Norwayce

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Norwayce

  1. 1.
  2. 2. THE CONNECTED EDUCATOR<br />Housekeeping<br />Paperless handouts<br />http://plpwiki<br />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<br />
  3. 3. Welcome to the human network<br />
  4. 4. THE CONNECTED EDUCATOR<br />Things do not change; we change. <br />—Henry David Thoreau <br />What are you doing to contextualize and mobilize what you are learning?<br />How will you leverage, how will you enable your teachers or your students to leverage- collective intelligence?<br />
  5. 5. .<br />Lead Learner<br />Native American Proverb<br />“He who learns from one who is learning, drinks from a flowing river.”<br />Sarah Brown Wessling, 2010 National Teacher of the Year<br />Describes her classroom as a place where the teacher is the “lead learner” and “the classroom walls are boundless.”<br />
  6. 6. THE CONNECTED EDUCATOR<br />The Disconnect<br />“Every time I go to school, I have to power down.” --a high school student <br />
  7. 7. 6 Trends for the digital age<br /> Analogue Digital<br /> Tethered Mobile<br /> Closed Open<br /> Isolated Connected<br /> Generic Personal <br /> Consuming Creating<br />Source: David Wiley: Openness and the disaggregated future of higher education<br />
  8. 8. Are you Ready for Learning and Leading in the 21st Century<br />It isn’t just “coming”… it has arrived! And schools who aren’t redefining themselves, risk becoming irrelevant in preparing students for the future.<br />
  9. 9. Web 1.0 Web 2.0 Web 3.0<br />We are living in a new economy – powered by technology, fueled by information, and driven by knowledge.<br />-- Futureworks: Trends and Challenges for Work in the 21st Century<br />
  10. 10. By the year 2012 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn<br />
  11. 11. Knowledge Creation<br />It is estimated that 1.5 exabytes of unique new information will be generated worldwide this year.<br />That’s estimated to be more than in the previous 5,000 years.<br />
  12. 12. For students starting a four-year technical or higher education degree, this means that . . .<br />half of what they learn in their first year of study will be outdated by their third year of study.<br />
  13. 13.
  14. 14.
  15. 15. Shift in Learning = New Possibilities<br />Shift from emphasis on teaching…<br />To an emphasis on co-learning<br />
  16. 16. THE CONNECTED EDUCATOR<br />Defining the Connected Educator <br />Our lives are connected by a thousand invisible threads. <br />—Herman Melville <br />
  17. 17. THE CONNECTED EDUCATOR<br />Professional development needs to change. We know this.<br />A revolution in technology has transformed the way we can find each other, interact, and collaborate to create knowledge as connected learners. <br />
  18. 18. THE CONNECTED EDUCATOR<br />Professional Development for the 21st Century<br />
  19. 19. THE CONNECTED EDUCATOR<br />Professional Development for the 21st Century<br />
  20. 20. Connected Learning<br />The computer connects the student to the rest of the world<br />Learning occurs through connections with other learners<br />Learning is based on conversation and interaction<br />Stephen Downes<br />
  21. 21. THE CONNECTED EDUCATOR<br />Do it Yourself PD<br />A revolution in technology has transformed the way we can find each other, interact, and collaborate to create knowledge as connected learners. <br />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. <br />
  22. 22. What does it mean to be a connected learner with a well developed network?<br />What are the advantages or drawbacks?<br />How is it a game changer? <br />
  23. 23. Inclination toward being open minded<br />Dedication to the ongoing development of expertise<br />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<br />Willingness to be a co-learner, co-creator, and co-leader <br />Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities<br />Dispositions and Values<br />Commitment to understanding gained through listening and asking good questions related to practice<br />Perseverance toward deep thought by exploring ideas and concepts, rethinking, revising, and continual repacking and unpacking, resisting <br />urges to finish prematurely<br />Courage and initiative to engage in discussions on difficult topics <br />Alacrity to share and contribute<br />Desire to be transparent in thinking <br />
  24. 24. Define Community<br />Define Networks<br />
  25. 25. Community...<br />...has been defined as a group of interacting people living in a common location.<br />Steve Wheeler, University of Plymouth, 2010<br />In the digital age, common location is not as important as common interest.<br />http://www.psfk.com<br />
  26. 26. A Definition of Community<br />Communities are quite simply, collections of individuals who are bound together by natural will and a set of shared ideas and ideals.<br />“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).<br />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)<br />
  27. 27. A Definition of Networks<br />From Wikipedia, the free encyclopedia<br />Networks are created through publishing and sharing ideas and connecting with others who share passions around those ideas who learn from each other.<br />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.<br />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.<br />
  28. 28. Making connections<br />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.<br />(It’s not what you know, or who you know- but do you know what who you know- knows? )<br />cc Steve Wheeler, University of Plymouth, 2009<br />Source: Wikipedia<br />http://www.pestproducts.com<br />
  29. 29. “Understanding how networks work is one of the most important literacies of the 21st Century.”<br />- Howard Rheingold<br />http://www.ischool.berkeley.edu<br />
