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The paradigm shift in teacher and learner autonomy Vance Stevens The Petroleum Institute Abu Dhabi, UAE Presented at School of Languages La Plata , Argentina, August 11th, 2010 http://braz2010vance.pbworks.com/

Making a difference through change
WHY it’s important
WHAT it’s about
HOW can it be accomplished
This presentation is online at http://braz2010vance.pbworks.com/PLN

Why it’s important
Would you agree that … ?
20 th century educational precepts are rooted in industrial era
21 st century knowledge worker skill requirements are radically different from before
Education systems should teach new skills across the curriculum Who’s going to do that?? (guess) … Therefore ..
Teachers are responsible for improving their skills in order to model new and crucial skills across the curriculum

WHAT are some of these Important 21 st century skills and concepts?

Here are a few of these skills?
Web 2.0
Social Networking
Stand up if you've heard of these

21 st Century Skill Sets
RSS and feed readers
Blogging
both for multiliteracy skills
and as illustration of RSS
Sit back down if you’re not familiar/comfortable with these

Podcasts
harvesting them, as further examples of application of RSS;
also producing them, as vital resources in ongoing learning and professional development)
Sit back down if you’re not familiar with these

Microblogging (e.g. Twitter)
PLNs (personal learning networks)

Digital storytelling
Applications of multimedia to new literacies
Multiliteracies

Distributed learning networks
Communities (of practice)
Connectivism

Aggregation
folksonomic classification systems
as opposed to taxonomic ones

Informal learning
Just-in-time learning
Push/pull technologies

Synchronous communication tools
Instant messaging
Skype
Online presentation venues incorporating
interactive whiteboard
Voice
video

Asynchronous collaboration tools
Blogs and Wikis
Voicethread
Slideshare
Google docs

10 Paradigm Shifts
HOW do teachers have to change in order to adopt and assimilate 21 st century skills and successfully prepare students for jobs that haven’t been invented yet?
HOW can teachers themselves learn to successfully make them and their students behave like 21 st century knowledge workers?

Re-learning how to learn
Are teachers factory workers or knowledge workers?
Factory workers train to carry out assembly line tasks
knowledge required is repetitive, not generative
Knowledge workers need to constantly re-create knowledge
access and contribute to knowledge resident in networks

Paradigm Shift #1 regarding PEDAGOGY
Educators must shift from didactic models of “teaching” avoid reliance on lecture modes (where students “sit and get”)
to constructivist ones emphasizing “learning” over “teaching”
re-think means by which knowledge is shared
move off center stage to become a “guide on the side” returning only to model and demonstrate

Paradigm Shift #2 regarding NETWORKING
Educators must move from regarding learning as an isolated activity
to connectivist models along the lines of communities of practice and personal/distributed learning networks

Paradigm Shift #3 regarding LITERACY
Move from its last-century dominance by print media
toward multiliteracies approaches
that better accommodate how people articulate and communicate
when a plethora of digital tools and connectivities are available.

Paradigm Shift #4 regarding HEURISTICS
Productive models of organizing learning
from top-down client/server relationships between repositories and seekers of information
to peer to peer ones, where those with knowledge and those seeking it treat each other equally,
frequently reverses roles of seekers and providers of knowledge and content.

Paradigm Shift #5 regarding FORMALITY
from power-centric models with traditionally defined roles, driven by set activities with predictable outcomes, with fear of being exposed as not “knowing”
to more informal models with encouragement of exploration and discovery by all involved in the learning process.
increased chances that F.U.N. (Frivolous Unanticipated Nonsense) will enter that process

Paradigm Shift #6 regarding TRANSFER
ability to see that something you do in "informal" parts of your life can be utilized in more "formal" aspects;
for example, seeing that the way Facebook or mobile telephones are used to organize and connect your personal world
can transfer into how learning can be facilitated in your professional life, both as a teacher and lifelong learner .

