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
Co-Founder & CEO
Powerful Learning Practice, LLC
21st Century Collaborative, LLC
The Connected Educator: Learning
and Leading in a Digital Age
Follow me on Twitter
• THE CONNECTED EDUCATOR
Get close to someone
Back Channel Chat
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.
• How can the “infusion of contemporary technologies
and digital resources” best meet the needs of our
• How can the the “infusion of contemporary
technologies and digital resources” best meet the
needs of my personal learning?
• How will you leverage, how will you enable your
teachers or your students to leverage- collective
Introduce yourselves to each
other and brag a little. Talk
about (in 2 min or less) the
most recent or compelling
connected learning project
you have recently led,
discovered, or been involved
Emerson and Thoreau
reunited would ask-
“What has become
clearer to you
since we last
6 Trends for the digital age
Source: David Wiley: Openness and the disaggregated
future of higher education
“We are tethered to our
always on/ always on us
and the people and
things we reach through
~ Sherry Turkle
Web 1.0 Web 2.0 Web 3.0
We are living in a new economy –
powered by technology, fueled by
information, and driven by knowledge.
-- Futureworks: Trends and Challenges for
Work in the 21st Century
Shifting From Shifting To
Learning at school Learning anytime/anywhere
Teaching as a private event Teaching as a public
Learning as passive
Learning in a participatory
Learning as individuals
Learning in a networked
By the year 2011 80% of all Fortune 500
companies will be using immersive worlds– Gartner
Vice President Jackie Fenn
Credit: Hugh MacLeod, gapingvoid
Are you Ready for Learning and
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.
Our kids have tasted the honey.
Free range learners
Free-range learners choose
how and what they learn. Self-
service is less expensive and
more timely than the
alternative. Informal learning
has no need for the busywork,
chrome, and bureaucracy that
accompany typical classroom
• THE CONNECTED EDUCATOR
“Every time I go to school, I have to
power down.” --a high school
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.
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.
Shifts focus of literacy
Shifts focus of literacy
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
Connected Learner Scale
Share (Publish & Participate) –
Connect (Comment and
Remixing (building on the
ideas of others) –
Collaborate (Co-construction of
knowledge and meaning) –
Collective Action (Social Justice, Activism, Service
Education for Citizenship
“A capable and productive citizen doesn’t simply turn up
for jury service. Rather, she is capable of serving
impartially on trials that may require learning unfamiliar
facts and concepts and new ways to communicate and
reach decisions with her fellow jurors…. Jurors may be
called on to decide complex matters that require the
verbal, reasoning, math, science, and socialization skills
that should be imparted in public schools. Jurors today
must determine questions of fact concerning DNA
evidence, statistical analyses, and convoluted financial
fraud, to name only three topics.”
Justice Leland DeGrasse, 2001
Are there new Literacies- and if so, what are they?
Play — the capacity to experiment with one’s surroundings as a form of problem-
Performance — the ability to adopt alternative identities for the purpose of
improvisation and discovery
Simulation — the ability to interpret and construct dynamic models of real-world
Appropriation — the ability to meaningfully sample and remix media content
Multitasking — the ability to scan one’s environment and shift focus as needed
to salient details.
Distributed Cognition — the ability to interact meaningfully with tools that
expand mental capacities
Collective Intelligence — the ability to pool knowledge and compare notes with
others toward a common goal
Judgment — the ability to evaluate the reliability and credibility of different
Transmedia Navigation — the ability to follow the flow of stories and information
across multiple modalities
Networking — the ability to search for, synthesize, and disseminate information
Negotiation — the ability to travel across diverse communities, discerning and
respecting multiple perspectives, and grasping and following alternative norms.
What does it mean to work
in a participatory 2.0 world?
How Does One Get Started on the Path
to Becoming a DIY, Connected Educator?
Status Quo-- Things are working well most of the time.
Something happens that creates a sense of urgency to change.
A desire to learn something new. You are presented with
evidence that makes you feel something. It touches you in some
- a disturbing look at a problem
- a hopeful glimpse of the future
- a sobering self reflection
- you hear someone like Ewan McIntosh speak
and are moved to action
One of three things happen:
1. Complacency - You are moved but fail act - telling yourself or others, "Everything
2. False urgency - You are busy, working-working-working and never reflect or
move yourself to action. You talk and it scratches the itch.
3. True urgency or passion- Urgent behavior is driven by a belief that the world
contains great opportunities and great hazards. It inspires a gut-level
determination to move, and shift, now. You are clearly focused on making real
progress every single day.
