And that putting learners in charge of directing their own experience is dependent on confidence and competence with the tools at hand. When comfortable navigating the terrain of the internet, there is intrinsic motivation that results from steering your own learning.

Presents a rather critical approach to Youtube as an educational tool. Explains that online video library is mostly maintained by a fan base as opposed to deliberate or intentional facilitation. This reduces its credibility as a teaching tool and lacks cohesive curriculum. It is asserted that if learning is encountering what you don't know, then Youtube is not effective for learning as users search their existing interests and for entertainment. Another noted disadvantage is that viewing and commenting on Youtube videos may provide marketing data and potentially undermines student privacy.

Etienne Wenger discusses elements of Communities of Practice, with a focus on the private sector. Though the discussion is pertinent to all uses of CoP. Noted as a crucial component is how the community is managed by facilitators, for that is who is ultimately responsible for caring for the domain of information. And who must know what the group needs in order to prosper. Where the information is being shared by peers to address questions and challenges in common. While interactions among community members include cultural and structural components, there is space for each participant to realize their identity through connections and engagement

Suggests that understanding how members of a learning community converse is an important component of understanding connectivism. The tone of the interactions in a forum rely on the design and management of the space. Furthermore, learning depends on sharing in conversations and interactions which themselves can be meaningful activities. During communication among learners, there is a balance of what is good for each individual and the ability to move towards a common purpose.