Hello Connected Courses Community!
Even this early in the Connected Courses experience,
I think we all know that we are involved in something very special.
As of October 2, 2014, Connected Courses has generated:
All of this glorious, lively, emergent activity has triggered some interest in the documentation of our Connected Courses Experience.
There are plenty of reasons to document the Connected Courses experience, such as:
For personal reflection.
As we learned in this Connected Courses Blogside Chat,
documentation of learning allows the learner to consider
how far they have come,
how they learned, and
how their recent work will impact their future.
Hopefully when we leave Connected Courses,
we will feel strongly enough about
Connected Learning to share
what we have experienced with others.
We have a lot to learn about how
Connected Learning works,
how it is best encouraged,
how we can integrate it into our
formal and informal educational spaces.
There is so much research to be done.
The digital environment of Connected Courses
affords us many opportunities to capture or document
our learning as it occurs;
digital artifacts are available for the purposes of
and social network analyses,
to name a few methods.
Tools such as Martin Hawksey’s TAGS exist to make
this sort of work much easier.
As a member of the Connected Courses community,
a doctoral student in educational research and evaluation, and
a graduate fellow at Virginia Commonwealth University’s
I am seeking other members of the
Connected Courses community who are interesting in
stepping into the fire hose of
data with me.
I am aiming to put together a research working group
around the emergent social learning processes that are occurring through Connected Courses.
The first action of the working group will be to outline a research agenda and while there are many directions in which we could go, I’d love to see us consider (audaciously and boldly):
“How do we document connected learning?”
Thanks for your consideration,