I've written and taught more about this - including links to PLN and PLC

1. You are not alone [Helen's blog site]
2. PLC, PLN, & PLE [Helen's course site,

This is evident in current learning experiences as a result of the global pandemic - students want times to synchronously get together to talk about the course content and learning materials.

but will FB be the LMS of those not connected to institutionally provided learning? If so, at what cost?

this speaks to the networking that occur(s) through Virtually Connecting - the focus is on the relationship and conversation rather than the technologies or tools.

one concern for VC has always been the ease of access and use for those joining into the VC sessions while managing privacy and security

this has been an argument that many of my own students have made in the past, as I stretch away from LMS use.

Now I use the dual pathway model from Matt Crosslin's research (connected to/from the Human MOOC) [Link to Matt Crosslin's website]

I think that the idea behind Visitors & Residents (White & Le Cornu, 2011) would show that this is not the case.[Link to First Monday article]

Also the image on Tony Bates blog about Building an Effective PLE showcases how people can construct their PLE for their own needs [Link to Tony Bates' website]

some HE provide more variety in their collection of tools, beyond merely using the LMS as the only item in the box - if the only tool you have is a hammer, you'll use that hammer to do everything.... the challenge comes when shifting from one 'way of hammering' or 'how to use a wrench 101'

this speaks to our individual and collaborative need to find the right tool to do the right thing at the right time - eg Virtually Connecting's challenge to shift from Google Hangouts to YouTube live to Zoom Live.

open educators are still negotiating the tricky terrain of assessment requirements in HE, but conversations continue to collaborate and find alternative ways to engage students in assessment practices

extending this definition with a graphic that contains both PLE and PLN [link to image]

This is indeed an interesting opportunity. I'll have to try this in my D2L course as well since I am asking students to annotate the course syllabus.

Shifting this toward facilitation and negotiation.

I've used OEPr as a way to differentiate practices from pedagogies, which I see as uniquely different. How about others? What are the differences and how can a small letter ('r' or 's') help navigate and clarify the concepts?

• 0:37 - need to recognize the networked nature of today's media
• 0:37 - need to recognize the networked nature of today's media
• 0:48 - work within traditional media literacy and build on things that have worked for decades, but recognize what has changed and use the strengths of networked media
• 1:05 - how do children check sources on the internet
• 1:20 - one of the simplest ways is to follow the links back to the source
• 1:34 - when it's a photo, you can do a reverse image search
• 1:50 can do a news search and sort by date to see if the news story is current
• 2:45 - misinformation campaigns happening - mixing genuine content with misinformation
• 3:25 - some create alternate identities or fake accounts
• 4:25 - important to get a sense of how reliable a source is
• 4:35 - what is the purpose of the source and what is their business model? - is there accuracy and reliability in this, then likely will trust it as a source

• 5:10 - impact that we don't get our news from a limited number of sources
• 5:45 - some of these sources are from friends on social media, others are algorithmically determined
• 6:08 - some advantages and disadvantages - the old model was news curated in a newspaper; new model has the potential of getting news we may not have gotten in the old model
• 6:20 but in the old system you had gatekeeping and 'provenance'; in online news it's sometimes an effort to see where the information originates; gate keeping falls to us now
• 7:05 we need to train young people to do this
• 7:30 how should we teach this?
• 7:35 - with the concept approach you don't need to feel like an expert

• 7:40 - success teaching media literacy from the key concepts for three decades; begin from these
• 7:52 - media are constructed;
• 7:55 - they have commercial considerations;
• 7:58 they have social and political implications;
• 8:00 that audiences negotiate meaning;
• 8:05 that each medium has a unique form and the form influences the content
• 8:20 these can be applied to any form of media and adapted to any grade from K-12

• 8:30 so the key concepts of digital literacy are paralleled and are in addition to those, they don't replace the original five concepts
• 8:40 now have implications of digital literacies in that they are networked so we need to understand the idea of the network
• 8:50 understand that content now is shareable, that this is the default rather than the exception
• 8:55 - the ways the tools we use influence not just the content but the ways we use them
• 9:05 - this has an impact, an ethical dimension
• 9:10 - these can be applied in any context and to any grade level
• 9:20 - we have a full digital literacy curriculum that we offer (speaking about Media Smarts Canada); it has lessons on seven different aspects that a teacher or school board can use
• 9:45 - the value of the key concepts is teachers can modify these resources to their contexts
• 9:50 - teachers have in those key concepts what is essentially a GUIDING STAR to understand what they are supposed to be achieving with these lessons

key concept - open is a conversation; open pedagogy relates people, ideas, concepts, arguments through conversation - not just vocal but text, annotations, comments

links to learning by doing; actions to create knowledge and build understanding

1. writing to learn
2. strategies
3. comprehension = knowledge building
4. learning to write

mobilizing knowledge - important notion. Building collective knowledge and working collaboratively has not always been of value in education. When marks, grades and individual learning are the measured outcome at the end of the process, this will remain the 'coin' upon which learning is banked.

Acknowledging this and recognizing the impact of putting words and work into open/public spaces needs to be a primary consideration for education leaders. These words carry more weight than many realize - weighing each blog post or tweet to ensure that human dignity or security is not disparaged or breached is time consuming and anxiety producing.

This is essential insight from experience. Everyone needs this scaffolding and support to move from stasis into iterative practice. Fear is an inhibitor to being open. Taking small steps or large leaps toward open educational practice is best done with others - having models and mentors to support and 'push' the practice.

Not just edtech startups either, some of the big publishing companies are involved.... and it's all for sale! micro-credentialed and granular.

It's so much easier to pick up on the learner focused element and collect analytics for that focus alone. Going with all the other elements is messy and complex - not so easy to pick up on the intricacies between, among these 'stakeholders'.

many aren't to this point yet, more thinking about 'how' vs 'why' due to FOMO!

connecting beyond borders via social media

resulting from characteristics of participatory cultures as outlined by Henry Jenkins (Jenkins, Purushotma, Weigel & Clinton (2009), in their book Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, outline the features of a participatory culture.) e.g. low barriers to artistic expression or civic engagement, informal membership, members feel socially connected

it's about choice and voice - shared or silent. I can pick which works for me!

I've been asking myself this question and was hesitant to investigate or try it out until this article!

This is the first note attached here! Let's talk about these options together.