My mind map is split up into three main areas, although there could be many more; Information Resources, Interactions, and Applications. This activity was challenging from a strictly organizational point of view, as many aspects of the learning network can be and often are connected in more than one way.

I first gain information from program resources, texts, journals, etc. After processing the information and relating it to my own experiences, I then interact with others about the information to gain their perspectives to add to my own. Taking this large mass of information, I apply it to my different applications either for personal use or for professional use as a classroom teacher. As my student interact with the new information of technology, I learn from their experiences, and return back to my peers to share the information and experiences with them.

Networking and especially digital networking has allowed me to be more efficient in searing for particular kinds of information. Search engines and databases filled with indexed research topics can quickly narrow my investigation to a few key points. It also allows me to more readily seed opinions of others associated with my field of study (either peers, instructors, professors, or industry experts) to meld with my own levels of experience. I tend to learn best through interactive environments, especially with visual representations and quick feedback on replies from peers. Digital tools, such as FlashMedia, discussions, and live chats all help to facillitate thist ype of learning. Whenever my questions are not initally answered, I will either post my questions on my blog, where one of my 'readers' may respond, or I will directly communitcate with one or more individuals whom I know to be knowledgeable in the field.

In looking at the characteristics of connectivism, I would say that my learnign network supports the ideals of connectivism, rather than refuting it. For example, connectivism theory appreciates and encourages the explorations of a diversity of opinions to facilitate learning. (Davis, Edmunds & Kelly-Bateman, 2008). I seek out others' opinions and add them to my own as I learn and comprehend new ideals or concepts. Because of the nature of connectivism and digital mediums, there is also and urge to remain up-t0-date with current events, research, political and popular opinions, and relevant feedback to your own applications of materials. Learning networks rely on new and prompt information to stay current and most effective.

Davis, C., Edmunds, E., &Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism