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I think this is an excellent resource for Personal Learning Network. I agree that we need to know exactly what we are exploring. Often times there is so much information out there, that it is hard to process it all. By knowing the definition and knowing what we are looking for it is easy to focus in and find the best information. I think this is a clear definition and I have added it to my library as a resource for future use.

Thanks for sharing...Yes, understanding the similarities of PLN's, CoP's, and Connectivism and differences are key. This article points out that PLN's tend to be more like social media sites: Linkedin, Facebook, etc to collaborate and share.

This article takes the readers through the definition of PLN and describes how social media is a major proponent of creating a PLN. The article also connects to other "how to" tools for PLNs and professional development.

A personal learning network is a way for teachers to connect with other educators through social media to exchange ideas for growth and improvement.

Describes the powerfulness of a personal learning network, its benefits, and how to get the most out of being a part of one.

Wow, there was a lot of good content in this article. One of my biggest take aways from the article is the great misapplication of online communities. The misapplication lies in the idea that a community follows an online course, like what we are doing right now in 543. The discussion community is created at the beginning of the course and members are active participants, during the course. Once the course ends, the community ends as well. This is not what the online community is intended to do. It is a long-term development of resources that needs to continue on.

This reminded me a lot of an article I shared for this assignment that also discussed the need for currently used LMS-based systems to move toward encompassing PLNs and Web 2.0 tools to up their social networking components. I think this is definitely an important consideration, especially for educators working in an online environment.

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.

Bell, F. (2010). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distance Learning, 12(3), 98-118. Unlike the other articles I've discussed regarding Connectivism Frances starts by detailing the world Internet market. Which is an interesting starting point because in order for Connectivism to be a qualifying learning theory for everyone, the actual "connection" part must be prevalent. This is the first article that draws attention to the potential digital divide that could keep some countries and regions from the potential benefits of Connectivism. From his subtle inclusion of what can be read as the digital divide, he details the history of sharing on the Internet, and the general practice of sharing the Internet in itself has created. I also like that Frances describes Connectivism as a learning theory not looking to take over past practices but collaborate with them. This was an important note compared to the other articles I read that were determined to sell Connectivism as the all or nothing approach towards the future of web 2.0 in learning either for or against. Finally Frances discusses Connectivism role in research and those looking for a more fundamental understanding of research done on Connectivism and regarding Connectivism. The author tackles both topics with great research backing up all scenarios and discussions.

Is connectivism a real learning theory? This article explores the theory through different aspects of the digital era and how other learning theories (i.e. behaviorism, constructivism) are observed through various scenarios involving technology.

This is a very interesting article. I like reading more about connectivism because for some reason I find it difficult to understand. It questions whether connectivism should be considered a learning theory.

This article provides some great background on the theory of connectivism: its beginnings, major influencers, and basic principles. The article goes on to question whether connectivism alone is enough to answer all of the questions regarding how best to reach students in the technology-abled classroom. The article provides 5 scenarios to tackle the question, and offers some thought-provoking findings.

Like many other educational articles, this writer questions whether connectivism deserves a place as a learning theory in its own right. Bell discusses the growing use of the internet as a classroom and how connectivism applies. He also discusses connectivism as a phenomenon versus a learning theory.

Connectivism: Frances Bell explores theories in technology-enabled learning. Bell states, in 5 different scenarios, that it is proven that with our global society we should keep researching how to improve connections and learn from the past. Not all countries or people are equal when it comes to technology.

This 2011 journal article discusses how researchers can bring more rigor to research into Connectivism to counter the claims of some analysts that insist the concept lacks true academic support. Their final results indicate that Connectivism alone can not be a theory for education, but instead needs to work in congruence with other theories. A wide variety of reasons from personal preference to funding will influence which theories we use. As technology expands, so does research.

This article examines connectivism and its role as a learning theory in the digital age. It explains the principles of connectivism and provides scenarios that connectivism could help in an educational setting.

There is significant debate as to whether or not connectivism is a stand alone learning theory. While the data does not fully support connectivism as separate and distinct learning theory, there is considerable support for it a a learning phenomenon. The author of the article emphasizes the connected world in which we live has evolved, and therefore, has influenced the manner in which people learn.

From the development of the internet to present day, using technology for informational purposes and learning development continues to grow and become more common. Connectivism supports the theories that learning occurs as a more intrapersonal experience and occurs while the learning creates information and deeper understandings. This resources presents the development of technology as a cause for a new view of learning and education.

