The Connected Educator Chapter 2

   Chapter 2 of The Connected Educator discusses developing a connected learning model. The author begins the chapter by stating that "teachers' primary interactions are with family, local community, and colleagues we work with or meet face-to-face in professional settings" (Nussbaum-Beach). She then goes on to discuss connected learning communities. These connected learning communities offer educators several different ways to connect and collaborate. Nussbaum-Beach then states that "The connected learning community model advances a three-pronged approach to professional development" (Nussbaum-Beach). This three-pronged approach consists of the local community (purposeful, face-to-face connections among members of a committed group—a professional learning community (PLC)), the global network (individually chosen, online connections with a diverse collection of people and resources from around the world—a personal learning network (PLN)), and the bounded community ( a committed, collective, and often global group of individuals who have overlapping interests and recognize a need for connections that go deeper than the personal learning network or the professional learning community can provide—a community of practice or inquiry (CoP)).

   Later in the chapter, the author begins to discuss common language. She states that "a shared vocabulary will help the reader understand the unique traits and roles of several connected learning strategies" (Nussbaum-Beach). As a future teacher, I believe that it is important to have a common language so that the students are able to understand and comprehend what the teacher is trying to communicate through their lessons. It is critical that everyone is one the same page.

   Nussbaum-Beach continues the chapter by discussing in depth professional learning communities, personal learning networks, and communities of practice. She begins this discussion by saying "professional learning communities are about continuous improvement, shared leadership, and school reform. High-functioning professional learning communities engage in collective and continuous inquiry, participate in thoughtful conversations about their professional learning, devise strategies to improve instruction, act on what they have created, and reflect together" (Nussbaum-Beach). This quote most basically means that in professional learning communities, educators have a set of common goals and they work as a team to accomplish them. The author concludes her discussion on professional learning communities by stating that participating in a professional learning community is an important step in becoming a connected educator.

   Nussbaum-Beach then goes on to talk about personal learning networks. She states that "personal learning networks are about individuals gathering information and sharing resources that enhance their personal and professional learning" (Nussbaum-Beach). In personal learning networks, we select and choose our own set of connections as we work toward independent learning experiences. I personally like that the author said that educators design for themselves in order to further both their short-term and long-term goals for professional growth and personal learning.

   Finally, Nussbaum-Beach discusses communities of practice. Communities of practice are "systems of collective critical inquiry and reflection focused on building a shared identity and a collective intelligence garnered over time" (Nussbaum-Beach). To be more specific, communities of practice are made up of individuals who share a common interest. According to cognitive anthropologist, "a community of practice is a group made up of like-minded individuals who share an interest, a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis” (Wenger, McDermott, & Snyder, 2002, p. 4). One community of practice for example could be teachers and/or future teachers. They all share a interest and passion for teaching students, and they also deepen their knowledge and expertise by interacting through blogs, forums, and other social media platforms on an ongoing basis.

   I believe that I can use professional learning communities, personal learning networks, and communities of practice in my field of study as an education major in many ways. As previously mentioned, professional learning communities are about working as a team with your colleagues. As a future teacher, I can meet with my colleagues or visit their classrooms so that we can collectively work together toward our common goal. As for personal learning networks, I can design my network to help me with both my short-term and long-term goals as an educator. Finally, as stated above, I can utilize communities of practice as a teacher by interacting with other teachers through blogs, forums, and other social media platforms so that I may continue to deepen and expand my knowledge that I will pass on to my students.

The Connected Educator Chapter 6

     Chapter 6 of The Connected Educator discussed building your connected learning community. The author began the chapter by giving a description of her first memories of building a personal learning network. She went on to describe how her first relationship was with a young science teacher who taught her "how to use IRC chat and how to share files and have private conversations (Nussbaum-Beach). The author then discussed how she added a university professor whom she had never met to her network. She continued by talking about a government employee who lived in Edmonton, Canada who was her first international relationship. She stated that "We experimented with tools and technology ideas, and we discussed politics. We sent artifacts to one another trying to learn about each other's culture" (Nussbaum-Beach). The author concluded her memories by saying "It all started through my conversations with someone who, at the time, seemed so different from me but who now, through the connections I have in the network, doesn't seem very different at all" (Nussbaum-Beach). I personally loved her concluding sentence because through conversations you might find that you have more in common with someone than you initially thought.

     As the chapter progressed, the author went on to give helpful tips on how to start your personal learning network. She stated that who you follow depends on the purpose or focus of your network and that it is beneficial to filter your connections. I enjoy that she encourages her readers to include people from diverse backgrounds and perspectives as a way to deepen and expand their learning. In addition, I agree that we should do a web background check before we choose who to follow and that we shouldn't follow someone just because they follow chose to follow us. The author stated that it would be beneficial to use social bookmarking because "You connect to people who are linking to or bookmarking the same things you are. One of the great features of the network is that people you respect will do the vetting for you—just look at who they choose to follow" (Nussbaum-Beach).

     In the paragraph headed Designing Your Connected Community, the line "to shift from a classroom framework of teaching to a community of co-learners, you must see yourself as a learner first and a teacher second" (Nussbaum-Beach) really spoke to me. It made me realize that since things are always changing and advancing, in a connected community you will always be a learner. I also liked Figure 6.1: Characteristics of a healthy community because it is designed to engage the members in active discussions. In addition, Table 6.1: Design Model for Evolution is a great resource because as the author states "it can be helpful in designing new communities" (Nussbaum-Beach).

     The final section of this chapter that I would like to discuss is Evolving Your Community. As I previously mentioned, things are constantly changing and advancing. For this reason, we must be able to evolve out community. The author states ways in which we can evolve or community, the first being that we need to put the people before things such as test scores. She goes on to say "It is a human community. Relationships matter. Be patient and respectful, and treat people in your online networks who are struggling with change with the same kindness you would give to people in your everyday world" (Nussbaum-Beach). I love this excerpt because just because we communicate behind a computer does not make us any less human. Patience and respect could make all the difference to someone in your community who is struggling with change. The author also discusses how we should design our community with real learning in mind and also design for evolution and loose governance. She states that communities should begin with loose governance and a plan to evolve because it will allow for an easier launch and a more comfortable experience. She also goes on to say that the community should evolve based on the needs and strengths of the members. I agree with that statement because in any situation, you must play to your strengths and modify based on your needs. Finally, the author ends this section by stating that we must build trust within our community. In our connected community we build trust by using tools such as discussion forums.

     Overall, I found this chapter to be very informational and useful about how to build, design, and evolve your online community. The most useful thing that I found was how to filter your connections by doing a web background check.