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Connected Learners.. not just educators

Connected Learners.. not just educators

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  • 1. Housekeeping • THE CONNECTED EDUCATORGet close to someonePaperless handoutshttp://plpwiki.comBack Channel Chathttp://todaysmeet.com/uindy
  • 2. Sheryl Nussbaum-BeachCo-Founder & CEOPowerful Learning Practice, LLChttp://plpnetwork.comsheryl@plpnetwork.comWebsite and blog21st Century Collaborativehttp://21stcenturycollaborative.com@snbeach on Twitter
  • 3. Things do not change; we change.—Henry David Thoreau • THE CONNECTED EDUCATORWhat are you doing to contextualize andmobilize what you are learning?How will you leverage, how will you enableyour students or those you work with toleverage- collective intelligence?
  • 4. Lead Learner Native American Proverb “He who learns from one who is learning, drinks from a flowing river.”Sarah Brown Wessling2010 National Teacher of the YearDescribes her classroom as a placewhere the teacher is the “leadlearner” and “the classroom wallsare boundless.”
  • 5. Learner First---Professional SecondIt is a shift and requires us to rethink who weare as an educator, student, or professional.It requires us to redefine ourselves.Think AboutEmerson and Thoreau reunited would ask-“What has become clearer to you since we lastmet?”Share with someone near you.. What haveyou learned recently?
  • 6. The Disconnect • THE I go to school, I EDUCATOR“Every timeCONNECTEDhave topower down.” --a high schoolstudent
  • 7. 6 Trends for the digital age Analogue Digital Tethered Mobile Closed Open Isolated Connected Generic Personal Consuming CreatingSource: David Wiley: Openness and the disaggregatedfuture of higher education
  • 8. Are you Ready for Learning and Leading in the 21st CenturyIt isn’t just “coming”… it has arrived! And organizations whoaren’t redefining themselves, risk becoming irrelevant.
  • 9. Web 1.0 Web 2.0 Web 3.0We are living in a new economy –powered by technology, fueled byinformation, and driven by knowledge.-- Futureworks: Trends and Challenges forWork in the 21st Century
  • 10. By the year 2012 80% of all Fortune 500companies will be using immersive worlds – GartnerVice President Jackie Fenn
  • 11. Knowledge CreationIt is estimated that1.5 exabytes of unique new informationwill be generatedworldwide this year.That’s estimated to bemore than in theprevious 5,000 years.
  • 12. For students starting a four-yeartechnical or higher education degree,this means that . . .half of what they learn in their firstyear of study will be outdated by theirthird year of study.
  • 13. Defining the Connected LearnerOur lives are connected by athousand invisible threads.—Herman Melville
  • 14. Do it Yourself PDA revolution in technology has transformed the waywe can find each other, interact, and collaborate tocreate knowledge as connected learners.What are connected learners?Learners who collaborate online; learners who usesocial media to connect with others around the globe;learners who engage in conversations in safe onlinespaces; learners who bring what they learn onlineback to their classrooms, schools, and districts.
  • 15. • THE CONNECTED EDUCATOR
  • 16. What does itmean to be aconnectedlearner with awell developednetwork?What are theadvantages ordrawbacks?How is it agame changer?
  • 17. Dispositions and ValuesCommitment to understanding asking Dedication to thegood questions ongoing development of expertiseExplores ideas and concepts,rethinking, revising, and continuously Shares and contributesrepacks and unpacks, resistingurges to finish prematurely Engages in strength-based approachesCo-learner, Co-leader, Co-creator and appreciative inquirySelf directed, open minded Demonstrates mindfulnessCommits to deep reflection Willingness to leaving ones comfort zone to experiment with new strategiesTransparent in thinking and taking on new responsibilitiesValues and engages in a culture ofcollegiality
  • 18. • THE CONNECTED EDUCATORProfessional development needs to change.We know this.A revolution in technology has transformedthe way we can find eachother, interact, and collaborate to createknowledge as connected learners.
  • 19. DefineCommunityDefineNetworks
  • 20. 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
  • 21. A Definition of CommunityCommunities are quite simply, collections ofindividuals who are bound together by natural willand a set of shared ideas and ideals.“A system in which people can enter into relationsthat are determined by problems or shared ambitionsrather than by rules or structure.” (Heckscher, 1994, p.24).The process of social learning that occurs when people whohave a common interest in some subject or problemcollaborate over an extended period to share ideas, findsolutions, and build innovations. (Wikipedia)
  • 22. A Definition of NetworksFrom Wikipedia, the free encyclopediaNetworks are created through publishing and sharing ideas andconnecting with others who share passions around those ideas wholearn from each other.Networked learning is a process of developing and maintainingconnections with people and information, and communicating in sucha way so as to support one anothers learning.Connectivism (theory of learning in networks) is the use of anetwork with nodes and connections as a central metaphor forlearning. In this metaphor, a node is anything that can beconnected to another node: information, data, feelings,images. Learning is the process of creating connections anddeveloping a network.
  • 23. Making connections In connectivism, learning involves creating connections and developing a network. It is atheory 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? ) Source: Wikipedia
  • 24. “Understanding hownetworks work is oneof the most importantliteracies of the 21stCentury.”- Howard Rheingold http://www.ischool.berkeley.edu
  • 25. Open NetworksIf ... information isrecognized as useful tothe community ... it canbe counted asknowledge.Thecommunity, then, hasthe power to createknowledge within agiven context and leavethat knowledge as anew node connected tothe rest of the network’. Practitioners’ knowledge = content & context– Dave Cormier (2008)
  • 26. Connected LearningThe computer connects the learner to the rest of the worldLearning occurs through connections with other learnersLearning is based on conversation and interaction Stephen Downes
  • 27. Connected Learner ScaleShare (Publish & Participate) –Connect (Comment andCooperate) –Remixing (building on theideas of others) –Collaborate (Co-construction ofknowledge and meaning) –Collective Action (Social Justice, Activism, ServiceLearning) –
  • 28. 1. Local community: Purposeful, face-to-faceconnections among members of a committedgroup—a professional learning community (PLC) • THE CONNECTED EDUCATOR2. Global network: Individually chosen, onlineconnections with a diverse collection of peopleand resources from around the world—a personallearning network (PLN)3. Bounded community: Acommitted, collective, and often global group ofindividuals who have overlapping interests andrecognize a need for connections that go deeperthan the personal learning network or theprofessional learning community can provide—acommunity of practice or inquiry (CoP)
  • 29. Professional LearningCommunities 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. We want to focus on shifting from a culture of isolation to a culture of deep and meaningful collaboration. FOCUS: Local , F2F, Job-embedded- in Real Time
  • 30. FOCUS: Situated, Synchronous, Asynchronous- Online and Walled GardenCommunities of Practice
  • 31. Celebration Celebration
  • 32. Connectionhttp://i.imwx.com cc Steve Wheeler, University of Plymouth, 2010
  • 33. Communicationcc Steve Wheeler, University of Plymouth, 2010
  • 34. Collaboration http://idirekt.cz/soubory/t-mobile_dance2.png
  • 35. Connection CollaborationCelebration Communication Steve Wheeler, University of Plymouth, 2010 User Generated Co-created Content
  • 36. Personal LearningNetworksFOCUS: Individual, Connecting to Learning Objects, Resourcesand People – Social Network Driven
  • 37. responsiveresponsive
  • 38. personalized
  • 39. investing in collaborations
  • 40. Do it Yourself PD as Communities Of PracticeSelf DirectedConnected Learners DIY-PD Personal Learning Networks F2F Teams"Rather than belittling or showing disdain for knowledge or expertise,DIY champions the average individual seeking knowledge andexpertise for him/herself. Instead of using the services of others whohave expertise, a DIY oriented person would seek out the knowledgefor him/herself." (Wikipedia, n.d.)
  • 41. Community is the New Professional DevelopmentCochran-Smith and Lytle (1999a) describe three ways of knowing and constructingknowledge…Knowledge for Practice is often reflected in traditional PD efforts when a trainer shareswith teachers information produced by educational researchers. This knowledgepresumes a commonly accepted degree of correctness about what is being shared. Thelearner is typically passive in this kind of "sit and get" experience. This kind of knowledgeis 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 andisolation of teaching.Knowledge in Practice recognizes the importance of teacher experience and practicalknowledge in improving classroom practice. As a teacher tests out new strategies andassimilates them into teaching routines they construct knowledge in practice. They learnby doing. This knowledge is strengthened when teachers reflect and share with oneanother lessons learned during specific teaching sessions and describe the tacitknowledge embedded in their experiences.
  • 42. Community is the New Professional DevelopmentKnowledge of Practice believes that systematic inquiry where teachers createknowledge as they focus on raising questions about and systematically studyingtheir own classroom teaching practices collaboratively, allows educators toconstruct knowledge of practice in ways that move beyond the basics ofclassroom practice to a more systemic view of learning.I believe that by attending to the development of knowledge for, in and ofpractice, we can enhance professional growth that leads to real change.Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge andpractice: 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.
  • 43. http://www.elearnspace.org/Articles/google_whitepaper.pdf
  • 44. Change is hard
  • 45. Connected learners are more effective change agents
  • 46. Let’s just admit it…You are an agent ofchange!Now. Always. And nowyou have the tools toleverage your ideas.
  • 47. An effective changeagent is someonewho isn’t afraid tochange course. Let’s look at some examples…
  • 48. Real Question is this:Are we willing to change- to risk changeCan you accept that Change (with a “big” C) is sometimes amessy process and that learning new things together isgoing to require some tolerance for ambiguity.
  • 49. Last Generation

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