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This is one of my favorite resources. I find that it usually has a great deal of information that can be used in the classroom.

This blog is a GAME CHANGER! Rickard Byrne sends you to the best, most relevant resources and does a lot of the searching for me. I'm so grateful for his work! I follow him on FB too so his updates find me.

This website is one of my favorite go to places to learn about new technology tools. It is run by Richard Byrne, a former high school social studies teacher. There are resources for teachers in every content area and for any purpose. There is even a Facebook page you can like which features the same posts as the blog. Personally, I chose to like the Facebook page so the updates pop up in my feed. This allows me to see the posts throughout the year as they become available without any extra effort.

Article does a great job of explaining where connectivism came from and how it will continue to advance forward just as society if doing currently. We will continue to learn and mold our understandings based off of the connections we are making through a collaborative network.

This article provides a balanced view of the arguments concerning the role of connectivism in the field of education. The authors have done a nice job of differentiating the types of theories and their roles in practice. Perhaps the strongest features of the entire article is the discussion on connectivism as it applies to the use of technology. I appreciated their description of the theory as a connecting piece between some of the more established learning theories and the new technological landscape that characterizes our learning environment. Excellent article - thanks for sharing!

This article by Duke, Harper and Johnston is a detailed analysis of connectivism as a learning theory. Not only is technology discussed as how it's applied to this theory, but there is also discussion of learning theories and instructional theories in general. It is also a valuable read because it explains how this theory can or should not be applied to all students or content.

This source gives a good description as connectivity and connectivity as a learning theory, and it also discusses the argument that connectivity is not a learning theory. It ends by talking about connectivity and its integration with technology and online learning.

This article from Kaplan University explains the importance of connectivism in a digital age. They reference George Siemens and Stephen Downes and their research behind connectivism as a learning theory. They examine connectivism as a learning theory, and explain how the learner is at the center and designs their own path, essentially making their own learning.

This article discusses Connectivism and the debate over whether it should be considered as a learning or instructional theory or as a pedagogical view. The role of Connectivism in the use of technology in education is also discussed.

I really liked this article mainly because they clearly explained the difference between learning theories vs. instructional theories. I think that was useful in their conclusion that connectivism really is more of a tool to be used in the learning process rather than a complete learning theory.

This article discusses the validity of Connectivism as a learning theory. It gives the very straight-forward definition as "social learning that is networked." The discussion of the importance of the Connectivism theory in today's ever increasing technical classroom is quite engaging. It has also forced educators to look at what is being done in digital education and rethink, debate, and philosophize over how each part fits.

In this article, Duke, Harper, and Johnston discuss whether connectivism is a learning theory or an instructional theory. They begin by discussing the differences between learning theories and instructional theories. A learning theory should explain how learning occurs, while an instructional theory should explain how best to achieve the learning goals. The authors summarize connectivism as "social learning that is networked" (2013, p. 6). What a person knows is not as important as the connections the person makes that will allow further know,edge and growth. Everyone feeds into the systems of knowledge and receives greater knowledge as a result. This knowledge can be held by people, societies, or machines. Basically, everyone learns through personal learning networks. These learning networks allow people to learn through collaboration rather than by having to experience everything for themselves. Being able to tap into a large amount of knowledge allows people to understand patterns they might now otherwise see. While there are several arguments against connectivism as a learning theory, the authors argue that connectivism can be useful as an "instructional guide or theory" (2013, p. 9) to develop behaviorism, cognitivism, or constructivism for "application to a globalized and networked world." The authors conclude that connectivism is useful in the learning process or curriculum planning, but that it is not a "standalone learning theory" (2013, p. 10).

This talks about how connectivism takes elements from behaviorism, cognitivism, and constructivism. It discusses connectivism as a learning theory and how the use of technology ties into it.

