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Interesting and vast website, Next Avenue, sponsored by PBS, that has loads of resources under Technology, Reinvention & Inspiration, Style, Travel, Arts & Entertainment, Passions & Pursuits, etc. Relevant to WLS.

This guide by the Centre for Learning & Performance Technologies seems to be a VERY valuable resource available by subscription. How might we incorporate it/use it in WLStudio?

Blog site named "e-Literate" catchy, no? (Wish I had thought of it! But maybe we can use e-literacy for the foundations course?) This blog post written by Michael Feldstein, one of multiple bloggers on this site, quotes extensively from a New Republic article written by Kevin Carey. What I think is interesting for us is how we must add value (coaching, badging, mentoring, etc.) as private providers of learning to what most people could do on a DIY basis if they had all the skills--technological, contextual, and others--to proceed on their own. Excerpt: "Other providers might take advantage of the fast-growing body of open educational resources-free online courses, videos, lectures, and syllabi-and add value primarily through mentoring, designing course sequences, and assessing learning."

Georgia Tech does a lot of its courses online and is encouraging more courses to go online. Some questions have been raised about the quality that I am still trying to explore. But the excerpt below on FAQ--last question--might be useful to us in describing our courses. Excerpt: "FAQ Will I get a certificate after completing this class? Certificate of Completion will be provided by Georgia Tech C21U What resources will I need for this class? You will a good internet connection as you may be downloading software, installing software and uploading files. What is the coolest thing I'll learn if I take this class? You will learn how to convert your face-to-face class to a robust online course"

Pinterest Board from ISTE 2013 conference--lots of interesting infographs, links to resources, and presentations

This paper written by George Siemens in 2008 on Learning in Networks raises issues very similar to those we are raising in our discussion at CPSquare. This paper also has implications for how the Women's Learning Studio is launched into practice in its discussion of teacher as learning atelier, concierge, etc. Google Scholar, Scopus, and open access journals offer increased access to academic resources; an extension to more informal approaches such as regular internet search and Wikipedia. Social software (blogs, wikis, social bookmarking, instant messaging, Skype, Ning) provide opportunities for learners to create, dialogue about, and disseminate information. But what becomes of the teacher? How do the practices of the educator change in networked environments, where information is readily accessible? How do we design learning when learners may adopt multiple paths and approaches to content and curriculum? How can we achieve centralized learning aims in decentralized environments? This paper will explore the shifting role of educators in networked learning, with particular emphasis on curatorial, atelier, concierge, and networked roles of educators, in order to assist learners in forming diverse personal learning networks for deep understanding of complex fields.

resource page of a creative community that shares colors, palettes, patterns, trends, and articles.

interesting report showing that revenues are going down dramatically for elearning platforms and packaged content while remaining constant for services or even up a little

From ReferralCandy.com on the difference between social networks and social media. Examines the history of using these terms: prior to 2010, social network was more widely used. Sites such as Facebook and Twitter were just trying to connect people together. However, after 2010 both FB and Twitter started to become news and resource sources and the emphasis changed from connections to content. An example from Twitter: Used to ask - What are you doing? Now ask - what is happening?

From Entrepreneur, February 19, 2015. Identifies 2 different networkers online: posters and seekers. Those who actively post info, resources, tips, offers are posters. Seekers are the consumers of products, services, and content. On social media, look for high-level networkers (HLN), those who are very active and have at least 500 connections on LinkedIn or Xing.

