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I just recieved this in my inbox today.  This would have been helpful for the extra credit this week.  IThe website is a great tool for educators looking to integrate iPod touch into their classrooms.

This post is from a student perspective about how using social media while studying abroad help keep them connected with students at the home institution. The article does not touch on the possibility of these tools acting as an insulator, keeping the student from interacting with the culture they are visiting. The assumption has to be that while they are in country, they are actively seeking out these interactions. A little focus from the study abroad program could help achieve both objectives. 

This slide share touches on what social learning is.  It suggests that people learn a great deal of information on their own and in their own manners--sometimes just by talking to others.  It focuses on the need for a tool or web software that promotes social and informal learning but still takes into account data privacy and security.   

Allows your iPhone or iPod touch to become a higher quality recording device. Easy to use app. Quick edits and email capable. I can think of lots of uses for a high school classroom.

The study in the paper was interesting as it looked at K-12 educators and their use of Twitter to research, relate and form PLNs. Twitter and other social medias have allowed teachers to form networks that are specific to their needs and wants in terms of their own professional growth. In the "End of Isolation" the researchers findings touched on the fact that "over 82% of the time, the educators in this study chose to follow other educators or content experts related to their field of teaching so they were able to create a personal learning network meaningful to their professional needs." Now I just need to work with teachers at my school site to help them realize the individualized professional potential!

This study underscored the benefits of Twitter for the educational community. The article shared the advantages to new teachers in particular, where one participant stated it changed her vision and practice in the classroom. Very powerful!

Of all the resources I have read thus far on PLNs, this particular article forced me to think deeper and reconsider my interpretation of this concept. First of all, I found that the article provided a picture of the quality of interaction that can occur within Twitter. The data collected by researchers provides an in depth look at Twitter as a PLN - a feat that few other resources I have read have accomplished. By detailing the amount, quality, and type of interactions and connections, a tangible conception of a PLN emerges, even for someone who has little to no experience with Twitter. Of the 10 surveyed, a majority of their connections and tweets were professionally related. According to Nussbaum-Beach (video I posted), the difference between a PLN and a CoP is the familiarity of the people and the connection to an idea or problem. However, this study provides a different perception of a PLN that is largely professionally based with strong two-way connections. These conclusions made me wonder if it is possible for facets of a PLN on Twitter to transform into a CoP. Further, at what point can one argue that a PLN has successfully transform into a virtual CoP? Thanks for sharing. This was an excellent read!

Welcome to the iPod Touch Classroom Wiki!

Prior to entering the M.E.T. program at Boise State University I often used the Facebook to keep in touch with old friends and family, but never to advance my career as an elementary teacher.

Kop and Hill ask how existing learning theories meet the needs of today's learners and further question whether connectivisim is a learning theory. They do a very thorough study of learning theories to determine that "it does not seem that connectivism's contributions to the new paradigm warrant it being treated as a separate learning theory" (p. 11) even though it is important to the the development of new learning pedagogies.

Here Nop & Hill talk about how as information is constantly changing, its validity and accuracy may change over time. In addition to this information is constantly being added, deleted, and modified based upon the world around us. By extension, one's understanding of a subject, one's ability to learn about the subject in question, will also change over time and this information can be adapted and morphed through online educational networks. "Connectivism stresses that two important skills that contribute to learning are the ability to seek out current information, and the ability to filter secondary and extraneous information." Simply put, "The capacity to know is more critical than what is actually known". People begin to know and learn through these online networks where information can be openly shared, resourced, vetted, and attained.

This is a break down of connectivism. It looks at all parts of the theory and how it all works the in the learning environment. In the article, you will find the reasons why it's important, the founders of the theory, and why it's relevant in learning.

This post discusses George Siemens 2005 article Connectivism: A Learning Theory for the Digital Age and examines the limitations of this theory as well as its relevance to teaching and knowledge management practices. The relationship of connectivism to learning in a MOOC is described. It is suggested that widespread adoption of connectivism in formal learning will face resistance because of its stance that 1) the network is more important than content 2) knowledge is a process rather than an artifact 3) and knowledge can be retrieved rather than memorized.

This source is actually a summary/review of a different article, but it provides some good insight. The author argues that the explosion of technology and internet sources has changed the way that we acquire knowledge. Different pieces of information are accessible by tapping into different sources. The author also discusses how connectivity can be used in the classroom and how some people may resist the use of the connectivity theory.

I found it valuable to go through Siemen's fundamental principles of connectivism. Siemens considers connectivism as a significant departure from previous learning theories because connectivism includes learning occurring outside of the learner, within the network. I also found it valuable to go through the applications of connectivism in classroom and managing knowledge.

Edutopia writer Vicki Davis discusses how PLNs have empowered her students to guide their own learning experiences. She discusses the weaknesses of PLNs and how they work.

While this blog posting from Edutopia does point to some "how tos" and practical application, it does offer key theoretical practices for setting the stage for applying the PLN model for student use. Vicki Davis, the teacher and author of the blog post, states that her students are familiar with breaking news due the development of their own PLN that acts as a "virtual locker." She goes on to discuss how their research builds the content of their PLN and the content changes based upon the assignment. The big idea is that the PLN model allows students to act as the orchestrator of their own learning and allows them to analyze information via an avenue that is personalized to student's learning needs. It also teaches students to embrace connectivism where they make connections between domains in order to form a more complete understanding.