This article puts a focus on the debate if connectivism is "a learning theory or instructional theory or merely a pedagogical view." Instructional theory has major elements that are discussed in this article and connectivism is analyzed to see if it in fact, is a learning theory. The author recognizes that the debate will last a long time but the fact that connectivism is valuable in the educational setting will prevail. Technology is a major factor of its success. This article convinced me of the importance of allowing my students more access to technology for educational success.

The author of this article defines learning theories vs instructional theories, connectivism, connectivism as a learning theory, and connectivism and the use of technology. Connectivism was created as a learning theory for the digital age. Siemens and Downes came up with this theory because social learning can happen through networks. In today's world technology and advancements are changing rapidly, which in turn is providing new information quickly. Educators have had to embrace this new option of networks for knowledge use in the classroom. Connectivism can be used as a tool in the learning process for instruction or curriculum.

We are at a crucial point in history. By being educators, we must constantly be discussing and managing our definition of an educator's job. We must constantly be working through our philosophy base as new tools and ideas come to life.

This paper outlines connectivism and analyzes whether it should be considered a learning theory, instructional theory, or pedagogical view. I found this article interesting as it has a good discussion the differences between learning theories and instructional theories. The paper is critical of Connectivism as a learning theory, which I think is important as you consider how to use its principles in the classroom.

This article discusses a theory developed for the digital age by Siemens and Downes called connectivism. The theory has issued a debate over whether it is a learning theory, instructional theory, or a pedagogical view. In this article, the authors discuss learning in the digital age and how the theory of connectivism fits within the world today. There is a focus on connectivism being social learning that is networked.

This article discusses whether Connectivism is a learning theory or an instructional theory or a pedagogical view. A learning theory is not whether something is true or not but if it is useful for explaining behavior. An instructional theory must list procedures to enable learning by focusing on the overall structure of the learning material and how to achieve the most successful learning experience. Connectivism is social learning that is networked. It could be a learning theory as it states how a student learns through a network. Connectivism can be categorized as a tool to be used in the learning process and not a standalone learning theory.

I like the explanation of the difference between a full-blown theory and a developmental theory and whether connectivism is a theory or not at this point. I also appreciated the connection to earlier learning theories that this article termed pre-connectivist. With all of the different theories most educators have studied and incorporate into their teaching practices, it is helpful to see how some of them relate to one another.

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.

This article argues that connectivism is not a theory because it does not introduce any new ideas. It is a great resource for reviewing other learning theories. In the article is states that Verhangen sees connectivism as a level of pedology and curriculum rather than theory. I like this quote from Downs 2007 "Knowledge is the set of connections formed by action and experience."

The author discusses about connectivism as a theory and how it affects learning in a digital era. Connectivism is a new theory that may not have a ton of research compared to other learning theories, but as the technology world continues to evolve, the theory of connectivism evolves too.

Kop and Hill give an overview of connectivism and discuss it as a learning theory. They also discuss the implications in education the increasing influence of the internet has. Kop and Hill look at the connection between connectivism and formal education. They come to the conclusion that, while they foresee radical shifts in education, they do not view connectivism as warranting its own place in learning theory structure.

In this journal article, Connectivism is referred to as helping develop new pedagogies and not a learning theory on it's own. The role of a tutor is diminishing as learners move from a learning environment controlled by an institution, to an environment where they direct their own learning.

I like this article for the overview of connectivism. The overview gives a good idea about what connectivism is. The article goes on to analyze older learning theories and how they need to be addressed in regards to the digital age. It explains how connectivism can build on older theories to better address current digital learning.

Connectivism: is a framework for understanding learning. Siemens (2004) states, "A community is the clustering of similar areas of interest that allows for interaction, sharing, dialoguing, and thinking together." Knowledge is always distributed and shared across learning networks. Information is gathered from everyone and then relating information back to everybody as well as receiving feedback from others.

This source really compares different theories about connectivism. It is discussed whether or not it is a learning theory or not, and what different people think in terms of connectivity. It also discusses some basics about connectivity, and how it means that information is just stored in different places and learners can move between networks to access different information.

