INF530: Blog Task 2 – Connected learning and digital literacy


Looking back at my initial notes on “connected learning” I have scrawled “What is this? There are no decent succinct definitions!”. This is not a criticism of the course content, it is my usual reaction when confronted by theoretical constructs. However, my reaction is a good bellwether. I do not work in an education institution and if I don’t understand a concept, then it usually follows that others within my organisation will struggle as well. This means that it is worth me documenting not only an understandable explanation (when I find it) but also the process of how I got to that understanding so that I can (hopefully) bring others on the journey.

It was watching the following video a couple of times that helped me to come to grips with what “connected learning” meant.

After watching the above video, I revisited other resources on connected learning, such as this infographic and things made a lot more sense. For my I benefit I came up with the following definition of connected learning:

Learning opportunities are everywhere and people can learn anywhere. Digital enables this as it connects people with resources and communities.

I believe the challenge for students will be the same struggle I myself had with the concept of connected learning. Can they identify what connected learning is and how they can benefit from it? Do they have the skills to think critically about their learning experiences and apply what they learned in one arena to different contexts? I believe an important role that I can take is in helping to curate other possible learning experiences for students/colleagues but also to highlight that people are already having “connected learning” experiences, just in many cases, people don’t realise.

I have been thinking how I can curate resources but also help validate learning that is already occurring. Source: British National Gallery

At the same time as helping colleagues with the concept of “connected learning” there is the need to challenge supervisors and managers within the organisation to accept learning experiences acquired outside of formal learning channels.

For me, connected learning requires digital literacy. Bawden (2008), helped me to come to an understanding of “digital literacy”. My own definition would be:

Where a person actively knows the norms and conventions of a platform (i.e. Could tell you what they are), can use the advanced features of a platform to interrogate the data available, and can think critically about the information they find.

I often feel I have a lack of digital literacy when it comes to some digital platforms.

This differentiates from what I see a lot in my own organisation that I think of as “passive digital literacy”, where a person understands how to use a particular platform to get information but could not explain to you how they would use the platform.

I can see the requirement for metacognition about a digital platform as being vital to students getting the most from connected learning and so I have started to consider how I can help students/colleagues develop this deeper form of digital literacy (and whether I have this type of digital literacy on the platforms I use).



Bawden, D. (2008). CHAPTER ONE: Origins and Concepts Of Digital Literacy. In Digital Literacies: Concepts, Policies & Practices (pp. 17–32). Peter Lang Publishing, Inc. Retrieved from
DMLResearchHub. (2015). Connected Learning: The power of making learning relevant. Retrieved from