  30. 30. Open Networks<br />If ... information is recognized as useful to the community ... it can be counted as knowledge.<br />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’.<br /> – Dave Cormier (2008) <br />Practitioners’ knowledge = content & context<br />
  31. 31.
  32. 32. Networks<br />Community<br />
  33. 33. THE CONNECTED EDUCATOR<br />The connected learning community model advances a three-pronged approach to professional development.<br />1. Local community: Purposeful, face-to-face connections among members of a committed group—a professional learning community (PLC)<br />2. Global network: Individually chosen, online connections with a diverse collection of people and resources from around the world—a personal learning network (PLN)<br />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)<br />
  34. 34. Professional Learning Communities<br />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. <br />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.<br />FOCUS: Local , F2F, Job-embedded- in Real Time<br />
  35. 35. THE CONNECTED EDUCATOR<br />
  36. 36. Communities of Practice<br />FOCUS: Situated, Synchronous, Asynchronous- Online and Walled Garden<br />
  37. 37. Celebration<br />Celebration<br />
  38. 38. Connection<br />cc Steve Wheeler, University of Plymouth, 2010<br />http://i.imwx.com<br />
  39. 39. Communication<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  40. 40. Collaboration<br />http://idirekt.cz/soubory/t-mobile_dance2.png<br />
  41. 41. Collaboration<br />Connection<br />Celebration<br />Communication<br />User Generated Co-created Content<br />Steve Wheeler, University of Plymouth, 2010<br />
  42. 42. Personal Learning Networks<br />FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven<br />
  43. 43.
  44. 44. responsive<br />responsive<br />
  45. 45. personalized<br />
  46. 46. investing in collaborations<br />
  47. 47.
  48. 48. Do it Yourself PD as Self Directed Connected Learners<br />Communities<br />Of Practice<br />DIY-PD<br />PersonalLearningNetworks<br />F2F Teams<br />"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.)<br />
  49. 49. Dynamics of Different Network Types<br />
  50. 50. Community is the New Professional Development <br />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. <br />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. <br />
  51. 51. Community is the New Professional Development <br />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.<br />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. <br />Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge and practice: Teaching learning in communities. Review of Research in Education, 24, 249-305. <br />Passive, active, and reflective knowledge building in local (PLC), global (CoP) and contextual (PLN) learning spaces. <br />
  52. 52. http://www.elearnspace.org/Articles/google_whitepaper.pdf<br />
  53. 53. Looking Closely at Learning Community Design<br />4L Model (Linking, Lurking, Learning, and Leading) inspired by John Seeley Brown http://learningcircuits.blogspot.com/2006/06/roles-in-cops.html<br />This model is developed around the roles and interactions members of a community have as participants in that community. <br />
  54. 54. Tribes<br />“The internet eliminates geography. This means that there are now more tribes: smaller tribes, influential tribes, and tribes that could never have existed before.”<br />~ Seth Godin<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  55. 55. The New Third Place?<br />“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 <br />
  56. 56. Motivations<br />Social connectedness<br />Psychological well-being<br />Gratification<br />Collective Efficacy<br />
  57. 57.
  58. 58. The Social Web is built here, from love and esteem<br />
  59. 59.
  60. 60. Connected Learning Communities provide the personal learning environment (PLE) to do the nudging<br />
  61. 61. Is learning simply about gaining knowledge...?<br />cc Steve Wheeler, University of Plymouth, 2010<br />www.newmediamusings.com<br />
  62. 62. cc Steve Wheeler, University of Plymouth, 2010<br />... or making connections?<br />
  63. 63. Join our list<br />Join our forum<br />Join our community<br />Degrees of Transparency and Trust<br />Increasing collaboration and transparency of process<br />
  64. 64. THE CONNECTED EDUCATOR<br />
  65. 65. Your community’s life-cycle<br />Sustain/Renew<br />Grow<br />Level of energy and visibility<br />Start-up<br />Close<br />Plan<br />Discover/<br />imagine<br />Incubate/ deliver value<br />Focus/ expand<br />Ownership/ openness<br />Let go/ remember<br />Time<br />From: Cultivating Communities of Practice by Wenger, McDermot and Snyder<br />
  66. 66. THE CONNECTED EDUCATOR<br />
  67. 67. Our basic experimental design…<br /><ul><li>Seek out 20 schools/districts willing to invest some time in exploring the challenge of 21st Century Learning.
  68. 68. Ask the schools to identify small teams of 5-6 educators who are ready for this exploration.
  69. 69. 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.</li></li></ul><li>
  70. 70. Powerful Learning Practice Delivery Model<br />VLC<br />Workshops<br />Elluminate<br />Where we deepen understanding, network, share resources and grow as a community of practice.<br />Live meetings where teams meet, listen and then reflect in small groups.<br />Two all day workshops that build capacity, community and develop 21st Century skills.<br />Professional Learning Teams<br />Job embedded teams who meet f2f and work towards scale and alignment of 21st C skills with school improvement goals<br />
  71. 71. THE CONNECTED EDUCATOR<br />Team Action Research Projects<br />Wonderment<br />Problem finding<br />Collaborative culture<br />
  72. 72. "The greatest danger in times of turbulence is not the turbulence. It is to act with yesterday's logic." - Peter Drucker <br />Steve Wheeler, University of Plymouth, 2010<br />http://pixdaus.com<br />

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