Connected learning addresses the gap between in-school and out of school learning by forming a bridge between both worlds. It accomplishes this by making transparent the progression of achievement in traditional learning systems, within informal arenas that personally interest the learner – and vice versa. This progression is further legitimized by its ability to transcend the situated community of practice.
Take Clarissa for example, as she actively participates in Faraway Lands. Her experience, and her creativity are provided meaning outside of the confines of the website, as her skills allow her to succeed in other areas of her life. Within high school, and getting accepted to college, the technological realm in which she is navigating, afforded her opportunities that would have otherwise been unavailable. Looking at the activity system that she is navigating by blending both worlds, she is able to literally re-write the rules. Even though some may argue that this is only from a fictional perspective, her online actions had the ability and a channel to transcend the limitations of her virtual reality.
The technological medium has the ability to address disconnects between generations, and make accessible, all relevant participants of this online forum. In a way, it allows for exclusivity, as the shared interests prevent outsiders from negatively influencing the progress of the community. The other nodes in this scenario, including home, school, the community, and peer relationships – form the boundaries in which this interest can be shared. In the process, we see interests bridge several social systems, collectively constructing interests that are based on the actions of Clarissa. Through her successes, others have successes, as they are personally invested in her learning processes.
The sociocultural elements of connected learning, build a shared purpose, increase opportunity for production and therefore meaning making, and open access to all members and capabilities of the site infrastructure. This evidence-driven approach is meant to provide total equality in learning. That is not to say that all online learning is connected learning, as it is oriented toward educational, economic, or political opportunity. However, all online learning should strive to become connected.
Ultimately, perceptions of reality are dictated by the time and culture in which one is embedded. This compels one to explore the limitations as it pertains to other members of community in particular, as they too have a very integral role in the success or failure of the learning process. What’s more, what goes on in between the dots of connected learning, and how is the framework ultimately realized? Unfortunately, this varies greatly depending on the person. In fact, there could be people within Clarissa’s own online social circle, who are not able to bring elements of the virtual world into their physical reality. The difference here seems to rely not in applicability, but with societal value.
While participants may become makers and doers, engaged in active and self-directed inquiry, the motivations for these productions are often the result of attempting to belong to the community itself. In this scenario, the site becomes a form of control, in which certain rules must be obeyed. Whether it is writing, photography, or any other creative endeavor, the canvas has limitations, and it is not until those limitations are seen, that learners are able to springboard into additional, more challenging systems. Realizing these controls, allows for the game to be played, allowing new objectives and higher forms of learning to be unlocked through progression
Just as conflict drives the desire to overcome, a fully accepting world can ultimately lead toward unjustified worth on the end of the individual, which necessitates the existence of traditional learning, in that it cements and frames the the experience, so that it has meaning in the world in which we work and play.
An aspect to connected learning that is probably quite beneficial, yet was not elaborated upon, was the fact that it can act as a historic timeline over the course of the learner’s journey to self-direction. Just as we look at photos of friends and family sporting goofy hairstyles, or embracing fashion trends that should have never existed in the first place, we can visualize a journey and determine how far we have (or haven’t) come. This does not imply that once a person achieves this higher level of thinking, that the process stops. There are infinite ways of knowing, emphasizing the importance of connecting personal meaning to that which resides in reality, so that focus and refinement become an unconscious action.
The ability of the the social web to act as a running record, that illustrates progression, and actual awareness of the progression – is invaluable. While traditional classes start and end, Clarissa never needs to stop contributing fan fiction just because she was accepted to college. Connected learning does however, provide a convenient loophole, in that the corresponding subject matter can change, while the activity stays the same. For example, Clarissa is free to pursue speech writing, publishing, or even psychology – through her experiences within Faraway Lands. The ability to transcend this arena, and apply it in other walks of life solidifies the connection through societal worth.
As a framework for understanding and supporting learning, Connected Learning sounds a lot like cultural-historical activity theory (CHAT), though is pays special emphasis to the presence and application of digital channels. In the same way, it relies on finite processes, in order to prove that connected learning has taken place. Once an ideal process has occurred, it is possible to understand, intervene, and replicate. In this way, the systematic approach toward increased applicability can continue to thrive. The open-ended, and idealistic approach, leave a lot to be desire in application, as we attempt to understand the microcosmic processes that connect our online and offline worlds.