Capacity Building 3.0 paper on how to strengthen the social ecosystem, Jared Raynor, Chris Cardona, Thomas Knowlton, Richard Mittenthal, and Julie Simpson,

has a from-to matrix by Phyllis Moen on shifting from traditional to open work environment and links to other resources

blog post by Susan J. Ellis, Energize, February 2017, great post for helping volunteers thrive in moving org mission

Blog by Harold Jarche, April 30, 2012. This excerpt IMO justifies why women (and everyone else!) needs to know how to work in social networks to learn and to help others learn and apply their "capacity for action" in their workplaces and elsewhere. They can transform their workplaces through enriched learning practices. They may not have the HR title but they can still role model organizational learning on a small scale at least. Excerpt: "Individual learning in organizations is irrelevant, as work is almost never done by one person alone. Knowledge, Senge said, is the capacity for effective action (know how) and it is the only aspect of knowledge that really matters in business and life. Value is created by teams and mostly by networks of people. While learning may be generated in teams, this type of knowledge comes and goes. Learning really spreads through social networks." Excerpt: It shows that the company never gave any thought to organizational learning. ■Are employees narrating their work in a transparent environment? ■Does the daily routine support social learning? ■Is time made available for reflection and sharing stories? "Narrating their work in a transparent environment," "support social learning," and "reflection" are all linked to other resources.

Wonderful resource to explain the different kinds of learning environments on a broad scale--now how does it look for an individual creating his/her own PLE?

Excellent resource: choices of free leadership videos.

Home page for aggregation of online tagged resources

Connected Learning, a new research-driven initiative was introduced at the Digital Media and Learning Conference 2012. This blog post by Jackie Gerstein discusses its essence and includes TED video of Henry Jenkins and separate video of Mimi Ito. See excerpt on core values and principals of connected learning: At the core of connected learning are three values: Equity - when educational opportunity is available and accessible to all young people, it elevates the world we all live in. Full Participation - learning environments, communities, and civic life thrive when all members actively engage and contribute. Social connection - learning is meaningful when it is part of valued social relationships and shared practice, culture, and identity (http://connectedlearning.tv/connected-learning-principles). This initiative is being driven by the following design principles: Shared purpose - Connected learning environments are populated with adults and peers who share interests and are contributing to a common purpose. Today's social media and web-based communities provide exceptional opportunities for learners, parents, caring adults, teachers, and peers in diverse and specialized areas of interest to engage in shared projects and inquiry. Cross-generational learning and connection thrives when centered on common interests and goals. Production-centered - Connected learning environments are designed around production, providing tools and opportunities for learners to produce, circulate, curate, and comment on media. Learning that comes from actively creating, making, producing, experimenting, remixing, decoding, and designing, fosters skills and dispositions for lifelong learning and productive contributions to today's rapidly changing work and political conditions. Openly networked - Connected learning environments are designed around networks that link together institutions and groups across various sectors, including popula

website for Knowledge Communities. Look at this mission: Knowledge Communities trains community facilitators how to tap into the intrinsic motivation of individuals and groups to move a community or network forward toward more autonomy, productivity and sustainability. The outcome we aim for is improved practice. Over time, network members take over the role the paid facilitator has played, requiring fewer external resource to produce greater results. To learn more about our projects see our white papers.

Post by Katie Salen, July 26, 2012, Leveling Up project at Connected Learning Research Network. I like this emphasis on individual and collective gains in connected learning networks. And how connected learning is "value additive." Excerpts: "Further, because connected learning, as a model, advocates for experiences that offer low barriers to entry and information, social supports for learning, and diverse opportunities for the development of interest and expertise, it must also advocate for outcomes that are both individual and collective in nature. It is no longer enough to develop metrics and pathways for individual outcomes; we must also find ways to recognize outcomes produced by groups or communities and provide pathways for collective participation. Or so our hypothesis goes." As a community, the members of Ravelry produce knowledge and expertise, projects and products with academic, civic, and peer value. The welcoming nature of the site and the mere existence of the thousands of groups it hosts are mechanisms inviting participation and the development of shared knowledge. Conversely, the environment provides individuals with opportunities to acquire social, economic, and cultural capital, to learn domain-specific content and skills, and develop metacognitive skills and learning dispositions. Unlike models of learning that center solely on individual outcomes and competition for zero-sum resources and rewards, like those seen in most schools, Ravelry exemplifies how connected learning is value-additive, elevating individuals and collectives in an integrated way. High-functioning connected learning environments are characterized not only by engaged learning at an individual level, but by high quality content and standards and collective purpose that is shared by all participants.