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Sunday, March 27, 2011

Special issue of the International Review of Research in Open and Distance Learning (IRRODL)

George Siemens and Gráinne Conole writes, "This special issue of IRRODL provides an opportunity to step back and reflect on how these dramatic social and technological changes impact education. In 2004, connectivism was presented as a new theory of learning that addresses learning in complex, social, networked environments."

Since that time, numerous articles, open online courses, and online conferences have explored connectivism’s application in education. As articles in this issue reflect, sharp criticism and support have been offered. We hope this issue will help to advance the discussion, to clarify areas of needed research, and to contribute to ongoing debate about the influence of the Internet on teaching and learning.

Just look at this interesting line-up below.

Interconnecting networks of practice for professional learning
By Julie Mackey and Terry Evans
The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course
By Rita Kop
Emergent learning and learning ecologies in Web 2.0
Roy Williams, Regina Karousou, Jenny Mackness
EduCamp Colombia: Social networked learning for teacher training
By Diego Ernesto Leal Fonseca
Three generations of distance education pedagogy
By Terry Anderson and Jon Dron
Connectivism: Its place in theory-informed research and innovation in technology-enabled learning
By Frances Bell
Frameworks for understanding the nature of interactions, networking, and community in a social networking site for academic practice
Grainne Conole, Rebecca Galley and Juliette Culver
Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning
By Andrew Ravenscroft
Proposing an integrated research framework for connectivism: Utilising theoretical synergies
By Bopelo Boitshwarelo

Source: The international review of research in open and distance learning