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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 enjoyed reading this article and especially like how they focused on the connections that Twitter can be used to make, such as connecting students across the district, country, and even the globe. I also liked how they highlighted ways teachers use Twitter - many of the things they mentioned are exactly how I use Twitter myself!

I think that Twitter may be one of the most effective means of networking and communication we have. It is an easy way to share simple, straightforward information, and the character limit forces us to get right to the point. It's also increasingly how companies are interacting with the public, especially in terms of customer service. So it makes sense that teachers should use it to connect and learn quickly and easily. It's difficult to teach our students how to use it, however, because of how easy it is to abuse, but that's when it becomes our job to teach how to use it appropriately.

Very interesting article, though I'm not sure I agree with some of the points the author attempts to make. For example, "Connectivist theory does not allow for novice support, from the design and instructor side." While this may have started out as the case, classes like the one we're in now are attempting to address this issue by arming educators with tools and methods for scaffolding novices into the networking world. :)

I knew I was going to enjoy this article after the author said this " I do this because there is no "one size fits all" theory. Because there is no "one size fits all" student." I have been screaming this from the roof top since I stepped into the education and when trying to get some instructors to step out of their comfort zone that is not producing the results we need in the classroom. I learned a good deal from this article especially the four ways to undermine self-efficacy . Great Find.

This article provides helpful information on the topic of communities of practice. I was also interested in seeing how CoP are used outside of education. I question whether CoP that develop with "cultivation" are as effective as those that are self-organizing.

This is a great resource for communities of practice. It breaks down the characteristics of a community of practice between the domain, the community, and the practice. This resource also provides a table of examples of what makes a good CoP. It is very helpful in understanding where CoPs are commonly used and how they can be beneficial. Very helpful resource when first learning about CoPs.

This resource is a basic overview of the concept of communities of practice. It discusses the background from which it was created, and gave some specific examples of COPs in the real world. The best portion dealt with how COPs are used in other areas aside from education. There are also some excellent links.

This page look at the definition of a community of practice and includes there critera that are essential: the domain, the community, and the practice.

As others have also suggested, this article gives a good overview of CoPs applicable to real world integration. For example, I tend to focus on the realm of current day educational CoPs at a school or district level. This article goes beyond that by providing examples of other forms of CoPs. One that struck my interest was the "tribe learning to survive" example. This definitely gives a broader perspective on the reach of CoPs, in that, they can be traced back to the primordial beginnings of human interaction.

This article, by Etienne and Beverly Wenger-Trayner in 2015, gives a wonderful introduction of what a community of practice is and why researchers and practitioners find them to be a valuable way of communicating and learning. You get a good perspective of what communities of practice looks like, where the concept comes from, and where the concept is being applied. Myths about communities of practice and suggested readings are also included.

What are CoPs? This article breaks down the terminology for Communities of Practice and explains what they are (and aren't). One common theme that appears throughout the article are the ideas of intention and implementation. CoPs are not just interest groups for casual entertainment. They are formed with intent and with the purpose of implementing ideas. Social media has removed the boundaries of who can form/join CoPs, and the sources of information are virtually endless.

This overview from 2015 is written by one of the anthropologists who coined this term when studying apprenticeships. It describes the 3 crucial characteristics: domain, community, and practice; its origin; its uses in a variety of settings; and refutes various myths about COP. A pdf is available.

This is a great overview of COPs. The author defines COP's and gives the three major characteristics: domain, community, & practice (and goes on to clearly define each of these). He explains the origins of COP's, describes them and gives examples of COP's today, addresses common myths of COP's and provides an influx of resources. A great site with a lot of valuable info!

This article outlines what communities of practice are and what they look like. It also describes how these communities are used in a variety of fields.

Wenger-Trayner give an overview of what constitutes a community of practice (CoP). It differentiate between a community and a CoP. Three features of CoP are given: domain, community, and practice. It is more than common interest; it involves interaction among practitioner who want to learn from each other. The article is helpful to understanding how to develop a PLN.

Often times grasping a new concept is difficult without examples to show what what a particular concept might look like. This article has a sub-head that reads: "What do communities of practice look like?" There are boxes with questions like "requests for information," "seeking experience," and "reusing assets." If you click on the plus/ minus sign on the boxes, you get taken to a short example.

In this fairly in-depth article, Etienne and Beverly Wenger- Trainer, focus on many different aspects of Communities of Practice. Some of the key elements they name regarding CoPs are: they are intentional, they can improve performance among members, the members have a shared domain of interest, the members have a commitment to the group, and the members build relationships that enable the to learn from each other. The 3 main element of a CoP are the domain, the community, and the practice.

Great share @MrsLieberman356! It's quite in-dept but chalk-ful of excellent information on CoPs and their objectives.

