Journal of Public Affairs Education

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Using Personal Learning Networks to Leverage Communities of Practice References Barab, S. A., Kling, R., & Gray, J. H. (2004). Designing virtual communities in the service of learning. Cambridge, U.K.: Cambridge University Press. Carr, N. (2010). The shallows: What the Internet is doing to our brains. New York: W. W. Norton. Cross, P. K. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco: Jossey-Bass. Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. Brian Massumi (Trans.). Minneapolis: University of Minnesota Press. Downes, S. (2005). An introduction to connective knowledge. Stephen Downes: Stephen’s Web. Retrieved from http://www.downes.ca/post/33034 ———. (2007). What connectivism is. Half an Hour. Retrieved from http://halfanhour.blogspot. com/2007/02/what-connectivism-is.html Harlan, M. A. (2008). Personal learning networks: Professional development for the isolated school librarian. Westport, CT: Libraries Unlimited. Hughes, A. (2009). Higher education in a Web 2.0 world. JISC. [PDF]. Retrieved from http://www. jisc.ac.uk/publications/generalpublications/2009/heweb2.aspx Koliba, C. (2004). Assessing reflection assignments for public affairs courses: Implications for educating reflective practitioners. Journal of Public Affairs Education, 10(4), 295–309. Lave, J. (1993). Situated learning in communities of practice. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on Socially Shared Cognition (pp. 17–36). Washington, DC: American Psychological Association. Lave, J., & Wenger, E. (1991). Situated learning, legitimate peripheral participation. New York: Cambridge University Press. Lenhart, A., Madden, M., Macgill, A. R., & Smith, A. (2007). Teens and social media. Pew Internet and American Life Project. Retrieved from http://www.pewinternet.org/Reports/2007/Teens-and- Social-Media.aspx Manning, K. D. (2009). Reflections of a Grady doctor. Retrieved from http://www.gradydoctor. com/2010/10/reflection-on-monday-loose.html Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth. Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life (10th anniv. ed.). San Francisco: Jossey-Bass. Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin. Rudestam, K., & Schoenholtz-Read, J. (Eds.). (2010). Handbook of online learning (2nd ed.). Thousand Oaks, CA: Sage. Schön, D. (1984). The reflective practitioner: How professionals think in action. New York: Basic Books. Journal of Public Affairs Education 23
Using Personal Learning Networks to Leverage Communities of Practice ———. (1990). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions (Higher Education Series). San Francisco: Jossey-Bass. Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(3). Retrieved from http://www.elearnspace.org/ Articles/connectivism.htm ———. (2006). Knowing knowledge. Lulu Enterprises, Inc. Retrieved from http://www.elearnspace. org/KnowingKnowledge_LowRes.pdf ———. (2008a). Networks: Connectivism and connective knowledge. Retrieved from http://www. elearnspace.org/media/Week3_Networks/player.html ———. (2008b). What is the unique idea in Connectivism? Retrieved from http://www.connectivism. ca/?p=116 Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass. Wenger, E. (1999). Communities of practice. New York: Cambridge University Press. Wenger, E., & Snyder, W. (2000, January–February). Communities of practice: The organizational frontier. Harvard Business Review, 139–145. Bruce J. Neubauer is associate professor of Public Administration at Albany State University. His areas of research include instructional technologies, information systems, health care administration, and knowledge management. He earned his PhD in Public Administration at the University of Georgia. Richard W. Hug is associate professor of Public and Environmental Affairs at Indiana University Northwest in Gary, Indiana, where he teaches courses in research methods and statistics, program evaluation, and nonprofit financial management. His research and public service interests include social equity and health care, community development, public sector ethics, public affairs teaching methods, and child welfare policy and services. Keith W. Hamon is coordinator of the Quality Enhancement Plan at Albany State University in Albany, Georgia, where he helps faculty across the curriculum to integrate writing and computing into their classes. His current research interests include the effects of rhizomatic structures and complexity on communication and learning within modern networks and the implications of connectivism on writing instruction in the 21st century. 24 Journal of Public Affairs Education
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