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{\title A brief history of networked learning}{\author gsiemens}{\operator Nyugat-Magyarorszagi Egyetem}{\creatim\yr2009\mo9\dy18\hr10\min30}{\revtim\yr2009\mo9\dy18\hr10\min30}{\version2}{\edmins0}{\nofpages10}{\nofwords2740}{\nofchars18907}
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\b\fs28\insrsid12278531\charrsid13008475 A brief history of networked learning}{\rtlch\fcs1 \af0 \ltrch\fcs0 \b\fs28\insrsid14095299\charrsid13008475 
\par }\pard \ltrpar\qr \li0\ri0\sa120\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid13008475 {\rtlch\fcs1 \af0 \ltrch\fcs0 \b\fs24\insrsid13008475 George Siemens
\par }\pard \ltrpar\qr \li0\ri0\sa120\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid11167981 {\rtlch\fcs1 \af0 \ltrch\fcs0 \b\fs24\insrsid13008475 September 28, 2008
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \b\fs24\insrsid11167981\charrsid14095299 
\par }\pard \ltrpar\ql \li0\ri0\sa200\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid12278531 {\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531 
Networks have underpinned human learning well before the proliferation of technology evident in society today. The development of expertise in hunting, gathering, and farming require 
knowledge to be shared with each new generation. Upon inculcation into farming, for example, the younger generation built on the work of others. Small advances in new techniques and tools}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid4288096 
 served to continually advance disciplines such as farming, blacksmithing, soldiering, and more recently, philosophy and sciences.}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531 
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid4288096 N}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531 etwork learning is }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid4288096 today }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531 
more evident because it finds its existence in explicit network structures: mobile phone networks, the internet, and the web. Each generation likely views itself as the
 guardian of new intellectual insight and scientific advances, overlooking the enormous progress brought forward by previous generations. }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid14948497 
When discussing network learning, we find ourselves on a small pinnacle of a large mountain. The network structures no
w prominent in technology were previously served by social interactions, written scrolls, religious writings, and the communication structures of generals, kings, and emperors. }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531 
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid4288096 With this slight acknowledgement to the underlying nature of learning networks in the overall development of humanity, a more considered discussion of }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid14095299 
developments of learning networks over the last several decades follows.}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid4288096 
\par Recent developments in network learning occur }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 against the backdrop of social learning theory, advanced by the 
aid of technology. Literature on learning and networks has progressed over the last decade, as indicated by university centres such as Helsinki\rquote 
s Centre for Research on Networked Learning and Knowledge Building (University of Helsinki, n.d.), research proj
ects at Open University of the Netherlands (2006) and Lancaster University (2004), and dissertations (de Laat, 2006) researching the suitability of networks as a structural underpinning for education. However, the term }{\rtlch\fcs1 \af0 \ltrch\fcs0 
\i\insrsid12278531\charrsid12278531 network}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531  has become somewhat convoluted, making discussion of networked learning difficult. Baumeister (2005) echoes this reality:
\par }\pard \ltrpar\ql \li720\ri0\sa200\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin720\itap0\pararsid12278531 {\rtlch\fcs1 \ai\af0 \ltrch\fcs0 \i\insrsid12278531\charrsid12278531 Within}{\rtlch\fcs1 \af0 \ltrch\fcs0 
\insrsid12278531\charrsid12278531  a university setting there is a lot that can be networked: e.g. within a single course, within a faculty, within a research group and between academics, ins
titutions or corporations outside. Taking all this together it will become evident that the term is layered with meaning, and that is why in use it is seldom free from ambiguity. (Networking in Practice section, \'b6 7)
\par }\pard \ltrpar\ql \li0\ri0\sa200\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid12278531 {\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 This concern is, in part, }{\rtlch\fcs1 \af0 
\ltrch\fcs0 \insrsid12278531\delrsid11411997\charrsid12278531 a consequence}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 
 of educators/researchers using the term broadly, without clearly demarcating underlying concepts or the various meanings the term has acquired in its diverse use to describe physical infrastructure, social connections, and graph theory in math. While net
works }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012 in these domains meet}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531  general }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012 network definitions \endash }{\rtlch\fcs1 \af0 \ltrch\fcs0 
\insrsid12278531\charrsid12278531  }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012 as two or more connected nodes - }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 discussion of }{\rtlch\fcs1 \af0 \ltrch\fcs0 
\i\insrsid12278531\charrsid12278531 learning networks}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531  in particular is often imprecise, failing to distinguish between how the term itself has developed }{\rtlch\fcs1 \af0 \ltrch\fcs0 
\insrsid1274012 over the last several decades}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 .
