We used these questions http://www.slideshare.net/aafromaa/questions-for-informal-learning to have the discussion around informal learning
December 13, 2012
The document discusses social media and making sense of the signals it provides. It notes that social media can be overwhelming due to the large amount of content and networks. However, social media signals are also a reflection of culture and can be used to positively shape culture. The document advocates treating social media signals as a form of public communication and being mindful of how signals can influence others and leave a permanent digital footprint. It encourages using social media strategically and intentionally to model inclusive values through online interactions.
The Networked Educational Leader #edtechbcGeorge Couros
This document discusses how educational leaders can use social media to improve learning and leadership in 3 key ways:
1) By connecting as a leader on social media, they can learn from other educators around the world and lead as a learner.
2) By connecting their organization on social media, they can build stronger relationships and create a stronger school brand.
3) By embracing how students already use social media, educators can give students a voice and inspire them by allowing them to create their own content for authentic audiences.
Leadership in 21st Century Learning: A Call to LibrariesLori Reed
Opening keynote for the 78th Annual Quebec Library Association Conference: Libraries as Learning Places.
This presentation covers how libraries must pave the way as leaders in learning and information literacy. Why libraries play a crucial role in education. How to become a champion of 21st century learning and information literacy.
The Globally Connected Educator- Beyond Plugging In Towards Global PedagogySilvia Rosenthal Tolisano
With the increasingly interconnected nature of our global society and the need for a very different kind of literacy for our students, extending teaching and learning beyond the walls of our classrooms is especially vital in this digital age.
If you want globally connected students, you need globally connected teachers who are capable of communicating, collaborating and connecting to experts and peers from around the world. These educators are harnessing the power of global connections for their own learning in order to bring the world to their students.
What does collaboration, communication and connections mean in a connected world? What are the steps in becoming a globally connected educator? How do we move from being consumers to producers and contributors? How do we modernize and globalize our classroom practices while expanding our professional learning network to include colleagues from around the world?
Want to Work with Me? Contact me via http://globallyconnectedlearning.com
Live slides from a conversation with Alec Couros' EC&I831 class about the risks of social media participation for educators & scholars, as well as the very real connections and caring that can emerge in the process.
Beyond Alt-Metrics: Identities & Influence OnlineBonnie Stewart
Open, participatory online learning and scholarship don't necessarily require credentials as the price of admission, but do demand the construction, performance, and curation of intelligible, public, networked identities. Both academia and social networks are, in effect, ‘reputational economies,' but while scholars and educators are increasingly exhorted to go online, those who do often find that their work and efforts may not be visible or understood within institutional contexts. Likewise, as the academic tradition grapples with sea changes in infrastructure and communications, the terms by which scholarship and learning have been defined and legitimized are being unsettled from within. What signals count as credibility among networked educators and learners? What risks and power relations need to be addressed as part of that process?
Learning out Loud: Networked & Social LearningKeeley Sorokti
At the Capacity Building #FRWebinar titled Emerging Training and Education Strategies for Homeland Security, I shared how to apply social media to facilitate social, networked learning experiences.
May 7, 2015 Webinar Description: The First Responders Group at the Department of Homeland Security Science and Technology Directorate (S&T) and the Higher Education Program at the Federal Emergency Management Agency teamed up to host a webinar featuring presenters Tommy Hicks of International Association of Fire Chiefs, Dr. Katherine Izsak of the University of Maryland, Dr. Karl Kapp of Bloomsburg University, Keeley Sorokti of Northwestern University, and Lt. Nick Hurley, the Oregon Department of Public Safety Standards and Training. Attendees learned how to implement innovative and effective educational practices. Learn more: http://www.firstresponder.gov/SitePages/GrantsAndTraining/Webinars.aspx
Find more first responder and networked learning resources and add your own: http://tinyurl.com/FRWebinar-NetworkedLearning
Find Keeley Sorokti on Twitter: @sorokti
Learn more about the MS Learning and Organizational Change program: http://www.sesp.northwestern.edu/masters-learning-and-organizational-change/index.html
Education in Abundance: Network Literacies & LearningBonnie Stewart
This document discusses the changing nature of literacy and learning in an era of knowledge abundance enabled by digital networks and the Internet. It argues that we must rethink what it means to be literate and how education is structured to take advantage of network tools that connect people and allow knowledge to be shared more openly. Key network literacies discussed include developing an online identity, contributing knowledge through participation as a resident rather than just a visitor, and making connections by engaging with audiences and building communities of shared interests through hashtags and other networking tools. The focus is on how education can cultivate learners who can navigate and help others navigate a world of abundant, openly accessible knowledge distributed through online networks.
The document discusses social media and making sense of the signals it provides. It notes that social media can be overwhelming due to the large amount of content and networks. However, social media signals are also a reflection of culture and can be used to positively shape culture. The document advocates treating social media signals as a form of public communication and being mindful of how signals can influence others and leave a permanent digital footprint. It encourages using social media strategically and intentionally to model inclusive values through online interactions.
The Networked Educational Leader #edtechbcGeorge Couros
This document discusses how educational leaders can use social media to improve learning and leadership in 3 key ways:
1) By connecting as a leader on social media, they can learn from other educators around the world and lead as a learner.
2) By connecting their organization on social media, they can build stronger relationships and create a stronger school brand.