Paradigm Shift #7 regarding DIRECTIONALITY
Directionality of knowledge transfer
trending from “push” systems, like email, where content providers (including spammers, advertisers, and office wags pushing cute attachments) control what comes your way;
to “pull” systems e.g. those using tagging and RSS to aggregate what recipients request to see, on demand.

Paradigm Shift #8 regarding OWNERSHIP
trending from proprietary models prevalent toward the end of last century (e.g. Microsoft Windows and Office; Blackboard LMS, Sound Forge, Camtasia)
to open source models (Linux, Open Office, Moodle), greater availability of freeware (Audacity, Camstudio and uTIPu), and ascendancy of OERs (open educational resources).

Paradigm Shift #9 regarding SHARING
From viewing copyright as something that limits the use of intellectual property
To something along lines of Creative Commons model,
which allows content to be shared and remixed within parameters that credit its creators and specify fair use.

Paradigm Shift #10 regarding CLASSIFICATION
Classification of learning objects, websites, bookmarks, photos and music, and filing of email
moving from fixed and pre-ordained taxonomic models
to folksonomic ones, where multiple users simply tag objects on the fly to invent organic, flexible systems of retrieval (folksonomies) that would otherwise be chaotically stored in “the cloud,” unmanageably irretrievable in a taxonomic system.

Catalyzing change
Making the shift happen is a matter of putting the ingredients together
The catalysts:
The Internet
Paradigm shift
Chemical ingredients:
Tools: Web 2.0
Models experienced in the process
Participants
A space to meet

Modeling
What am I modeling now
A didactic style of information transfer BUT
What I OFTEN model at such talks
I give the presentation live online
I use my PLN to invite online participants
I follow the chat, the backchannel
These are synchronous techniques

Modeling asynchronous learning
Text of my presentation online
I've created an ePortal for it: http://braz2010vance.pbworks.com/PLN
This models
Creating portals for ePorfolios
Creating content vs consuming it
Slides online with Slideshare.net
Slides available via creative commons
If recorded, will be podcast

What else could we be modeling
If we were ALL online now, what else could we be modeling?
With wireless, and laptops or 3G phones
You can Google for greater understanding
We can run polls (poll everywhere)
We can backchannel in Twitter
We could learn how to apply these tools with students: Edmodo or Yammer, Poll Anywhere

Etienne Wenger: How did you know you were in a community of practice ? Cristina Costa: When I saw my practice had changed

Learners engage in moving from consumers to creators of content
Create conditions to promote change by easing students and teachers into working with unfamiliar technologies
Awareness: Consumers of content
Contribution: Comment, remix
Creation: Post original content

Awareness: Consumers of content
Awareness of what is 'out there.' Like learning a language, awareness of basic communications. Hello. What is your name? What is a blog? What is a tag? How can I subscribe to a podcast?
Identify and read good blogs
Subscribe, download, listen to podcasts
Find free training materials and videos
Listen to TED talks, etc. etc.

Contribution: comment, remix
Once you've found the conversations, you can enter into them, absorb their culture, become comfortable and familiar Comment on blog posts
Skype into webcasts
Join in live presentations
Enroll in listserves
Tag content with intent to retrieving / sharing it
Create mashups (moving to next step)

Creation of content
Contribute to the culture, to content available to the community and network. Recycle what you learn, add value, create blog posts, reflect on learning, suggest insights to others, share with community.
Create blogs and wikis
Create e-Portfolios
Link to numerous objects in portfolio
Link to / reflect / develop spaces for PLN
Digital storytelling

Creating curriculum for change
Here are some things I've been creating recently and posting online
Materials designed to teach students 21 st century computer literacies Shared at: http://issuu.com/vances/docs/social_networking_2009_lessons1-3
Courses to train teachers in multiliteracies and connectivism
Mashup: Designing curriculum for students which will concurrently train teachers

Thank you for listening There is more about this presentation here: http://braz2010vance.pbworks.com/PLN And at Vance's blog http://adVancEducation.blogspot.com

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