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
1. Sheryl Nussbaum-Beach
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
2. • THE CONNECTED EDUCATOR
Get close to someone
Back Channel Chat
3. All of October
Free professional learning
Free for you– free for your staff
• Robust matchmaking tool for
learning & innovation
• Uses tags to make it easy to
create rich, action-oriented
• Uses maps to make it easy
and fun to find others
• Helps educators find
collaborators, get help, or just
5. District and State Support
• District toolkit, Part 1
– Support for participation in CEM
– Examples of district at different
levels, with videos and links
– Links to tools and resources at each
• District toolkit, Part 2
– Support for integrating informal and
formal professional learning year
– Readiness assessment, planning,
implementation, and evaluation
6. Starter Kits, Book Clubs, More
• Starter kit updated, offering an activity each day
• Book club expanded to four books, each with author
• Community directory continues to expand
• Connected educator profiles expand throughout month
• Help desk, open houses
7. Digital Badges
• Four types:
– Starter Kit
– Connected educator
• Published to Mozilla Backpack
– Can create a collection as your
―digital transcript‖ of your CEM
– Can include badges from such as
those from our open badge catalog
8. Learner First—
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
led, discovered, or been
Emerson and Thoreau
reunited would ask-
become clearer to
you since we last
9. 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.
10. • THE CONNECTED EDUCATOR
Things do not change; we change.
—Henry David Thoreau
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-
11. 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.
12. The world is changing...
13. By the year 2011 80% of all Fortune 500
companies will be using immersive worlds –
Gartner Vice President Jackie Fenn
Credit: Hugh MacLeod, gapingvoid
14. 6 Trends for the digital age
Source: David Wiley: Openness and the disaggregated
future of higher education
15. ―We are tethered to
our always on/
always on us
devices and the
people and things we
reach through them.‖
~ Sherry Turkle
16. 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
17. Shift in Learning – The Possibilities
Rethinking teaching and learning…
2. Changing Demographic
3. Active Content Creators
4. Global Collaboration and
We are in the midst of seeing education transform
from a book-based, linear system with a focus on
individual achievement to an web-based, divergent
system with a focus on community building.
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 instruction.
20. • THE CONNECTED EDUCATOR
―Every time I go to school, I have to
power down.‖ --a high school student
21. The pace of change is
22. 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.
23. 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.
24. Time Travel
Lewis Perelman, author of School's Out (1992). Perelman argues that
schools are out of sync with technological change:
...the technological gap between the school environment and the "real
world" is growing so wide, so fast that the classroom experience is on
the way to becoming not merely unproductive but increasingly
irrelevant to normal human existence (p.215).
Seymour Papert (1993)
In the wake of the startling growth of science and technology in our
recent past, some areas of human activity have undergone
megachange. Telecommunications, entertainment and
transportation, as well as medicine, are among them. School is a
notable example of an area that has not(p.2).
25. Shift in Learning = New Possibilities
Shift from emphasis on
To an emphasis
26. Shifts focus of literacy
27. Shifts focus of literacy
28. 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
According to Clay Shirky, there are four steps on a ladder to
mastering the connected world:
sharing, cooperating, collaborating, and collective action.
From his book- “Here Comes Everybody”
30. 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
32. ―Schools are a node on the
network of learning.‖
33. Personal Learning Networks
Community-- in and out of the classroom
Are you ―clickable‖- Are your students?
34. • THE CONNECTED EDUCATOR
We know this.
A revolution in technology
has transformed the way we
can find each
other, interact, and
collaborate to create
knowledge as connected
35. Do it Yourself PD
A revolution in technology has transformed the way
we can find each other, interact, and collaborate to
create knowledge as connected learners.
What are connected learners?
Learners who collaborate online; learners who use
social media to connect with others around the globe;
learners who engage in conversations in safe online
spaces; learners who bring what they learn online back
to their classrooms, schools, and districts.
36. What is Do -It- Yourself Learning ?
37. What do you wonder…
About leading a connected school?
What is connected learning?
How do you define the terms?
Let’s build a common language.
38. • THE CONNECTED EDUCATOR
39. • THE CONNECTED EDUCATOR
40. • THE CONNECTED EDUCATOR
Meet the new model for professional
Connected Learning Communities
In CLCs educators have several ways to
connect and collaborate:
• F2F learning communities (PLCs)
• Personal learning networks (PLNs)
• Communities of practice or inquiry
41. • 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)
42. • 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
43. Community is the New Professional Development
Cochran-Smith and Lytle (1999a) describe three ways of knowing and constructing
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
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.
44. 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.
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, 249-305.
Passive, active, and reflective knowledge
building in local (PLC), global (CoP) and
contextual (PLN) learning spaces.
45. Dedication to the
Shares and contributes
Engages in strength-based approaches
and appreciative inquiry
Willingness to leaving one's comfort
zone to experiment with new strategies
and taking on new responsibilities
Dispositions and Values
Commitment to understanding
asking good questions
Explores ideas and
concepts, rethinking, revising, and
continuously repacks and
urges to finish prematurely
Co-learner, Co-leader, Co-creator
Self directed, open minded
Commits to deep reflection
Transparent in thinking
Values and engages in a culture of
46. • Connected Communities (Tribes) are
• You have the tools you need at your
• Your faculty, your students, your
school community– need/want
• You were called to lead..Not manage
• Inside, Outside, Upside Down
State of Affairs
47. 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
48. One of three things happen:
1. Complacency - You are moved but fail act - telling yourself or
others, "Everything is fine."
2. False urgency - You are busy, working-working-working and
never reflect or move yourself to action. You talk and it scratches the
3. True urgency or passion- You are clearly focused on making real
progress every single day. 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 win, now.
You see it. You feel it and you are moved to change or act or learn
49. • Letting go of control
• Willing to unlearn & relearn
• Mindset of discovery
• Reversed mentorship
• Co-learning and co-creating
• Messy, ground zero, risk taking
50. Be a learner first—leader second
• It's all about asking hard questions and then listening deeply
• A connected learner isn’t afraid to admit that they don’t know the answer
to a question or problem, and willingly invite others into a dialogue to
explore, 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 than
answers and that is good. I also believe that connected learners have to
learn to take risks - exposing your learning and thoughts can be challenging
• Lurkers become learners. Learners become contributors. @sjhayes8
51. Wonder is both a
sense of awe and
52. It also helps to ask 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 our progress?
Or how will I know if we are learning?
53. “Understanding how
networks work is one of
the most important
literacies of the 21st
- Howard Rheingold
How do you define
g involves creating
developing a network.
It is a theory for the
digital age drawing
upon chaos, emergent
properties, and self
Photo credit: Cogdogblog
56. Personal Learning
FOCUS: Individual, Connecting to Learning Objects, Resources
and People – Social Network Driven
57. “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
way to communicate.”
58. Connected Learning Communities provide the personal
learning environment (PLE) to do the nudging
65. A Place to Construct Knowledge
67. 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
• 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
68. 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
69. ― Do you know what who you know knows?‖ H. Rheingold
70. 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.
71. 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.
72. 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 practices.
73. "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." ~ Seth Godin.
74. Change is hard
75. Connected learners are more
effective change agents