There is an introduction you could possibly skip, though I learned some new things about Downes I did not previously know. If you are skipping, go to the 5:10 minute mark and start when Downes comes online. He addresses the Symantic Condition (where meaning comes from networks) and being a highly connected learner in context of Connectivism and for me seeing that correlation made an impact. He uses the group to whom he is presenting to get answers to questions he poses. He poses that a successful network is one that is dynamic and an unsuccessful network is a static, non-moving network.

This is a mix of Stephen Downes, George Siemens and others discussing Chaos and how it relates to our learning and Connectivism as whole. Downes mentioned that in the last decade he has posted over 16,000 posts on learning. That is a stunning chaotic number for me to try and filter. Siemens uses working on a automobile engine and have bolts left over. Downes mentions that if a butterfly flaps it's wings in Central America it causes a thunderstorm in Central Park. This cause and effect on our inter-connected universe gives me pause to think about my own information filtering and what I try to absorb.

First, I am struck that this 7 year old video is still current in light of all that changes with knowledge. Second, Siemens explains Network, Node and their importance to Connectivism. He also addresses this need for us to remain current. He mentions that more important and quicker means of staying current is through our Networks. He further mentions the point that if we don't keep up with what is going on in education we become obsolete. Lastly, he mentioned dropping links that direct you away from your knowledge quest.

Sheryl Nussbaum-Beach explains the clear distinction between networks and Communities of Practice. She addressed that her Personal Learning Network has a lot of different non-educators from all walks of like helping to frame who she is and who she is not. The difference is in a Community of Practice, "we are all educators, we're all shipbuilder, we're all dry cleaner workers interested in improving over time." She makes the point that members of a CoP are committed to each other and to growth. She also stresses Co-Created Content and Co-Created Community in a CoP.

I selected this article because I was looking for "newer" articles. Teresa Byington defined Communities of Practice in a way that resonated with me, addressing the disconnect that often exists between the special education and the content area teachers. Additionally, she underscores the benefits of collaboration between educators. The DCP explanation also resonated with me. The latter part ventures into "how to" and why for using blogging to create your CoP. Since I still do not care for blogging, I needed the extra explanation of the benefits.

I was reminded that Google tries to rank sites for me based upon what it thinks I want. David Loertscher addressed siloing, which means your information group is too small and possibly too like-minded. Loertscher advocates that one should open your net just a bit. He suggests seeking diverse experts to follow on the Internet and identifies some of his favorites to gain a variety of voices.

If one is exploring how to join Communities of Practice, University of Washington host an extensive grouping. The target appears to be those students/professors who either learn differently or teach those who learn differently. I could not find something similar on BSU's website.

The video by Bruce Knox helped me to reacquaint myself with Communities of Practice. I like how he explains the parts to consider and if one already exists.

Dr. George Siemens offers his backstory on how he came to create the theory of Connectivism and how it really relates to learning. He articulates why Connectivism is different from Constructivism or any other previous theory.

This is a short video that may help one grasp Connectivism and how it applies to students in the classroom.

I enjoy this site because of the wealth of information available to educators. Whether you are interested in professional development or employment in an independent setting, you can discover opportunity here.

This app would be a great addition to any problem-solving unit. Compatible with iOS, it provides a structure that students can follow, learn and implement.

Creative writing prompt tool that assists with plot, character and setting. Also available in an Android version

All kinds of creative uses of this tool come to mind. One can use it to have students visualize a character in a story and create a composite based upon the text and their own mental picture. Art Technology, Theatre, Language Arts, History could take strong advantage of this tool.

This helpful speech writing tool seems like a perfect fit for iPad classrooms.

Great speech writing/rehearsing tool for iOS. (Prompster is for Android users.) Recommend for educators and students. Seems like a good tool for mobile learning.

All simulator controls can be operated by mouse or keyboard. Simulator intuitively adapts to standard and wide-screen displays. Excellent for 9-12 and above aspiring Stage Managers and their teachers.

Create simulation program and full design program for teaching lighting for the theater. Recommended for 9-12 and above Theatre students. Asset for any theater.

Study anything for free. Even has a Quizlet app for iPad, iPhone, and iTouch. This is a great program for teachers or for students to create their own quiz as part of a larger project.

Essential program for sound design and interfaces with many boards for performances. The tutorial is excellent and worth the price by itself. Great for 9-12 high school Theater classes, and Drama clubs.