Openly networked Archives - Connected Learning Research Network

Support the n00bs: Community Design for Inclusivity

April 11, 2014

A common topic of discussion among our team of Leveling Up researchers is how communities maintain different barriers to entry. Every community, be it an online forum for Worldwide Wrestling enthusiasts, One Direction fangirls, or Starcraft II players, has its own etiquette and sets of rules for entering the community and becoming a full participant. But for platforms that wish to continually attract a new and engaged user base, designers must think through how to minimize barriers to entry. In essence, lea Read More...

Mimi Ito

A new year and a new book

January 17, 2014

It’s the start of a new year and time to take stock. It’s been three years since the launch of the Connected Learning Research Network and the Leveling Up project, and a year and a half since the launch of this blog. Along the way, we’ve delved into stories of knitters, boy band and wrestling fans, fashionistas, eSports enthusiasts, and game makers, as well as how the online world is supporting their learning, sharing, and civic engagement. The cases we’ve developed over these years have both confir Read More...

Ugochi Acholonu

Encouraging Connected Learning Means It’s Okay for Students to Opt-out

July 23, 2013

One of the purposes of developing Connected Learning environments is to support the development of the Connected Learner. The Connected Learner can, and seeks to, effectively knit together his or her social networks, academic inclinations, and individual interests to form learning communities that develop his or her expertise in a particular domain [1]. However, for individuals to become Connected Learners, they must first value this approach to learning.

Lauren Weinzimmer

Gender and Connected (After-School) Learning: Understanding “Can-Do” Girlhood (Part 2)

July 2, 2013

In my previous post on this topic, I introduced Michelle, a Freeway High School (FHS) student who now attends an elite private university on the east coast. In that piece, I utilized the framework of “can-do” and “at-risk” girlhood (posed by Anita Harris in Future Girl) to compare the pathways of two students I analyzed through their after-school engagement – the second case study is below.

Lauren Weinzimmer

Gender and Connected (After-School) Learning: Understanding “Can-Do” Girlhood (Part 1)

July 2, 2013

Yong Ming Kow

To Geekdom! What Can StarCraft II Tell Us About Attaining Geek-hood?

June 10, 2013

Not long after I first participated in the StarCraft community, I fell in love with it. I admire its members’ activism, congeniality, and camaraderie. The players built the community infrastructure including organizations, learning ethos, social networks, and other programs. The StarCraft II community reveals one possible model of how peer-supported and academically relevant learning may manifest in grassroots and openly-networked settings.

Rachel Cody Pfister

Becoming a Knitting Pattern Author: A Teenager’s Story

May 26, 2013

In previous blog entries, I have talked about designers in fiber crafting. In this entry, I will share one designer’s story of how she moved from learning to knit and crochet to eventually become a designer. Through her story we can see how the online community of Ravelry has played an important role in her becoming a designer.

Matt Rafalow

Connecting Youth to Online Resources through Mentorship

April 26, 2013

Those interested in learning more about fashion can look no further than YouTube for countless online guides and other resources.

Ugochi Acholonu

Boss Level: A School’s Experiment with Connected Learning

April 19, 2013

As a CLRN Research Fellow, I spend a lot of time thinking about Connected Learning and what it means for schools. At its core, Connected Learning is about equity and empowering students to become change agents in their communities now, and not just when they reach adulthood. But what does connected learning look like in practice, in a school setting? To gain some insight on this question, I have spent the last couple of months observing schools that are trying to integrate connected learning principles into their curriculum and organizational structures.

Timothy Young

Widow Mine Math

March 22, 2013

By Lone (right) and mitosis (left) on TeamLiquid.net

Consider a circle drawn on a track field to have a radius of 5 feet. If you had to run across the circle within a span of 1.5 seconds, what is the maximum cord length that you could traverse within the span of that time?

Openly networked

Support the n00bs: Community Design for Inclusivity

A new year and a new book

Encouraging Connected Learning Means It’s Okay for Students to Opt-out

Gender and Connected (After-School) Learning: Understanding “Can-Do” Girlhood (Part 2)

Gender and Connected (After-School) Learning: Understanding “Can-Do” Girlhood (Part 1)

To Geekdom! What Can StarCraft II Tell Us About Attaining Geek-hood?

Becoming a Knitting Pattern Author: A Teenager’s Story

Connecting Youth to Online Resources through Mentorship

Boss Level: A School’s Experiment with Connected Learning

Widow Mine Math

Archive by Project

Archive by Principles

Tags