The article goes into the role of a PLN for students. Students can create their own networks to possess information at their fingertips on any topic they could ever desire. By establishing a networking system, the students don't necessarily have to go out and scour the internet for sources when their network could bring relevant information to them.

I really like annotated bibliographies because they provide so much information on a topic in a fairly simple analytical summary, and they allow the reader to delve further by providing the source. The author, Kristi Newgarden, has two fields of interest: educational technology and teaching English as a Second Language. Overall, the focus of the bibliography is on Communities of Practice and Lave and Wenger's concepts of Legitimate Peripheral Participation.

Scott, it's great that you found this annotated bibliography. What caught my attention initially was that it was posted on a TESL website, but after reading further the author mentioned that the resources mentioned could benefit any teacher in any subject area. This is a nice way to find resources on a topic without having to type in a search engine or review resources at the end of a research study. Even better when there is a summary provided so you don't have to figure out if that is a beneficial resource or not.

J Matibag - One thing I didn't touch upon, but didn't, is the benefit summaries provided in an annotated bibliography like this one. Thanks for putting that into your post. Having these description certainly gives the reader a chance to discover more sources in less time. Most studies I've read tend to be 10-25 pages, so this circumvents sifting through studies that may not be what one is looking for.

"Either teachers embrace the new language learning technologies and integrate them in a new pedagogy or they will not only deprive themselves of the enormous benefits afforded by computer-assisted learning (CALL), computer mediated communication) (CMC), distance learning, social networking, and language games, but they will be increasingly out of touch with their own students, who are by now wired, networked and computer-savvy". This book explained why teachers should integrate technology tools into foreing language classrooms.

The authors have endeavored to find the motivations involved with professionals in the creation of Personal Learning Networks (PLN). The concluded that there are four common factors that for why people choose to use a PLN. These factors are : enhancing professional communication, remaining in touch with people in the network, positioning an individual in a network, and finding new people and expertise within the network. They point out that these factors are not necessarily the determining influences that comprise an individual successfully becoming a member of a network. They point out that there is metacognitive level, that of the attitude of the practitioner that is a determining factor for the success or failure of an individuals PLN.

This article provides an introduction and overview for personal learning environments and digital learning pedagogy.

Beth, good find I find that I very much agree with Markum in that one of the "best ways to make an impact on learners is to mentor them through project-based learning." Learning shouldn't be passive or a spectator sport. Students that are involved, hands on, through projects applying the materials that they are learning are more likely to master the concepts in my experience.

This article touches on one of the most important aspects of the discussions on personal learning environments. Students and educators have to be taught and mentored when it comes to internet usage and how to sift all of the information and resources that are available.Teachers who imagine they can just let the students lose and all will be well will have many unforeseen difficulties.

Mostly poses questions about learning networks, and how technology tools and context influence learning. An intriguing notion of comparing the wisdom of a crowd with the stupidity of the mob is presented, but hardly explored.

Very nice slideshow. The author touches on communities of practice, connectivism and PLNs all at once. On a slightly different note, I simultaneously find Slideshare stimulating and frustrating. It is frustrating because of its one dimensional nature. Too bad there isn't a way to hear and/or see the speaker too.

Stevens, V. (2008). Trial by Twitter: The rise and slide of the year's most viral microblogging platform. TESL-EJ: Teaching English as a Second or Foreign Language, 12(1). This article did not focus just on Connectivism or just on communities of practice but provided a clear example of both after my previous readings. If you think about the basic fundamental of twitter it would be easy to discount at first whether or not it would be successful. I'm sure along the way some may have even felt that it was a fad destined to fail or fade. Who would want to be limited to only one hundred and fifty characters to get out a complete thought and why would anyone be interested. Well right now according to this article twitter is the most popular microblogging tool that has existed. I found it interesting if you have read my previous articles especially about linguistics in communities of practice that twitter type has made its way into our everyday vernacular, such as saying hash tag in actual dictation. Interesting that a change in our speech and actions are indicators of belonging to a certain community of practice, much like how some groups say 'lol' instead of actually laughing out loud. This article draws these dots that are easily linked together to show Connectivism. The author spends time explaining when he "got" twitter, or when it dawned on him this is an excellent tool. From there he uses some great analogies to describe the connected world twitter produces for millions of users a day. My favorite quote from his article "To 'get' twitter, you have to have your finger on the pulse of what is pumping lifeblood through the Internet, and that is the people on it and how they come together (Connectivism), connect, and relate to one another (communities of practice) in virtual learning networks". (Stevens,2008)

I didn't realize Twitter had been around as long as it has - I also didn't know it's origins. Lost most of the social media sites it's changed a lot since the beginning!

Great post and I was cracking up at "The Twitter Curve" image. It gave a good explanation to me about what makes Twitter so powerful and its benefits but am also glad it touched on things to be leery of.

This is a very useful discussion presented from four community of practice leaders who have share insights based on their experience creating and maintaining COP. Some of the topics discussed include the importance of leadership and support, creating a culture and climate, immediacy and quality in responses, using modeling and examples when starting the community.

Great discussion. I enjoyed that they touched base on how to encourage participation which sometimes could be the number one problem in getting the results a community of practice could produce. To further break this down the discussion focuses on the 90-9-1 rule which states there is one person actively involved in the online presence then 9 every now and againers and 90 lurkers. From there they not only suggest how to encourage participation but how to reward it as well. Overall I enjoyed this article. Great find.