Ravelry


Rachel Cody Pfister

The Powerful Combination of Interests and Peer Culture

April 5, 2014

The connected learning model emphasizes the importance of peer culture and interests in fueling members’ participation and learning in the rich activities and opportunities these communities create. In interest-driven communities, it is the passion or interest that leads people into joining the community (Gee and Hayes 2010). As a researcher who has focused on interest-driven communities, I sometimes take this for granted. But the depth of what this means to members - that they are able to find a communit Read More...

Crystle Martin

Supports for Help and Feedback in Peer-Supported Communities

March 3, 2014

As I’ve described in a previous post focusing on the professional wrestling community, the Wrestling Boards, help and feedback are key ingredients to an active peer-supported community. Peer-support is one of the three main spheres of the connected learning framework. But what enables help and feedback? Analysis of the Leveling Up case studies suggests two major supports for help and feedback: community design and community culture. Community design refers to the way in which online communities intentiona Read More...

Rachel Cody Pfister

A Home within Home: Physical Challenges and Online Connected Learning Environments

December 13, 2013

Some of the characteristics of connected learning environments are that they allow for full participation and aim towards equity in their participation.  As we have seen with the fibercrafting community of Hogwarts at Ravelry, the group actively works to keep the group open to and welcoming of members of all backgrounds, setting a low bar for participation in activities and membership in the group. Through member interviews, an interesting theme that has emerged for some Hogwarts at Ravelry members is how Read More...

Rachel Cody Pfister

Hogwarts at Ravelry and the Connected Learning Core Values

September 3, 2013

  Figure 1. A crocheted mandrake, inspired by the Harry Potter movies. It’s been nearly two years since I began fieldwork with Hogwarts at Ravelry, and, as the fieldwork winds to a close, I’d like to take a moment to step back and reflect on how the core values of connected learning make up the foundation of the group and allow it to become a thriving learning and social environment. By looking at Hogwarts at Ravelry, we are able to see that the core values of connected learning - equity, fu Read More...

Rachel Cody Pfister

The 2012 Ravellenic Games: Community, Challenges, and Competition

August 23, 2012

July 27, 2012. The countdown on the London 2012 website hit 0, the 2012 Olympic Opening Ceremonies began, and I made a slipknot and slipped it onto my crochet hook. My daughters – sitting with me in their red, white, and blue outfits – curiously picked at the yarn that I’d strategically placed in their laps for this photo opportunity. My husband took a picture that would later be uploaded to my team’s group to document our official entrance into the 2012 Ravellenic Games. 

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Katie Salen Tekinbaş

What do you know? Connected learning outcomes explored

July 26, 2012

When I was a kid my dad used to come home from work and greet me by asking, “So what do you know, kiddo?” It was his way of saying hello. But as an seven year-old obsessed with World Book Encyclopedia’s way of sorting knowledge into alphabetized volumes of varying thickness I missed the obvious and instead took up his query at face value: What did I know? Each day I worried over selection of the juicy new fact or strange invention I could share with him over dinner.

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