Living and Learning in aGlobal CommunityInnovative Schools VirtualUniversity
Sheryl Nussbaum-BeachCo-Founder & CEOPowerful Learning Practice,LLChttp://firstname.lastname@example.orgWebsite and blog21st Century Collaborativehttp://21stcenturycollaborative.com@snbeach on Twitter
Learner First—Educator/Student SecondIt is a shift and requires us to rethink who weare as an educator, student, or professional. Itrequires us to redefine ourselves.Emerson and Thoreau reunited would ask-“What has become clearer to you since we lastmet?”Share with someone near you.. What haveyou learned recently?
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
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.
What does itmean to be aconnectedlearner with awell developednetwork?What are theadvantages ordrawbacks?How is it agame changer?
Dispositions and ValuesCommitment to understanding Dedication to theasking good questions ongoing development of expertiseExplores ideas and concepts,rethinking, revising, and Shares and contributescontinuously repacks and unpacks,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
Professional development needs to change. • THE CONNECTED EDUCATORWe know this.A revolution in technology has transformedthe way we can find each other, interact,and collaborate to create knowledge asconnected learners.
A Definition of CommunityCommunities are quite simply, collections ofindividuals who are bound together by naturalwill and a set of shared ideas and ideals.―A system in which people can enter into relationsthat are determined by problems or sharedambitions rather than by rules or structure.‖(Heckscher, 1994, p. 24).The process of social learning that occurs when people who have acommon interest in some subject or problem collaborate over anextended period to share ideas, find solutions, and build innovations.(Wikipedia)
Community......has been defined as a group of interacting Steve Wheeler, University of Plymouth, 2010 people living in a common location. What are the characteristics of distributed learning communities? common In the digital age, location is not as important as common interest. http://www.psfk.com
A Definition of NetworksFrom Wikipedia, the free encyclopediaNetworks are created through publishing and sharing ideas andconnecting with others who share passions around those ideas wholearn from each other.Networked learning is a process of developing and maintainingconnections with people and information, and communicating insuch a way so as to support one anothers learning.Connectivism (theory of learning in networks) is the use of anetwork with nodes and connections as a central metaphor forlearning. In this metaphor, a node is anything that can be connectedto another node: information, data, feelings, images. Learning is theprocess of creating connections and developing a network.
In connectivism, learning involves creating connections and developing anetwork. It is a theory for the digital age drawing upon chaos, emergent properties, and self organised learning.
“Understanding hownetworks work is one ofthe most importantliteracies of the 21stCentury.”- Howard Rheingold http://www.ischool.berkeley.edu
Open NetworksIf ... information isrecognized as useful tothe community ... it canbe counted asknowledge.The community, then,has the power to createknowledge within agiven context and leavethat knowledge as a newnode connected to therest of the network’. Practitioners’ knowledge = content &– Dave Cormier (2008) context
1. Local community: Purposeful, face-to-faceconnections among members of a committedgroup—a professional learning community (PLC) • THE CONNECTED EDUCATOR2. Global network: Individually chosen, onlineconnections with a diverse collection of peopleand resources from around the world—apersonal learning network (PLN)3. Bounded community: A committed, collective,and often global group of individuals who haveoverlapping interests and recognize a need forconnections that go deeper than the personallearning network or the professional learningcommunity can provide—a community of practiceor inquiry (CoP)
Professional LearningCommunities The driving engine of the collaborative culture of a PLC is the team. They work together in an ongoing effort to discover best practices and to expand their professional expertise. PLCs are our best hope for reculturing schools. We want to focus on shifting from a culture of teacher isolation to a culture of deep and meaningful collaboration. FOCUS: Local , F2F, Job-embedded- in Real Time
Personal LearningNetworksFOCUS: Individual, Connecting to Learning Objects, Resourcesand People – Social Network Driven
Looking Closely at Learning Community Design4L Model (Linking, Lurking, Learning, and Leading)inspired by John Seeley Brownhttp://learningcircuits.blogspot.com/2006/06/roles-in-cops.html This model is developed around the roles and interactions members of a community have as participants in that community.
FOCUS: Situated, Synchrono us, Asynchro nous- Online and Walled GardenCommunities of Practice
Virtual CommunityA virtual space supported bycomputer-based informationtechnology, centered uponcommunication and interactionof participants to generatemember-driven content,resulting in relationships beingbuilt up. (Lee & Vogel, 2003)
Dynamics of Different Network Types Community of Project Teams Informal networks PracticePurpose Learning Accomplish specific Communication Sharing task flows Creating KnowledgeBoundary Knowledge domain Assigned projector Networking, task resource building and establishing relationshipsConnections Common application Commitment to goal Interpersonal or discovery- acquaintances innovationMembership Semi - permanent Constant for a fixed Links made based period on needs of the individualTime scale As long as it adds Fixed ends when No pre-engineered value to the its project deliverables end members have been
Connection CollaborationCelebration Communication Steve Wheeler, University of Plymouth, 2010 User Generated Co- created Content
Webb/Butterfield/Smith ModelBased on Matt Webb, Stewart Butterfield’s and Gene Smith’s writings
Creative CommonsUltimately: Freedom to openly access, use, copy, modify and share content
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
Do it Yourself PD as CommunitiesSelf Directed Of PracticeConnected Learners DIY-PD Personal Learning Networks F2F Teams"Rather than belittling or showing disdain for knowledge or expertise,DIY champions the average individual seeking knowledge andexpertise for him/herself. Instead of using the services of others whohave expertise, a DIY oriented person would seek out the knowledgefor him/herself." (Wikipedia, n.d.)
Community is the New Professional DevelopmentCochran-Smith and Lytle (1999a) describe three ways of knowing and constructingknowledge that align closely with PLPs philosophy and are worth mentioning here.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.