A connected learning community was created in order to construct this useful and valuable resource for library educators.  The resource itself aims to become part of a larger connected learning community as it seeks to enhance and support the ‘collective capacities for learning and opportunity’ (Ito et al., 2013, p. 8).

 

Spheres of Learning

 

True connected learning occurs when the three spheres of learning - interest, academic and peer support are linked (Ito et al, 2013).  This was evident throughout the design and construction of this website.  The group was formed based on a shared interest in makerspaces within the school environment.  Through the peer support provided during online interactions, members were able to discover new ideas and further cultivate this interest (Ito et al, 2013).  Each member was encouraged to share ideas by the positive feedback and probing questions from group members which increased as the relationships became more established over time.  This, in turn, ‘drives knowledge and expertise’ (Ito et al., 2013, p. 64) as members are continually rewarded for, and therefore further engaged in, a specialisation of skills (Harlan, 2016).  By sharing this resource freely online the interest will be further supported and celebrated with like-minded peers providing academic recognition and a pathway to future opportunity (Ito et al, 2013).

 

Core Properties

 

The group was able to demonstrate connected learning through a shared purpose with collaborative production that utilised online platforms (Ito et al., 2013).   The use of various social media and web based meeting platforms allowed group members to share knowledge and work towards reaching group goals.  Using openly networked online communication platforms allowed the barriers to entry to be kept low.  Members used digital tools such as Pinterest, Instagram and Facebook to share ideas.  Additionally, greater communication was afforded through the use of online meeting programs such as Collaborate and Google +.  Digital tools such as Google Drive, also provided opportunities for individually produced artifacts to be circulated and reviewed.  While each member was creating individually, it was the ‘shared purpose that created the collective frame’ (Ito et al., 2013, p. 75).  The value placed on sharing expertise allowed for collective goals to be created and achieved.  While the immediate shared purpose was to successfully complete the commitment required for LCN600: Connected Learning, the group members were motivated to gain knowledge regarding the organisation of makerspaces and how these can be promoted as valuable avenues in which to fulfill curriculum requirements.  Another shared purpose was to create an online peer network for educators to pursue this interest.   

 

Design Principles

 

This collaborative learning experience challenged all members to clearly communicate via online networking tools in order to develop shared understandings and construct new knowledge through action.  Each member felt comfortable not only participating but also leading a meeting as an e-moderator.  Initial exchanges amongst the group established the varying types of expertise each member would be able to contribute throughout the process (Ito et al., 2013).  These differences allowed each member to act as a learner as well as a mentor particularly during the physical creation of this website where collaborative learning was experimental.  Collaborative learning exchanges could be conducted in real-time due to the interconnectedness of digital communication tools.  Immediate and continuous feedback and recognition of achievement allowed each individual to work towards mastery of practice and develop expertise as challenges arose (Ito et al., 2013).  Overcoming challenges collaboratively further built social capital providing an opportunity for group members to further cement the connected learning environment created throughout this process.