Clc lf 2012


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  • Licensed under a Creative Commons attribution-share alike license. McLeod, J.D., kids have tasted the
  • Clc lf 2012

    1. 1. Living and Learning in aGlobal CommunityInnovative Schools VirtualUniversity
    2. 2. Login to Network• DOMAIN SherBosMtg LFAC2012• Username• PASSWORD LFAC2012
    3. 3. Digital FootprintSheryl Nussbaum-BeachCo-Founder & CEOPowerful Learning Practice, LLChttp://plpnetwork.comsheryl@plpnetwork.comPresident21st Century Collaborative, LLChttp://21stcenturycollaborative.comFollow me on Twitter@snbeach Published by Solution Tree
    4. 4. My community work
    5. 5. Please join me atthe session wiki
    6. 6. 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.
    7. 7. 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?
    8. 8. Learner First—Educator SecondIt is a shift and requires us to rethink whowe are as an educational leader orprofessional. It requires us to redefine Emerson and Thoreauourselves. reunited would ask-Introduce yourselves to each other at the ―What has becometable and brag a little. Talk about (in 2 clearer to you sincemin or less) the connected learning we last met?‖project you have recently led,discovered, or been involved in lately inyour school, classroom, district, ororganization.
    9. 9. The world is changing...
    10. 10. 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
    11. 11. 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
    12. 12. Source: enGauge 21st Century Skills
    13. 13. 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
    14. 14. 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
    15. 15. Our kids have tasted the honey.
    16. 16. Free range learnersFree-range learners choosehow and what they learn. Self-service is less expensive andmore timely than thealternative. Informal learninghas no need for the busywork,chrome, and bureaucracy thataccompany typical classroominstruction. 17
    17. 17. The Disconnect“Every time I go to school, I have to • THE --a high school studentpower down.” CONNECTED EDUCATOR
    18. 18. The pace of change is accelerating
    19. 19. 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.
    20. 20. For students starting a four-yeareducation degree, this means that . . .half of what they learn in their first yearof study will be outdated by their thirdyear of study.
    21. 21. “For the first time we are preparing students for a future we cannot clearly describe.” - David Warlick
    22. 22. Shift in Learning = New Possibilities Shift from emphasis on teaching…To an emphasison co-learning
    23. 23. Shifts focus of literacyfrom individualexpression tocommunityinvolvement.Students becomeproducers, notjust consumersof knowledge.
    24. 24. 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
    25. 25. Shifts focus of literacyfrom individualexpression tocommunityinvolvement.
    26. 26. Connected Learner ScaleShare (Publish & Participate) –Connect (Comment andCooperate) –Remixing (building on theideas of others) –Collaborate (Co-construction ofknowledge and meaning) –Collective Action (Social Justice, Activism, ServiceLearning) –
    27. 27. 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 29
    28. 28. “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, Reflections on
    29. 29. 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.
    30. 30. 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..
    31. 31. What do you wonder…About connected learning and shifted professionallearning/development?
    32. 32. 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 learners.
    33. 33. 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.
    34. 34. LearningOne-on-one Classroom community 36
    35. 35.
    36. 36. 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
    37. 37. 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
    40. 40. 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
    41. 41. # 2 Self Evaluation andthen a PowerfulConversation of Change
    42. 42. 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)
    43. 43. 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)
    44. 44. 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
    45. 45. 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.
    46. 46. 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.
    47. 47. 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
    48. 48. By: Stephen Barkley Big Idea #1- “The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift– from a focus on teaching to a focus on learning– has profound implications for schools.” Big Idea #2 - “Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.” Big Idea #3 - “Professional Learning Communities judge their effectiveness on a basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher-team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress.”
    49. 49. Professional Learning Teams
    50. 50. 4:00 What is a Personal LearningNetwork?Speed Dating PLN Twitter using #plpnetwork tag
    51. 51. “Understanding hownetworks work is one ofthe most importantliteracies of the 21stCentury.”- Howard RheingoldHow do you define http://www.ischool.berkeley.edunetworks?
    52. 52. 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.
    53. 53. Personal LearningNetworksFOCUS: Individual, Connecting to Learning Objects, Resourcesand People – Social Network Driven
    54. 54. responsiveresponsive
    55. 55. personalized
    56. 56. investing in collaborations
    57. 57. Whatis community, really?
    58. 58. 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)
    59. 59. 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)
    60. 60. A Place to Build Trust and Relationships
    61. 61. A Domain of Interest
    62. 62. A Place to Meet
    63. 63. A Place to Construct Knowledge Collaboratively
    64. 64. Celebration Celebration
    65. 65. A Community of Practice is a network of individuals with common problems or interests who get together to explore ways of working, identify common solutions, and share good practice and ideas.• puts you in touch with like-minded colleagues and peers• allows you to share your experiences and learn from others• allows you to collaborate and achieve common outcomes• accelerates your learning• Improves student achievement• validates and builds on existing knowledge and good practice• provides the opportunity to innovate and create new ideas
    66. 66. Helping Best Practice Knowledge Innovation Communities Communities Stewarding Communities CommunitiesDrivers Lower cost through Lower cost through Professional Tracks shifting reuse standardisation development trends Social responsibility Consistency of Transforming and project Reforming education Improves outcomes Designed to evolveActivities Connecting Collecting, Enlisting leading Share insights members Vetting experts Development of Knowledge who’s Publishing Manage content new Policy who Portal  Attend Webinars Co-Creation of Share Resources contentStructure Problem solving Index and store Individuals Loose governance Sub committees Best practice Established leaders Community leadersand roles Publishing Teams Teams Emergent rolesReward for Sense of belonging Desire for Shift in knowledge Passion for the Assistance to daily improvement and understanding topicparticipation work Professional Web 2.0 pedagogy development Connections and PLN
    67. 67. Members of an Active Community transactional lurkers peripheral occasional experts active core beginners leaders group facilitator outsiders
    68. 68. Degrees of Transparency and TrustJoin our list Join our forum Join our community Increasing collaboration and transparency of process
    69. 69. Looking Closely at Learning Community Design4L Model (Linking, Lurking, Learning, and Leading)inspired by John Seeley Brown This model is developed around the roles and interactions members of a community have as participants in that community.
    70. 70. Dynamics of 3-prongs of CLC Model Community of Project Teams Informal networks Practice (PLCs) (PLNs)Purpose 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
    71. 71. Do it Yourself PD as CommunitiesSelf Directed Of PracticeConnected LearnersHappens in CLCs DIY-PD Personal Learning Networks F2F Teams (PLCs)"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.)
    72. 72. Your community’s life-cycle Sustain/RenewLevel of energy Grow and visibility Start-up Close Plan Discover/ Incubate/ Focus/ Ownership/ Let go/ Time imagine deliver expand openness remember value Forming Storming Norming Performing
    73. 73. Change is hard
    74. 74. Connected learners are more effective change agents
    75. 75. Let’s just admit it…You are an agent ofchange!Now. Always. And nowyou have the tools toleverage your ideas.
    76. 76. An effective changeagent is someonewho isn’t afraid tochange course.
    77. 77. 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.
    78. 78. Last Generation
    79. 79. "The greatest danger in times of turbulence is notthe turbulence. It is to act with yesterdays logic."- Peter Drucker Steve Wheeler, University of Plymouth, 2010