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  • 1. Living and Learning in a Global CommunityInnovative Schools Virtual University
  • 2. Housekeeping
    Paperless handouts and community space Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLChttp://plpnetwork.comsheryl@plpnetwork.comPresident21st Century Collaborative, LLC
  • 3. Robin Ellis
    Powerful Learning Practice:
  • 4. Driving Questions
    What are you doing to contextualize and mobilize what you are learning?
    How will you leverage, how will you enable your teachers or your students to leverage- collective intelligence?
  • 5. .
    Lead Learner
    Native American Proverb
    “He who learns from one who is learning, drinks from a flowing river.”
    Sarah Brown Wessling, 2010 National Teacher of the Year
    Describes her classroom as a place where the teacher is the “lead learner” and “the classroom walls are boundless.”
  • 6. Setting the Stage: What is 21st Century Learning?
  • 7. Welcome to the human network
  • 8. Are you Ready for Leading in the 21st Century
    It isn’t just “coming”… it has arrived! And schools who aren’t redefining themselves, risk becoming irrelevant in preparing students for the future.
  • 9. The pace of change is accelerating
  • 10.
  • 11. Knowledge Creation
    It is estimated that 1.5 exabytes of unique new information will be generated worldwide this year.
    That’s estimated to be more than in the previous 5,000 years.
  • 12. For students starting a four-year education degree, this means that . . .
    half of what they learn in their first year of study will be outdated by their third year of study.
  • 13. “For the first time we are preparing students for a future we cannot clearly describe.”
    -David Warlick
  • 14. 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?
  • 15. 6 Trends for the digital age
    Analogue Digital
    Tethered Mobile
    Closed Open
    Isolated Connected
    Generic Personal
    Consuming Creating
    Source: David Wiley: Openness and the disaggregated future of higher education
  • 16.
  • 17. Shift in Learning = New Possibilities
    Shift from emphasis on teaching…
    To an emphasis on co-learning
  • 18. Connected Learning
    The computer connects the student to the rest of the world
    Learning occurs through connections with other learners
    Learning is based on conversation and interaction
    Stephen Downes
  • 19. Rhizomatic learning
    cc Steve Wheeler, University of Plymouth, 2009
    “...multiple, non-hierarchical entry and exit points in data representation and interpretation.”
  • 20. “Schools are a node on the network of learning.”
  • 21. What does it mean to be a connected learner with a well developed network?
    What are the advantages or drawbacks?
    How is it a game changer?
    Photo credit: Alec Couros
  • 22. Inclination toward being open minded
    Dedication to the ongoing development of expertise
    Creation of a culture of collegiality- believing that "None of us is as good as all of us" and that the contributions of all can lead to improved individual practice
    Willingness to be a co-learner, co-creator, and co-leader
    Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities
    Dispositions and Values
    Commitment to understanding gained through listening and asking good questions related to practice
    Perseverance toward deep thought by exploring ideas and concepts, rethinking, revising, and continual repacking and unpacking, resisting
    urges to finish prematurely
    Courage and initiative to engage in discussions on difficult topics
    Alacrity to share and contribute
    Desire to be transparent in thinking
  • 23.
  • 24. What does it mean to work in a participatory 2.0 world?
  • 25. PLCs = local, f2f, collective
    CoPs = online, deep, collective
    PLNs= online, nodes, individual
    Knowledge Building Should be…
    PLP takes a 3-pronged approach to PD
    • Professional Learning Communities
    • 26. Global Communities of Practice or Inquiry
    • 27. Personal Learning Networks
  • Define Community
    Define Networks
  • 28. A Definition of Community
    Communities are quite simply, collections of individuals who are bound together by natural will and a set of shared ideas and ideals.
    “A system in which people can enter into relations that are determined by problems or shared ambitions rather than by rules or structure.” (Heckscher, 1994, p. 24).
    The process of social learning that occurs when people who have a common interest in some subject or problem collaborate over an extended period to share ideas, find solutions, and build innovations. (Wikipedia)
  • 29. Community...
    ...has been defined as a group of interacting people living in a common location.
    What are the characteristics of distributed learning communities?
    Steve Wheeler, University of Plymouth, 2010
    In the digital age, common location is not as important as common interest.
  • 30. A Definition of Networks
    From Wikipedia, the free encyclopedia
    Networks are created through publishing and sharing ideas and connecting with others who share passions around those ideas who learn from each other.
    Networked learning is a process of developing and maintaining connections with people and information, and communicating in such a way so as to support one another's learning.
    Connectivism (theory of learning in networks) is the use of a network with nodes and connections as a central metaphor for learning. In this metaphor, a node is anything that can be connected to another node: information, data, feelings, images. Learning is the process of creating connections and developing a network.
  • 31. Making connections
    In connectivism, learning involves creating connections and developing a network. It is a theory for the digital age drawing upon chaos, emergent properties, and self organised learning.
    (It’s not what you know, or who you know- but do you know what who you know- knows? )
    cc Steve Wheeler, University of Plymouth, 2009
    Source: Wikipedia
  • 32. “Understanding how networks work is one of the most important literacies of the 21st Century.”
    - Howard Rheingold
  • 33. Open Networks
    If ... information is recognized as useful to the community ... it can be counted as knowledge.
    The community, then, has the power to create knowledge within a given context and leave that knowledge as a new node connected to the rest of the network’.
    – Dave Cormier (2008)
    Practitioners’ knowledge = content & context
  • 34. Networks
  • 35. Professional Learning Communities
    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
  • 36. Personal Learning Networks
    FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven
  • 37. Community of Practice
    CoPs are not about bringing knowledge into the organization but about helping to grow the knowledge that we need internally within our organizations.
  • 38. Do it Yourself PD as Self Directed Connected Learners
    Of Practice
    F2F Teams
    "Rather than belittling or showing disdain for knowledge or expertise, DIY champions the average individual seeking knowledge and expertise for him/herself. Instead of using the services of others who have expertise, a DIY oriented person would seek out the knowledge for him/herself." (Wikipedia, n.d.)
  • 39. Communication
    cc Steve Wheeler, University of Plymouth, 2010
  • 40. cc Steve Wheeler, University of Plymouth, 2010
    ... and it’s often self organized
  • 41. Community is the New Professional Development
    Cochran-Smith and Lytle (1999a) describe three ways of knowing and constructing knowledge that align closely with PLP's philosophy and are worth mentioning here. Knowledge for Practice is often reflected in traditional PD efforts when a trainer shares with teachers information produced by educational researchers. This knowledge presumes a commonly accepted degree of correctness about what is being shared. The learner is typically passive in this kind of "sit and get" experience. This kind of knowledge is difficult for teachers to transfer to classrooms without support and follow through. After a workshop, much of what was useful gets lost in the daily grind, pressures and isolation of teaching.
  • 42. Community is the New Professional Development
    Knowledge in Practice recognizes the importance of teacher experience and practical knowledge in improving classroom practice. As a teacher tests out new strategies and assimilates them into teaching routines they construct knowledge in practice. They learn by doing. This knowledge is strengthened when teachers reflect and share with one another lessons learned during specific teaching sessions and describe the tacit knowledge embedded in their experiences. 
  • 43. Community is the New Professional Development
    Knowledge of Practice believes that systematic inquiry where teachers create knowledge as they focus on raising questions about and systematically studying their own classroom teaching practices collaboratively, allows educators to construct knowledge of practice in ways that move beyond the basics of classroom practice to a more systemic view of learning.
    We believe that by attending to the development of knowledge for, in and of practice, we can enhance professional growth that leads to real change.
    Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge and practice: 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.
  • 44.
  • 45.
  • 46. Dynamics of Different Network Types
  • 47. Is learning simply about gaining knowledge...?
    cc Steve Wheeler, University of Plymouth, 2010
  • 48. cc Steve Wheeler, University of Plymouth, 2010
    ... or making connections?
  • 49. the
    the power of personal learning networks
  • 50.
  • 51. pd on fast forward
  • 52. responsive
  • 53. personalized
  • 54. interconnected
  • 55. global connections
  • 56. need to be
  • 57. pre-pln
  • 58. sampling the spectrum with RSS
  • 59. Reading Blogs
  • 60. constantly connecting
  • 61. making
  • 62. start
  • 63. RSS
    learning by
  • 64. blog
    learn from others
    express yourself
  • 65.
  • 66. develop your online identity
  • 67.
  • 68.
    Sharing Links
  • 69. 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 hasn't followed the middle class out to the suburbs...” -- Ray Oldenburg
  • 70. investing in collaborations
  • 71. Virtual Community
    A virtual space supported by computer-based information technology, centered upon communication and interaction of participants to generate member-driven content, resulting in relationships being built up. (Lee & Vogel, 2003)
  • 72. Collaboration
    User Generated Content
    Steve Wheeler, University of Plymouth, 2010
  • 73. Creative Commons
    Ultimately: Freedom to openly access, use, copy, modify and share content
  • 74. Looking Closely at Learning Community Design
    4L 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.
  • 75.
  • 76.
  • 77. Your community’s life-cycle
    Level of energy and visibility
    Incubate/ deliver value
    Focus/ expand
    Ownership/ openness
    Let go/ remember
    From: Cultivating Communities of Practice by Wenger, McDermot and Snyder
  • 78. Characteristics of a healthy community
  • 79. “A tribe needs a shared interest and a way to communicate.”
    Internet tribes
    “Twitter and blogs ... contribute an entirely new dimension of what it means to be a part of a tribe. The real power of tribes has nothing to do with the Internet and everything to do with people.”
    cc Steve Wheeler, University of Plymouth, 2010
  • 80. Motivations
    Social connectedness
    Psychological well-being
    Collective Efficacy
  • 81.
  • 82. The Social Web is built here, from love and esteem
  • 83.
  • 84. Connected Learning Communities provide the personal learning environment (PLE) to do the nudging
  • 85. Join our list
    Join our forum
    Join our community
    Degrees of Transparency and Trust
    Increasing collaboration and transparency of process
  • 86. PLCs = local, f2f, collective
    CoPs = online, deep, collective
    PLNs= online, nodes, individual
    Knowledge Building Should be…
    PLP takes a 3-pronged approach to PD
    • Professional Learning Communities
    • 87. Global Communities of Practice or Inquiry
    • 88. Personal Learning Networks
  • 89. "The greatest danger in times of turbulence is not the turbulence. It is to act with yesterday's logic." - Peter Drucker
    Steve Wheeler, University of Plymouth, 2010