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The universities announced a new nonprofit partnership, known as edX, that will offer vast new learning opportunities for students around the world. (massive, important news: http://t.co/MsM20AeC ($60m? 
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Gunn, C., & Steel, C. (2012). Linking theory to practice in learning technology research. Research in Learning Technology 2012, 20: 16148 - DOI: 10.3402/rlt.v20i0.16148.
"We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning."
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A number of people seem to be thinking in the same direction, namely that of trying to bridge between the institutional and the personal learning environment. But have we thought about the profound impact that this line of thinking may have on the concept of the 'Educational institution'?
Paulo Moekotte's comment,
March 9, 2012 4:52 AM
Dag Steven,
Naast content curation, zie ik ook een rol voor docenten weggelegd m.b.t. technology stewardship en e-moderation. Tech stewardship opdat je studenten leert hun eigen technology portfolio (cf. PLE) op te zetten; e-moderation opdat je studenten begeleidt bij het opzetten van hun eigen leernetwerk (cf.PLN). Zie mijn tweet daarover met bijbehorende links. Een LMS-tool als curatr (http://goo.gl/7aG0R) wijst al een beetje die kant uit. In de kern kom ik hier de elementen tegen die jaren geleden al eens door Lowyck op de rij werden gezet m.b.t. de (nieuwe) taken van docenten in zijn artikel "De leraar als tienkamper" (niet meer op internet maar wel in mijn Google docs te lezen: http://goo.gl/Gc4cl). NB. Ik heb je recente artikel over OER nog niet gelezen maar ga dat zeker doen. Nu even weinig tijd.
Paulo Moekotte's comment,
March 9, 2012 5:01 AM
Dag Steven,
Wat ik nog wil toevoegen m.b.t. bedrijfsmodel en onderwijsmodel. Je zou als OUNL aansluiting kunnen zoeken bij het connected learning inititative (Mimi Ito en anderen: http://goo.gl/ISl6p) en daarnaast de infrastructuur van TENcompetence kunnen gebruiken. 
Steven Verjans's comment,
March 9, 2012 8:48 AM
@Paulo, dank voor de toevoegingen. Ik kende dit stuk van Joost Lowyck niet, interessant. Voor wat de OUNL betreft: We zijn nu aan het experimenteren met een connected learning platform (portal.ou.nl) waarin een aantal TENCompetence ideëen worden geïmplementeerd.
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Robin Good: A great presentation by Corinne Weisberger and Shannan Butler on the emerging role of educators as curators and about the steps involved in creating valuable curated learning pathways. Via Paulo Simões, Gust MEES, Robin Good
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Continuous acquisition and application of knowledge, skills, and beliefs by individuals, teams, and the whole enterprise is an essential aspect of high performance organizations. However, barriers to this learning are common in organizations.
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Interesting discussion... Can we force students to use proprietary platforms such as Facebook during their studies? At our institution, students have started FB and LinkedIn groups and a lot of interaction is happening there, but we feel that you can't force students to use FB. On the other hand, we are forcing them to use Google Mail (thru Google Apps Educational). Thin line to walk. Ironically this discussion was started on a closed proprietary Yammer group.
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Very nice presentation summarising networked Learning. Looking at how new technologies change the form of learning... Via Grainne Conole
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Robin Good: The new Bottlenose makes it easier and more effective to ride the incoming news wave while suggesting and offering relevant content and new sources.
The new version of Bottlenose relesed yesterday is now capable of filtering "Twitter, Facebook, and RSS, creating a unified stream that puts those networks in one place."
"The goal, though, is not only aggregation, it’s about understanding what each message is about at a granular level so that it can build a robust profile about you and your interests to help you discover relevant information you might have missed, new friends, articles, and so on. The cool thing about Bottlenose is that it gives you the opportunity to set sophisticated alerts and uses action-based rules to help you get on top of the noise, regardless of whether or not you’re actively engaged in the app or not. ... The app is still in somewhat limited beta, but for those looking to get access (I recommend checking it out), head over to the homepage, sign up, create an account, and if you’re prompted, use “Getsonar” for the access code. Oh, and if you have a Klout score over 30, you’ll get in automatically."
(Source: Techcrunch)
Find out more: http://bottlenose.com/ Via Robin Good
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Blog version of Stephen's talk on e-learning generations. Powerpoint and video recording are available at http://www.downes.ca/post/57275. "In recent years I have been working on two major concepts: first, the connectivist theory of online learning, which views learning as a network process; and second, the massive open online course, or MOOC, which is an instantiation of that process. These, however, represent only the most recent of what can be seen as a series of 'generations' of e-learning. In this talk I describe these generations and discuss how they led to, and are a part of, the most recent work in online learning. Via Dr. Susan Bainbridge
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The burning question for many of us trying to establish educational CoPs is how to design a virtual learning community (VLC) that is compelling enough that it will compete successfully for the attention of busy educators? Because communities of practice are voluntary, to be successful over time they need the ability to generate enough excitement, relevance, and value to attract and engage members. This is easier said than done.
