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While this presentation does contain some how-tos and examples of a course in connectivism, it gives an easy-to-manage view of connectivism as a theory and why social networking is so valuable. It also explores personal learning environments and has many good visuals that help explain it all.

A great slide show with images and short descriptions of how an individual uses online resources for his own personal learning as well as the definition of connectivism.

Fantastic find, there is a lot in this power-point to suggest a transformation via connectivism.

The authors point out that today's learners are different from learners previous generations and as such, have different needs. Connectivist theory helps to serve as a roadmap for these learners needs. The authors offer a framework to the reader in which to to help build student's personalized learning environments (PLE). They conclude that it is the role of the educator to select the tools and resources that best enable students to maximize their learning potential.

This journal article positions Connectivism as a natural successor to the progress of learning theory from Behaviorism to Constructivism. It also discusses the controversy this theory has faced when being described as a full-fledged learning theory.

Connectivism is presented and discussed as a learning theory and phenomenon in an e-learning environment. George Siemen's eight principles of connectivism are outlined to support the theory definition. The author identifies inconsistencies with defining connectivism as a theory and proposes five scenarios to further explore learning theories applicable to digital learning.

This blog post discusses the role of the teacher in the light of a connected world.  Beginning with a look at how the teacher's role (and curriculum) become fragmented, the post then discusses the "new" role of teachers in such a connected environment.

Alyssa, I appreciate that fact that you highlight the role of the teacher here. I sometimes feel lost in the world of learning theory as I tend to teach between them. That is, my teaching is a mixture of many different theories. I really like the idea of the teacher being the filter.

This is a great article. It starts with business and but then moves into teaching and how connectivism changes out roles. I love how it states that learners are not confined to one person's beliefs. It brings up outcomes/assessment and relates them to real-life. Thank you!

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.

Summary: This article examines the distinguishing features of PLEs. The authors assert that PLEs are complex activity systems; therefore, they want to prove that key elements of PLEs can be described using Activity Theory. Section 2.3 provides a nice overview on Activity Theory, while section 4 reflects their findings. To read the article click the MSWord link. I appreciate the fact that they include diagrams and charts -- these make the article user-friendly.

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 tool helps me find some other social learning tools and helps define what a PLN is. It's a concept that I've always worked with and used, but never had a definite term for.

I like the idea of how a PLN's component parts can include (what the authors call) personal web technologies (PWTs). The authors feel that PWTs are especially unique because they create "a continuous, dynamic learning environment for individuals as they move from one role to the next." It is this special property of PWTs that gives individuals the power to "manage their own learning resources." The authors also briefly draw an interesting connection between PWTs and connectivism, but it isn't explored in depth. They do offer an in depth discussion of PWTs shortcomings and potential disadvantages. I especially like their warning that "learners who use PWTs must learn to question sources, verify information, compare and contrast various perspectives and become more independent."

This article discusses that learning should not be a passive learning dependent on artifacts but should be active learning utilizing evolving data and learning networks. This will provide for an environment to overcome socioeconomic differences.

Hi Daniel! I appreciate that this resource addresses how eLearning and networking can break down the barrier of socioeconomic differences that can really hinder some students' achievement. Thanks for sharing!

Stephen Downes shares, among other ideas, the notion that the self is expressed as a network of connections (when we use the web) and that this self should be at the center of the learning experience. Slides 12 and 13 compare the traditional view of learning with the "community of networks" view of learning, with the self at the center.

Authors present evidence that social media facilitate the development of personal learning environments (PLEs) in higher education. The community is the curriculum, not the vessel. Learners are in charge of self-regulating their experiences because PLEs put the responsibility to organize information on the learners. Authors present a framework for use of social media to support self-regulation in PLEs in higher education.

Social media environments change rapidly, presenting challenges to researchers and academics. "Social media practices" refer to those persistent characteristics of social media which can be used to define new theories explaining learning in such environments. Authors present some specific persistent characteristics of social media (or social media practices) and discuss various factors related to persistent data.

An online learning environment based around GBL!

Discussing important steps in implementing social media in the classroom such as assess the learning environment, research platforms, create a policy, educate community and evaluate the progress. Social media was linked to reviving stale classrooms.

Student blogging changes the classroom environment. It gives students a voice, and can give them the opportunity to share things that are important to them in a way that's authentic to them.

Personalized Learning has a good report on the stages of personalized learning that happen when you start a new personalized learning environment.

This article talks about how learning environments can be designed in various ways. It all depends on how the preferences of the learner and how structured of an environment they desire.

The primary focus of this article is on the way blogs, wikis, and RSS can be used to create personal learning networks and communities of practice in the field of public affairs education. There are useful definitions of both PLNs and CoPs and an overview of how connectivism is contributing to collaboration within the classroom environment.

This article proposes the infrastructure of a next generation "context-aware" PLE environment that would automatically filter content using a Bayesian prediction engine. The guts of this are over my head, but it does address one of the key issues with PLEs and Connectivist pedagogies which is information overload and significant time wasted exploring the "wrong" links and resources.