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Something my headteacher passed onto me. A great read about where we as are today regarding Globalisation and digitalisation. It also tells us what we as a country need to do to increase our interaction with other countries and digitalisation in the future. A fantastic example of why we need to introduce NGL to young people.

Picks up on some issues around MOOCs and other more recent implementations of NGL.

Another presentation from Downes - perhaps giving a more extreme view of what NGL might do to education. There is a video of the presentation available. "In this presentation I look at the needs and demands of people seeking learning with the models and designs offered by traditional institutions, and in the spirit of reclaiming learning describe a new network-based sysyetm of education with the learner managing his or her education."

Involved a range of innovative examples/contributions to NGL including DS106, A Domain of One Own's and more.

News article from this morning which I think captures some of the common fears and implications around NGL practices. First there's the whole fear of Wikipedia - where everyone and anyone can edit - and how reputable is. Can a "network" reference resource be as "safe" as a formal/controlled/hierarchical one? Or is it really just a different type of safety? How intelligent use of technology can be used to address these concerns e.g. the @congressedits twitter account making visible what certain people are doing. etc.

Not directly focused on NGL, but Audrey is a writer on education and especially the application of technology. Strong, informed and wonderfully articulated perspectives.

Can some, most or all people engage in self-directed learning? Is it innate or can it be developed? What if they are "pursuing their own interests"? Questions that have already come up for some, especially given the design of NGL. Thoughts?

Maybe its both? I think some will be better than others but I don't think those for whom it isn't innate can't become more informed and skilled at self direction as a practice for learning.

I found this blog, its not really about NGL but I guess a warning to us all :) and I found it a really interesting read

Intro page to week one of Connected Courses. The connection here to what we're doing in NGL is the text from Mike Wesch - "Why we need a why" It connects with course design - not a big leap from there to what you're doing "as teacher" in NGL - and talks about the importance of why

Heutagogy arises from andragogy which in turn is an re-framing of pedagogy for adult learners. This paper links heutagogy and some of the tech associated with NGL and provides some advice about how to design courses based on this combination.

Raises interesting questions about the downside of NGL and what happens when what we are learning isn't too crash hot!

Case study of "ds106" perhaps one of the most interesting, successful, and different examples of NGL. Offers specific advice on what ds106 offers to others who wish to set up a similar type of learning experience.

23things is a "course" used and modified by libraries throughout the world to introduce folk to social media. A way of an organisation helping staff develop some of the skills necessary to recognise some of the potential benefits of NGL

Snowden critiques an aspect of the KM community and touches on something related to NGL in terms of CoP versus a networked approach.

ABC article reporting on the end result of some of the same drivers behind NGL on every day life tasks like getting a ride and a place to sleep.

...why the many can be smarter than the few.

An interesting perspective on digitial reading and culture which also has implications for NGL

PDF of paper presented at ACEC 2014 which appears to be of relevance to some of you. Abstract follows. This paper goes beyond the commonly held concerns of Internet safety, such as cyberbullying. Instead, it explores the ethical dilemmas we face as teachers when using social media, in particular social networks, in the classroom. We believe old ideas of respect and culture of care for children and young people need to be reconstructed around new media. This paper draws on the authors' experience in teaching with, and researching students' use of, social media in the classroom. In this paper we explore the ethical issues of consent, traceability, and public/private boundaries. We tackle the complex issue of the rights around virtual identities of the students followed by a discussion on the ethics of engaging students in public performance of curriculum and their lives. Finally we discuss the ethical dilemma involved in recognising and responding to illicit activity. While we reflect on our own response to these dilemmas and propose a dialogic process as the way forward, we also return to the argument that these ethical choices are dilemmas in which most, if not all, options are unpalatable or impracticable

Ruminations on the origins and evolution of the PLE concept with a pointer to the "cooler"/more interesting trend that "network learning" is taking.