3) By embracing how students already use social media, educators can give students a voice and inspire them by allowing them to create their own content for authentic audiences.
Leadership in 21st Century Learning: A Call to LibrariesLori Reed
Opening keynote for the 78th Annual Quebec Library Association Conference: Libraries as Learning Places.
This presentation covers how libraries must pave the way as leaders in learning and information literacy. Why libraries play a crucial role in education. How to become a champion of 21st century learning and information literacy.
The Globally Connected Educator- Beyond Plugging In Towards Global PedagogySilvia Rosenthal Tolisano
With the increasingly interconnected nature of our global society and the need for a very different kind of literacy for our students, extending teaching and learning beyond the walls of our classrooms is especially vital in this digital age.
If you want globally connected students, you need globally connected teachers who are capable of communicating, collaborating and connecting to experts and peers from around the world. These educators are harnessing the power of global connections for their own learning in order to bring the world to their students.
What does collaboration, communication and connections mean in a connected world? What are the steps in becoming a globally connected educator? How do we move from being consumers to producers and contributors? How do we modernize and globalize our classroom practices while expanding our professional learning network to include colleagues from around the world?
Want to Work with Me? Contact me via http://globallyconnectedlearning.com
Live slides from a conversation with Alec Couros' EC&I831 class about the risks of social media participation for educators & scholars, as well as the very real connections and caring that can emerge in the process.
Beyond Alt-Metrics: Identities & Influence OnlineBonnie Stewart
Open, participatory online learning and scholarship don't necessarily require credentials as the price of admission, but do demand the construction, performance, and curation of intelligible, public, networked identities. Both academia and social networks are, in effect, ‘reputational economies,' but while scholars and educators are increasingly exhorted to go online, those who do often find that their work and efforts may not be visible or understood within institutional contexts. Likewise, as the academic tradition grapples with sea changes in infrastructure and communications, the terms by which scholarship and learning have been defined and legitimized are being unsettled from within. What signals count as credibility among networked educators and learners? What risks and power relations need to be addressed as part of that process?
Learning out Loud: Networked & Social LearningKeeley Sorokti
At the Capacity Building #FRWebinar titled Emerging Training and Education Strategies for Homeland Security, I shared how to apply social media to facilitate social, networked learning experiences.
May 7, 2015 Webinar Description: The First Responders Group at the Department of Homeland Security Science and Technology Directorate (S&T) and the Higher Education Program at the Federal Emergency Management Agency teamed up to host a webinar featuring presenters Tommy Hicks of International Association of Fire Chiefs, Dr. Katherine Izsak of the University of Maryland, Dr. Karl Kapp of Bloomsburg University, Keeley Sorokti of Northwestern University, and Lt. Nick Hurley, the Oregon Department of Public Safety Standards and Training. Attendees learned how to implement innovative and effective educational practices. Learn more: http://www.firstresponder.gov/SitePages/GrantsAndTraining/Webinars.aspx
Find more first responder and networked learning resources and add your own: http://tinyurl.com/FRWebinar-NetworkedLearning
Find Keeley Sorokti on Twitter: @sorokti
Learn more about the MS Learning and Organizational Change program: http://www.sesp.northwestern.edu/masters-learning-and-organizational-change/index.html
Education in Abundance: Network Literacies & LearningBonnie Stewart
This document discusses the changing nature of literacy and learning in an era of knowledge abundance enabled by digital networks and the Internet. It argues that we must rethink what it means to be literate and how education is structured to take advantage of network tools that connect people and allow knowledge to be shared more openly. Key network literacies discussed include developing an online identity, contributing knowledge through participation as a resident rather than just a visitor, and making connections by engaging with audiences and building communities of shared interests through hashtags and other networking tools. The focus is on how education can cultivate learners who can navigate and help others navigate a world of abundant, openly accessible knowledge distributed through online networks.
Networked Scholars &...Authentic Influence?Bonnie Stewart
What does academic influence mean in an age of information abundance? This keynote delivered at the University of Edinburgh's #elearninged conference explores the idea of authenticity in the context of networked scholarship, and outlines ongoing research into why scholars use networks and how they read each others' reputations and credibility within them.
This document discusses leading learning in the digital age. It emphasizes building relationships and sharing knowledge through collective action and cooperation. Key aspects include embracing failure as an opportunity for growth, modeling behaviors, allocating time and resources for professional learning, and educating others. The focus is shifting from command-and-control models to supporting and encouraging learning through partnerships.
Academic Twitter: The intersection of orality & literacy in scholarship?Bonnie Stewart
This document summarizes a presentation by Bonnie Stewart on the intersection of orality and literacy in academic scholarship on Twitter. It discusses how digital identities on Twitter allow for fragmented and performative selves, in contrast to traditional academic roles and reputations. It also examines how networked publics on Twitter can result in context collapse when private and public audiences intersect. While Twitter enables participation and visibility outside hierarchies, it also increases vulnerability through behaviors like "call out culture." The document advocates developing digital literacies to navigate these issues and views networked practices as a form of scholarship when done with care and abundance.
This concept of a PLN has been around for many years. What has changed in recent years though is the reach, the size and the availability of that network. Your PLN is no longer tied to your zip code and you no longer work in isolation. Collaboration no longer just means to work with a colleague in your building. You are able to connect to educators from around the world who are ready and willing to teach beyond the walls of their own classroom.
