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This article explores Personal Learning Environments (PLEs) as a way to introduce both formal and informal learning within higher education. Specifically, research shows how using a variety of social media tools to customize a PLE can foster learner-controlled instruction. To achieve the learning experience they desire, though, students must possess the skills needed to engage in a self-regulated learning system with the help of both an instructor and peers.

This article really demonstrates the role of the teacher in modeling and encouraging effective use of social media. In my opinion, the framework created by the author would work best under a constructivist learning environment since so much of the class would be taken up by teaching how to use technology. That said, once students were proficient, they could explore class subject-related information online.

Educational Success "A large group of early adopters were teachers who haven't always been comfortable using technology in the classroom. Schoology helped them embrace a digital teaching and learning environment in new ways." Kellie Ady District Instructional Technology Coordinator Cherry Creek School District, Colorado

Schoology is the LMS I use with my students and has made differentiation and personalization a breeze.

This case study examines which factors play into a successful MOOC (Massive Open Online Course). Some of these factors include peer interaction, professor engagement, and accessible course resources. The researchers concluded that these factors are as important in MOOCs as they are in traditional classroom settings. The article implies that classes based on the philosophy of connectivism are effective, but a number of factors must be taken into account when planning instruction.

It is difficult to maintain continuous student engagement in a traditional class setting. It is doubly so when the setting is online. This study researched what characteristics promote student engagement in online classes. Course takers identified 5 characteristics of MOOCs that encouraged their continued participation in the course. For the most part, courses that focus on problems and clear solutions, contain high levels of peer interaction and teacher participation, and include many active learning activities with accompanying course resources are well-liked by MOOC participants. The authors are certainly right to suggest that future research examine courses that are not as highly participatory as the MOOCs that are focused on in this study. I wondered as I read the article if the same level of engagement can be seen in other courses.

As this study emphasized, online courses have a unique challenge when compared to traditional brick-and-mortar courses because learners are physically separated from an instructor by a computer screen. Instructors do not just have to overcome motivation barriers, but also administrative obstacles. The article's "Table 2: Summary of Strategies Used" presented some well-designed methods to increase instructor accessibility---from the "Code Clinic" to weekly live interactive discussions.

Summary: Educators from Australia uncovered that the most useful collaboration taken from a course was student-led and student generation conversations. The users were able to exponentially grow professionally with the help of their peers through social media. The collaboration in this case was not mandated by the professor, but merely a suggestion. It was the desire to learn from others that sparked the community created digitally. It was through the social media that the learners were able to share ideas, questions in a way that was organized and beneficial to all.

Very interesting article. I always sign up for MOOCs and find I always take away something but have never had that social connection experience in the course as they did in this article; maybe it was the instructor(s) and their encouragement to connect outside of the MOOC. I am going to pay more attention in the future to see if I see connectivism, PLN, and communities of practice.

Great article. I wanted to dive deeper into the MOOC's but just did not have the time. I am so glad you found and posted this article. I would really like to find a MOOC with the social interaction described in this article. I think that would be a very valuable learning opportunity.

This study examines how adults learn from one another within a workplace environment. As the article highlights: "[Informal] learning at work constitutes a large part of the learning undertaken by adults . . ." The article determined that large worksites afforded a range and variety of communities of practice, informal learning opportunities, and types of learning within a worksite. However, very often, the people we learn from at work are not necessarily recognized as having a role that traditionally promotes learning.

I thoroughly enjoyed reading this article and I found it logical that in the example of the Tiling Teachers, the article mentioned that they considered each other peers on the same level which would facilitate the learning that takes place within that group. I wonder how this learning would contrast from feedback or learning taking place from students in the class or even a superior like a Vice President of a program or a Senior Instructional Designer?

This was a great article and got me thinking a little deeper about communities of practice. So far this week, my studies have led to articles and examples of communities of practice in a learning or educational environment. I love how the focus was really on practices of communities of practice in the workplace. It was cool to realize that this process begins way before the class even begins. Thanks for sharing.

In this article Nicole Cooke, a Reference and Instruction Librarian encourages fellow librarians to keep abreast of the latest technology and the most current ways of seeking information so that they are prepared to help satisfy the needs of today's library patrons. She suggests that librarians prepare themselves for the evolving library patron by participating in professional development activities. In particular, Cooke advocates that librarians seek out the current educational opportunities that are available through various Web 2.0 applications. Cooke then moves on to describe how librarians can incorporate new learning opportunities into their day to day functions through the use of social media platforms such as blogs and wikis. Cooke ends the article by talking about personal learning networks and how librarians should take advantage of social media platforms to form connections with others in the field for professional growth.

I think this is a great article. I agree that anyone who is in education has to stay "savvy." I especially liked the comment "Maintaining competence and learning new skills must be at the top of every professional's "To Do" list. It is an ethical responsibility, to be sure, but also one that is pragmatic and critical for career success. [...] Continuing professional education is no longer an option, it is a requirement of professional practice. "

I am glad to see you posted a link to a PLN for librarians. I think understanding PLNs purpose and framework comes easier when it is viewed from a particular perspective (i.e. Librarians). I do think PLNs are particularly useful in the digital age with some much information and professional development resources readily available.