This post describes PLN's and what they look like and the purpose they serve. The author goes on to describe ways people use PLN's, provides a chart with resources, and my favorite part was the stages of PLN adoption section which helps newbies get started without feeling overwhelmed.

Dr. Mark Wagner gives 10 tips on how to get the most effective use out of a personal learning network. He talks about why it is important to have a PLN and some of the tools of PLNs.

In this article, the author provides ten tips for educators to advance their professional learning through online networks.

This article by Dr. Mark Wagner discusses what a PLN is and provides tips for PLNs for educators. The 10 things he suggests are: connect, contribute, converse, request, blog, tweet, join a social network like Classroom 2.0, use Google+, be patient, and be authentic.

This blog post by Dr. Mark Wagner discusses how learners, both student and teacher, can benefit from expanding their PLNs outside the walls of their schools and districts. Wagner offers ten tips to build a personal learning network. These tips include: connect, contribute, converse, request, blog, tweet, join Classroom 2.0, use Google +,be patient, and be authentic. The article focuses hard on change. It stresses that you need to change in order to be successful.

This webpage gives educators thinking points on how to join a PLN and why. It describes four things that can help you connect with a PLN and how to contribute as an active member. The second half of this article gives different outlets to join a PLN, such as Twitter and blogging.

Interesting article on how PLNs relate to self-directed student learning. The author,Bernard Bull, provides some background on learning theory and self-directed learning to clarify how PLNs could be incorporated into any curriculum. The article includes a few how-to tips at then end.

Really great article about helping students create PLN's and why they need them. It starts with some theory about PLN's and then discusses self directed learning and self blended learning. A student PLN really is a collection of connections to people and resources.

I think PLNs are the cornerstone of self-directed student learning. As I read this article I kept thinking about how I could use this in a math classroom. The author states, "The idea of a PLN is simply a network of people and resources through which you learn and grow". He goes on to summarize key learning principles and accurately states, "a student personal learning network, which is a mix of connectivism, self-directed learning and self-blended learning". Great read Cheronne!

The chart of self-directed and teacher-directed learning is great. Those questions are what educators should be asking themselves everyday before they teach a lesson. This helps us identify exactly what needs to be taught, how to evaluate it and to make sure it was taught successfully.

This is a fantastic resource! I had never even thought of Personal Learning Networks for students, as I was so focused on it as professional development for teachers. By helping students create their own Personal Learning Networks you are able to shift from teacher directed learning to student centered learning.

Not only defines PLN's and gives some background learning theory information, but gives some concrete ideas on how to help students develop their own PLN's.

This article from Dr. Bernard Bull discusses ways that students (including all of us) can develop our personal learning networks. While we may have people that help us learn, there are different outreach possibilities to increase our PLN. He states that if students were to grow over time with their PLNs, the number of connections would be of more quality and quantity. He discusses this through the theory of Connectivism. He encourages including PLNs into the curriculum which then may allow for students over time to create personal teaching networks from the information they have learned.

The author not only explains the benefits of Personal Learning Networks but also asks himself what would happen if learning communities and organizations made student personal learning networks an integral part of the learning experience. With the popularity of PLNs, the author believes that students may not only build a personal learning network, but also venture into starting their own personal teaching networks.

This is such a fascinating article! I appreciated the explanation of what a PLN is, but also how to explain it to others and to even help them get started with one. I want to incorporate a great deal of technology with my f2f students this year as well as help them grow to being self-directed learners, so having this article as a resource of how to help students set up their own PLN is great! I hope this will intrigue them to become learners even outside the classroom.

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!

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.

The speed and manner with which we get and receive information is always changing and evolving and it seems as though everyone has access to this information. Now more than ever educators need to be sure to stay current and digitally literate in order to help our students navigate through all this information. Staying digitally connected as an educator is no longer an option, but a necessity.

I second Megan's comment. Not only is it necessary for us as teachers to be digitally connected, but we have to teach our students these skills because the same will be expected of them in their professions. Connectivism isn't just a educational sort of thing. It applies to all professions.

I absolutely agree with this article in the supposition that we need digitally literate educators to create digitally literate students. We often think that because students are born knowing how to use this technology (I know that's a bit of an exaggeration) that they know how to critically use it. They do not. While older teachers may know how to look at it critically but not know the actual tools that well. Teachers need to be connected to each other and their students to be their best in today's world.