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The education industry, like so many others, is busy being transformed by the Internet.

he best possible system of education actually existed thousands of years ago. And what the Internet can help us do is go back to it, with one important modern twist: scale.

individual relationship between an enlightened tutor and an eager student

good source for information on Ning: http://en.wikipedia.org/wiki/Ning_(website)

Ning was a free-form platform for the development and hosting of open-source social applications

Ning pricing structure is three-tiered, as explained here: http://blog.ning.com/2010/05/introducing-ning-pro-ning-plus-and-ning-mini.html

We've heard lots of talk about the revolutionary nature of Web 2.0, the conversion of whole populations from passive receivers of information (and propaganda) into active citizens and critical consumers and content-creators. Skeptics don't buy it, at least not all of it.

"The Future of Education: Charting the Course of Teaching and Learning in a Networked World."

orum hosted by Steve Hargadon

higher education’s relationship with wikis — Web sites that allow users to collectively create and edit content — has been somewhat hot-and-cold

tolerance, even appreciation, of Wikipedia as a useful starting point for research

using wikis to pool human knowledge of various topics into single, authoritative accounts falls into the “not” category

P3 stands for Peer-to-Peer Pedagogy

ethics of using digital tools.  "Its not about homogenizing difference," she said; "its about making space for difference." 

P3 reminded me that it's not about the technology--it's about the people who create it, collaborate on it, and question it. 

Abstract In 2008, a new term emerged in the already crowded e-learning landscape: MOOC, or massive open online course. Lifelong learners can now use various tools to build and manage their own learning networks, and MOOCs may provide opportunities to test such networks. This paper focuses on the technological aspects of one MOOC, the Connectivism and Connective Knowledge (CCK08) course, in order to investigate lifelong learners’ attitudes towards learning network technologies. The research framework is represented by three perspectives: (a) lifelong learning in relation to open education, with a focus on the effective use of learning tools; (b) the more recent personal knowledge management (PKM) skills approach; and (c) the usability of web-based learning tools. Findings from a survey of CCK08 participants show that the course attracted adult, informal learners, who were not concerned about course completion. Time constraints, language barriers, and ICT skills affected the participants’ choice of tools; for example, learners favoured the passive, time-saving mailing list over interactive, time-consuming discussions forums and blogs. Some recommendations for future MOOCs include highlighting the purpose of the tools (e.g., skill-building) and stating clearly that the learners can choose their preferred tools. Further research on sustainability and facilitator workload should be conducted to determine the cost and effectiveness of MOOCs. Investigation is also necessary to understand MOOC participant profiles as they relate to course outcomes and retention and whether terms such as course and attrition are appropriate in this context..

Part of the focus in LAK11 is to explore how we can better use data to make sense of complex topics such as:

How students interact

patterns of activity

A PLN becomes a student's virtual locker, and its content changes based on the student's current course work. When I assign them a term paper, the students comb the Web to sign up for information that will feed into their personalized Web page to construct a PLN for that topic. When they get a new project, they assemble another page.

Perhaps the most telling response on the subject of PLNs is from my student Hope, who says, "My iGoogle page is very helpful and helps me keep things organized. It lets me know when my agenda changes." The fact that a ninth grader would talk about her own research agenda gives a glimpse into the power of the PLN; she is using a term here that is often reserved for grad students.

Constructing a PLN is the essential skill that moves my students into the driver's seat of their own learning. It helps them sort through and manage the proliferation of online materials that jam the information superhighway. It is also indispensable to our project-learning curriculum