Via Adelina Silva
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I often begin my workshop on personal learning networks (PLN) for educators by asking these questions: Who is in your learning network? Who do you learn from on a regular basis? Who do you turn to for your own professional development?
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This was the subject of one of the threads in the 4th Networked Learning Hot Seat last January.
This blog post offers a very interesting discussion of some basic aspects of networked learning. Interesting read.
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![How Higher Education Uses Social Media [INFOGRAPHIC] | Networked learning | Scoop.it](https://img.scoop.it/55d5ZmzJEtxo_N2e-Uo-fTl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
As social media becomes more integral to students' lives, educational institutions are finally catching on, and catching up. Here's how American colleges and universities are leveraging social in the classroom and the recruiting office.
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Introduction to the iCollaborate project. Very nice presentation by @mediendidaktik on new forms of learning. Good summary of some of the stuff I've been working on.
"The focus of the iCollaborate project is on pedagogical strategies for cross-boundary, collaborative uses of mobile web for learning through the development of personal learning networks, personal learning environments and ..."
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![How Students Use Technology [INFOGRAPHIC] | Networked learning | Scoop.it](https://img.scoop.it/Zp3aKTK2utlXwyEjYbiWnzl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
It’s clear that today’s students rely heavily on electronic devices even when they’re not incorporated in the classroom. In one survey of college students, 38% said they couldn’t even go 10 minutes without switching on some sort of electronic device.
But how students are using their devices, how technology is affecting their educational experience, and what effect it has on their well-being are questions that are harder to answer. In the infographic below, online higher education database Onlineeducation.net has summed up some of the existing research on these points. Via Anthony Beal
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Great blog post by Joyce, on why learning management systems are failing, and how they could be used to really incorporate social learning. Similar to our argumentation about the Hybrid Learning Environment (http://dspace.ou.nl/handle/1820/2575) and our (Dutch) Learning Networks Book (http://books.google.nl/books?id=nwykm-FFwCgC&lpg=PP1&hl=nl&pg=PA146#v=onepage&q&f=false)
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Presentation given in Feb 2012 at InnoOmnia (Espoo, Finland) (Presentation translated now: Connectivism in VET Via Dr. Susan Bainbridge
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Nice framework by Jane Hart. I would argue that curation is becoming even more central to workplace learning and performance, and that it sits at the core of the three circles in Jane's second diagram. It is of course part of the blend, but it suggests a more active learning participant, than the term blended learning. I think that each knowledge professional will need to become a curator in order to bridge between external and internal knowledge.
Thanks for the constant flow of good ideas, Jane (and colleagues from the ITA).
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Connected Learning is based upon open networks with a shared purpose to help learners produce things. It’s focused on answering the following questions:
What would it mean to think of education as a responsibility of a distributed network of people and institutions, including schools, libraries, museums and online communities? What would it mean to think of education as a process of guiding youths’ active participation in public life that includes civic engagement, and intellectual, social, recreational, and career-relevant pursuits? How can we take advantage of the new kinds of intergenerational configurations that have formed in which youth and adults come together to work, mobilize, share, learn, and achieve together? What would it mean to enlist in this effort a diverse set of stakeholders that are broader than what we traditionally think of as educational and civic institutions?
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Rather old book by now, but still quite valuable if you translate CoP to online-supported CoP.
Via Adelina Silva
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Very interesting addition to Stephen Downes'post on E-learning generations. Tony Bates adds a historical perspective. Best read in combination with Stephen's post.
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"With the democratization of information, user-generated content is ubiquitous. Search engines give each worker more information and knowledge than any CEO had 10 years ago. Pervasive connectivity changes organizational power structures, though the full effects of this take time to be visible. From this transparent environment new leaders and experts will emerge. It will take different leadership, or leadership for networks, to support collaboration and social learning in the workplace."
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As usual, interesting Article by Howard Jarche. Harold presents a nice overview of arguments in favour of networked learning, esp. by knowledge professionals.
Personal Knowledge Management, aka Networked Learning http://t.co/SXNoK0qy
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Tschofen, C. & Mackness, J. (2012). Connectivism and dimensions of individual experience. | IRRODL 13(1)
Reviewed by S. Downes On http://www.downes.ca/cgi-bin/page.cgi?post=57186 The authors explore "the dimensions of individual experience in connective environments and to further explore the meaning of autonomy, connectedness, diversity, and openness." According to the authors, the "definitions of all four principles can be expanded to recognize individual and psychological diversity within connective environments."
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About accreditation, reputation of institution vs instructor, current and future business models for networked learning. Quite worth reading.
Massive Courses, Sans Stanford Inside Higher Ed The artificial intelligence MOOC that Thrun and Norvig taught in the fall was intended as a proof-of-concept for Know Labs' course-delivery model, Stavens says.See it on Scoop.it, via Connectivism and ...
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