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
Powerful Learning Practice Proud sponsor of CEM connectededucators.org/cem/
Goals of Keynote:1. To build a compelling case for change (the why)2. To lay the foundation for the work your PLPteam will be doing. Goals of Breakouts1. To look more directly at pedagogy and the classroom2. To help you with the “how” of change.
Driving Questions• 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?
Are you Ready for Learning and Leading in the 21st CenturyIt isn’t just “coming”… it has arrived! And schools who aren’tredefining themselves, risk becoming irrelevant in preparingstudents for the future.
Everything 2.0 Libraries 2.0 Management 2.0 Education 2.0 Warfare 2.0 Government 2.0By the year 2011 80% of all Fortune 500 Vatican 2.0companies will be using immersive worlds – Gartner Judaism 2.0Vice President Jackie Fenn What about the world and society has changed since you went to school? What about students has changed since you went to school? What about schools has changed or not changed since you went to school? What should School 2.0 look like in order to meet the needs of the 21st Century learner? Credit: Hugh MacLeod, gapingvoid
The Disconnect • THE I go to school, I EDUCATOR“Every timeCONNECTEDhave topower down.” --a high schoolstudent
Source: David Wiley: Openness and the disaggregatedfuture of higher education 6 Trends for the digital age Analogue Digital Tethered Mobile Closed Open Isolated Connected Generic Personal Consuming Creating Sherry Turkle is Abby Rockefeller Mauzé Professor of the Social Studies of Science and Technology in the Program in Science, Technology, and Society at MIT and the founder (2001) and current director of the MIT Initiative on Technology and Self.
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.
For students starting a four-yeartechnical or higher educationdegree, this means that . . .half of what they learn in their first yearof study will be outdated by their thirdyear of study.
Shifting From Shifting ToLearning at school Learning anytime/anywhereTeaching as a private event Teaching as a public collaborative practiceLearning as passive Learning in a participatoryparticipant cultureLearning as individuals Learning in a networked communityLinear knowledge Distributed knowledge
Time TravelLewis Perelman, author of Schools Out (1992). Perelmanargues that schools are out of sync with technological change:...the technological gap between the school environment andthe "real world" is growing so wide, so fast that the classroomexperience is on the way to becoming not merely unproductivebut increasingly irrelevant to normal human existence (p.215).Seymour Papert (1993)In the wake of the startling growth of science and technology inour recent past, some areas of human activity have undergonemegachange. Telecommunications, entertainment andtransportation, as well as medicine, are among them. School isa notable example of an area that has not(p.2).
What does it mean to work in a participatory 2.0 world? What is connected (21st Century) learning? Who are connected educators? What does it look like?Collective Wondering in Backchannel or with eachother… What do you wonder about connected learning?Be curious. How do you define it?
Do it Yourself PDA revolution in technology has transformed the way • THE CONNECTED EDUCATORwe 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 onlinespaces: learners who bring what they learn back toinform their classrooms, schools, districts, and theworld.
Our kids have tasted the honey. dangerouslyirrelevant.org http://www.dangerouslyirrelevant.org/2009/02/a-taste-of-honey.html
Free range learnersFree-range learners choosehow and what they learn. Self-service is less expensive andmore timely than thealternative. Informal learninghas no need for the busywork,chrome, and bureaucracy thataccompany typical classroominstruction. 28
Mobile ComputingSmart Phones The mobile market has: 4 billion subscribers, three-fourths of whom live in developing countries. Over a billion new phones are produced each year, and the fastest- growing sales segment belongs to smart phones —
Open ContentRelevance for Teaching, Learning & CreativeExpressionOpen content allows teachers tocustomize their courses quickly and inexpensively and keepup with emerging informationand ideas.Communities of practice and learner groups thatform around open content provide a sourceof support for independent or life-long learners.
Electronic BooksElectronic books are now accessible via awide variety of readers, from dedicatedreader platforms like the Kindle toapplications designed for mobilephones, and are enjoying wide consumeradoption.Electronic books can be a portable andcost-effective alternative to buyingprinted books, although most platformslack featuresto support advanced reading and editingtasks such asannotation, collaboration, real-timeupdates, and content remixing.
“Schools are a node on thenetwork of learning.”
The Emergent 21st Century Teacher Teacher 2.0 Teacher 2.0 Source: Mark Treadwell - http://www.i-learnt.com
Personal Learning NetworksCommunity-Dots On Your MapAre you “clickable”- Are the students?
