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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

excellent explanation by Tom Vander Ark on why parent-managed learner profiles are becoming more important all the time for young people.  Is the corollary true for adults owning their learning in portable, digital carry-alongs for sharing with potential employers, etc.  

Absolutely fabulous video (6 minutes) on Connected Learning and how we must change the outcomes based focus of education to awaken the curiosity of each learner and engage with them in learning how to learn given the distribution of resources, ideas, experts, etc. while preserving the learners' autonomy, access to diversity, openness to others for learning, interactivity with similar and diverse co-learners, etc. Film by Nic Askew at Soulbiographies.com interviewing McArthur Foundation person and two professors of education

List of projects in Connected Learning Research Network as of July 27, 2012 Note this Longitudinal study of Connected Learning by Ben Penuel of late elementary and middle school students in connected learning environments and the "relationship of participation to valued outcomes. These outcomes include interest development, persistence in learning, civic participation, and development of a positive sense of the future." Could these outcomes be the same for WLS Studio connected learners?

The explanation of Connected Learning has a great graphic on learning principles and design principles that we can adapt for the WLS's work with professional membership groups. "Connected Learning leverages the advances of the digital age to make that dream a reality - connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills the new economy rewards. Six principles (below) define it and allow every young person to experience learning that is social, participatory, interest-driven and relevant to the opportunities of our time. "

Pricing chart for year long Connected Learner Experience

Interview of Kio Stark by Howard Rheingold on interdependent learning, April 2013. See video (15 minutes). Kio Stark wrote a handbook on how to do in(ter)dependent learning--"Don't Go Back to School" From post: "But one important change has erupted in recent decades, enabled by the advent of digital media and networks, that alters the traditional power equation between holders and seekers of knowledge: schools no longer hold the monopoly on learning. When I want to learn how to do something, I can find a video, an Instructable, a blog post, a peer-learning platform. Schooling is still essential for many - perhaps for most - but for independent learners, tools we didn't dream of a generation ago are available through the nearest web-connected device." Excerpt: In our brief video interview, I talked with Stark about what she learned from independent (more properly, we should probably call them "interdependent") learners like "Cory Doctorow about learning to be a working writer, Dan Sinker about learning to code, Quinn Norton about learning neurology and psychology." I suspect that Anya Kamenetz, Kio Stark, and the Peeragogy Project are forerunners of an entire nascent genre about how to learn anything outside of formal schooling.""

Killer infograph on Connected (equitable, social, and participatory) Learning from Connected Learning Principles, Connected Learning.

Excellent infograph on the Connected Educator. Great visual for building a how-to map for adult learners

I joined Sheryl N-B's Google circle and have wandered through her posts including her Connected Learner Manifesto (that I believe came from a Twitter request she made, subsequently summarized into Circle document). I wrote a couple of entries. Note that on this page advertising the PLP Live 2012 event, they stress the need to do "embedded job learning" with their learners. Makes me wonder if we need to be more specific about the types of transitions/situations we wish to help women with. Because all learning needs to be applied/reflected on/? to be owned and used as a springboard for the next phase? Writing reflections or doing representations of learning advance learning and certainly document waypoints but are they enough?

Blog post by Jenny Mackness on April 24, 2012 announcing a MOOC on First Steps into Learning and Teaching in Higher Education, #fslt12, running from 5/21 to 6/22. Raises issues of how to engage with learners who may not be well-grounded in technology yet who might want to participate because of content, finding the right balance. Will offer certificate for "assessed" learners. Excerpt: "This is an exciting but rather daunting process. We have had lots of interest, with people from all over the world expressing interest in different aspects of learning and teaching in Higher Education. I am beginning to realize the amount of work that must go on behind the scenes in the other MOOCs I have attended. We have deliberately chosen to distribute the course across different platforms - WordPress (for the Home site), Moodle (for the course), Blackboard Collaborate (for the live synchronous sessions) and we are still discussing whether or not to have a separate wiki site, or to go with the wiki in Moodle. The reason for this decision (i.e. the different platforms) is that we hope to introduce participants new to teaching in HE to the idea that learning can take place in a variety of online spaces. Access to our WordPress site has been open pretty much from the word go, and now access to the Moodle site has been opened, despite the fact that neither of these is yet ready. For me, this is a new way of working and takes a bit of getting used to (heart in your mouth stuff!). Finally, we are conscious that the course has been designed to attract people for whom this way of working and the technology involved might be completely new -so we have to achieve the right balance between providing enough structure and support and encouraging open academic practice and independent learning - one of the many tensions involved in designing a MOOC."

