They arise in a
space that both supports and confines their creation. The last decade has
generated much thought on networks. A range of researchers from physics,
mathematics, and sociology (Barabasi, 2002; Watts, 2003; Wellman, 1999) have
explored the nature of networks and how they are a central component in all
aspects of society, biology, and physics. The centrality of networks as an
organizing scheme is also reflected in education, teaching, and learning
(Siemens, 2006) under the concept of connectivism. Connectivism is essentially
the assertion that knowledge is networked and distributed, and the act of
learning is the creation and navigation of networks. The distributed nature of
knowledge and the growing complexification of all aspects of society require
increased utilization of technology to assist our ability to stay current,
manage information abundance, and solve highly complex problems.