Be a learner first--educator second• Its all about asking hard questions and then listening deeply• A connected learner isn’t afraid to admit that they don’t know the answerto a question or problem, and willingly invite others into a dialogue toexplore, 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 thananswers and that is good. I also believe that connected learners have tolearn to take risks - exposing your learning and thoughts can be challenging@ccoffa• Lurkers become learners. Learners become contributors. @sjhayes8
Community is built through the co-construction of knowledgeBE collaborative. Own it. Share with others.nvest in personal knowledge building so what you share with otherswill be of value.The power of connections leads to collective efficacy, collective wisdomand long standing collective intelligenceConnected learners talk to strangers. We do not have to know thepeople with whom we are co-learning, co-constructing, co-creating.Do you know--what who you know--knows? Leverage collectivewisdom.Innovation comes from wildly diverse experiences and looseconnections
Networks are not enough. PLCs are not enough.We need a 3-prong approach. 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 (CoPs)
Making connections In connectivism, learning involves creating connections and developing a network. It is a theory for the digital age drawing uponchaos, emergent properties, and self organized learning.(It’s not what you know, or who you know- but do you know what who you know- knows? ) Source: Wikipedia
“A tribe needs a sharedInternet tribes interest and a way to communicate.” cc Steve Wheeler, University of Plymouth, 2010“Twitter and blogs ...contribute an entirelynew dimension ofwhat it means to be apart of a tribe. Thereal power of tribeshas nothing to dowith the Internet andeverything to do withpeople.”
“In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists.” -- Eric Hoffer, Reflections on the Human ConditionAre there new Literacies- and if so, what are they?
Play — the capacity to experiment with one’s surroundings as a form of problem-solvingPerformance — the ability to adopt alternative identities for the purpose ofimprovisation and discoverySimulation — the ability to interpret and construct dynamic models of real-worldprocessesAppropriation — the ability to meaningfully sample and remix media contentMultitasking — the ability to scan one’s environment and shift focus as neededto salient details.Distributed Cognition — the ability to interact meaningfully with tools thatexpand mental capacities.
Collective Intelligence — the ability to pool knowledge and compare notes withothers toward a common goalJudgment — the ability to evaluate the reliability and credibility of differentinformation sourcesTransmedia Navigation — the ability to follow the flow of stories and informationacross multiple modalitiesNetworking — the ability to search for, synthesize, and disseminate informationNegotiation — the ability to travel across diverse communities, discerning andrespecting multiple perspectives, and grasping and following alternative norms..
The NCTE Definition of 21st Century LiteraciesDevelop proficiency with the tools of technologyBuild relationships with others to pose and solve problemscollaboratively and cross-culturallyDesign and share information for global communities to meet a varietyof purposesManage, analyze and synthesize multiple streams of simultaneousinformationCreate, critique, analyze, and evaluate multi-media textsAttend to the ethical responsibilities required by these complexenvironments
SITE 2006 IEA Second Information Technology in Education Study• 9000 School• 35,000 math and science teachers in 22 countries How are teachers using technology in their instruction?Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong
FindingsIncreased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology.How you integrate matters- not just the technology alone.As long as we see content, technology and pedagogy as separate- technology will always be just an add on.
How do you do it?-- TPCK and Understanding by Design There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction. Teacher and Students as Co-Curriculum Designers1. What do you want to know and be able to do at the end of this activity, project, or lesson?2. What evidence will you collect to prove mastery? (What will you create or do)3. What is the best way to learn what you want to learn?4. How are you making your learning transparent? (connected learning)
Shifts focus of literacyfrom individualexpression tocommunityinvolvement.
Connected LearningThe computer connects the student to the rest of the worldLearning occurs through connections with other learnersLearning is based on conversation and interaction Stephen Downes
Connected Learner ScaleThis work is at which level(s) of the connected learner scale?Explain.Share (Publish & Participate) –Connect (Comment andCooperate) –Remixing (building on theideas of others) –Collaborate (Co-construction ofknowledge and meaning) –Collective Action (Social Justice, Activism, ServiceLearning) –
Education for Citizenship“A capable and productive citizen doesn’t simply turn upfor jury service. Rather, she is capable of servingimpartially on trials that may require learning unfamiliarfacts and concepts and new ways to communicate andreach decisions with her fellow jurors…. Jurors may becalled on to decide complex matters that require theverbal, reasoning, math, science, and socialization skillsthat should be imparted in public schools. Jurors todaymust determine questions of fact concerning DNAevidence, statistical analyses, and convoluted financialfraud, to name only three topics.” Justice Leland DeGrasse, 2001 58
Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html NEW DIRECTIONS IN ASSESSMENT
Connected educators are more effective change agents
Real Question is this:Are we willing to change- to risk change- to meet the needsof the precious folks we serve?Can 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.