Christopher Hoadley explains CoPs, focusing on definition and practice. Essentially, Hoadley illustrates that CoPs are informal yet highly connected, constructivist in nature, and supported by technology like social media. He states that technology supports communities of practice by "linking people with similar interests, providing a shared repository of resources, directly supporting communication, and providing awareness of various resources within the information context" (Jonassen & Land, 2012). Additionally, he goes on to express that individual learning fails when it comes to application but that group learning often creates deeper, more meaningful understanding especially when built upon authentic situations.

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.

Wenger's excerpt focuses on a crucial aspect of CoPs - the difference between a community and a CoP. Wenger outlines the three characteristics of a CoP and the role each plays in executing a CoP. (1) The domain in a CoP is not just a group of people. It is a network of people with similar interests and commitment to the growth of that interest. (2) A community engages, shares, and collaborates in order to learn from one another. (3) The practice of a CoP involves creation. The members act as "practitioners" that develop and share over time and through continuous interaction.

Wenger and Lave first used the term Communities of Practice (CoPs) in 1991 and furthered their explanation in 1998. CoPs are a process of social learning in which a group of like-minded people regularly collaborate with the objective to learn something. Wenger specifically notes that this definition does not include "intentionality," stating that learning can happen incidentally. This article goes on to explain the three components of a CoP: domain, community, and practice. Finally, the summary ends with a list of methods commonly seen to collaborate in a CoP including problem solving, seeking others' experience, discussing developments, and mapping knowledge

Marc-Andre Lalande breaks down the definition and key aspects of PLNs. He first expresses the importance of choice in a personal learning network, as it is a "personal" decision who to connect with, when to connect with them, and why you connect to begin with. Next, he discusses the idea of a "network" and how the Internet provides connectivity to people of all backgrounds to engage in conversation on topics of similar interest. Finally, he explains the crucial "learning" aspect of a PLN, asserting that learning happens through observing (or "lurking") as well as contributing to a discussion.

Richardson summarizes the importance and components of PLNs for educators and students. He summarizes that PLNs are networks of like-minded people that act as a network that converse and brainstorm answers to questions. Richardson notes that PLNs act as powerful sources of professional development for teachers. He discusses the current state of PLNs in our students' lives and how they are creating their own connections through various social media platforms. Finally, he relays the responsibility of teachers to inform themselves about PLNs in order to properly and safely guide our students through the use of PLNs.

This wiki is a great summary of Connectivism and its principles. It explains the core ideas of Connectivism and its emphasis on network learning and continual learning. In particular, this wiki includes several informative videos from George Siemens, one of the founders of Connectivism, as well as links to Siemens and Downes's blogs. The straightforward explanations simplify Connectivism's principles and explain the importance of connection and connectedness given the current (and growing) impact of technology on learning.

Siemens explains how technology has changed the definition of knowledge and how that relates to Connectivism. The emphasis of his video is the change in learning from the individual to the network. He explains that the connection to learning is more important than the actual learning because technology continues to change knowledge; therefore, Connectivism focuses on continual learning rather than the immediate consumption of knowledge.

George Siemens introduces Connectivism as a learning theory for the digital age. In this article, Siemens outlines the main principles and expresses the need for a new learning theory given today's technological advancements. Siemens begins by analyzing the three key learning theories (behaviorism, cognitivism, and constructivism) in order to describe how these three theories have become outdated and no longer work for today's learner. With Connectivism, Siemens and Downes believe that learning no longer exists solely in one learner; instead, they assert that learning happens best when networks of people come together to create and pursue knowledge. Siemens and Downes explain that because the Internet has so much information, and because that information is constantly changing/updating, learning is not about the knowledge itself but the pursuit of knowledge as it emerges through connection, conversation, and inquiry.

I absolutely love this website! As a middle school English teacher, I constantly explore this website for ideas, lessons, and encouragement.