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Email: firstname.lastname@example.orgTwitter: @ larrykahnDiigo: larrykahnSkype: larry.kahnFacebook: Larry KahnLinkedIn: Larry KahnISEN: Larry KahnCommunity Hub: Larry Kahn
Sheryl Nussbaum-BeachCo-Founder & CEOPowerful Learning Practice, LLChttp://email@example.comPresident21st Century Collaborative, LLChttp://21stcenturycollaborative.comFollow me on Twitter@snbeach
Please join me atthe session wikihttp://plpwiki.com
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.
Things do not change; we change.—Henry David Thoreau • THE CONNECTED EDUCATORWhat are you doing to contextualize andmobilize what you are learning?How will you leverage, how will you enableyour teachers or your students to leverage-collective intelligence?
Learner First—Educator SecondIt is a shift and requires us to rethink whowe are as an educational leader or Emerson and Thoreauprofessional. It requires us to redefine reunited would ask-ourselves. “What has becomeIntroduce yourselves to each other at the clearer to you sincetable and brag a little. Talk about (in 2 we last met?”min or less) the most recent orcompelling connected learning projectyou have recently led, discovered, orbeen involved in lately in yourschool, classroom or organization.
6 Trends for the digital age Analogue Digital Tethered Mobile Closed Open Isolated Connected Generic Personal Consuming CreatingSource: David Wiley: Openness and the disaggregatedfuture of higher education
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
Everything 2.0By the year 2011 80% of all Fortune 500companies will be using immersive worlds2.0 Libraries –Gartner Vice President Jackie Fenn Management 2.0 Education 2.0 Warfare 2.0 Government 2.0 Vatican 2.0 Credit: Hugh MacLeod, gapingvoid
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. 17
The Disconnect―Every time I go to school, I have to • THE --a high school studentpower down.‖ CONNECTED EDUCATOR
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
Shifts focus of literacyfrom individualexpression tocommunityinvolvement.
Education for Citizenship―A capable and productive citizen doesn’t simply turn upfor jury service. Rather, she is capable of servingimpartially on trials that may require learning unfamiliarfacts and concepts and new ways to communicate andreach decisions with her fellow jurors…. Jurors may becalled on to decide complex matters that require the verbal,reasoning, math, science, and socialization skills thatshould be imparted in public schools. Jurors today mustdetermine questions of fact concerning DNA evidence,statistical analyses, and convoluted financial fraud, toname only three topics.‖ Justice Leland DeGrasse, 2001 27
“In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists.”Are there new Literacies- and if so, what are they? -- Eric Hoffer, Reflecti
Play — the capacity to experiment with one’s surroundings as a form of problem-solvingPerformance — the ability to adopt alternative identities for the purpose ofimprovisation and discoverySimulation — the ability to interpret and construct dynamic models of real-worldprocessesAppropriation — the ability to meaningfully sample and remix media contentMultitasking — the ability to scan one’s environment and shift focus as needed tosalient details.Distributed Cognition — the ability to interact meaningfully with tools thatexpand mental capacities.
Collective Intelligence — the ability to pool knowledge and compare notes withothers toward a common goalJudgment — the ability to evaluate the reliability and credibility of differentinformation sourcesTransmedia Navigation — the ability to follow the flow of stories andinformation across multiple modalitiesNetworking — the ability to search for, synthesize, and disseminate informationNegotiation — the ability to travel across diverse communities, discerning andrespecting multiple perspectives, and grasping and following alternative norms..
What does the Day in the Life of a Connected EducatorLook Like? Let’s look at some examples…
Professional development needs• THE CONNECTED EDUCATOR to change. We know this. A revolution in technology has transformed the way we can find each other, interact, and collaborate to create knowledge as connected
Do it Yourself PDA revolution in technology has transformed the waywe 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 safe onlinespaces; learners who bring what they learn online backto their classrooms, schools, and districts.