Your PLN is customized as:
• it filters the vast information available and pushes what interests you
• you choose who is part of your network
• you decide when and how to access and use it
Learning how to build your own PLN is:
• a 21st century skill
• learning about tools that enable your to make these connections
• being in charge of your own Professional Development
• connecting to educators who will contribute to your learning
• extending your learning
• receiving “just in time” learning and help
• becoming globally aware
• sharing your own best practices
• experiencing the power of 21st century learning for yourself
• filtering through “too much” available information
Leading and Learning by Example in the Blended Learning SchoolTamritz
This webinar discusses leading and learning in blended learning schools. It emphasizes curating resources and developing digital literacy skills. The presenter discusses transforming learning spaces and frameworks, using tools like Bloom's taxonomy. Resources on open educational resources, digital footprints, copyright and fair use, and netiquette and safety are provided. Parents are recognized as important partners in modern learning. Credits and links to additional resources are included.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/portfolios & http://www.pearltrees.com/shellyterrell/digital-portfolios/id13562228
If Social Learning is the Answer, What's the Question?Marcia Conner
For a ON24 Virtual Learning Live session, I facilitated a conversation about social learning and how it can benefit organizations. See the full website here> http://event.on24.com/r.htm?e=597394&s=1&k=E4CFAB7DEC20F0A74602F4D304C6FF29&userreg=n
This second of four webinars on "Mastering Online Facilitation," originally designed and delivered for SEFLIN, focuses on the need to engage in assessment before proceeding with the design and development of webinars and online meetings. It is designed to model the practices discussed with the learners; leaves plenty of time for interactions with and among the learners; and concludes with resources and suggested activities to help participants apply what they are learning.
Questions About Social Media You Haven't Dared to AskMarcia Conner
In followup to my keynote at the #NASSP13 Ignite conference, I facilitated a webinar answering questions from National Association of Secondary School Principals (NASSP) members on March 27, 2013.
Scholars in the Open: Networked Identities vs. Institutional IdentitiesBonnie Stewart
The public presentation of self is identity work, but the networked practices by which scholars build a name and reputation for their work differ from the practices and strategies used - and recognized - within the academy. This presentation explores Bonnie Stewart's dissertation research into how networked scholars circulate identity and reputation in networked publics.
Imagine a Smarter Workforce: Masters of Collaboration SeriesMarcia Conner
Social technologies have the power to transform enterprises into ecosystems teaming with innovative approaches, fresh solutions and dramatic decisions. How can you augment people’s natural capabilities with social tools to build relationships into a modern source of influence, creating more energy than they consume?
Provided by SchoolTechPolicies.com:
This presentation was provided for teachers, parents, and school teams to discuss district technology appropriate and responsible use.
Digital Humanities and the Future of Scholarship: Exclusivity, Disruption, an...Jesse Stommel
A Presentation by Jesse Stommel and Sean Michael Morris for the Digital Currents initiative at University of Michigan.
Where DH grew out of positions of deep and necessary inquiry — especially in that its early advocates had to form communities of practice beyond the pale of traditional academic communities — today that inquiry has eroded into gratuitous and massively-funded career-building projects.
Creating a Positive Professional Presence (ISASA)Cathy Oxley
Teacher librarians are standing on the brink of a fantastic opportunity to make themselves indispensable within their schools. Now is the perfect time to embrace technology, develop a Professional Learning Network, upskill and become leaders in e-learning.
This document summarizes a presentation on social media as spaces for research. It discusses how living online as a scholar means navigating noise, unplanned insights, views, and increasing despair. It also means being publicly peer reviewed and testing and contesting other views. The document explores how to understand and manage for serendipity in online networks. It provides pointers for using social media, including the importance of curation, understanding one's digital footprint, and recognizing what choices one does and doesn't have regarding their online presence.
Getting Past Preaching to the Choir: #Ed1to1 as a Model for Scaffolding Meani...Bonnie Stewart
This document discusses using social media to move away from traditional teacher-centered learning models to a more learner-centered approach. It describes an experiment using Twitter to scaffold a "proof of concept" lesson connecting educators in a discussion about an article. Participants were able to build presence, share ideas and experiences, and continue the discussion outside of the formal learning management system. The social media approach supported learner-centered inquiry and allowed participants to build literacy around a platform for ongoing professional development.
Ideas for Social Media Strategy for Southern Rural Development CenterAnne Adrian
This presentation was adapted from the National eXtension Conference http://www.slideshare.net/aafromaa/introducing-ideas-for-social-media-strategy
Please read the notes. More ideas, concepts, and references are given in the notes.
Networked Scholars &...Authentic Influence?Bonnie Stewart
What does academic influence mean in an age of information abundance? This keynote delivered at the University of Edinburgh's #elearninged conference explores the idea of authenticity in the context of networked scholarship, and outlines ongoing research into why scholars use networks and how they read each others' reputations and credibility within them.
This document discusses leading learning in the digital age. It emphasizes building relationships and sharing knowledge through collective action and cooperation. Key aspects include embracing failure as an opportunity for growth, modeling behaviors, allocating time and resources for professional learning, and educating others. The focus is shifting from command-and-control models to supporting and encouraging learning through partnerships.
