The recently submitted artefact assessment for INF532 has not surprisingly encouraged a considerable range of responses, employing a diverse range of tools and processes to encourage resource users to become more connected. I have included below some ideas about some of the resources that were most different in context and concept to my own artefact.

Jacques Du Toit designed an instructional ten step process for educators to connect. The artefact includes depth of resources, ideas and instructions to make the project achievable, whist all the while connecting via the hashtag, #connected10, to share the journey. The range of tools recommended are scaffolded for those new to their use with instructions and achievable steps. The concepts of connection and exploring new tools is reinforced through the variety of means, via which elements within the artefact have been created. Instructional design is evident through the careful sequencing of activities, building connectedness through potentially passive social media contexts right through to the reflection, sharing and participation of blogging.

Sean Bint’s connected educator app is a little like the Swiss army knife of connected educator resources. It shows considerable thought about the functionality and resources one might need to connect, providing inbuilt access to social media and other relevant links, as well as functioning as a curation tool. It is a concept I could see streamlining the challenge of managing information overload by providing a one-stop tool that incorporates the essential needs of the connected educator/learner.

My own approach focused on developing connections for educators, but others including Cameron Innes focused on connected education and PLN development for students; an important consideration given that they are the next workforce for whom the skills in connection will be such an imperative. Cameron draws together an analysis of concepts for students that provide the chance to consider more about themselves as learners in the digital learning environment; not assuming his students to be digital natives, but acknolwedging and encouraging their learning in the many ways it may occur.

Yvette Drager contextualises the concept of the PLN in the familiar story of the three little pigs. The appropriation of this story to the context of building a PLN uses a light-hearted approach to encourage action. Amidst humour and fun, Yvette provides encouragement and recommendations to create and maintain networks, curate and manage information and to share and collaborate in order to learn and support the learning of others.

The INF532 PLN have provided each other and their own extended networks with some amazingly deep and useful resources.