Meet the new model for professionaldevelopment: • THE CONNECTED EDUCATORConnected Learning CommunitiesIn CLCs educators have several ways toconnect 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—a professional learning community (PLC) • THE CONNECTED EDUCATOR2. Global network: Individually chosen, onlineconnections with a diverse collection of people andresources from around the world—a personal learningnetwork (PLN)3. Bounded community: A committed, collective, andoften global group of individuals who haveoverlapping interests and recognize a need forconnections that go deeper than the personal learningnetwork or the professional learning community canprovide—a community of practice or inquiry (CoP)
Professional Personal Learning Communities of Learning Networks Practice CommunitiesMethod Often organized for Do-it-yourself Educators organize • THE CONNECTED EDUCATOR teachers it themselvesPurpose To collaborate in For individuals to Collective subject area or gather info for knowledge building grade leverl teams personal knowledge around shared around tasks construction and to interests and goals. bring back info to the communityStructure Team/group Individual, face to Collective, face to F2f face, and online face, or onlineFocus Student Personal growth Systemic achievement improvement
Community is the New Professional DevelopmentCochran-Smith and Lytle (1999a) describe three ways of knowing and constructingknowledge…Knowledge for Practice is often reflected in traditional PD efforts when a trainer shareswith teachers information produced by educational researchers. This knowledge presumesa commonly accepted degree of correctness about what is being shared. The learner istypically passive in this kind of "sit and get" experience. This kind of knowledge isdifficult for teachers to transfer to classrooms without support and follow through. After aworkshop, much of what was useful gets lost in the daily grind, pressures and isolation ofteaching.Knowledge in Practice recognizes the importance of teacher experience and practicalknowledge in improving classroom practice. As a teacher tests out new strategies andassimilates them into teaching routines they construct knowledge in practice. They learnby doing. This knowledge is strengthened when teachers reflect and share with oneanother lessons learned during specific teaching sessions and describe the tacitknowledge embedded in their experiences.
Community is the New Professional DevelopmentKnowledge of Practice believes that systematic inquiry where teachers createknowledge as they focus on raising questions about and systematically studyingtheir own classroom teaching practices collaboratively, allows educators toconstruct knowledge of practice in ways that move beyond the basics ofclassroom practice to a more systemic view of learning.I believe that by attending to the development of knowledge for, in and ofpractice, we can enhance professional growth that leads to real change.Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge andpractice: Teaching learning in communities. Review of Research in Education,24, 249-305. Passive, active, and reflective knowledge building in local (PLC), global (CoP) and contextual (PLN) learning spaces.
# 2 Self Evaluation andthen a PowerfulConversation of Change
AgendaIntroduction/OverviewFocus Group DiscussionAffinity DiagramCrafting professional developmentplansHighlights
Ground Rules for Round RobinWe will cover one question with your introductionembedded during the Round Robin portion. Eachof you will have one shot – uninterrupted – at thisquestion.When each of you has had 1-2 minute (or less) tosay what you want about the first question, wellmove on to our next agenda item.
As facilitators we are going to stay neutral.We may ask a couple questions that will stimulate thediscussion and bring out concerns or views that need to beconsidered.Please know we are not trying to put you on the spot. Ourquestions are just trying to get as much information fromyou as we can.
Discussion PromptYou are convinced that change is needed and thatconnected learning is a better way to empowerteachers, engage students with the content andprovide a deeper learning experience thantraditional methods-What are the challenges you will face? The yeahbuts… the resistance?
Now that we have discussed the challenges that have or couldpossibly prevent us from achieving the goal, let’s start tobrainstorm some possible solutions to over coming thesechallenges.Think in terms of: ―What’s working now?‖―What actions can be put into place to overcome the barriersmentioned?‖―What can individuals do?‖―Or what innovative ideas can you suggest that aren’t related toovercoming barriers?‖
Generating Proactive SolutionsUsing the Post Its you have on the table, putone idea per sticky for potential solutions tothe problems we have discussed, orinnovations/ideas you have that helpimplement change or shift.You will have 10 minutes to generate ideas–one per sticky note.
Sharing IdeasOk. Stop writing. Now I would like for youto get into pairs, working with the personnext to you, and looking at your combinedPost It notes start to categorize the ideas intochunks under 5-6 overarching topics.You have 10 minutes
Look around the room at the charts we have created. If youdo not see a heading you have created while organizingyour ideas please call it out.The rest of you come put your Post It notes under the righttopic heading. Some of you will have the same categories–this is intended.The work you have done is amazing! Your ideas areincredible! We have 2-3 minutes to get your Post Itsorganized on the big charts.
Voting your PassionYou have strips of dots. Look at the categoriesrepresented on the charts.Decide which topics you are most passionate aboutthat you would like to see developed into acollaborative action plan here.Represent your passion by dots on the correspondingchart. You can put 1 dot on 6 charts. Or 6 dots on onechart. Or any combination thereof.
Action StatementsGet into groups.Take one chart per table. (based on votes)As a group they look at the ideas represented on thechart and craft a bulleted list of questions orrecommendations for implementing 21st Centurychange in your classroom/schools.You have 20 minutes.
Connected learners 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.
An effective changeagent is someonewho isn’t afraid tochange course.
Real Question is this:Are we willing to change- to risk change- to meet theneeds of the precious folks we serve?Can you accept that Change (with a “big” C) issometimes a messy process and that learning new thingstogether is going to require some tolerance for ambiguity.