A clear explanation of personal learning networks, and in particular the different ways they form and the different ways individuals interact with their PLNs. Helpful diagrams for understanding the PLN model are included.

Great, quick introduction to CoPs; defined: "Communities of practice are groups of people who share a
concern or a passion for something they do and learn how to do it better as they interact regularly." The author explains CoPs in terms of 3 key characteristics: the domain, the community, and the practices, and explains the history of development of the concept (growing out of research of the learning apprenticeship model.)

This is a helpful article in its exploration of Connectivism as a theory. Clear explanation of the philosophical and theoretical underpinnings of Connectivism, leading the author to question whether it actually meets the criteria of a learning theory. The author explains Connectivism instead as a phenomenon and provides examples of how it takes shape for individuals learning through networks. I agree with the author's conclusion that Connectivism does not seem to meet the criteria of a learning theory (at least not in the same way that Behaviorism, Cognitivism, and Constructivism are learning theories), but I also think it is helpful to articulate the place of Connectivism in contemporary, personalized learning situations.

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!

Fantastic quote: "Educators perceive the instructional value of integrating Web 2.0 tools include autonomy, diversity, openness, and connectedness (van Harmelen, 2006); yet, they find multiple technologies daunting, which may affect their attitudes toward online learning. The integration of multiple Web 2.0 tools has created frustration among educators and students because they lack knowledge of the tools (Lee, Miller, & Newnham, 2008), difficulty learn- ing different tools (Weller, 2007), conducting multiple authentications (Suess & Morooney, 2009), visiting multiple sites for different tools, etc. This phenomenon results from a lack of understanding of the social networking learning paradigm and inappropriate integration." This article describes the role of Personalized Learning Environments (PLEs) and how Open Network Learning Environments (ONLEs) are instrumental for creating a PLE. The authors indicate that connectivism is a key underlying principle for developing such a PLE--seeking connections to learners and sources of information. They cite Siemens ("the pipe is more important than the content in the pipe"), which surprised me, as I read that comment from Siemens as hyperbolic. Practical advice for creating your own PLE are also incorporated, as well as examples of how to work and learn within a PLE. The authors suggest that PLEs (operating through ONLEs) disrupt LMSs in the same way that technology disrupts learning in general. Interesting analogy.

This article reports a study of a community of practice that was focused on...developing communities of practice! Excellent exploration of the factors that influenced participation levels in this CoP, including: emotion, technology, and connectivity. The authors conclude that online learning communities succeed on the basis of the level of investment of the members.

This article reports a study of a community of practice that was focused on...developing communities of practice! Excellent exploration of the factors that influenced participation levels in this CoP, including: emotion, technology, and connectivity. The authors conclude that online learning communities succeed on the basis of the level of investment of the members.

This brief article, while focused primarily on online communities of practice in healthcare, has clear implications for learners in other fields as well. One key quote about the value of online CoPs: "an OCoP provides a safew engagement space to enhance knowledge development, strengthen social ties, and build social capital...OCoPs can develop from knowledge networks as relationships strengthen, and motivation to work together on common problems increases." Who wouldn't want to be part of this?

While this article does delve somewhat into the nuts-and-bolts of beginning a blog (and how to use a blog to connect with other learners in your community of practice), the real emphasis is on collaboration within communities of practice through sharing your knowledge with interested colleagues. Well-written!

As a teacher of future teachers, I found this case study an interesting and helpful read. Good focus on sharing and collaboration among teachers as a means of developing self-efficacy. The researcher interviewed four teachers to develop an understanding of the way view their role as teacher, and how their interactions with colleagues impact these views.

Exploration of connectivism and it's connections to other learning theories. Includes the idea that connectivism may be a significantly different kind of learning theory than behaviorism, cognitivism, and constructivism, and that it might be more of an anthropological learning theory. (Interesting!) Also includes discussion of the role of an educator in an connectivist learning environment, including different metaphors for teaching.

Explanation of connectivism, including contrasts to behaviorism, cognitivism, and constructivism. Interesting quote: "The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today." I'm not sure I totally agree with that statement...

A helpful introduction to connectivism; includes discussion of whether or not connectivism can even be considered a learning theory. Located behind a paywall, so you will have to access through BSU Albertson's Library.

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