\par One of the first references of network models for education can be found in Illich\rquote s (1970) description of learning webs. Illich suggested learning webs so \'93
we can provide the learner with new links to the world instead of continuing to funnel all educational programs through the teacher\'94 (p. 73). }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012 Illich\rquote s view outpaced technology by several decades. }{
\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 More recently, networked views of education have grown in prominence with the development of the internet.}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012 
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531  Five significant stages can be noted in how networks are viewed within the educational space can be found in a review of literature: }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012 
\par }\pard \ltrpar\ql \li720\ri0\sa200\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin720\itap0\pararsid1274012 {\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 (a)\~infrastructure development; }{\rtlch\fcs1 
\af0 \ltrch\fcs0 \insrsid1274012 
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 (b) merging with fields which have an existing research base; }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012 
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 (c)\~theoretical and transformative views of learning, knowledge, and cognition; }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012 
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 (d) practicality and popularization of social network services; and }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012 
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 (e) as a model for detailing the process of education and learning. }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012 
\par }\pard \ltrpar\ql \li0\ri0\sa200\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid12278531 {\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 
Development of network stages generally relies on the formation of previous stages. 
For example, while the development of infrastructure is required before other elements can be considered, the inclusion of research from existing fields, theoretical, practical, and learning domains develop in an interrelated manner.
\par }{\rtlch\fcs1 \ab\af0 \ltrch\fcs0 \b\i\insrsid12278531\charrsid14095299 {\*\bkmkstart _Toc194071586}Stage One: Development of Physical Infrastructure{\*\bkmkend _Toc194071586}
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 
As the internet developed in prominence, educators started to focus on ways to incorporate the emerging field into educational settings. In order to participate, classrooms needed to be physically wired
. For example, in 1986, the National Science Foundation Network was created in order to connect researchers and academics (Harasim, Hiltz, Teles, & Turoff, 1995, p. 6). While computer networks were used for teaching and learning as early as 1960 (p.\~
7), broad use for students was not possible until computers were prominent in schools (Hiltz, 2004, p. 27) and schools were physically wired to the internet. The significant investment by schools, colleges, and universities from 1980\endash 
2000 in computers, networks, and related technology represent the view of networks as based in physical infrastructure. As such, early definitions of learning networks were focused on infrastructure: \'93
Learning networks are composed of hardware, software, and telecommunication lines\'94 (Harasim et. al., p. 16) and as \'93
groups of people who use CMC [computer-mediated communication] networks to learn together, at a time, place, and pace that best suits them and is appropriate to the task\'94 (p. 4).}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid11167981\charrsid12278531 
\par }{\rtlch\fcs1 \ab\af0 \ltrch\fcs0 \b\i\insrsid12278531\charrsid14095299 {\*\bkmkstart _Toc194071587}Stage Two: Merging with Existing Fields{\*\bkmkend _Toc194071587}
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 
As the physical structure of networks developed, connecting schools, universities, and students to the internet and each other, the awareness of learning networks increased. Educators turned to disciplines such as sociology, which had
 an established research base on networks. In a 1997 paper on asynchronous learning networks, Hiltz, cited above in relation to the development of infrastructure, collaborated with sociologist Wellman, to explore the social networking implications of comp
uter-mediated communication. Computer networks, in linking people and computers, \'93become social networks, or the basic building blocks of societies\'94 (Hiltz & Wellman, 1997, p. 45). With Turoff, Hiltz (1981) had previously built on Wellman\rquote 
s work in sociology with the 1978 publication of the}{\rtlch\fcs1 \af0 \ltrch\fcs0 \i\insrsid12278531\charrsid12278531  Network Nation,}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531  which}{\rtlch\fcs1 \af0 \ltrch\fcs0 
\i\insrsid12278531\charrsid12278531  }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 explored the role of computer mediated communication as a transformative agent in society. Other sociologists, such as Castells (1996) and 
{\*\xmlopen\xmlns2{\factoidname place}}Watts{\*\xmlclose} (2003) contributed to popularizing network views of interaction, communication, and social organization through publication of popular mainstream texts, }{\rtlch\fcs1 \af0 \ltrch\fcs0 
\i\insrsid12278531\charrsid12278531 The Rise of the Network Society}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531  and }{\rtlch\fcs1 \af0 \ltrch\fcs0 \i\insrsid12278531\charrsid12278531 Six Degrees}{\rtlch\fcs1 \af0 \ltrch\fcs0 
\insrsid12278531\charrsid12278531 , respectively. In the field of physics, }{\rtlch\fcs1 \ab\af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 Albert-L\'e1szl\'f3 Barab\'e1si chronicles his }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 
awakening to the power of networks}{\rtlch\fcs1 \ab\af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531  in the 2002 publication of }{\rtlch\fcs1 \ab\af0 \ltrch\fcs0 \i\insrsid12278531\charrsid12278531 Linked.}{\rtlch\fcs1 \ab\af0 \ltrch\fcs0 
\insrsid12278531\charrsid12278531  Barab\'e1si}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531  issued the statement: \'93Networks are everywhere. All you need is an eye for them\'94 (p.\~
7), indicating the increased awareness of networks as an underpinning structure in many disciplines.
