[Note: connectivism principles are highlighted in italics.]
I described the main topics in my Digital Literacies subject in the post for activity 8. In common with other instructors I would provide a set of 'prime' sources for each topic, deliberately limiting them in number. For each topic, essentially one facet of network and computer technology, I would take a definitive stance on the effectiveness of that technology - I would state an opinion. Students would be invited to pose different opinions to encourage a diversity of opinions.
Students would need to search and discover additional resources to support these opinions and be shown how to connect all resource links using shared repository tools such as Mendeley. This would introduce the process of connecting specialised nodes of information sources. As per my comment on activity 17 I would develop with class input a series of significance measures to judge the quality of the resource links (nodes) developed for the information sources. These measures would include currency and a determination if the resource is more critical than what is currently known. Much guidance on the authority of authors and the place of blogs, tweets and other social media status updates needs to be given and a set of guidelines established that evolve as the course progresses.
Most of the aspects of modern digital literacies are strongly interlinked and assessments for the students would encourage them in their ability to see connections between literacies. The course would strongly suggest that they continually evolve this refinement of the connection mechanism to nurture and maintain connections to facilitate their continual learning beyond the end of the course. Indeed this should become a habit for the remainder of their lives.