This article discusses what learning theories meet the needs of today's learners and how connectivism is built on older theories to connect newer theories. (I didn't check the resources page until after I posted this - I'm hoping I can still use it because I spent a good 20-30 minutes on it!)

This article is a good critical evaluation of connectivisms usefulness in the modern classroom. Ultimately, the authors state that while new theories are emerging in response to technology, connectivism still plays an important role. This is due to the connective nature of technology and the internet.

This article sets out to distinguish Connectivism as either learning theory or developmental (learning) theory. The similarities and differences between the two are briefly discussed before relating how connectivism fits within the frameworks. One interesting aspect of this article is the importance placed on higher-order thinking skills and applications, which seems to be a growing demand in our current education and business markets.

It gives great insights on how connectivism is a learning theory. Also, I find the explanation for how connectivism fulfills the three main tasks for developmental theories.

Thanks for sharing this Alanna! This was a thorough article explaining the past and future of Connectivism. I liked how it puts it all into perspective and we can envision what is in store in the future regarding Connectivism.

Connectivism is a learning theory for the digital age. What does that mean for existing learning theories. This articles questions if previous learning theories still meet the needs of today's learners, and the needs of learners of the future. This articles analyzes connectivism to determine if it has anything new to offer as a learning theory.

I truly appreciated this quote..."New learning environments are informing present and future trends from which both educators and students stand to benefit. Moreover, the way in which global networks and communities of interest are currently being formed through emerging technologies is encouraging young people, in particular, to develop new, creative, and different forms of communication and knowledge creation outside formal education." I also appreciated how this article examined, and almost made the reader feel, the discourse that often arises when new theories emerge. As an educator, I have learned that balance is key! It truly isnt one method or theory over another! Rather an intersection of theories is where powerful learning can take place. Connectivism is certainly a 21st century theory which I believe is built to capitalize how how connected today's learner are through the Internet and social media! Connectivism, to me, feels that a theoretical vehicle to deliver many different theories and strategies.

Thanks for sharing, David. I like that Mackley and Vincent show the various branches of their PLNs because it gives me a frame of reference and helps me see where I need to focus my own efforts. I find the concept of the PLE to be fuzzy, and feel that I need to learn more about it and its relationship to the PLN.

I liked this source because of the clear descriptions that it provides. I also loved the visuals at the end with the different networks that they are tied to.

This article does a nice job of explaining PLNs and the theory surrounding them. The article includes definitions of personal learning environments, personal learning networks, and connectivism. I also like that it includes diagrams to compare their PLNs, as well as an introductory video.

I picked this one, because it has a video that I found helpful. I learn better with sound and pictures. It stresses that PLNs are not things, but rather ideas. The other reason that I include this in my list is that the article actually provides diagrams of what different people's PLNs look like. Given that we're learning about this sort of thing in this unit, I thought I'd also mention this. Finally, I liked that this article acknowledges that according to the Theory of Connectivism, you don't even have to know the person who you're learning from.

In the opening section it describes the community of practice as being different from the typical teacher development model because it reaches "beyond individuals and toward alignment". This confused me at first, because it seemed to oppose the other information about communities of practice. I had seen a community of practice as a way for individuals to find what they need. However, as I read on, I realized that it was referring to the fact that teachers are now linked to one another and can work together to find coherence and best practices.

As an English teacher I can see the value of the example in this brief. The English department gets together and reflects on similar commenting styles for students to revise papers. They study which commenting helped the best after students turned in their revised copies. My English department just had to do this type of collaboration, but we were analyzing introduction paragraphs written by students and how we could improve teaching this. Unfortunately it was one of those times that were "mandated from the top down" as the brief mentions. Our collaboration was not voluntary and our department is not cohesive. I liked this idea of creating a community of practice with my department, but I am not sure how to get everyone on board Think of the power a CoP would make if it were campus wide, cross-curricular.