\par Toward the end of
 the 21st century, the language and concepts of networks from sociologists, mathematics, and physics had penetrated much of society. Network concepts were in common use to describe the surprise success of a long dormant book on Amazon, the spread of disea
ses through sexual networks, the spread of SARS in 2003, and the 1996 power blackout in the U.S. and parts of Canada (}{\rtlch\fcs1 \ab\af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 Barab\'e1si}{\rtlch\fcs1 \af0 \ltrch\fcs0 
\insrsid12278531\charrsid12278531 , 2002, p. 119). }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012 
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 Educators began adopting the terminology of networks from research in fields of sociology, mathematics, and physi
cs. In particular, educators adopted a relational and community-based focus in the application of computer networks (de Laat, 2006, p. 75). Hiltz and Wellman (1997), for example, applied community principles as a means of expressing the value of networks 
mediated or enabled by technology. 
\par }{\rtlch\fcs1 \ab\af0 \ltrch\fcs0 \b\i\insrsid12278531\charrsid14095299 {\*\bkmkstart _Toc194071588}Stage Three: Theoretical and Transformation Views of Learning, Cognition, and Knowledge{\*\bkmkend _Toc194071588}
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 The third stage of development in network views can be found in the concept of cognition and knowledge dist
ributed across networks of people, aided by technology. Salomon (1993) suggested the development of distributed cognition\emdash cognition that occurs \'93in conjunction or partnership with others\'94 (p. xiii), is due to three reasons: }{\rtlch\fcs1 
\af0 \ltrch\fcs0 \insrsid1274012 
\par }\pard \ltrpar\ql \li720\ri0\sa200\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin720\itap0\pararsid1274012 {\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 (a) the growth of computers as 
tools to assist in intellectual activity, }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012 
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 (b) growing interest in Vygotsky\rquote s theory of cognition as a product of a particular context or social setting, and }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012 
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 (c) dissatisfaction of the limitations of cognition when viewed as solely \'93in-the-head\'94 (p. xiv). }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012 
\par }\pard \ltrpar\ql \li0\ri0\sa200\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid12278531 {\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 Culture and knowledge are distributed as a result of 
\'93everyday interactions among people\'94, resulting in the \'93social distribution of cognition\'94 (Cole & Engestr\'f6m, 1993, p. 15), again supporting the importance of social interactions as a means of learning.
\par Technology aids in the distribution of cognition as it enables us to \'93project ourselves outward digitally\'94 (de Kerchove, 1997, p. 38), or, more boldly, \'93to treat the Web as the extension of the contents of one\rquote s own mind\'94
 (p. 79). The capacity to form net
works with ideas and other people increases as people project themselves outward. Through the internet, these networks of external projections can form on a global level. Wellman (2001) classified the ability to form networks with others through technolog
y as \'93networked individualism\'94}{\rtlch\fcs1 \af0 \ltrch\fcs0 \i\insrsid12278531\charrsid12278531  }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 (p. 5), where people use their own networks \'93
to obtain information, collaboration, orders, support, sociability, and a sense of belonging\'94 (p. 5). Araujo (1998) similarly suggested that both learning and knowing reside in \'93het
erogeneous networks of relationships between the social and material world\'94
 (p. 317). In order for individuals to have access to the knowledge of a particular society or culture, connections need to be formed with others through the use of mediating artefacts, like technology, as advocated by activity theory.
