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From the blog Connectivism by George Siemens, December 14 2011. Siemens argues the importance of artifacts to help students make sense of their experiences in MOOCs and other online learning experiences.

Thinking about the critical nature of artifacts to learners making sense of their e-experience makes me wonder how to encourage submission of such "sensemaking" artifacts to our Jams and e-communities.

Goog*lio noun (1) a hybrid next generation e-portfolio that utilizes emerging open, social, web2.0, and Google applications such as blogs, wikis, social networks and software to create a student created and controlled personal learning environment and lifelong content management system that can be shared and viewed from different perspectives, within various contexts, and for multiple purposes. noun (2) a free and easy to use portfolio web site for individuals to design as a space, story, and system that functions as a workspace and showcase for learners to collect, select, reflect, publish, link, archive, and demonstrate knowledge, skills, reflections, through multimedia artifacts. verb (3) "googlio it" to publish and connect a digital artifact to your webfolio. origin: rooted in the word folio (as in Da Vinci) + Google (as in all the free Google Apps & Tools) and evolved from portfolio -->

From their "Pinning 101" notes, Pinterest is an "online pinboard." The explicit purpose is to bookmark and share images from the web, and to annotate them. While the site emphasizes "beautiful" things from the web, with a suggestion of domestic purposes, this might be another way to generate collaborative collages (as we've done with GSCC) or to share non-written artifacts on a specific topic.

Posted by George Siemens on his blog elearnspace, September 5 2011. Siemens argues that instructors can't provide "coherence" for knowledge just by "broadcasting" a course. He suggests that coherence is about how "*we* connect information elements and how we use artifacts and narratives to share that coherence." I am interested in the idea of "information foraging," especially in the context of content curation.

Paper by Reuven M. Lerner, Dept. of Learning Sciences, Northwestern University, Sharona T. Levy, Faculty of Education, University of Haifa and Uri Wilensky, Depts. of Learning Sciences and Computer Science, Center for Connected Learning and Computer-Based Modeling, Northwestern Institute on Complex Systems, Northwestern University. Paper describes underlying principles of the Modeling Commons, a community for NetLogo modelers to share and collaborate.

Design principles for fostering public sharing and collaboration: Focus on artifacts; provide multiple entry points; be forgiving; maximize findability; provide flexible permissions; keep users informed.