blog post by Gayle Gifford in April 2015 on six criteria for board members including 6. learners 5. institutional memory keepers 4. accountable 3. spanning/connecting 2. strategic thinking 1. mission and values lens

#change11, blog post by Bon Stewart, May 2, 2012 And here's the rub... "The original MOOCs - the connectivist MOOCs a la Siemens & Downes, and the work of David Wiley and Alec Couros and others - have been, for the most part, about harnessing the capacity of participatory media to connect people and ideas. They've been built around lateral, distributed structures, encouraging blog posts and extensive peer-to-peer discussion formats. Even in live sessions showcasing facilitator's expertise, these ur-MOOCs have tended towards lively backchannel chats, exploring participants' knowledge and experiences and ideas. They've been, in short, actively modelled on the Internet itself. They've been experiential and user-driven. Their openness hasn't stopped at registration capacity, but extended to curricular tangents and participatory contributions and above all, to connections: they've given learners not just access to information but to networks. They've been messy, sometimes, but they have definitely not been business as usual. The problem with EdX is that, scale and cost aside, it IS essentially a traditional learning model revamped for a new business era. It puts decision-making power, agency, and the right to determine what counts as knowledge pretty much straight back into the hands of gatekeeping institutions."

2 minute video on why Connected Learning is critical. While it's oriented to "younger" learners, and how learning needs to change for them, the principles apply just as compellingly for working adults far removed from their high school and college education eras. It's the world that's changed (s_____d!)...and we need to change with it.

rationale for WLStudio as learning network from Seth Godin "The connected person is no different from you, they've merely made a generous choice, confronting their innate fear instead of hiding from it. The reward for overcoming this inertia belongs to the connector and to everyone she connects. It's easier than ever to convene, to organize, to create spaces where strangers will cease to be strangers and turn into allies and friends. Those that convene overcome their resistance just one time, and then benefit from the generosity they've delivered to the group. The only difference between a group of strangers and a group of friends is that the friends benefitted from someone willing to go first. When we weave together strangers and turn them into a tribe, we create real value, value that lasts."

Blog post by Justin Marquis, December 29, 2011 at OnlineUniversities.com. I especially like the "Knowing Where" and "Connecting without a Connection" paragraphs for explaining the new skills needed to learn--where to search (and how), and incorporating new knowledge from others into one's "previous knowledge or patterns."

Blog post by Stephen Downes exploring what a MOOC does and does not do--it does not replicate or build on past failed educational pathways where a person--adult or child--is not motivated enough to invest time in his/her own learning path. He mentions that online gaming is the best pre-MOOC and equivalent to MOOC for young people. Makes me wonder about my addiction to WordsFree and Scrabble on my iphone and desire to beat the computer again and again. Or enrolling in a MOOC where the opportunity to connect with smart, similarly-quested learners/achievers/doers must motivate me to overcome challenges of schedule, technology, serendipitous approach to learning, self-expression, etc. The MOOC is simply a much bigger playground where my motivation and my two feet (or eyes!) rule my behavior .

the company that supports connecting and using open educational resources with educators and learners--David Wiley is a founder

rationale and components for WL Studio?

This is phenomenal. Thank you. YES! If we begin with the components of Notice, Dream, Connect and Do, we are well on our way to a viable leadership project.What have we noticed, what do we dream, what other connections can we make, what will we do about what we noticed? I have noticed that, like the young woman on the video, many do not know where their passions lie. I have noticed that women (and men) experience horrible events in their professional lives and they have little support. I have noticed we have so many directions in which we can go, and it would be helpful for us to find a direction that suits us.

Provides the rational for reimagining education for young people. I believe that most of these principles apply to adults in the workforce, too. Premise for WLstudio.