\par }{\rtlch\fcs1 \ab\af0 \ltrch\fcs0 \b\i\insrsid12278531\charrsid14095299 {\*\bkmkstart _Toc194071589}Stage Four: Popularization of Networks{\*\bkmkend _Toc194071589}
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 Much of the research on networks has, to date, been confined to discourse among academics, as evidenced by the long history of network t
heory in sociology and mathematics, with generally limited public interest. Until recently, a lack of common public awareness existed on how networks function and their value for individuals and organizations. The popularization of social software raised 
the profile of networks. }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012 
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 
While networked technologies for socialization were already in use in late 1960s (Scholz, 2007), adoption was hindered until the disparate tools of communication were brought together in more user-friendly integrated suites, such a
s with the development of Six Degrees in 1997 (Boyd & Ellison, 2007). Between 1997 and 2001, as chronicled by Boyd and Ellison, many companies launched new features and social networking services. Social networking, however, did not become main stream unt
i
l the 2003 launch of MySpace, which lead to the global phenomenon (Boyd & Ellison) of social networking services including the launch of Orkut, Bebo, Cyworld, and Facebook. Statistics vary on the level of adoption of social networking sites, but some sugg
est over 80% penetration (}{\rtlch\fcs1 \ai\af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 Salaway & Borreson Caruso}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 , 2007, p.\~
12) among students in academic settings. A potential secondary benefit may be the development of }{\rtlch\fcs1 \af0 \ltrch\fcs0 \i\insrsid12278531\charrsid12278531 network thinking}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 
 skills on the part of learners, as they discover ways of finding information and people, as well as solve problems through active involvement in a network.
\par The popularization of networks through social network services relies on the stages of network views previously considered. For example, the International Network for Social Network
 Analysis (INSNA, founded by Wellman in 1978) has extended its exploration of sociological interactions to include the networks formed through Facebook, Orkut, and other networking sites (SOCNET, 2008). }{\rtlch\fcs1 \af0 \ltrch\fcs0 
\i\insrsid12278531\charrsid12278531 Connections}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 , the journal of INSNA, published several articles on virtual social networks (Petr\'f3czi, Nepusz, & Bazs\'f3, 2007) and blog networks in 
{\*\xmlopen\xmlns2{\factoidname place}}{\*\xmlopen\xmlns2{\factoidname country-region}}America{\*\xmlclose}{\*\xmlclose}
 (Lin, Halavais, & Zhang, 2007), indicating the growing awareness of online social networks by researchers from sociology. Online social ne
tworks have also proven to be valuable for researchers, particularly sociologists, in understanding how networks form, providing \'93rich sources of naturalistic }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012\charrsid12278531 behavioural}{\rtlch\fcs1 
\af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531  data\'94 (Boyd & Ellison, 2007, Networks and Network Structure section, \'b6 1). 
\par }{\rtlch\fcs1 \ab\af0 \ltrch\fcs0 \b\i\insrsid12278531\charrsid14095299 {\*\bkmkstart _Toc194071590}Stage Five: Integrated Learning, Knowledge, and Education Networks{\*\bkmkend _Toc194071590}
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 By 2005, the definition of learning networks (in this instance, asynchronous) advocated by experts reflected a greater emphasis on people: \'93ALN\rquote s [asynchronous learning net
works] are people networks for anytime anywhere learning\'94
 (Hiltz & Goldman, 2005, p. 5). Veen and Vrakking (2006) also adopted a view of networks as existing in both technical and human dimensions, with technology serving a dual role of storing and connect
ing information and enabling the development and maintenance of social networks (p. 42). The four stages previously discussed form the basis for networks to be utilized for teaching and learning at the fifth stage. Within this stage, educators are beginni
n