You see it. You feel it and you are moved to change or act or learn
• Letting go of control
• Willing to unlearn and relearn
• Mindset of discovery
• Reversed mentorship
• Co-learning and co-creating
• Messy, ground zero, risk taking
Wonder is both a sense of awe
and capacity for contemplation.
Wonderment begins with
curiosity but then goes deeper
beyond the surface to a place of
possibility. A place we look for
patterns and testing of ideas we
had closed to our more
Wonder is to leave aside our
peel away our biases, and to
willing explore aspects and angles
we wouldn't have seen before.
It also helps to ask yourself questions like:
1) Why am I planning to do this?
2) How will I initiate this change?
3) Who can I connect with online in my network that can help me?
4) How will I measure my progress? Or how will I know if I am learning?
networks work is one
of the most important
literacies of the 21st
- Howard Rheingold
How do you define
and developing a
network. It is a theory
for the digital age
drawing upon chaos,
and self organized
Photo credit: Cogdogblog
“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
“A tribe needs a
shared interest and a
Connected Learning Communities provide the personal
learning environment (PLE) to do the nudging
• THE CONNECTED EDUCATOR
1. Local community: Purposeful, face-to-face
connections among members of a committed group—a
professional learning community (PLC)
2. Global network: Individually chosen, online
connections with a diverse collection of people and
resources from around the world—a personal learning
3. Bounded community: A committed, collective, and
often global group of individuals who have overlapping
interests and recognize a need for connections that go
deeper than the personal learning network or the
professional learning community can provide—a
community of practice or inquiry (CoP)
• THE CONNECTED EDUCATOR
Method Often organized for
Do-it-yourself Educators organize
Purpose To collaborate in
subject area or
grade leverl teams
For individuals to
gather info for
construction and to
bring back info to
interests and goals.
Individual, face to
face, and online
Collective, face to
face, or online
Personal growth Systemic
Community and Networks are the New Professional Development
Cochran-Smith and Lytle (1999a) describe three ways of knowing and
Knowledge for Practice is often reflected in traditional PD efforts when a trainer
shares information produced by 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 to transfer to local context without support and follow
through. After a workshop, much of what was useful gets lost in the daily grind,
pressures and isolation of doing the work.
Knowledge in Practice recognizes the importance of experience and practical
knowledge in improving practice. As you test out new strategies and assimilates
them into your routines you construct knowledge in practice. You learn by
doing. This knowledge is strengthened when teams reflect and share with one
another lessons learned during application and describe the tacit knowledge
embedded in their experiences.
Community and Networks are the new Professional Development
Knowledge of Practice believes that systematic inquiry where learners create
knowledge as they focus on raising questions about and systematically studying
their own practices collaboratively, allows participants to construct knowledge
of practice in ways that move beyond the basics of work routines to a more
systemic view of practice.
I 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,
Passive, active, and reflective knowledge building in local
(PLC), global (CoP) and contextual (PLN) learning spaces.
“ Do you know what who you know knows?” H. Rheingold
Critical friends: Form a professional learning team who come together
voluntarily at least once a month. Have members commit to improving
their practice through collaborative learning. Use protocols to examine
each other’s teaching or leadership activities and share both warm and
cool feedback in respectful ways.
Curriculum review or mapping groups: Meet regularly in teams to
review what team members are teaching, to reflect together on the
impact of assumptions that underlie the curriculum, and to make
collaborative decisions. Teams often study lesson plans together.
Action research groups: Do active, collaborative research focused
on improvement around a possibility or problem in a classroom,
school, district, or state.
Book study groups: Collaboratively read and discuss a book in an
Case studies: Analyze in detail specific situations and their
relationship to current thinking and pedagogy. Write, discuss, and
reflect on cases using a 21st century lens to produce collaborative
reflection and improve practice.
Instructional rounds: Adopt a process through which
educators develop a shared practice of observing each other,
analyzing learning and teaching from a research perspective,
and sharing expertise.
Connected coaching: Assign a connected coach to
individuals on teams who will discuss and share teaching
practices in order to promote collegiality and help educators
think about how the new literacies inform current teaching
"Imagine an organization with an employee who can accurately see the truth,
understand the situation, and understand the potential outcomes of various
decisions. And now imagine that this person is able to make something happen." ~
Real Question is this:
Are we willing to change- to risk change- to meet the needs
of the precious folks we serve?
Can you accept that Change (with a “big” C) is sometimes a
messy process and that learning new things together is
going to require some tolerance for ambiguity.
Connected learners are more effective
We have a choice: A choice to be powerful or pitiful. A choice to allow ourselves to become
victims of all that is wrong in education or activists. Activists who set their own course. Who
resist the urge to quit prematurely. DIY change agents who choose to be powerful learners on
behalf of the children they serve.