Academic Twitter: The intersection of orality & literacy in scholarship?Bonnie Stewart
This document summarizes a presentation by Bonnie Stewart on the intersection of orality and literacy in academic scholarship on Twitter. It discusses how digital identities on Twitter allow for fragmented and performative selves, in contrast to traditional academic roles and reputations. It also examines how networked publics on Twitter can result in context collapse when private and public audiences intersect. While Twitter enables participation and visibility outside hierarchies, it also increases vulnerability through behaviors like "call out culture." The document advocates developing digital literacies to navigate these issues and views networked practices as a form of scholarship when done with care and abundance.
This concept of a PLN has been around for many years. What has changed in recent years though is the reach, the size and the availability of that network. Your PLN is no longer tied to your zip code and you no longer work in isolation. Collaboration no longer just means to work with a colleague in your building. You are able to connect to educators from around the world who are ready and willing to teach beyond the walls of their own classroom.
Your PLN is customized as:
• it filters the vast information available and pushes what interests you
• you choose who is part of your network
• you decide when and how to access and use it
Learning how to build your own PLN is:
• a 21st century skill
• learning about tools that enable your to make these connections
• being in charge of your own Professional Development
• connecting to educators who will contribute to your learning
• extending your learning
• receiving “just in time” learning and help
• becoming globally aware
• sharing your own best practices
• experiencing the power of 21st century learning for yourself
• filtering through “too much” available information
Leading and Learning by Example in the Blended Learning SchoolTamritz
This webinar discusses leading and learning in blended learning schools. It emphasizes curating resources and developing digital literacy skills. The presenter discusses transforming learning spaces and frameworks, using tools like Bloom's taxonomy. Resources on open educational resources, digital footprints, copyright and fair use, and netiquette and safety are provided. Parents are recognized as important partners in modern learning. Credits and links to additional resources are included.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/portfolios & http://www.pearltrees.com/shellyterrell/digital-portfolios/id13562228
If Social Learning is the Answer, What's the Question?Marcia Conner
For a ON24 Virtual Learning Live session, I facilitated a conversation about social learning and how it can benefit organizations. See the full website here> http://event.on24.com/r.htm?e=597394&s=1&k=E4CFAB7DEC20F0A74602F4D304C6FF29&userreg=n
This second of four webinars on "Mastering Online Facilitation," originally designed and delivered for SEFLIN, focuses on the need to engage in assessment before proceeding with the design and development of webinars and online meetings. It is designed to model the practices discussed with the learners; leaves plenty of time for interactions with and among the learners; and concludes with resources and suggested activities to help participants apply what they are learning.
Questions About Social Media You Haven't Dared to AskMarcia Conner
In followup to my keynote at the #NASSP13 Ignite conference, I facilitated a webinar answering questions from National Association of Secondary School Principals (NASSP) members on March 27, 2013.
Scholars in the Open: Networked Identities vs. Institutional IdentitiesBonnie Stewart
The public presentation of self is identity work, but the networked practices by which scholars build a name and reputation for their work differ from the practices and strategies used - and recognized - within the academy. This presentation explores Bonnie Stewart's dissertation research into how networked scholars circulate identity and reputation in networked publics.
Imagine a Smarter Workforce: Masters of Collaboration SeriesMarcia Conner
Social technologies have the power to transform enterprises into ecosystems teaming with innovative approaches, fresh solutions and dramatic decisions. How can you augment people’s natural capabilities with social tools to build relationships into a modern source of influence, creating more energy than they consume?
Provided by SchoolTechPolicies.com:
This presentation was provided for teachers, parents, and school teams to discuss district technology appropriate and responsible use.
Digital Humanities and the Future of Scholarship: Exclusivity, Disruption, an...Jesse Stommel
A Presentation by Jesse Stommel and Sean Michael Morris for the Digital Currents initiative at University of Michigan.
Where DH grew out of positions of deep and necessary inquiry — especially in that its early advocates had to form communities of practice beyond the pale of traditional academic communities — today that inquiry has eroded into gratuitous and massively-funded career-building projects.
Creating a Positive Professional Presence (ISASA)Cathy Oxley
Teacher librarians are standing on the brink of a fantastic opportunity to make themselves indispensable within their schools. Now is the perfect time to embrace technology, develop a Professional Learning Network, upskill and become leaders in e-learning.
This document summarizes a presentation on social media as spaces for research. It discusses how living online as a scholar means navigating noise, unplanned insights, views, and increasing despair. It also means being publicly peer reviewed and testing and contesting other views. The document explores how to understand and manage for serendipity in online networks. It provides pointers for using social media, including the importance of curation, understanding one's digital footprint, and recognizing what choices one does and doesn't have regarding their online presence.
Getting Past Preaching to the Choir: #Ed1to1 as a Model for Scaffolding Meani...Bonnie Stewart
This document discusses using social media to move away from traditional teacher-centered learning models to a more learner-centered approach. It describes an experiment using Twitter to scaffold a "proof of concept" lesson connecting educators in a discussion about an article. Participants were able to build presence, share ideas and experiences, and continue the discussion outside of the formal learning management system. The social media approach supported learner-centered inquiry and allowed participants to build literacy around a platform for ongoing professional development.