g to explore how network models can assist not only collaborative learning in online and blended environments, but with pervasive mobile learning (Rennie & Mason, 2004, p. 109), determination of social network structures from analysis of discussion forums
 
(Gruzd & Haythornthwaite, 2008) and online community conversations (Haythornthwaite & Gruzd, 2007). Educators seeking to understand how learners interact with each other through online forums, email, or blog networks, can rely on the principles of network
 analysis developed by sociologists. Similarly, educators can use data analysis or visualization tools to evaluate the quality of learner interactions with each other and with the key concepts of a particular course.}{\rtlch\fcs1 \af0 \ltrch\fcs0 
\insrsid12278531 
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \b\insrsid14095299\charrsid14095299 Conclusion
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid14095299\charrsid12278531 Concepts of networks (summarized in Table }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid14095299 1}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid14095299\charrsid12278531 
) are more prominent in society, due to the rise of networking sites such as Facebook. This popularization, unfortunately, has led to the term network acquiring a degree of vagueness
 with multiple potential meanings. While initially associated with the physical network of wiring schools or the organizational networks of schools and universities working together, such as the Ohio Learning Network (2007), recent discussions of networks
 have turned the focus to social software and knowledge and learning networks. The multiple potential meanings of the term }{\rtlch\fcs1 \af0 \ltrch\fcs0 \i\insrsid14095299\charrsid12278531 network}{\rtlch\fcs1 \af0 \ltrch\fcs0 
\insrsid14095299\charrsid12278531 , as expressed by the five stages of network development, need to be recognized and reflected in order for educators to more precisely communicate concepts of }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid14095299 
connectivism and }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid14095299\charrsid12278531 networked learning.}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid14095299 
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012 Connectivism, as a theory of learning, is developed against the backdrop of physical network infrastructure, development of the social learning theory, and }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid14095299 
distributed conceptions of cogn
ition and knowing. As presented in the introduction, learning networks have always accompanied the development of human knowledge. Even when not explicitly acknowledged, they served as an underpinning structure to the development of fields of science, lit
e
rature, and technology. The advancements of the last several decades have made networks of learning explicit. Networks are reflected not only as physical information communication technologies, but as the very means through which knowledge is distributed 
for addressing complex challenges. Connectivism reflects these developments in suggesting the need to craft new views of learning more reflective of the daily reality of learners.}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012\charrsid12278531 
\par }{\rtlch\fcs1 \ab\af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 \page {\*\bkmkstart _Toc194125771}Table }{\rtlch\fcs1 \ab\af0 \ltrch\fcs0 \insrsid1274012 1}{\rtlch\fcs1 \ab\af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 . }{\rtlch\fcs1 \ab\af0 
\ltrch\fcs0 \i\insrsid12278531\charrsid12278531 Five Stages of Network Development}{\rtlch\fcs1 \ab\af0 \ltrch\fcs0 \insrsid12278531\charrsid12278531 {\*\bkmkend _Toc194125771}
\par \ltrrow}\trowd \irow0\irowband0\ltrrow\ts11\trgaph108\trrh593\trleft36\trftsWidth1\trftsWidthB3\trftsWidthA3\trautofit1\trpaddl108\trpaddr108\trpaddfl3\trpaddft3\trpaddfb3\trpaddfr3\tblrsid6844002\tbllkhdrrows\tbllkhdrcols\tblind144\tblindtype3 \clvertalt
\clbrdrt\brdrs\brdrw20 \clbrdrl\brdrtbl \clbrdrb\brdrs\brdrw20 \clbrdrr\brdrtbl \cltxlrtb\clftsWidth3\clwWidth4248\clshdrawnil \cellx3990\clvertalt\clbrdrt\brdrs\brdrw20 \clbrdrl\brdrtbl \clbrdrb\brdrs\brdrw20 \clbrdrr\brdrtbl 
\cltxlrtb\clftsWidth3\clwWidth5328\clshdrawnil \cellx8946\pard \ltrpar\ql \li0\ri0\sa200\sl276\slmult1\widctlpar\intbl\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\pararsid12278531 {\rtlch\fcs1 \af0 \ltrch\fcs0 
