It is evident that we can all connect to the world, explore and learn about our areas of interest by a click of a button. I have found connected learning in this unit for me depended on many factors, including the time I had available; therefore, connected learning and my existing interest was possible, but at times difficult. Dron and Anderson (2014), stated that “…it is likely that the constraints and affordances of communication and information technologies, especially factors related to the limits of the media, scale, distance, and time, do effect how we learn from and with each other” (p.36). Our current way of communicating, solving problems and discussions via social networks (the roots of current trends), has a drawback for me personally, and that is time. I have less time in which to process an abundance of information, to sort out which is directly relevant to my personal needs and interests. The powerful information provided by the course coordinator and lecturer Dr Kay Oddone on connected learning, and using social media was that in engages learners in two-way communication; and tools like Tweeter, YouTube, Instagram let us share information, and provide updates in real time. The real student audience made the course more significant, together with presentations and messages, tweets, discussion topics on MeWe and Paddlet; the shared purpose and the groups’ communication strategy included a range of tools and approaches. Ito. et al (2013) suggested that “Experiences invite participation and provide many different ways for individuals and groups to contribute…interest or cultivation of an interest creates both a “a need to know” and a “need to share”. With the shift from “the old-style” of communication through letters, newsletters and e-mails to social media, we can now with a click of a button set up a Tweeter account that changes the course, in an instant, how we learn, communicate and connect. Can problems be solved or researched in what sometimes seems like vast topics with information overload? Making sure that the topics were narrowed and focused in the beginning of my connected learning, following a viewing of recorded lecture sessions gave me the interactive connectedness to the unit and topics of significance. Social software tools may support synchronous interaction (real-time communication) and asynchronous interaction (communication that may be viewed, listened to, or read by the recipient at a different time than when it was posted), or both (Dron and Anderson, 2014). The students’ connectivity throughout the unit critiquing each other’s work, is significant of how our culture influences our thoughts and perception. In Expending diversity and building capacity, Ito. et al (2013) proposed that “New media networks empower marginalised and non-institutionalised groups and cultures to have voice, mobilize, organise, and build economic capacity”. Connecting to peoples’ work and their passion is the most obvious way to engage in learning, sharing ideas, solving problems and inquiry. Throughout this Unit, and later, building a PLN (Personal Learning Network), I am involved in a small piece of the puzzle which could have the potential to culminate a wide world of ideas and interests . Ito, et al, (2013), suggested that “Interactive, immersive, and personalised technologies provide responsive feedback, support a diversity of learning styles and literacy, and pace learning according to individual needs”. Relating to other people through connected learning is possible given the time.
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