Blog #1: Chapter 2

 In the book, The Connected Educator, chapter two, "Developing a Connected Learning Model", started off by introducing the definition and factors of traditional learning and education. This introduction closes out with how the traditional model can be improved with the connected teacher network. It is important to note that this new model "doesn't replace the traditional network-it subsumes and transforms it." (Hall, Lani. Nussbaum-Beach, Sheryl. "The Connected Educator." Solution Tree, 2011, p. 26).  

    Next, the chapter goes over connected learning communities. In these communities, "educators have several ways to connect and collaborate, in particular through professional learning communities, personal learning networks, and communities of practice or inquiry." (Hall, Lani. Nussbaum-Beach, Sheryl. "The Connected Educator." Connected Learning Communities, Solution Tree, 2011, p. 28). In this model, there are three approaches to professional development. Local community refers to purposeful, face-to-face connections. Global network refers to the individually chosen, online connections with a diverse selection of people. Lastly, bounded community refers to a committed, collective, and often global group of individuals who have overlapping interests. 

    The chapter continues on to discuss common language. In this section, a common language is supposed to be used in order to have a shared vocabulary that "will help the reader understand the unique traits and roles of several connected learning strategies." (Hall, Lani. Nussbaum-Beach, Sheryl. "The Connected Educator." A Common Language, Solution Tree, 2011, p. 29). The main idea of having a common language is to create a connected community that should be present in the classroom. Even though language is tricky and the barriers can't always be solved, having a shared vocabulary or common language allows students and teachers to be more connected and seen as a community. 

    The next section goes over professional learning communities. In this section, it is learned that in professional learning communities, the main goal is based on "continuous improvement, shared leadership, and school reform. In this community, leadership is distributed, colleagues commonly visit classrooms to offer feedback, and members share a vision and support in the group's activities." (Hall, Lani. Nussbaum-Beach, Sheryl. "The Connected Educator." Personal Learning Communities, Solution Tree, 2011, p. 29). Professional learning communities also promote the use of web-based tools in order to connect, collaborate, and work together in inquiry-based learning. Taking a part in a professional learning community is an important way to get connected as an educator. Personal learning networks are then introduced after. Personal learning networks are about individuals who collect information and share resources to benefit their personal and professional learning. The main distinction between personal learning communities and personal learning networks is that a personal learning community revolves around the specific needs of the school and students, while professional network learning is about educators designing a list of short and long-range goals for professional growth. 

    "Connectivism: A New Learning Theory" is the next section in chapter two. This section in the chapter mainly goes over how connectivity "gives us the language and the theoretical framework to describe the connected learner's process for learning." (Hall, Lani. Nussbaum-Beach, Sheryl. "The Connected Educator." Connectivism: A New Learning Theory, Solution Tree, 2011, p. 32). This means that a connectivity point of view from a teacher would be one of connectedness and collaboration. 

    After professional learning communities and professional learning networks, communities of practice is the last method of connected learning. Communities of practice encompass educators organizing this approach themselves and being able to form collective knowledge that builds around shared interests and goals among others. This method is face-to-face or done online. the focus of this method is to create systematic improvement. Pages 35-38 in this chapter describe the research behind their connected learning model. Then, the chapter moves on to what the connected learning communities do on pages 38-40. This section discusses how connected learning communities come from a common desire to talk about improvement. There are strong visions, purposes, ideas, and goals in these communities. Therefore, relationships can be built over time and progress can always be made.

    The chapter ends by making sure that people with diverse backgrounds, different cultures, religions, knowledge, and language are desired for the connected learning model. There are many ways to learn from each other from the model. By having diverse members as a part of the community, there is a way for everyone to give and receive information that can be beneficial. This will allow for goals like transformation to succeed. Connected learners "expand their schemas and process issues and possible solutions from new perspectives and conceptual frames." (Hall, Lani. Nussbaum-Beach, Sheryl. "The Connected Educator." The Need for Diversity, Solution Tree, 2011, p. 42). 

    After reading chapter two, "Developing a Connected Learning Model," I was able to make connections between the content I learned with my future career choice. Currently, I am majoring in a Liberal Arts Degree with a concentration in Elementary Education. Reading and going through this chapter was very important in learning more about my future career. To start, I have already learned through experience that communication, collaboration, and connectivity are so important when becoming a teacher. Not only do you have to communicate effectively with your future students, but you also have to collaborate and work together with your coworkers. Teaching is a very social career choice. It is so important that you are on top of your game and always move forward with the intent of wanting to make things better or improve issues. This chapter was able to give me even more advice on how to create those personal learning networks and communities. If problems ever arise in this profession, there is always initiative to solve the problem. It is just important to understand and learn that the purpose to solve issues should always be done professionally and positively. This chapter taught me about how as a teacher I will be faced with many different people, situations, and problems. But the main thing I need to remember is to build relationships, build community within the school, be sure to hear ideas from others, work on myself, and be willing to collaborate in order to reach my goals and further my success, and even the school's success.