\insrsid12278531\charrsid14948497 Stage\cell Contribution\cell }\pard \ltrpar\ql \li0\ri0\widctlpar\intbl\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid14948497 
\trowd \irow0\irowband0\ltrrow\ts11\trgaph108\trrh593\trleft36\trftsWidth1\trftsWidthB3\trftsWidthA3\trautofit1\trpaddl108\trpaddr108\trpaddfl3\trpaddft3\trpaddfb3\trpaddfr3\tblrsid6844002\tbllkhdrrows\tbllkhdrcols\tblind144\tblindtype3 \clvertalt\clbrdrt
\brdrs\brdrw20 \clbrdrl\brdrtbl \clbrdrb\brdrs\brdrw20 \clbrdrr\brdrtbl \cltxlrtb\clftsWidth3\clwWidth4248\clshdrawnil \cellx3990\clvertalt\clbrdrt\brdrs\brdrw20 \clbrdrl\brdrtbl \clbrdrb\brdrs\brdrw20 \clbrdrr\brdrtbl 
\cltxlrtb\clftsWidth3\clwWidth5328\clshdrawnil \cellx8946\row \ltrrow}\trowd \irow1\irowband1\ltrrow
\ts11\trgaph108\trleft36\trftsWidth1\trftsWidthB3\trftsWidthA3\trautofit1\trpaddl108\trpaddr108\trpaddfl3\trpaddft3\trpaddfb3\trpaddfr3\tblrsid6844002\tbllkhdrrows\tbllkhdrcols\tblind144\tblindtype3 \clvertalt\clbrdrt\brdrs\brdrw20 \clbrdrl\brdrtbl 
\clbrdrb\brdrtbl \clbrdrr\brdrtbl \cltxlrtb\clftsWidth3\clwWidth4248\clshdrawnil \cellx3990\clvertalt\clbrdrt\brdrs\brdrw20 \clbrdrl\brdrtbl \clbrdrb\brdrtbl \clbrdrr\brdrtbl \cltxlrtb\clftsWidth3\clwWidth5328\clshdrawnil \cellx8946\pard \ltrpar
\ql \li0\ri0\sa200\sl276\slmult1\widctlpar\intbl\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\pararsid12278531 {\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid14948497 One: Infrastructure\cell 
Development of the physical structure and connection of classrooms to resources, each other, and the internet\cell }\pard \ltrpar\ql \li0\ri0\widctlpar\intbl\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\rtlch\fcs1 \af0 \ltrch\fcs0 
\insrsid12278531\charrsid14948497 \trowd \irow1\irowband1\ltrrow
\ts11\trgaph108\trleft36\trftsWidth1\trftsWidthB3\trftsWidthA3\trautofit1\trpaddl108\trpaddr108\trpaddfl3\trpaddft3\trpaddfb3\trpaddfr3\tblrsid6844002\tbllkhdrrows\tbllkhdrcols\tblind144\tblindtype3 \clvertalt\clbrdrt\brdrs\brdrw20 \clbrdrl\brdrtbl 
\clbrdrb\brdrtbl \clbrdrr\brdrtbl \cltxlrtb\clftsWidth3\clwWidth4248\clshdrawnil \cellx3990\clvertalt\clbrdrt\brdrs\brdrw20 \clbrdrl\brdrtbl \clbrdrb\brdrtbl \clbrdrr\brdrtbl \cltxlrtb\clftsWidth3\clwWidth5328\clshdrawnil \cellx8946\row \ltrrow
}\trowd \irow2\irowband2\ltrrow\ts11\trgaph108\trleft36\trftsWidth1\trftsWidthB3\trftsWidthA3\trautofit1\trpaddl108\trpaddr108\trpaddfl3\trpaddft3\trpaddfb3\trpaddfr3\tblrsid6844002\tbllkhdrrows\tbllkhdrcols\tblind144\tblindtype3 \clvertalt\clbrdrt
\brdrtbl \clbrdrl\brdrtbl \clbrdrb\brdrtbl \clbrdrr\brdrtbl \cltxlrtb\clftsWidth3\clwWidth4248\clshdrawnil \cellx3990\clvertalt\clbrdrt\brdrtbl \clbrdrl\brdrtbl \clbrdrb\brdrtbl \clbrdrr\brdrtbl \cltxlrtb\clftsWidth3\clwWidth5328\clshdrawnil \cellx8946
\pard \ltrpar\ql \li0\ri0\sa200\sl276\slmult1\widctlpar\intbl\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\pararsid12278531 {\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid14948497 Two: Merging with existing fields \cell 
Adoption of principles of community from sociology and use of network elements from mathematics and physics to describe shape and structure of networks.\cell }\pard \ltrpar
\ql \li0\ri0\widctlpar\intbl\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid14948497 \trowd \irow2\irowband2\ltrrow
\ts11\trgaph108\trleft36\trftsWidth1\trftsWidthB3\trftsWidthA3\trautofit1\trpaddl108\trpaddr108\trpaddfl3\trpaddft3\trpaddfb3\trpaddfr3\tblrsid6844002\tbllkhdrrows\tbllkhdrcols\tblind144\tblindtype3 \clvertalt\clbrdrt\brdrtbl \clbrdrl\brdrtbl \clbrdrb
\brdrtbl \clbrdrr\brdrtbl \cltxlrtb\clftsWidth3\clwWidth4248\clshdrawnil \cellx3990\clvertalt\clbrdrt\brdrtbl \clbrdrl\brdrtbl \clbrdrb\brdrtbl \clbrdrr\brdrtbl \cltxlrtb\clftsWidth3\clwWidth5328\clshdrawnil \cellx8946\row \ltrrow}\pard \ltrpar
\ql \li0\ri0\sa200\sl276\slmult1\widctlpar\intbl\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\pararsid12278531 {\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid14948497 Three: Changing views of cognition
\par \cell Situated and distributed theories of cognition developed based on Vygotsky\rquote 
s (1986) cultural-historical theories, inadequacies of established theories of cognition (which exclude acknowledgement of artefacts and cognition in distributed manner) and increased emphasis of computer networks.\cell }\pard \ltrpar
\ql \li0\ri0\widctlpar\intbl\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid14948497 \trowd \irow3\irowband3\ltrrow
