By Stephen Downes - Stephen's Web. Better Networked Learning
Michael Feldstein writes, "VLE designs tend to be relatively lightly informed by praxis. Likewise, networked learning practitioners are limited in terms of envisioning how the VLE should work because they often do not know what is possible" (Aside: I dislike the word praxis - it's just the word practice with an attitude). He suggests that this communication might be accomplished by bridging two linguistic forms (neither of which I like, particularly), use cases and pattern languages (which in turn can inform an organized collection of best practices). "We can translate theoretical research into empirically validated best practices through design patterns," writes Feldstein. "Suppose further that we can then translate those best practices into software design through use cases. If so, then we will have a complete process for driving learning and cognition findings into the fabric of our networked learning programs, both in teaching methods and in software design." I'm uneasy with this - it's hard to articulate why, exactly - but I don't think software should be designed to 'do things' so much as it should be designed to 'create capacity'. I know that's not a very clear distinction. More...

By Stephen Downes - Stephen's Web. Learning with Networks
Terry Anderson, who is well known for his discussions of "various types and function of interaction in formal (usually distance) education contexts," looks at what John Dron calls the interaction between the student and the group. Now again, the word "group" is used loosely here - "Downes' sense of fluid, unbounded networks relates directly to the multiple forms, size and purpose of informal distributed synchronous and asynchronous collections of individuals that Dron refers to as groups." But, as Anderson notes, access to a network from a formal situation works differently than in an informal situation. And so he cautions teachers about what to expect when they access the network: the quality of interaction with the network will vary greatly according to the skill and experience of the student. It will also fluctuate from dead silence to blizzards of activity. More...

By Stephen Downes - Stephen's Web. I Just Don'T Get It Yet - Social Networks
Dave Warlick echoes my comments on Ning, including the 'club' remark: "I'm wondering if this sort of social network 'place' is really more for kids. Children need a clubhouse, a place where they can be themselves, pretend to be somebody else, make up their own rules, and dream of other places and times. But clubhouses have walls, as does Ning! It seems to be a container and less in the spirit of small pieces loosely joined. More...

By Stephen Downes - Stephen's Web. Social Networking As Professional Development
Links to Ning and in particular describes the Library 2.0 network created on Ning as well as the more recent Classroom 2.0 network. I look at that and say, well what, now, you own Classroom 2.0? See - I don't think it's a network if it belongs to someone, if it is created, if it is associated with a place. It's more like, what, a club or a group in such a circumstance. And that is the key difference between social networks such as Ning and the edublogosphere. More...