A research brief produced by the National Council of Teachers of English, this publication focuses on three aspects of a successful community of practice: mutual engagement, joint enterprise, and shared repertoire. Although the phrasing is different, the central concepts are similar to other reports on this topic. It does, however, also break down the needs of institutional support as a necessary condition for these communities to thrive.

The national Council of Teachers of English reviewed Communities of Practice as they worked to develop better feedback for student writing. Successful Communities of Practice have been shown to be beneficial provided that specific characteristics are in place, including a common goal. Both face to face CoPs and online CoPs need these specific elements. What sets communities of practice apart from other professional development models is their reach beyond individuals and toward alignment

I found this article or brief by the NCTE (National Council of Teachers of English) helpful in that it gave context to how teaching organizations view of the communities practice theory. The article paints a picture of how schools try to use the theory as a framework for collaboration. I appreciated how it presented the goals of COPs in schools with some possible pitfalls. The main takeaway being that COPs are less successful when they are implemented "from the top down". It still drives home the reality however that COPs do need an organizational structure and good leadership, but that connections and shared vision are still the cornerstones of COP's. The article was published in 2011 and appears to be preparing it's readers for the wave of new media. It references blogs as emerging COPs and drives home point that online communities, while not face-to-face, still need strong leadership and organizational structure to be successful. It ends by providing questions to consider when trying to form COPs.

Re: The main takeaway is that COPs are less successful when they are implemented "from the top down". I agree with this statement, The most successful CoP that I have been involved in were initiated within the district, but the administration was not overseeing the work being done. This freedom allowed for a more relaxed and teacher supported group. The department was kept in close communication, however, as some time to open our community funds were necessary and therefore it was important to have an advocate.

This is a great article. I like that is starts with what a PLN is and proceeds to talk about where and how to set it up. I also like that this article is written through the lens of an educator. It makes a lot of what is said more relevant and personal. Good find!

You have to love the number 7. It seams to be the magic number for how many points to make in an article these days. Simple outline of how to set up communities of practice.

This Harvard excerpt discusses the seven principles behind making design principles explicit, flexible and improvisational. 1.Design for evolution- be able to change in order to maintain member engagement and cohesiveness. 2. Open dialogue- gives each member a deep understanding of the topic because of their own insider perspectives. 3. Different levels- allow all members to communicate and share regardless of their expertise level. 4. Public and private spaces- Hold both private and public events. Try to socialize and attend face-to-face meetings, even if it is through an online portal. 5. Value- Has to be meaningful and impactful for all users. 6. Familiarity and excitement- Holding the engagement users by offering and delving into exciting and new projects. 7. Rhythm- Keeping the pace and the flow of the group moving at all times is essential.

I especially like #4 the development of both public and private spaces.

I appreciate that when we are a part of a PLN, we are part of a team, not a leader and followers. We are continuously learning for ourselves and sharing that knowledge with others. I also thing it's important that when we bring a new idea to our team, we bring supporting evidence for our new ideas so we can share that knowledge and information with our team members.

My favorite sources are ones that come from someone's personal experience, so I loves this one! It is great how it talks about tips for building a PLN and why they are important.

I love how she describes PLNs and why she believes they are so important to teachers. She explains every aspect of PLNs and even expresses her own feelings that sometimes expressed frustrations. PLNs are something that all teachers should be involved in. I loved reading this. Thank you for posting it.

This is a great resources about PLNs and how they can be utilized and created. The personal insight really makes PLN's more understandable and practical.

I also like how the author explains that at the beginning joining PLNs may be overwhelming and it is important to find the virtual places that feel most natural to you.

Brianna Crowley does a nice job of explaining what a professional learning network is as well as goes over the steps of how to set one up.

I like how Crowley defines a PLN as a "vibrant, ever-changing group of connections." It really emphasizes how powerful and important PLNs can be.

This is a great article which is short and to the point when describing a professional learning network. It describes three steps one takes as your relationships build into something more in your PLN. What I got most out of the article was the ending of the article, which stresses the importance of finding a network which energizes you, instead of overwhelms you.

