Licensed under a Creative Commons attribution-share alike license.http://creativecommons.org/licenses/by-sa/3.0Scott McLeod, J.D., Ph.D.scottmcleod.net/contactdangerouslyirrelevant.orgschooltechleadership.orgOur kids have tasted the honey.www.flickr.com/photos/jahansell/251755048
Powerful Learning Practice Proud sponsor of CEM connectededucators.org/cem/
Driving QuestionsWhat are you doing tocontextualize and mobilizewhat you are learning?How will you leverage, howwill you enable your teachersor your students to leverage-collective intelligence?
Mantra for today’s keynote… We are stronger together than apart. None of us is as smart, creative, good or interesting as all of us.
What does it mean to work in a participatory 2.0 world? What is connected (21st Century) learning? Who are connected educators? What does it look like? How do you do it?Collective Wondering in Backchannel or with eachother… What do you wonder about connected learning?Be curious. How do you define it?
Do it Yourself PDA revolution in technology has transformed the way • THE CONNECTED EDUCATORwe can find each other, interact, and collaborate tocreate knowledge as connected learners.What are connected learners?Learners who collaborate online: learners who usesocial media to connect with others around the globe:learners who engage in conversations in onlinespaces: learners who bring what they learn back toinform their classrooms, schools, districts, and theworld.
Everything 2.0 Libraries 2.0 Management 2.0 Education 2.0 Warfare 2.0By the year 2011 80% of all Fortune 500 Government 2.0 Vatican 2.0companies will be using immersive worlds – GartnerVice President Jackie Fenn What about the world and society has changed since you went to school? What about students has changed since you went to school? What about schools has changed or not changed since you went to school? What should School 2.0 look like in order to meet the needs of the 21st Century learner? Credit: Hugh MacLeod, gapingvoid
Source: David Wiley: Openness and the disaggregatedfuture of higher education 6 Trends for the digital age Analogue Digital Tethered Mobile Closed Open Isolated Connected Generic Personal Consuming Creating Sherry Turkle is Abby Rockefeller Mauzé Professor of the Social Studies of Science and Technology in the Program in Science, Technology, and Society at MIT and the founder (2001) and current director of the MIT Initiative on Technology and Self.
Shifting From Shifting ToLearning at school Learning anytime/anywhereTeaching as a private event Teaching as a public collaborative practiceLearning as passive Learning in a participatoryparticipant cultureLearning as individuals Learning in a networked communityLinear knowledge Distributed knowledge
Our kids have tasted the honey. dangerouslyirrelevant.org http://www.dangerouslyirrelevant.org/2009/02/a-taste-of-honey.html
Free range learnersFree-range learners choosehow and what they learn. Self-service is less expensive andmore timely than thealternative. Informal learninghas no need for thebusywork, chrome, andbureaucracy that accompanytypical classroom instruction. 15
The Disconnect • THE I go to school, I EDUCATOR“Every timeCONNECTEDhave topower down.” --a high schoolstudent
Web 1.0 Web 2.0 Web 3.0We are living in a new economy –powered by technology, fueled byinformation, and driven by knowledge.-- Futureworks: Trends and Challenges forWork in the 21st Century
By the year 2015 most Fortune 500 companies willbe using immersive worlds
Knowledge CreationIt is estimated that1.5 exabytes of unique new informationwill be generatedworldwide this year.That’s estimated to bemore than in theprevious 5,000 years.
For students starting a four-yeartechnical or higher educationdegree, this means that . . .half of what they learn in their first yearof study will be outdated by their thirdyear of study.
Time TravelLewis Perelman, author of Schools Out (1992). Perelmanargues that schools are out of sync with technological change:...the technological gap between the school environment andthe "real world" is growing so wide, so fast that the classroomexperience is on the way to becoming not merely unproductivebut increasingly irrelevant to normal human existence (p.215).Seymour Papert (1993)In the wake of the startling growth of science and technology inour recent past, some areas of human activity have undergonemegachange. Telecommunications, entertainment andtransportation, as well as medicine, are among them. School isa notable example of an area that has not(p.2).
Mobile ComputingSmart Phones The mobile market has: 4 billion subscribers, three-fourths of whom live in developing countries. Over a billion new phones are produced each year, and the fastest- growing sales segment belongs to smart phones —
Open ContentRelevance for Teaching, Learning & CreativeExpressionOpen content allows teachers tocustomize their courses quickly and inexpensively and keepup with emerging informationand ideas.Communities of practice and learner groups thatform around open content provide a sourceof support for independent or life-long learners.
Electronic BooksElectronic books are now accessible via awide variety of readers, from dedicatedreader platforms like the Kindle toapplications designed for mobilephones, and are enjoying wide consumeradoption.Electronic books can be a portable andcost-effective alternative to buyingprinted books, although most platformslack featuresto support advanced reading and editingtasks such asannotation, collaboration, real-timeupdates, and content remixing.
“Schools are a node on thenetwork of learning.”
The Emergent 21st Century Teacher Teacher 2.0 Teacher 2.0 Source: Mark Treadwell - http://www.i-learnt.com
Personal Learning NetworksCommunity-Dots On Your MapAre you “clickable”- Are the students?
Are you Ready for Learning and Leading in the 21st CenturyIt isn’t just “coming”… it has arrived! And schools who aren’tredefining themselves, risk becoming irrelevant in preparingstudents for the future. WHAT CHANGES?