Thanks Joanna! When reading about CoPs myself, I love how they say that they're intentional. Through reading this article as well as others, I really see why that's an important piece to it!

According to this article, three characteristics are crucial in order for a community to be considered a "community of practice." A community of practice is not merely a club, it has an identity defined by a shared domain of interest. In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other. A community of practice is not merely a community of interest-people who like certain kinds of movies, for instance. Members of a community of practice are practitioners. They develop a shared collection of resources: experiences, stories, tools, ways of addressing recurring problems -- a shared practice. http://wenger-trayner.com/introduction-to-communities-of-practice/

A brief overview and introduction of the concept and uses of communities of practice. This article shares theories and what it should look like instead of the "How" it should be done. They share the background of the concept and how it fits into the teaching environment.

This article gives a brief overview of the concept of communities of practice. Communities of Practice are groups that share a passion for what they do and share how they can do it better. The domain is a network of connections between people. The community is the activities and discussions share among the group. The practice is sharing the tips and tricks of how things work.

This delivers an overview of CoP's and discusses what a CoP would look like. It discusses the background and how it would fit in the learning environment.

This site breaks down what distinguishes Communities of Practice from communities.

This resource illustrates a CoP first, and then it uses this example to explain the components of CoPs: domain, community, and practice. It further provides examples fo what CoPs look like.

A great introduction into communities of practice. These communities require three things: commitment to the mission/goal, a community, and a shared role (or practice).

This website was created to explain CoP by the developers of the practice. The website explains what CoP is and what it looks like. The websites explains where CoP came from and how it can be applied in the workplace in different environments. The authors also diffuse any myths about the CoP so that others can understand what it is.

This article goes in depth on the three requirements for a CoP. It also goes through several examples of what a CoP looks like in various activities.

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 work goes into detail on how the individual learner impacts the creation and function of their PLN. It identifies 9 specific factors that influence how we "build, maintain, and activate" our learning networks. It fits these factors into a "Personal learning network model"

PLN: This article delves into how networking is essential to personal growth and learning; especially personal learning networks. Learning by interacting with peers lets us make the connections that either in learning or work environment is important.

A clear explanation of personal learning networks, and in particular the different ways they form and the different ways individuals interact with their PLNs. Helpful diagrams for understanding the PLN model are included.

This article focuses on personal professional networking. This is essentially a PLN in the workplace. Three primary tasks build a foundation for future activities within the PLN, 1) building connections, 2) maintaining connections, 3) activating connections. There are nine factors that influence a personal professional network. See include: communality (or commonality) reputation, and real potential for collaboration or learning. Learning within a PLN must be cultivated and involve reflection. Participants must recognize the value of other contributors to their own learning in order for the network to be truly effective, because this will allow person to know who to contact in the future for a similar issue. Networking to create a PLN depends on the person be g able to make connections between their own skills and their contacts' potential contributions. In creating an PLN, the learner "orchestrates" the environment, "browsing, selecting, and choosing" relevant resources.

This resource is a great one to have access to. It explains what a PLN is in layman's terms down to what is "personal" what is "learning" and what is "network". It also has some helpful media to better solidify the concept. Thank you for posting. #EdTechSN

Another great resource alexisseidl. This resource does a fantastic explaining PLN's in very simple terms and does a great job of incorporating media to enhance the learning experience.

This article begins with a very simple explanation of what a PLN is. It breaks down each letter and describes it in detail. It also provides some great multimedia tools including a pair of videos about being a connected learner and a description of a PLN. There is also a voicethread about why you should have a PLN. It even provides you with a challenge to develop your own PLN.

This source offers a plethora of modalities to explain what exactly a personal learning network is. It can mostly simply be defined by the three parts in the name of a PLN: personal, building relationships to fit the individual; learning, the professional development aspect of collaborating and sharing resources; network, the platform that forms the means for building connections. The source offers a short video, a VoiceThread presentation, examples and personal testimonials to prove the power of PLNs.

This is website breaks down the basic idea of a PLN. It also has a step by step guide to set up a PLN. There is a short video that is very clear and easy to understand that explains a PLN and how it benefits the participants.

I enjoyed reviewing this resource. The details are plainly laid out and easy to follow. Really helps to explain all there is to know about PLNs.

While this is a blog post, it is one by teachers for teachers, and it really does a good job to explain what a personal learning network (PLN) is piece by piece. There are great videos and visuals within the post that also provided insight into a PLN and why it's a valuable part of being a professional, especially in education. I love that we are encompassing that in this course too!

This site contains a professional learning series on building a personal learning network.The what and the why. It is complete with multiple videos and infographics to aid understanding.

I really like the breakdown of PLN on this page. The collection of resources really allows for an easy to understand experience!