I like articles like this because they have actionable items. I researched more theory based articles so this was a great change of pace. I like this quote this best "If your professional life feels stagnant and narrow, or your learning feels stale and predictable, perhaps it's time to step outside the door and seek people who can breathe new life into your professional growth." The exciting thing about learning from one another is the impact we can make on one another's career. Everyone want to feel energized and that's the great thing about sharing cool new tools with each other.

Here, author Brianna Crowley describes Professional Learning Networks as "vibrant, ever-changing groups of connections to which teachers go to both share and learn. These groups reflect our values, passions, and areas of expertise." This, in a nutshell, helped me understand what PLNs are right off the bat and helped me to recognize that connections, communities, and common goals are vital. PLNs should also, according to Crowley, be created with individuals that are trusted and have similar interests, which I feel is great advice.

One of the reasons I started my PLN on twitter years ago was because of a colleague. I never really 'got into' the PLN and have basically ignored it the last 5 years. This article is a reminder to me about WHY I have a PLN and reminds me that a PLN means something different for me than it does for anyone else.

I like this very practical article on developing a PLN. It's a good one to share with colleagues to introduce them to the idea in a short, concise way with very doable steps.

This article makes it easy for readers to gain a quick understanding of PLN, why they are important, and how to get started. This is an excellent resource to share with colleagues.

This site explains in plain terms communities of practice. For example, it explains that a community of practice is not just a club. It is a group of people who are committed to a certain domain of interest.

This was a concise, but well written overview of the definition of communities of practice.

Communities of practice are used across a variety of groups of people. According to Etienne Wenger, there are three characteristics that constitute a community of practice: domain, community, and practice. Communities of practice exist on small local scales, to worldwide networks. This allows people to share and obtain knowledge about common practices with others who are actively engaged in the same domain.

Allows the reader to determine the general guidelines to what a community of practice is. Cites examples ranging from artists seeking transformation to surgeons trying to discover new methods. The article is very simple, yet effective in describing a community of practice.

by Etienne Wenger CoPs are formed by people who are engaged and interested in common domains. These can be done in many domains as long as there is an underlying interest. CoPs provide a new way to learn from one another in a safe environment. All members take responsibility with their members to access knowledge while sharing new ideas.

In this article, Wenger provides a quick overview of what a Community of Practice is. I like how she discusses the three components of a CoP and gives an example of what is not considered a CoP in each component. She addresses that just because something is a community, doesn't make it a Community of Practice. She also discusses where the concept of a CoP is being applied. It is helpful to see that it is being applied in many different fields including: education, government, organizational design, and businesses.

This website, from the National Center for Dissemination of Disabilities Research, identifies 3 characteristics of strong communities of practice: the domain, the community, and the practice. It briefly identifies what makes COPs unique and identifies specific applications. There are additional links in the sidebar that provide more information about COPs and prompts for further research.

This article gives an overview as to what communities of practice CoP are. It describes the characteristics of CoP: domain, community, and practice. The article stresses that CoP are not just like-minded people, but they are where people can interact with others to learn with and from others. CoP rely on active participation. Sharing and learning are at the heart of CoP.

Provides a good, crisp explanation of CoP. This is more of a recap, but sometimes saying something in another way helps to get the point across better. What I particularly liked about this one is that it emphasizes how these communities interact based on a passion that they'd like to learn more about or to improve skills.

This article discusses communities of practice in a very understandable, clear way. It describes communities of practice as individuals working together in collaboration with a common goal, or passion, in mind. I feel that one of the most vital parts of my job as an educator is to collaborate with other teachers about best practices to use in the classroom. It was fun to read this informative article!

This is a great overview of Communities of Practice. I appreciate that it distinguishes between a community and a community of practice because "not every community is a community of practice." I also appreciate that it gives where the concept can be applied.