Ideas for Social Media Strategy for Southern Rural Development CenterAnne Adrian
This presentation was adapted from the National eXtension Conference http://www.slideshare.net/aafromaa/introducing-ideas-for-social-media-strategy
Please read the notes. More ideas, concepts, and references are given in the notes.
What Do Future Technology and Trends Mean for You? Anne Adrian
This document discusses future technology trends and their implications for organizations like Cooperative Extension. It outlines trends like MOOCs, open access, mobile computing and their impact on education and information sharing. The document recommends that Cooperative Extension focus on skills like critical thinking, virtual collaboration, social media proficiency, and developing open and shareable content to respond effectively to changing needs and landscapes.
Chat from Ag and Social Media Web ConferenceAnne Adrian
The document contains a chat transcript from an online presentation about using social media for agriculture. Participants shared their email addresses and Twitter handles. The presenter discussed best practices for using Twitter, Facebook, blogs and other social media to promote farming businesses and engage with customers and stakeholders. Questions covered topics like content strategy, metrics and time management across multiple platforms.
Re-thinking the Lecture: Audio Podcasts and Telling StoriesCatherine Cronin
This document discusses using audio podcasts to supplement traditional lectures. It notes that audio podcasts, which are 5-6 minute recordings of lectures uploaded to Blackboard, allow for storytelling and inclusion of student voices. This helps address the fact that lecture slides alone do not equal student notes, and something is missing from the traditional lecture format. Audio podcasts can help create content for an authentic audience and tell the story of the class material while including student perspectives.
University of Georgia Cooperative Extension Winter School 2016: From Innovati...Anne Adrian
The document outlines the new structure and focus of eXtension, now called i-Three. It has a member-based model with premium and basic member institutions governed by a Board of Directors. i-Three will increase the effectiveness of Cooperative Extension Service (CES) professionals through an Issue Corps, Innovation Lab, and Rapid Solutions programs. The Issue Corps will have around 120 members working on climate and food systems issues in 2016. The Innovation Lab will support innovation projects and fellows. Rapid Solutions will generate 10-20 solutions with Issue Corps members by August 2016. i-Three aims to help CES professionals deliver greater measurable impact through new resources, tools, methods, and professional development opportunities.
Collaborative social platforms for agriculture extension”Anne Adrian
Jim Langcuster and Anne Adrian from Auburn University presented at the University of Guelph on April 5, 2013. Their presentation focused on how organizations can become defined by how they contribute to ecosystems and platforms through sharing, serendipitous insights, diversity of information, and innovative thinking. They drew inspiration from the books Where Good Ideas Come From and The Connected Company. They discussed publication and video on platforms.
The document discusses the idea of "detoxing" or learning to learn through a natural process of noticing, dreaming, connecting, and doing. It describes experiments with self-directed learning models that focus on the learning process rather than compulsory content. Key findings include that most people are not sure how to learn without direction, but that providing learners with choice in what, when, how, and with whom they learn can empower life-long learning beyond standardized measures.
Clement Coulston - Innovation in Thinking and Learning Think Tank ReflectionsClement Coulston
On December 3rd 2013, students, educators, administrators, parents, and individuals from throughout the community gathered at the University of Oklahoma’s K20 Center, to partake in a Dell hosted Innovation in Teaching and Learning Think Tank. The Think Tank explored two overarching topics
of inquiry-based learning and collaborative leadership. The
discussions enthused at the Think Tank, were further
developed online, through its live-stream, twitter participation
with the #DoMoreEdu hashtag and graphic recording. This document encompasses highlights from the discussions and questions for one to consider.
This document discusses moving education towards a more student-centered approach focused on developing 21st century skills. It emphasizes shifting away from traditional teaching towards collaborative learning, with the teacher taking a role as lead learner. Students need to develop skills like critical thinking, communication, collaboration, creativity, and problem solving to prepare for a future impacted by rapid technological change. Education must transform, not just reform, to fully enable students for this new digital age and economy driven by knowledge.
This document discusses the need for schools to adapt to changing times and prepare students for the 21st century. It outlines six trends in a digital age: from analogue to digital, tethered to mobile, closed to open, isolated to connected, generic to personal, and consuming to creating. It argues that the classroom experience is becoming increasingly irrelevant if schools do not redefine themselves. It also discusses shifts in how students learn, focusing on multiliteracy, active content creation, and global collaboration. Overall, the document advocates for schools to shift from an emphasis on teaching to co-learning in order to remain relevant in the modern world.
The first mistake of many online programs is that they try to replicate something we do in face-to-face classes, mapping the (sometimes pedagogically-sound, sometimes bizarre) traditions of on-ground institutions onto digital space.
We need to recognize that online learning uses a different platform, builds community in different ways, demands different pedagogies, has a different economy, functions at different scales, and requires different choices regarding curriculum than does on-ground education. Even where the same goal is desired, very different methods must be used to reach that goal.
Presenting virtually in the 21st century can be a challenge. It is NOT the same as presenting face-to-face. Understand what is required to be successful in your webinars.
This document profiles Sheryl Nussbaum-Beach, an educator and author focused on connected learning. It provides information about her background, publications, and areas of work including connected learning, digital literacy, and mobilizing collective intelligence. The document emphasizes the need for schools to redefine themselves and prepare students for a changing world where learning occurs anytime, anywhere through participatory and networked models. It highlights trends like openness, mobility, and personalization and discusses how to shift teaching and learning to focus on collaboration, authentic tasks, and developing 21st century skills like multiliteracy.
