Norwayce

THE CONNECTED EDUCATOR
Housekeeping
Paperless handouts
http://plpwiki
Back Channel Chathttp://todaysmeet.com/dob11Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLChttp://plpnetwork.comsheryl@plpnetwork.comWebsite and blog21st Century Collaborative, LLChttp://21stcenturycollabrative.com

Welcome to the human network

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- collective intelligence?

.
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.”

The Disconnect
“Every time I go to school, I have to power down.” --a high school student

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

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.

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

By the year 2012 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn

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.

For students starting a four-year technical or higher 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half of what they learn in their first year of study will be outdated by their third year of study.

Shift in Learning = New Possibilities
Shift from emphasis on teaching…
To an emphasis on co-learning

Defining the Connected Educator
Our lives are connected by a thousand invisible threads.
—Herman Melville

Professional development needs 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.

Professional Development for the 21st Century

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

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.

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?

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

Define Community
Define Networks

Community...
...has been defined as a group of interacting people living in a common location.
Steve Wheeler, University of Plymouth, 2010
In the digital age, common location is not as important as common interest.
http://www.psfk.com

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)

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.

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
http://www.pestproducts.com

“Understanding how networks work is one of the most important literacies of the 21st Century.”
- Howard Rheingold
http://www.ischool.berkeley.edu

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

Networks
Community

The connected learning community model advances a three-pronged approach to professional development.
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 network (PLN)
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)

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

Communities of Practice
FOCUS: Situated, Synchronous, Asynchronous- Online and Walled Garden

Celebration
Celebration

Connection
http://i.imwx.com

Communication

Collaboration
http://idirekt.cz/soubory/t-mobile_dance2.png

Collaboration
Connection
Celebration
Communication
User Generated Co-created Content

Personal Learning Networks
FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven

responsive
responsive

personalized

investing in collaborations

Do it Yourself PD as Self Directed Connected Learners
Communities
Of Practice
DIY-PD
PersonalLearningNetworks
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.)

Dynamics of Different Network Types

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.
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.

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.

http://www.elearnspace.org/Articles/google_whitepaper.pdf

Looking Closely at Learning Community Design
4L Model (Linking, Lurking, Learning, and Leading) inspired by John Seeley Brown http://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.

Tribes
“The internet eliminates geography. This means that there are now more tribes: smaller tribes, influential tribes, and tribes that could never have existed before.”
~ Seth Godin

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

Motivations
Social connectedness
Psychological well-being
Gratification
Collective Efficacy

The Social Web is built here, from love and esteem

Connected Learning Communities provide the personal learning environment (PLE) to do the nudging

Is learning simply about gaining knowledge...?
www.newmediamusings.com

... or making connections?

Join our list
Join our forum
Join our community
Degrees of Transparency and Trust
Increasing collaboration and transparency of process

Your community’s life-cycle
Sustain/Renew
Grow
Level of energy and visibility
Start-up
Close
Plan
Discover/
imagine
Incubate/ deliver value
Focus/ expand
Ownership/ openness
Let go/ remember
Time
From: Cultivating Communities of Practice by Wenger, McDermot and Snyder

Our basic experimental design…
Seek out 20 schools/districts willing to invest some time in exploring the challenge of 21st Century Learning.
Ask the schools to identify small teams of 5-6 educators who are ready for this exploration.
With the support of our PLP Community Founders, Directors of Community Development, Cohort Community Leaders, Cognitive Coaches, PLP Fellows, Experienced Voices, and team leaders we begin that exploration together.

Powerful Learning Practice Delivery Model
VLC
Workshops
Elluminate
Where we deepen understanding, network, share resources and grow as a community of practice.
Live meetings where teams meet, listen and then reflect in small groups.
Two all day workshops that build capacity, community and develop 21st Century skills.
Professional Learning Teams
Job embedded teams who meet f2f and work towards scale and alignment of 21st C skills with school improvement goals

Team Action Research Projects
Wonderment
Problem finding
Collaborative culture

"The greatest danger in times of turbulence is not the turbulence. It is to act with yesterday's logic." - Peter Drucker
http://pixdaus.com

http://plpwiki.com	104
http://www.joewilsons.net	79
http://bilearninglab.no	41
http://www.scoop.it	12
http://www.plpwiki.com	9
http://draft.blogger.com	5

Norwayce

by Sheryl Nussbaum-Beach on Oct 11, 2011

Accessibility

Categories

Upload Details

Usage Rights

6 Embeds 250

Statistics

Norwayce Presentation Transcript