Trend 3 – Social and intellectual capital are the new economicvalues in the world economy.This new economy will be held together and advanced through thebuilding of relationships. Unleashing and connecting the collectiveknowledge, ideas, and experiences of people creates andheightens value.Source:Sixteen Trends and Their Profound Impact on Our Futurehttp://16trends.greenwich.wikispaces.net/Home
Be a learner first--educator second• Its all about asking hard questions and then listening deeply• A connected learner isn’t afraid to admit that they don’t know the answerto a question or problem, and willingly invite others into a dialogue toexplore, discuss, debate, or generate more questions. (@barb_english)• Asking our questions out in the open in connected ways @lisaneale• I believe that being a connected learner leads to more questions thananswers and that is good. I also believe that connected learners have tolearn to take risks - exposing your learning and thoughts can be challenging@ccoffa• Lurkers become learners. Learners become contributors. @sjhayes8
Community is built through the co-construction of knowledgeBE collaborative. Own it. Share with others.nvest in personal knowledge building so what you share with otherswill be of value.The power of connections leads to collective efficacy, collective wisdomand long standing collective intelligenceConnected learners talk to strangers. We do not have to know thepeople with whom we are co-learning, co-constructing, co-creating.Do you know--what who you know--knows? Leverage collectivewisdom.Innovation comes from wildly diverse experiences and looseconnections
Networks are not enough. PLCs are not enough.We need a 3-prong approach. Connected Learning Communities In CLCs educators have several ways to connect and collaborate: • F2F learning communities (PLCs) • Personal learning networks (PLNs) • Communities of practice or inquiry (CoPs)
1. Local community: Purposeful, face-to-faceconnections among members of a committed group—aprofessional learning community (PLC)2. Global network: Individually chosen, online Talk a little about theconnections with a diverse collection of people and communities andresources from around the world—a personal learning networks to whichnetwork (PLN) you belong and how they are helping you3. Bounded community: A committed, collective, and learn in a connectedoften global group of individuals who have overlapping way?interests and recognize a need for connections that godeeper than the personal learning network or theprofessional learning community can provide—acommunity of practice or inquiry (CoP)
Dispositions and ValuesCommitment to understanding asking Dedication to thegood questions ongoing development of expertiseExplores ideas andconcepts, rethinking, revising, and Shares and contributescontinuously repacks andunpacks, resistingurges to finish prematurely Engages in strength-based approaches and appreciative inquiryCo-learner, Co-leader, Co-creator Demonstrates mindfulnessSelf directed, open minded Willingness to leaving ones comfortCommits to deep reflection zone to experiment with new strategies and taking on new responsibilitiesTransparent in thinkingValues and engages in a culture ofcollegiality
“Understanding hownetworks work is oneof the most importantliteracies of the 21stCentury.”- Howard Rheingold http://www.ischool.berkeley.edu
“A tribe needs aInternet tribes shared interest and a way to communicate.” cc Steve Wheeler, University of Plymouth, 2010“Twitter and blogs ...contribute an entirelynew dimension ofwhat it means to be apart of a tribe. Thereal power of tribeshas nothing to dowith the Internet andeverything to do withpeople.”
The New Third Place? “All great societies provide informal meeting places, like the Forum in ancient Rome or a contemporary English pub. But since World War II, America has ceased doing so. The neighborhood tavern hasnt followed the middle class out to the suburbs...” -- Ray Oldenburg
If you are a connected learner – you become a connected educator. It changes the way you teach. It changes the way you learn.I believe that the educational journey of my students and the peoplethey become is influenced by the connections they have.Taking the world of learning away from the disconnect of the chalk/talk/write/listento the interact/think/engage/model of connection revives learners who are jaded(that’s teachers too!) @denwise1ItWith teaching and many connections comes much responsibility- I believe that tosupport our students to grow socially and emotionally, we must teach them to learnhow to be connected. @teachingwthsoulHonor the learner and what they know -- even if that learner is younger than you.Model connectedness as a means of enabling your students to become empoweredcreators of their own personal learning networks
The NCTE Definition of 21st Century LiteraciesDevelop proficiency with the tools of technologyBuild relationships with others to pose and solve problemscollaboratively and cross-culturallyDesign and share information for global communities to meet a varietyof purposesManage, analyze and synthesize multiple streams of simultaneousinformationCreate, critique, analyze, and evaluate multi-media textsAttend to the ethical responsibilities required by these complexenvironments
SITE 2006 IEA Second Information Technology in Education Study• 9000 School• 35,000 math and science teachers in 22 countries How are teachers using technology in their instruction?Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong
FindingsIncreased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology.How you integrate matters- not just the technology alone.As long as we see content, technology and pedagogy as separate- technology will always be just an add on.
Shifts focus of literacyfrom individualexpression tocommunityinvolvement.
Connected LearningThe computer connects the student to the rest of the worldLearning occurs through connections with other learnersLearning is based on conversation and interaction Stephen Downes
Connected Learner ScaleThis work is at which level(s) of the connected learner scale?Explain.Share (Publish & Participate) –Connect (Comment andCooperate) –Remixing (building on theideas of others) –Collaborate (Co-construction ofknowledge and meaning) –Collective Action (Social Justice, Activism, ServiceLearning) –
How do you do it?-- TPCK and Understanding by Design There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction. Teacher and Students as Co-Curriculum Designers1. What do you want to know and be able to do at the end of this activity, project, or lesson?2. What evidence will you collect to prove mastery? (What will you create or do)3. What is the best way to learn what you want to learn?4. How are you making your learning transparent? (connected learning)
Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html NEW DIRECTIONS IN ASSESSMENT
Connected educators are more effective change agents
Let’s just admit it…You are an agent ofchange!Now. Always. And nowyou have the tools toleverage your ideas.
Real Question is this:Are we willing to change- to risk change- to meet the needsof the precious folks we serve?Can you accept that Change (with a “big” C) is sometimes amessy process and that learning new things together isgoing to require some tolerance for ambiguity.