Social Workplace Learning: The Key to Innovation and Growth?Miikka Salavuo
Social learning relies on distributed expertise and takes place within dynamic communities of practice. It integrates learning into work through opening channels for interaction, engaging employees as continuous learners, and exposing them to constant information. However, most organizations do not effectively foster collaboration and knowledge sharing, with 80-90% of learning and development budgets spent on training events despite 70% of workplace learning occurring through exploration and work experience. For social learning to succeed in organizations requires cultural, procedural, and technical changes like developing a sense of ownership, community, and presence to support on-demand, just-in-time learning.
Using Nearpod in the classroom as a webtool and app. Links to videos can be found on resources page. Created for iNation iPad training for Waxahachie ISD, January 2014. Please give credit when used or referenced.
This document discusses becoming a connected, do-it-yourself (DIY) learner and change agent through developing personal and professional learning networks. It emphasizes embracing change by connecting locally through communities of practice and globally online. Key aspects of becoming a DIY learner include cultivating wonder, sharing knowledge openly, and engaging in collaborative activities like critical friends groups and instructional rounds to improve practice through reflection.
Learners as Leaders in a Changing WorldDerek Wenmoth
This document discusses the need for change in education systems to better prepare learners for an uncertain future. It promotes seeing possibilities instead of problems, sharing ownership of learning between teachers and students, and developing students as leaders rather than followers. The document argues that education must leverage digital tools to create a coherent learning experience both in physical and online spaces. It provides examples of making the learning process transparent, giving students control over their learning, and assessing their ability to thrive in an interconnected world. The overall message is that simply continuing traditional education is depriving young people of their future and true innovation is needed to develop learners who can face disruption and create positive change.
Harnessing the Power of Social Networks in Teaching & LearningAlec Couros
A keynote presentation given at the University of Delaware for the Summer Faculty Institute. More information about the event can be found here: http://www.udel.edu/udaily/2009/may/sfi051309.html
The source slides for the presentation are available for download in Keynote format. Please contact alec.couros@uregina.ca for the link.
See full video of the presentation here: http://educationaltechnology.ca/couros/1611
This document discusses building a personal learning environment (PLE) and personal learning network (PLN). It explains that informal learning accounts for most learning in organizations. A PLE allows individuals to manage their own learning goals and processes through various tools. A PLN consists of people one interacts with and learns from, including those never met in person. The document provides steps to create a PLE/PLN, including choosing learning styles, using feed readers, participating in discussions, and creating an online presence. Privacy is also addressed, noting information shared online cannot be fully removed.
This document contains the text from a presentation on connected learning and leading in the digital age. It discusses trends like moving from analog to digital, tethered to mobile, and closed to open. It highlights concepts like the internet of things, collective intelligence, and how the pace of change is accelerating. It emphasizes that educators must change school culture and learning behaviors to prepare students for the future.
IWBs...Not Your Mother's Chalkboard Reform SymposiumJoquetta Johnson
The Reform Symposium worldwide econference Jan 8, 2011 featured a presentation by Joquetta “The Digital Diva” Johnson on using interactive whiteboards (IWBs) effectively in teaching. She discussed 8 key principles for IWB teaching including being proficient with the technology, organized, interactive, flexible, constructive, open-minded, willing to share resources, and prepared with backup plans. The principles emphasize using IWBs to engage students through collaborative and constructive learning activities while maintaining a student-centered approach.
Open & Networked Teaching: A Transformative JourneyAlec Couros
This document discusses open and networked teaching and the transformative journey it enables. It outlines key shifts in educational technology from objectivism to social learning and forms of openness like open education and open access publications. These open approaches influence how we view learning and allow for social knowledge sharing through blogs, photos, videos and networks. The document advocates designing for openness using social affordances and distributed conversations. It describes the benefits of open teaching like sustained community, transformative experiences, and increased skills and literacies. Participants report profound professional development and changing views of education through open connections.
The document provides an introduction to learning power and discusses several studies related to assessing and developing learning power. It defines seven dimensions of learning power: changing and learning, meaning making, critical curiosity, creativity, learning relationships, strategic awareness, and resilience. Several studies are summarized that examined the relationship between learning power and factors like academic attainment, teacher behaviors, and underachievement. The document also discusses interventions for developing learning power, such as using metaphors and coaching conversations.
This document discusses trends in education and learning in the digital age. It addresses how contemporary technologies and digital resources can best meet the needs of learning communities and personal learning. Key points discussed include the need to shift from isolated to connected learning, from consuming to creating, and from learning as individuals to learning in networked communities. Connected learning communities that leverage collective intelligence through participation, collaboration, and social action are emphasized. Professional development is reframed as occurring through communities and networks rather than traditional workshops. The document advocates becoming connected, DIY learners who are change agents through communities of practice.
The document summarizes an information session about the Rethink Learning Inquiry Hub, an alternative learning program. It introduces the administrators, teachers, and students. It describes inquiry learning as student-driven and focused on creating questions and thoughtful answers. The Inquiry Hub is for passionate learners interested in applying learning practically with technology. A typical day involves topical workshops, online courses, and afternoon inquiry time. Students work on self-directed projects, like one student's project on how music affects driving skills. The program focuses on creating authentic products and tackling real-world issues. It aims to develop competencies like critical thinking through experiences like Shauna's garden project that received grant funding.
