Daniel Klinghard, a political science professor, uses Twitter to force students to write precisely about a particular reading.

Elaine Childs, at the University of Tennessee, uses Facebook to bring relevance to abstract English concepts.

Project based social media using social media to predict foreign exchange markets, with a 77% success rate.

Northwest Missouri State University - Jody Staunch uses Pinterest to show positive examples of web design.

Cardiff University in Wales uses Tweprints, a combination of Twitter and scientific papers to allow searching peer-reviewed information.

At West Virginia University, Dr. Nicholas Bowman uses social media to continue course discussions outside of regular class times.

A librarian presents the use of Pinterest as a curation and researching tool.

At the University of Southern Florida, students use Facebook, instead of Blackboard, for assignments and discussions.

Dr. Steven Yuen presents on the use of Diigo in classrooms. Notably, faculty members can use Diigo to comment and provide feedback on sticky notes that students have made in Diigo, on both their research and projects.

Yale University uses YouTube as a means of delivering and differentiating information presentations.

Here is the link to my blog: http://rlldigitalfootprint.wordpress.com/2012/09/30/hello-world/?preview=true&preview_id=1&preview_nonce=b961c53e39

This article presents a case to make mobile learning theory a subset or offshoot of connectivism. Mobile technologies have taken over classrooms and social situations and could carry their own theories of learning.

Connectivism may not be an actual learning theory, according to the authors of this article. It may, they conceed, be a developmental theory that might one day become an actual theory. However, its full list of contexts has not yet been identified so its title as a learning theory could be premature.

Communities of practice, according to this article, resemble apprenticeships in other parts of the world and in earlier times. It used to be that in order to learn you became an apprentice to a master in that topic. You formed a community of practice to learn that skill. Learning, in general, can take this form and mimic this apprentice relationship.

This is actually an ebook that drives home the notion that learning is not something taking place only in a classroom, but that everyone learns in their communities of practice. These can be a group of friends, a family, a musical band, or pretty much any group that learns and works together.

In this article, the authors attempt to explain personal learning environments through many learning theories. One mentioned is socio-cultural, "where knowledge is seen to be situated in its context, avoiding a curriculum dominated by the teacher as expert". I think this really explains personal learnin networkds very well. Along with socio-cultural, the article proposes a new learning model based on these personal learning networks.

In a different twist, this article discusses personal learning environments as a part of activity theory. This theory encompasses connectivism, but also adds in other elements such as rules and division of labor. The paper goes on to analyze the parts of a personal learning enviornment which include the person and the tool being used.

This article draws a link between personal learning networks and connectivism. The author states that "PWTs allow learners to expand their capacity for knowledge by connecting to external resources", which is one of the principles of connectivism. A variety of personal learning networks are also described.

This blog houses a wealth of information on connectivism and shared knowlege. While I did not read every post, there is a large variety of articles, posted by various authors, written in the past several years. I think this would be a great place to conduct research on current information since there are articles only a few months old.