\ts11\trgaph108\trleft36\trftsWidth1\trftsWidthB3\trftsWidthA3\trautofit1\trpaddl108\trpaddr108\trpaddfl3\trpaddft3\trpaddfb3\trpaddfr3\tblrsid6844002\tbllkhdrrows\tbllkhdrcols\tblind144\tblindtype3 \clvertalt\clbrdrt\brdrtbl \clbrdrl\brdrtbl \clbrdrb
\brdrtbl \clbrdrr\brdrtbl \cltxlrtb\clftsWidth3\clwWidth4248\clshdrawnil \cellx3990\clvertalt\clbrdrt\brdrtbl \clbrdrl\brdrtbl \clbrdrb\brdrtbl \clbrdrr\brdrtbl \cltxlrtb\clftsWidth3\clwWidth5328\clshdrawnil \cellx8946\row \ltrrow}\pard \ltrpar
\ql \li0\ri0\sa200\sl276\slmult1\widctlpar\intbl\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\pararsid12278531 {\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid14948497 Four: Popularization
\par \cell Increased awareness of network concepts through publication of mainstream books, }{\rtlch\fcs1 \af0 \ltrch\fcs0 \i\insrsid12278531\charrsid14948497 Linked }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid14948497 (}{\rtlch\fcs1 \ai\af0 
\ltrch\fcs0 \insrsid12278531\charrsid14948497 Barab\'e1si, 2002)}{\rtlch\fcs1 \af0 \ltrch\fcs0 \i\insrsid12278531\charrsid14948497 , Six Degrees }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid14948497 ({\*\xmlopen\xmlns2{\factoidname place}}Watts
{\*\xmlclose}, 2003)}{\rtlch\fcs1 \af0 \ltrch\fcs0 \i\insrsid12278531\charrsid14948497 , Rise of Network Society }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid14948497 
(Castells, 1996), social networking sites (SNS), and the development of individual\rquote s network skills through the use of SNS.\cell }\pard \ltrpar\ql \li0\ri0\widctlpar\intbl\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\rtlch\fcs1 \af0 
\ltrch\fcs0 \insrsid12278531\charrsid14948497 \trowd \irow4\irowband4\ltrrow
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}\trowd \irow5\irowband5\lastrow \ltrrow\ts11\trgaph108\trleft36\trftsWidth1\trftsWidthB3\trftsWidthA3\trautofit1\trpaddl108\trpaddr108\trpaddfl3\trpaddft3\trpaddfb3\trpaddfr3\tblrsid6844002\tbllkhdrrows\tbllkhdrcols\tblind144\tblindtype3 \clvertalt
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\insrsid12278531\charrsid14948497 Five: Processes of learning, knowledge, and education\cell 
Integration of domains one-four in the practice of education, where learning and knowledge are seen as distributed within networks, assisted by the use of technology, analyzed with the netw
ork structure principles from related fields, and directed through growth of }{\rtlch\fcs1 \af0 \ltrch\fcs0 \i\insrsid12278531\charrsid14948497 network awareness and skills}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid14948497 
 on the part of learners.}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid1274012  Connectivism and networked learning reside at this level.}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid12278531\charrsid14948497 \cell }\pard \ltrpar
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\ts11\trgaph108\trleft36\trftsWidth1\trftsWidthB3\trftsWidthA3\trautofit1\trpaddl108\trpaddr108\trpaddfl3\trpaddft3\trpaddfb3\trpaddfr3\tblrsid6844002\tbllkhdrrows\tbllkhdrcols\tblind144\tblindtype3 \clvertalt\clbrdrt\brdrtbl \clbrdrl\brdrtbl \clbrdrb
\brdrs\brdrw20 \clbrdrr\brdrtbl \cltxlrtb\clftsWidth3\clwWidth4248\clshdrawnil \cellx3990\clvertalt\clbrdrt\brdrtbl \clbrdrl\brdrtbl \clbrdrb\brdrs\brdrw20 \clbrdrr\brdrtbl \cltxlrtb\clftsWidth3\clwWidth5328\clshdrawnil \cellx8946\row }\pard \ltrpar
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\par }\pard \ltrpar\qc \li0\ri0\sa200\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid13008475 {\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid13008475 \page }{\rtlch\fcs1 \af0 \ltrch\fcs0 
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m Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), }{\rtlch\fcs1 \af0 \ltrch\fcs0 \i\insrsid3088720\charrsid11167981 Distributed cognitions: Psychological and educational considerations }{\rtlch\fcs1 \af0 
\ltrch\fcs0 \insrsid3088720\charrsid11167981 (pp. 1\endash 46). {\*\xmlopen\xmlns2{\factoidname City}}Cambridge{\*\xmlclose}, {\*\xmlopen\xmlns2{\factoidname country-region}}UK{\*\xmlclose}: {\*\xmlopen\xmlns2{\factoidname place}}
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\i\insrsid3088720\charrsid11167981 Connected intelligence: The arrival of the web society}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720\charrsid11167981 . {\*\xmlopen\xmlns2{\factoidname City}}Toronto{\*\xmlclose}, {\*\xmlopen\xmlns2{\factoidname State}}