The article provides a definition of communities of practice and gives examples of these communities. It also gives the three "crucial" characteristics of communities of practice.

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.

This article discusses how the community of practice is a shared domain between its members or those who engage in the community. It also says not all communities are all communities of practice. To explain that, it lists the three important parts that help show it is a community of practice. It states those parts are the domain, the community, and the practice. With that, it explains that all three should be developed within the community itself.

The author of this article explains that a community of practice is more than just a community. Communities of practice have to have three elements. The three elements are the domain, the community, and the practice. The domain is a shared interest. The community is people engaging in joint activities and discussions while helping each other and sharing information. The practice is the members of practice are practitioners. Communities of practice are being applied in business, organizational design, government, education, etc. Communities of practice have become a learning system throughout the entire world. They help practitioners take responsibility for managing knowledge, create a direct link between learning and performance, and create connections without formal structures.

Kayden, what a great site and explanation of communities of practice. I particularly like the distinct description of what a community of practice is including what it is not!

This site gives an outline of three factors that make a community one of practice vs. a non-specific group of people. The domain, community, and practice all combine to create a community of practice. The site then goes to explain where the concept of a community of practice is applied furthering the idea of "practice," as well as why they are catching on in workplaces and organizations.

An introduction to and application for communities of practice.

I thought I had a simple understanding of connectivism, but as I read this I realize that I had a 'bubble gum /reality tv' version stuck in my head. This breaks things down easily and has begun to help me understand more deeply. Downes covers, what a learning theory is, what learning is, how it occurs. He compares with behaviorism and instructivism. A good lead in to the academic theory.

This is a succinct overview of learning, learning theories, and in particular, a discussion of connectivism in relation to learning. Also delves into the question of the evaluation of learning through a connectivism lens.

This site is a blog by Stephen Downes discussing Connectivism. Downes describes what learning and learning theories in the context of Connectivism. He then talks about how learning occurs in terms of looking at how connections are formed. He compares/contrasts connectivism with other learning theories such as behaviorism and constructivism.

While this is a blog post, it is a post by Stephen Downes, who is a major contributor to the connectivism theory. This post gives reason to how connectivism is a learning theory by not only explaining what a learning theory is and how people learn as well as how connectivism fits. It also goes to explain how connectivism is valuable to learners and why it contains "principles of quality educational design."

This resource helped me understand the definition and different looks at the concept of a learning theory a well as the learning happens according to the learning theory. It was valuable to look at the author's point of view of connectivism as a learning theory. It was even more valuable to read the comments to the blog post.

This blog post by Stephen Downes discusses connectivism as a learning theory. Downes goes through what a learning theory is, what learning is, how learning occurs, and building on a theory. He compares the connectivism learning theory to other learning theories.

This blog is a great resource on how Connectivism is a learning theory and how it's going to change online learning for everyone.

Stephen Downes writes about connectivism, making clarifications that it is a learning theory and not a method of teaching. The article provides definitions and commentary into what is a learning theory and briefly defines the other 3 theories for reference and contrast.

Excellent review of connectivism and how to decide if its a theory.

I love the video! This is the first video I've come across that gives a short, sweet introduction to exactly what a PLN consists of. It mentions both the online global community and the people who you interact with. I love how it mentions that you get to choose who is in your PLN. That isn't something that has been mentioned in my research.

This discusses what a PLN is and the benefits to having one. It talks about the flexibility a PLN allows you that a more traditional setting would not. A PLN allows you to personalize things and choose your level of involvement.

This was a great article that succinctly describes what a PLN is. The page includes a brief video in which Marc-André Lalande illustrates, in a very practical manner, how educators can use PLN's to connect with other professional educators to share ideas. He also shares a few of his favorite PLN's, including Twitter.

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.

Great article Michelle! I like how it breaks down and explains "personal" and "professional" learning networks! Great insight!

Good resource. Simple, to the point. The video is a good resource to share too. If you have colleagues who don't know about PLNs, this is a good place to start.