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This is a great find of a video explaining all three terms with using only visuals! It was constantly showing people working together that have a common goal to accomplish something.

I think that videos are great resources to use. I think this is a great visual representation of Communities of Practice, Connectivism, and Personal Learning Environments. I also think it is funny where it shows the babies on cell phones. It adds a little humor to learning.

How a PLN can be beneficial and what resources you could include in your own Personal Learning Network.

How a PLN can be beneficial and what resources you could include in your own Personal Learning Network.

This short, engaging video provides two excellent reasons for educators in particular to create a PLN: accessibility and responsibility. The author mentions that educators need to be more responsible for their own professional development. This video switches from the "why" to the "how", but the "why" portion is an excellent resource on its own.

This video begins by describing the reasons why you should create and maintain a PLN. It goes on to describe that a PLN is a 'two-way' street where you not only absorb information but also share with others your expertise. The author goes on to describe his PLN which includes ways to find answers to questions he doesn't know, how to collect information from other experts and also how to share your own expertise.

I like the table they provide that asks the question that a community of practice would ask for each category. I like how they always use the word "we" because of the community aspect.

This is a great intro to communities of practice. I've been referring to this site as I work on my creative expression. I like how its written in plain language and easy to understand. The way the theory is broken down is also really helpful.

I appreciated the definition. Specifically, I appreciated the distinction between a community and a community of practice based on these three characteristics: the domain (an identity defined by a shared interest(s), the community (engaging in joint activities. Interestingly, a website or having the same job/title is not a community unless there is mutual learning), and the practice (mutual interests do not make a community of practice; by definition, members must be practitioners.) I also found interesting that 1) learning can be the reason or an incidental outcome and 2) sometimes people may not even know that they form a community of practice (for instance, nurses meeting regularly at lunch to discuss their prof. practice.) Thank you for sharing!

Etienne Wenger-Trayner explains what CoPs are, where the idea originated, and how the idea of CoPs are being applied in different domains.

This website provides an introduction to Communities of Practice, which includes the characteristics of a CoP, examples of Communities of Practice, and how the theory is being applied.

This article was incredibly helpful in my comprehension of CoPs. It explains what they are, their three domains, what they look like, and how they are being applied in real life.

This is a great resource giving the reader an introduction to CoP - a group of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.. The best part of this resource are the 3 critical characteristics of a CoP (domain, community, and practice) explained well.

Here Siemens introduces his reasoning and understanding to connectivism. One fascinating piece that he talks about is how the half-life of learning is shrinking as technology becomes a primary learning tool within people's lives. His premise is based around the idea that we "derive our competence from connections with others". So although we may not all get to experience everything personally, which has been seen as the best way to learn something, now through other people's shared experiences we too can learn at a much quicker rate.

Article discussing connectivism and how it applies to the digital age. Includes 8 principles of connectivism.

Connectivism: A Learning Theory for the Digital Age is a wonderful article that drills down into the development of Connectivism as the use of technology has challenged many of the theoretical foundations of Behaviorism, Cognitivism and Constructivism. This article discusses the importance of communities of practice in the digital age when learning is rapid pace, dependent on quickly changing information, often in self organized groupings. Siemens provides an overview of the principles and implications of Connectivism as a primary theory for establishing learning groups.

In this article, Siemens discusses the incredible impact that technology has had on several learning theories over the past twenty years. Technology has become such a prominent part of our world and it is "altering (rewiring) our brains." It is an interesting take on the power of technology and how it continues to have a gigantic impact on many learning theories.

Behaviorism, cognitivism, and constructivism are three theories that attempt to explain how people learn and develop. When these theories were created, digital technology didn't play a role in learning which changes how we explore these theories today. All of these theories agree that knowledge is something to be obtained, but how do people get knowledge in today's society? Connectivism is what describes the new learning environments people are experiencing everyday. It is a series of networks that connect people and information and facilitates the organization and flow of knowledge. It can explained with plumbing. The information and knowledge is the water while the series of pipes it flows through is connectivism. 

Fabio. Neat little video. Here is the part I find really interesting. In the comment area below the video, Alec Couros writes "Those that are connected...can pragmatically extend their neural networks beyond the confines of their own cognitive space." In essence they share brain-power with their network. It becomes so much more than "help me solve this" (which is how I use my small PLN). Taken in the context of this Stephen Johnson video shared here in Diigo as well ( http://www.youtube.com/watch?v=NugRZGDbPFU ), it seems that the many pieces of a great unseen puzzle can come together through such connections. Would the PLN all be striving for the same end goal or simply working on similar goals and have the group epiphany? Funny how a short "cute" video and a comment from 4 years ago can get a guy thinking about such interesting, if not esoteric, ideas.

This is a really cool video. Fabio, you are correct, watching this video helps make this topic much more clear. The comment shared here by Jon is quite profound. It make the saying that "two heads are better than one" seem very true, except now you can have thousands of heads working together. Very neat.

This discusses the three primary tasks involved in developing a successful personal learning network. It is not a "how-to" for developing a personal learning network, but rather investigates the key elements that must be in place.

I read this article awhile back and found it informative. The authors provide insight into how and why we build learning networks. The illustrations throughout the article are helpful as they summarize the narrative sections that describe the PLN model.

This article talks about the similarities and differences of professional networks and personal learning networks. It mentions that both networks have learning as the main goal in mind, and that sometimes professional networks have formed into personal learning networks because it is more detailed and defined that that individual and what they are interested in learning.

Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them. Authors Kamakshi Rajagopal, Desirée Joosten-ten Brinke, Dr. Jan Van Bruggen and Dr. Peter B. Sloep research how networking is a skill in supporting growth and learning. The result is a model of personal professional networking. Included in the article is the introduction, methodology, the learner as orchestrator of her personal learning network, the personal learning network model and discussion and conclusion - supporting personal networking and future research. The article begins with a definition of professional networking, "the act of making connections with other professionals, with or without the intention of making long-term ties with them." Throughout the article, the authors reference weak versus strong connections, but the definition of weak is not, not strong, rather, weak ties are sources for new information, knowledge and ideas. The personal learning network model is attitude - intention, activity and skill - building, maintaining, activating. The authors conclude with a suggestion that "further development of technology to support professionals better in identifying relevant others and in developing relations online as and when necessary."

This source seeks to identified the finite features that make a successful PLN. It highlights factors that influence the individual's ability to build, maintain, and activate the personalized networks. The nine factors include: organization of the contact, network of a contact, reputation, benevolence, like-mindedness, real potential for collaboration, real potential for learning, and trends in work environment. Several diagrams are offered to illustrate how the success of a personal learning network for the individual is governed by the attitude of the individual towards the network and the skills displayed or put into practice on a daily basis. The text also stresses the potential of PLNs as they encounter existing and news social networking technologies that make the connection process easier and allow for greater fluidity in build professional development through the network.

This article discusses personal learning networks (PLN). How they are structured, what content you need to add and what type of skills you need in order for them to be beneficial to you. The main questions answered is how beneficial they really are? Can you benefit from a PLN? EDTECH543 Personal Learning Network

A detailed article on PLN's, including the PLN model with descriptions of the three stages of Buiding, Maintaining, and Activating, with factors affecting decisions during each stage.

This article discusses the benefits of personal learning networks to help professionals learn and grow. The authors used a literature study, interviews, and survey to help determine the effectiveness of personal learning networks.

Article discussing structure and content of PLNs and the networking skills needed to use them.

The authors in this article first delve into the structure and purpose of networking for professionals, but then segues into how using those skills can be used in creating and utilizing a PLN. A visual to show how the PLN model looks also helps to explain the purpose and value in participating in a PLN. While the article is slightly outdated as it speaks to how technology can work best with a PLN, the basic structure and values of a PLN is well explained.

This source is focused on PLNs. It defines them as relationships and connections that we make with other professionals. It talks about the advantages of creating networks with other professionals, and that those connections can be both intentionally or unintentionally built. It also discusses ways that professionals can create and maintain their own PLNs.

This article looks deep into personal learning networks. It looks at learner as an orchestrator of PLN. It also looks into factors related to building, maintaining, and being active in personal learning networks.

The author explains the benefits of PLNs to help educators get new skills and improve they ones that they already have. He also discusses how the structures of PLN are and how you can get benefits from PLNs. The illustrations of this article help to understand the stages of the networking process and an example of a personal professional networking model.

This article presents in an interesting model for teachers to create personal learning networks. The portion about the "learner as orchestrator of a personal learning network" was particularly enlightening. While at times the article verges into "how-to" territory, the underlying theory discussed provides strong context and explanation of the mechanics involved.

This article defines a personal professional network as "an egocentric, personally and intentionally created network of people set up by an individual specifically in the context of her professional activities," and discusses how a PLN supports an individual's growth and learning. The authors examine the strengths and benefits of PLNs and analyze how PLNs are built, created, and maintained. Studies were conducted that resulted in the finding that there are three stages of the networking process with nine factors that influence personal professional networking, concluding in the creation of a visual model of the PLN.

I found out that both strong and weak connections make up a person's learning and that each are important for different reasons. Strong ties help you create knowledge and encourage active collaboration between you and someone else (or more than one someone.) Weak ties Give us access to new information that we wouldn't have without them. In this unit, I learned that knowledge in the future relies not as much on what we know ourselves as being able to connect with people who become receptacles of knowledge. We tap into them as needed, making it unnecessary for us to be an expert in everything. Weak ties allow us access to these sources when the need arises. I also liked this quote, because it explained a bit about how to build these PLNs. "Grabher and Ibert (2008) proposed a three-layered approach, consisting of a communality layer (strong ties), a sociality layer (weak ties) and a connectivity layer (very weak ties)."

@Buffy Nallion I found value referencing the Personal Learning Model. http://firstmonday.org/ojs/index.php/fm/article/viewFile/3559/3131/43945

This article explores research on professional networking resulting from a literature study, interviews, and a survey. It defines and shares the benefits of a PLN. It explores a model of personal learning networks where the learner is the builder of the network. Several factors for selecting connections are addressed including interests, influences, and attitudes of the learner. Three levels of connections are described including communality, sociality, and connectivity - moving from strong to weak connections. The article lists supporting technologies for PLNs.

This article uses a networking model to examine how professionals manage connections and which factors push them to connect for the purpose of learning. Existing PLN technological solutions tend to focus on enhancing communication, but it is unclear if the technology affects the attitude of professionals and their intentions for network to learn.

This article discusses professional learning networks, which is different than personal learning networks but similar in so many ways. Professional learning networks are targeted to support the individual's growth just like a personal learning network. This article presents a model of a professional network for creating a personal learning network.

The article captured my attention by opening with " professionals need to perform flexible and independently in ever-changing environments." This makes me think of preparing students to be college and career ready! The earlier we can engage and immerse students and ourselves in PLN the more ready we will be for the ever changing future! Thanks for sharing!