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In this Bloomberg's Business Week article, Aaron Ricadela explores the Obama push to increase the number of computers available to students in America.

It's great to see that Obama wants to increase student access to computers but we all know that computers are just a tool. Hopefully he understands the need to provide PD to teachers so that they can use the computers effectively. The worst thing that could happen would be to purchase all the computers and have them sit in the corner with nobody using them.

The author of this article, Ilona Buchem, is a co-author of a PLE study titled Understanding Personal Learning Environments: Literature review and synthesis through the Activity Theory Lens. In the study the authors propose a framework they call the Activity Theory Triangle. The theory attempts to define the main dimensions of a PLE in order to study their impact.

The true impact of PLEs needs to be measured/documented/observed/shared in order to ensure their sustainability. Great image and important components of documentation are noted.

This journal article titled: Personal Learning Environments - Challenging the Dominant Design of Educational Systems was posted by one of the authors, Colin Milligan. The paper looks at the formal and informal learning and the connections that lead specific learnings of both types and how VLEs (virtual learning environments) play a role.

I found this to be a fascinating paper, which really made me reflect on how an LMS is and is not a good portal as a PLE. I particularly appreciated the diagram on page 4, which shows how technological tools such as tunneling, feeds and APIs can be used to turn a VLE into more of a PLE.

This study delves into the formal and informal aspects of networks. It highlights the need for informal in a teachers' complex job, but the struggles with qualifying/managing the occurrence. It also speaks to administrations delicate roll as a "gate-keeper" or "barrier". Interesting read. 

Nice find Cassie. While the study is lengthy to read it is full of excellent information. I believe the ladder half of the text (discussion and key points sections) is where the most valuable information lies. I always appreciative objectivity and honesty, and the authors of this study were clear that networks aren't for everyone. Everyone is a unique and distinct learner so to blanket the idea of a network as something that is a "must" for effective professional development wouldn't be fair. Yet, it does acknowledge that from a team initiative perspective, networks are a blank canvas and platform for maintaining open communication so all parties involved grow.

This particular document looks at the communities of practice model from the lens of a government agency in its' partnership with businesses, foundations, non-profits, and other organizations. The document's value comes to life in the fact that it focuses on how the communities of practice implemented are more of a valid method for productivity because a shared interest is involved and the experiences are shared. First time viewers of this document would benefit from the diagram on page 8 that explores the distinct features of the community, domain and practice which lead to a successful community of practice. The diagram is an excellent means of introducing the model to new participants or those already engaged in a community of practice, but simply unaware of their involvement. I also appreciate this document because it offers practicality and context in viewing how multiple entities can come together to form a community of practice united by a common purpose.

I found this article interesting because it talked about the value of using CoP's in management, in particular government. It details the changing age of technology in meeting the demands and needs of communities and organizations around the world. As needs and wants begin to move, so do the challenges that are provided to government. In this regard it talks about utilizing the value on online communities to help create a network of highly skilled people to meet these new demands. By engaging people in this kind of networking through social media people are able to better handle new situations by connecting with people who have experienced similar problems in the past.

This article discusses social networking theories and how to build effective e-learning practices in your teaching. EDTECH543 Connectivism

A content analysis of 100 academic blogs that looks at reasons academics give for blogging and the connection it may have to community of practice.

I really enjoyed reading this article as it provided further insight into the "why" teachers and higher ed professionals should engage in blogging. Three main ideas really jumped out to me and solidified the validity of blogging: "blogs are a way to expand and disseminate knowledge, make contact with potential collaborators, and have scholarly discussions on a global scale". By engaging in these blogs we enter into a CoP that promotes these virtues by nature as all those involved in the CoP have similar motivations and goals. The communities then function as an opportunity to collaborate on materials, subject matter, and other issues pertinent to the educators. One aspect that is noted is that blogs provide a specific function, thus different blogs will contain different topics, subject matter, and ideas that can be shared online.

When I used to blog, I realized it was a passive-aggressive way for me to complain about my District. So, I stopped. However, I have found other academic blogs useful. One of my classmates in the EdD program blogs daily, and she is a great source of information. Blogs are also good starting points for research. Reading them often broadens my perspective which in turn helps me in my search for sources.

This article on MOOCs brought some interesting things to the forefront. When these courses were new they were touted as having the potential to change the world. In the years since though their hype has gone down. Most people participating have already earned college degrees. On encouraging pattern however is that teachers are often participating in the courses. This could potentially bring big positive changes to teacher professional development.

This Wired article was about how Education 3.0 can be most effectively leveraged if educators have a good understanding on how the brain learns. Keeping in mind what learners care about, giving them the ability to place their learning in context, and allowing students to identify patterns of knowledge (think making connections in neural pathways) all can expand upon the the experience of learners in a course.

This site is a peer-reviewed journal on the Internet outlining the structure, content, and networking skills to use a personal learning network.

The article highlights the benefits that students experience from playing games.

In this article Wegner continues to expand upon CoP's by defining their role in organizations and highlighting the success of organizations in using CoP's in coordination with social learning systems. Through this process organizations are able to meet a greater variety of needs for their employees. Wegner highlights how this process is the antithesis of normal "management styles" which is usually a top-down format. However, by working and associating in a variety of learning systems throughout regions or areas, people are more knowledgeable within their field.

The authors propose seven principles that they believe will allow communities to be "alive" and connect with members.

The seven principles for designing, implementing, and evolving a community of practice is the focus of this article. It does a very good job of describing these activities in terms of promoting a growth model within the community and the members. This desire to attract and connect with more and more people will only serve to grow the communities knowledge and abilities (this is somewhat mentioned in principle #2) by opening the conversations among those who are in and outside of the community.

Here are some great Twitter Chat's taking place at different times. I am looking forward to hopefully finally taking part in some chats through this class and beyond!

I love this idea, I have not played around with Twitter chats too much. But I think they are an excellent idea and great ideas to add an element of fun and interaction.

I've tried Twitter chats before. However, the free flow of ideas and different response rates make it hard to follow and respond to. I think I'd do better in a moderated, specific Twitter chat

Article discussing connectivism with a take on MOOCs, or massive open online courses. Concludes by stating that educational approaches in the technological age are in a transitional stage.

A quick read, highlighting the major concepts of connectivism.

Great reference site. Could probably be used as a primer when getting into connectivism for the first time - use it as a cheat-sheet when reading an article with more density.

Simply put this is the connectivism home page. It goes into descriptive measures of such a concept and talks about what learning is.

This brief 2011 USA Today article describes the experience of a school librarian helping students to create their own PLNs.

This article looks at four major definitions of communities of practice.

This paper compares four different resources on community of practice. The paper breaks down the different versions of communities of practice by looking at multiple topics: concept of community, view of learning, power and conflict, change, formality, diversity, and level. This is a great resource to learn about different views on communities of practice.

This short PowToon video gives a small example of how we can utilize collaboration to reach out in finding more information on the topic of our choice.

Hi Logan, great find on this little video! It's a clever way to illustrate these concepts. It's nice to see something creative being used instead of just an article in a journal or a blog post!

Discusses communities of practice and how they play a role in a time where connectivism is being introduced.