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e International Network of Social Network Analysis}{\rtlch\fcs1 \af0 \ltrch\fcs0 \i\insrsid3088720\charrsid858803 . }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720\charrsid858803 St. Pete {\*\xmlopen\xmlns2{\factoidname City}}Beach{\*\xmlclose}, 
{\*\xmlopen\xmlns2{\factoidname State}}FL{\*\xmlclose}, USA}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720 
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\i\insrsid3088720\charrsid11167981 The virtual classroom: Learning without limits via computer networks}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720\charrsid11167981 . {\*\xmlopen\xmlns2{\factoidname place}}{\*\xmlopen\xmlns2{\factoidname City}}Norwood
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University{\*\xmlclose}. (2004). }{\rtlch\fcs1 \af0 \ltrch\fcs0 \i\insrsid3088720\charrsid858803 The networked learning in higher education project is concluded.}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720\charrsid858803  Retrieved }{\rtlch\fcs1 \af0 
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\ltrch\fcs0 \i\insrsid3088720\charrsid3088720 About OLN.}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720  Retrieved September }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720\charrsid3088720 26, 2008, from http://www.oln.org/
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\ltrch\fcs0 \i\insrsid3088720\charrsid11167981 Distributed cognitions: Psychological and educational considerations.}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720\charrsid11167981  {\*\xmlopen\xmlns2{\factoidname City}}Cambridge{\*\xmlclose}, 
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\i\insrsid3088720\charrsid3088720 A history of the social web}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720\charrsid3088720  (draft). Retrieved }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720 September 26}{\rtlch\fcs1 \af0 \ltrch\fcs0 
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SOCNET. (2008). Listserv, January 2008 Archives. Available from http://www.lists.ufl.edu/cgi-bin/wa?A1=ind0801&L=socnet}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720 
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\ltrch\fcs0 \i\insrsid3088720\charrsid3088720 Homo zappiens: Growing up in a digital age. Network continuum}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720\charrsid3088720 . {\*\xmlopen\xmlns2{\factoidname City}}London{\*\xmlclose}: 
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\par }\pard \ltrpar\ql \li0\ri0\sa200\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid12278531 {\rtlch\fcs1 \ai\af0 \ltrch\fcs0 \insrsid3088720\charrsid858803 Vygotsky, L. (1986). }{\rtlch\fcs1 \ai\af0 
\ltrch\fcs0 \i\insrsid3088720\charrsid858803 Thought and language. }{\rtlch\fcs1 \ai\af0 \ltrch\fcs0 \insrsid3088720\charrsid858803 {\*\xmlopen\xmlns2{\factoidname place}}{\*\xmlopen\xmlns2{\factoidname City}}Cambridge{\*\xmlclose}, 
{\*\xmlopen\xmlns2{\factoidname State}}MA{\*\xmlclose}{\*\xmlclose}: MIT Press.}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720 
\par }\pard \ltrpar\ql \li0\ri0\sa200\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid11167981 {\rtlch\fcs1 \ai\af0 \ltrch\fcs0 \insrsid3088720\charrsid11167981 Watts, D. J. (2003). }{\rtlch\fcs1 \ai\af0 
\ltrch\fcs0 \i\insrsid3088720\charrsid11167981 Six degrees: The science of a connected age}{\rtlch\fcs1 \ai\af0 \ltrch\fcs0 \insrsid3088720\charrsid11167981 . {\*\xmlopen\xmlns2{\factoidname place}}{\*\xmlopen\xmlns2{\factoidname State}}New York
{\*\xmlclose}{\*\xmlclose}: W.W. Norton.
\par }\pard \ltrpar\ql \li0\ri0\sa200\sl276\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0\pararsid12278531 {\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720\charrsid858803 Wellman, B. (2001). }{\rtlch\fcs1 \af0 \ltrch\fcs0 
\i\insrsid3088720\charrsid858803 Little boxes, globalization, and networked individualization}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720 . Retrieved September 26}{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720\charrsid858803 , 2008, from }{\rtlch\fcs1 
\ab\af0 \ltrch\fcs0 \insrsid3088720\charrsid858803 http://www.chass.utoronto.ca/~wellman/publications/littleboxes/littlebox.PDF}{\rtlch\fcs1 \ab\af0 \ltrch\fcs0 \insrsid3088720 
\par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \insrsid3088720 
\par }}