Study of Open Data in PUSH UniversitiesAnne Adrian
The document summarizes a study conducted by PUSH and GODAN on open data policies at 99 PUSH universities. Some key findings were that only 15 universities had open access policies, none had specific open data policies, and open data sharing was driven more by funder requirements. Recommendations included for universities to define data ownership, involve faculty in policy creation, and have administrative support. Recommendations for funders/universities included facilitating conversations between the two, developing agreements that address challenges, and agreeing on standards and protocols.
Presidents United to Solve Hunger (PUSH) and Open Data a PUSH UniversitiesAnne Adrian
An international consortium of over 100 university presidents from five continents called Presidents United to Solve Hunger (PUSH) aims to end hunger and poverty through research, education, student engagement and outreach. A recent study assessed the open access and open data policies of 99 PUSH universities and found that while 15 have open access policies, none have open data policies. The study identified benefits and concerns of open data, and provided recommendations for universities to develop open data policies and infrastructure to support open data practices. These recommendations include communicating benefits, aligning policies with funder expectations, improving faculty compliance, refining policies, and creating infrastructure.
International Extension Education Conference: From Innovation to ImpactAnne Adrian
The document summarizes Anne Mims Adrian's presentation on eXtension and its new i-Three initiative. eXtension began in 2004 as an online collaboration platform for Cooperative Extension, and is now a nonprofit focused on innovation to increase Extension's impact. The i-Three initiative includes Issue Corps of 127 educators working on food/climate issues, an Innovation Lab developing new projects, and rapid Project Solutions. The presentation outlines how i-Three will help Corps members and develop new tools, and notes upcoming professional development and the March conference.
The document discusses key statistics about social media usage. It notes that Facebook has over 1.3 billion active users, 82% of which are outside of the US and Canada. It also mentions that 60 million photos are uploaded to Instagram each day. The document then discusses predictions that social media usage will nearly double by 2018 with over 2.44 billion people using social networks globally. It ends by emphasizing the importance of aligning social media goals with organizational goals.
Skills for the Current and Future Knowledge WorkerAnne Adrian
This document summarizes a presentation on the skills needed for current and future knowledge workers. It identifies 11 skills from a 2020 knowledge work skills report by the Institute for the Future: sensemaking, social intelligence, novel adaptive thinking, cross-cultural competency, computational thinking, new media literacy, transdisciplinarity, design mindset, cognitive load management, and virtual collaboration. It also identifies 9 skills and 7 attributes that a separate ECOP-sponsored study found are important for 21st century Extension professionals. The presentation concludes with questions for discussion on how Extension should adjust to future forces and focus its workforce.
Scaling Our Teaching and Learning on learn.eXtension.orgAnne Adrian
Learn.eXtension.org is an online platform for professional development events and learning activities that can be conducted anywhere and accessed by individuals tracking their presentations and courses. The site provides a centralized page for each event with details like the title, presenters, description, resources, slides, recordings and social media sharing. Users can follow events, comment, create events, edit events, and tag events. There is potential to host nationwide series on topics that could benefit educators across the country. The site aims to connect learners with presenters and content.
Not Your Grandparents’ or Great-grandparents' ExensionAnne Adrian
Presentation for a guest lecture in a a graduate level Extension Methods class.
A blog post explanation the points in more detal can be found http://blog.anneadrian.com/2014/04/guest-lecture-on-extension-engagement.html
A comparison of two studies --an ECOP sponsored study identifying 21st Century Cooperative Extension professionals and the Institute of the Future 2020 Skills of the Knowledge Workers
This presentation was conducted as a webinar with the Oregon State Cooperative Extension field, regional, and county leaders.
The presentation was conducted with the goal of discussion what our workforce should look like in the future.
This document summarizes a study on the skills needed for future knowledge workers, including Extension professionals. It identifies 10 key skills from an Institute for the Future report: sensemaking, social intelligence, novel adaptive thinking, cross-cultural competency, computational thinking, new media literacy, transdisciplinarity, design mindset, cognitive load management, and virtual collaboration. The study examined Extension job postings, surveys of Extension administrators, and focus groups with effective Extension professionals to identify important skills and attributes. It emphasizes skills like technology use, communication, teamwork and teaching, as well as attributes like engagement, listening, flexibility, and passion.
The Role of Public Intellectuals in Cooperative Extension Anne Adrian
Shouldn't Extension experts, members of an organization that has always prided itself on providing impartial research-based information, share a place at the table with the nation’s leading public intellectuals? We contend that establishing a core group of public intellectuals at both the state and national levels of discourse should be a core strategy in helping us separate our message from others in this enormously competitive information environment. As a moral obligation Extension educators at all levels have a responsibility, not only as scholars but as public servants, to help put highly complicated, even controversial issues, into sharper perspective on behalf of their clients with the goal of improving their lives. “…no scholar, historian or anyone else is — merely by being a scholar — ethically excused from their own circumstances. We are also participants in our own time and place and cannot retreat from it…” Extension educators are now struggling to navigate their way across an increasingly steep, jagged divide between techno-skeptics, who harbor a deep mistrust of technology and its long-term implications, and techies, who, despite some misgivings, generally believe that each technological advance ultimately works to secure a better life for all of us. With this refinement has come a clearer understanding of the environmental costs associated with scientific and techno Who is better equipped to serve the bridging the gap that exists in understanding environmental costs, benefits, and technological process.
