It remains for teachers to figure out how to leverage the opportunities of the internet for their learner's advantage. It is not enough to rely on the internet to "do it for you". The internet is still not a teaching machine. Best practice (Jim's version): teach content creation, collaboration, and reasonable dialogue - globally if possible.
First, is the potential of the Internet to offer individual learners increased freedom from the physical limitations of the real world.
Secondly, the Internet is seen to support a new culture of learning—i.e., learning that is based around bottom-up principles of collective exploration, play, and innovation rather than top-down individualized instruction
Thirdly, the capacity of the Internet to support a mass connectivity between people and information is felt to have radically altered the relationship between individuals and knowledge.
Fourthly, the Internet is seen to have dramatically personalized the ways in which people learn—thereby making education a far more individually determined process than was previously the case.
self-directed, non-institutional learning are initiatives such as the hole-in-the-wall and School in the Cloud
"The Rhizomik initiative is inspired by the rhizome metaphor when working with knowledge from a scientific, technological but also philosophical point of view.This metaphor has accompanied us in our research about knowledge in many different fields, fundamentally Semantic Web, Human-Computer Interaction, Web Science, Complex Systems and Cognitive Science."
Kop & Fournier 2010 paper on Self Directed Learning: AbstractNew technologies have changed the educational landscape. It is now possible for self-directed learners to participate informally in learning events on open online networks, such as in Massive Open Online Courses. Our research analyzed the agency and levelof autonomy required by learners participating in a course of this nature.Using Bouchard's four dimensional model of learner control, we found that there are new dimensions to self-directed learning in connectivist learning environments. The research also brought to light new challenges and opportunities for self directed learners who might not be able to call on trusted educators for support in their learning endeavors, but rely on the aggregation of information and informal communication and collaboration available through social media to advance their learning