This document discusses strategies for transforming schools into learning organizations. It distinguishes between reform, which works within an existing system, and transformation, which alters the underlying culture and structure to enable new innovations. The document advocates for a transformational approach to change in schools. It argues schools should shift their focus from teaching to co-learning, empowering students as knowledge producers. Connected learning through online networks and tools is presented as a way to support this transformation by connecting students to global knowledge and communities of learners.

2. Sheryl Nussbaum-Beach
Co-Founder & CEO
Powerful Learning Practice, LLC
http://plpnetwork.com
sheryl@plpnetwork.com
President
21st Century Collaborative, LLC
http://21stcenturycollaborative.com
Follow me on Twitter
@snbeach

4. My community work

5. In Phillip Schlechty's book
Leading for Learning: How to Transform Schools into
Learning Organizations
He makes a case for transformation of schools.

6. Reform- installing innovations that will
work within the context of the existing culture
and structure of schools. It usually means
changing procedures, processes, and
technologies with the intent of improving
performance of existing operation systems.

7. It involves repositioning and
reorienting action by putting an
organization into a new business
or adopting radically different
means of doing the work
traditionally done.
Transformation includes altering the beliefs, values,
meanings- the culture- in which programs are embedded, as
well as changing the current system of rules, roles, and
relationship- social structure-so that the innovations needed
will be supported.
Transformation- is intended to make it possible to do
things that have never been done by the organization
undergoing the transformation.
Different than

8. So as we develop our change agent vision
for learning -- How do you see it- should you
be a reformer or
a transformer and why?
Make your case for using
one or the other as a
change strategy in your
school.

9. The world is changing...

10. Shifting From Shifting To
Learning at school Learning anytime/anywhere
Teaching as a private event Teaching as a public
collaborative practice
Learning as passive
participant
Learning in a participatory
culture
Learning as individuals
Linear knowledge
Learning in a networked
community
Distributed knowledge

11. By the year 2011 80% of all Fortune 500
companies will be using immersive worlds –
Gartner Vice President Jackie Fenn
Libraries 2.0
Management 2.0
Education 2.0
Warfare 2.0
Government 2.0
Vatican 2.0
Credit: Hugh MacLeod, gapingvoid
Everything 2.0

12. dangerouslyirrelevant.org
Our kids have tasted the honey.
http://www.dangerouslyirrelevant.org/2009/02/a-taste-of-honey.html

13. 13
Free range learners
Almost from birth
today’s children
have free range
access to knowledge.
The potential exists
for all kiddos to
learn what they want
– when they want.

14. • THE CONNECTED EDUCATOR
The Disconnect
“Every time I go to school, I have to
power down.” --a high school student

15. The pace of change is
accelerating

16. 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.
Knowledge Creation

17. 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.

18. Are you using the
smallest number of
high leverage, easy
to understand
actions to unleash
stunningly
powerful
consequence?

19. What do you wonder?
•About connected learning?
•How do you define the terms?
• What questions are percolating
up for you?

20. Personal Learning Networks (building of your tribe)
Are you mobilizing and contextualizing what you are
learning? Can I find you and learn from you?
It’s out of networks that community falls. ~ Nancy
White

21. http://bit.ly/QSqfjI

22. Photo Credit: http://www.consciousaging.com/

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

25. Shifts focus of literacy
from individual
expression to
community
involvement.
Students become
producers, not
just consumers
of knowledge.

26. 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

27. Share
Cooperate
Collaborate
Collective Action
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”

28. Connected Learner Scale
Share (Publish & Participate) –
Connect (Comment and
Cooperate) –
Remixing (building on the
ideas of others) –
Collaborate (Co-construction of
knowledge and meaning) –
Collective Action (Social Justice, Activism, Service
Learning) –

29. Shifts focus of literacy
from individual
expression to
community
involvement.

30. 30
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

31. Are there new Literacies- and if so, what are they?
“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

32. Play — the capacity to experiment with one’s surroundings as a form of problem-
solving
Performance — the ability to adopt alternative identities for the purpose of
improvisation and discovery
Simulation — the ability to interpret and construct dynamic models of real-world
processes
Appropriation — the ability to meaningfully sample and remix media content
Multitasking — the ability to scan one’s environment and shift focus as needed to
salient details.
Distributed Cognition — the ability to interact meaningfully with tools that
expand mental capacities
.

33. Collective Intelligence — the ability to pool knowledge and compare notes with
others toward a common goal
Judgment — the ability to evaluate the reliability and credibility of different
information sources
Transmedia Navigation — the ability to follow the flow of stories and
information across multiple modalities
Networking — the ability to search for, synthesize, and disseminate information
Negotiation — the ability to travel across diverse communities, discerning and
respecting multiple perspectives, and grasping and following alternative norms.
.

34. Will the future of education include broad-
based, global reflection and inquiry?
Will your current level of new media literacy
skills allow you to take part in leading learning
through these mediums? Does it matter?

35. Let Go of Curriculum

36. FORMAL INFORMAL
You go where the bus goes You go where you choose
Jay Cross – Internet Time

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

38. MULTI-CHANNEL APPROACH
SYNCHRONOUS
ASYNCHRONOUS
PEER TO PEER WEBCAST
Instant messenger
forumsf2f
blogsphotoblogs
vlogs
wikis
folksonomies
Conference rooms
email Mailing lists
CMS
Community platforms
VoIP
webcam
podcasts
PLE
Worldbridges

39. What does the Day in the Life of a Connected Educator
Look Like? Let’s look at some examples…

40. 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
Designers
1. 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)

41. Connected Learner Scale
This work is at which level(s) of the connected learner scale?
Explain.
Share (Publish & Participate) –
Connect (Comment and
Cooperate) –
Remixing (building on the
ideas of others) –
Collaborate (Co-construction of
knowledge and meaning) –
Collective Action (Social Justice, Activism, Service
Learning) –

42. Networks are very “me”
oriented. You
intentionally with
purpose pick and choose
who is in your network
to learn from and why.
Learning with networks
happens through BOTH
social and cognitive
presence.

44. responsive
responsive

45. personalized

46. Let’s just admit it…
You are an agent of
change!
Now. Always. And now
you have the tools to
leverage your ideas.

47. An effective change
agent is someone
who isn’t afraid to
change course.

48. "The greatest danger in times of turbulence is not
the turbulence. It is to act with yesterday's logic."
- Peter Drucker
http://pixdaus.com
SteveWheeler,UniversityofPlymouth,2010