There will be an increasing need for public intellectuals from many different disciplines within Extension to explain how this new farming model will be expressed and how it ultimately will affect them. Herein lies an enormous opportunity for Extension — an opportunity for profound organizational transformation. This presentation was conducted at Galaxy 2013. See page 5 for a more detailed explanation https://custom.cvent.com/18A6750208F1461A8000EA09BA931C3A/files/c9cdbf25833147d4ae232bab6a08ff47.pdf
Jim Langcuster and Anne Adrian were the presenters
Continuous Beta and a Healthy Dose of ParanoiaAnne Adrian
Keynote for the Iowa State Extension Virtual Conference. The script can be found http://blog.anneadrian.com/2013/06/continuous-beta-and-healthy-dose-of.html
This document provides questions to prompt discussion around informal learning. It cites a statistic that 85-90% of job knowledge is learned on the job through informal learning, while 10-15% is learned through formal training. The questions prompt discussion on defining and providing examples of formal, non-formal and informal learning. Additional questions explore what people find rewarding about conferences, how technology has changed expectations, how to enhance non-formal learning programs, how to help people take advantage of informal learning, and if co-creation could encourage informal learning.
Social Media in Urban Cooperative Extension ProgramsAnne Adrian
A panel discussion on using social media in urban programming was presented as webinar November 12, 2012. The link to the webinar and other information can be found here: https://learn.extension.org/events/732
The extension educator's role as 21st century platformAnne Adrian
The document discusses the role of extension educators as 21st century platform builders. It argues that educators should focus on contributing to sharing ecosystems and platforms to promote optimal knowledge sharing, serendipitous insights, and innovative thinking. It lists characteristics of successful platform builders, including being open, connected, agile, and willing to take risks and learn from failures. The presentation was inspired by books on how good ideas spread and creating connected organizations, with links provided for further information.
1. Informal Online Learning:
Implications for Professional
Development
Anne Mims Adrian @aafromaa
eXtension Alabama Cooperative Extension System
Karen Jeannette @kjeannette
eXtension
Sarah Baughman @programeval
eXtension Virginia Tech
#ExtPSDP December 13, 2012
2. Learning results in changing
- Way of thinking
- Perspective
- Understanding and making sense
of life, humanity, and morality
- Possibly behavior
http://www.psu.edu/dept/site/2010/04/more-thoughts-on-social-learning-and-context.html
3. Formal learning –
- is intentional, organized & structured
- usually arranged by institutions
- guided by a curriculum or other formal
program.
(Organisation for Economic Co-operation and Development /
Organisation de Coopération et de Développement Economiques
(OECD), n.d.; Werquin, 2007)
4. Non-formal learning –
- may or may not be intentional or
arranged
- usually organized in some way, even
loosely
- no formal credits granted
(Organisation for Economic Co-operation and Development /
Organisation de Coopération et de Développement Economiques
(OECD), n.d.; Werquin, 2007)
5. Informal learning –
- is never organized
- not guided by a rigid curriculum
- is often experiential and spontaneous
(Organisation for Economic Co-operation and Development /
Organisation de Coopération et de Développement Economiques
(OECD), n.d.; Werquin, 2007)
6. Informal Learning
"the acquisition of skills, knowledge,
and values from daily experience and
people around us.”
http://www.psu.edu/dept/site/2010/04/more-thoughts-on-social-learning-and-context.html
To learn by observing and doing.
7. Best form of informal learning is
in our "natural" tasks of
everyday life.
8. 85-90% of a
person’s job
knowledge is
learned on the
job.
10-15% is learned in formal training.
Raybould, 2000
10. Informal learning allows for co-
learning across organizations
and outside of organizations.
Informal learning and co-learning are better
for dealing with emergent problems.
11. “In a knowledge economy, the
individual is the knowledge
creator, and relationships are the
currency”.
Harold Jarche
13. Encourage
unlearning
Seek and connect with
others outside of areas
for which we have
traditionally drawn.
Learn from polarized
views.
Are we
hiding
and sa in sma
fe grou ll
ps?
15. Empowering learners
take responsibility for their
own learning, assessment
openly share
their learning process
learn through reflection,
reflection, and peer to
peer assessment
accept failure
16. Expectations
Immediacy
Just in time—when and where needed.
Finding through search and networks.
Have to ability to learn as I want to.
17. Learning opportunities
i ng On demand
rn s?
lea ay
ng lw
i di al Social
ov s in
pr ie
e
w unit Embedded
e t
Ar por
op
18. We used to think of ourselves
as the opportunity, but now we
have to think about how the
opportunity finds us.
Karen Jeannette v e?
wa
the
ide ng?
we
r rfi
su
Can v en ht
ee rig s?
ew the lace
Ar in p
rfing
su
we
Are
19. Incorporating informal learning
Share information and provide
access before, during, and after
meetings.
Allow others to use and remix content.
Openly share.
Make it easy for others to connect
and share among and with each other.
Use flipped classroom style.