Teacher Learner Communities and the Wiki Teacher
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The document summarizes a conference about improving teaching practice through teacher learner communities and wikis. It discusses how wikis can be used to invigorate knowledge interchangeably between teachers. It also outlines characteristics of "wiki teachers" who are comfortable with uncertainty, think outside the box, and see building community relationships as central to learning and teaching. The document encourages cultivating collaborative attitudes to create better communities and overcome constraints like isolation.
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- Developing communities of practice allows educators to construct knowledge together and move beyond basic practices to a more systemic view of learning.
Passion hilliard
This document discusses the need for changes in education to better prepare students for the future. It notes that the world, students, and schools have all shifted significantly since the past. New literacies and skills are needed, like being multiliterate, active content creators, and able to collaborate globally. Learning is becoming more connected and less confined to the classroom. Teachers are encouraged to shift from a teaching focus to a learning focus and view themselves as curriculum designers. Technology should be used innovatively to transform learning rather than just be added on or used mechanically.
Schooling for the 21st Century: Unleashing Student Passion
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.
Ce nais 13
This document discusses connected learning and professional development for educators. It describes how professional development needs to change with new technologies that allow educators to connect globally. Connected learning communities are proposed as a new model, including local professional learning communities, personal learning networks of online connections, and bounded global communities of practice for deeper connections. Educators are encouraged to leverage these networks to collaboratively create and share knowledge.
Passion Based Learning
Phillip Schlechty argues that true school reform requires transformation, not just surface-level changes. Transformation involves fundamentally changing the culture and structure of schools, including altering beliefs, values, relationships and rules within the system. This level of change allows schools to achieve things they have never done before and adopt radically new approaches. Schlechty claims schools need transformation, not just reform, in order to develop visions for 21st century learning.
Strength of cohesive ties
Learning takes place in a social context and this context can offer many resources, including structure, continuity and motivation. Online, two primary learning types of context have been identified, networks and communities. While networks may offer a wealth of people and resources, communities appear to offer richer learning possibilities. It is therefore important to investigate how online learning communities can be formed from online networks, and whether such a shift benefits learners. The study reported here focuses on two groups of teenagers, one a formal learning group from the USA and the other an informal learning group from the UK. The groups were originally only weakly tied in a network, but aimed to create a single learning community through activity in an online forum, wiki and virtual world. Thematic analysis of their forum posts shows the importance of cohesive ties – grammatical devices used to construct coherent narratives – to the development of key elements of community: spirit, authority, trade and art.
Designing Improved learning through Reflection
The document discusses the importance of reflection for deep learning. Reflection involves critically considering one's own learning process and experiences. It can lead to changes in cognitive structures and deeper understanding. The document provides guidelines for reflection activities and characteristics of reflective learners. It also gives examples of techniques to encourage reflection like learning portfolios, journals, and discussion forums.
Authorspeak ce
This document discusses the concepts of connected learning and professional development. It introduces connected learning communities (CLCs) as the next generation of professional learning communities (PLCs) that are more connected through online networks. It emphasizes becoming a connected learner through developing personal learning networks (PLNs) and communities of practice. Professional development needs to change to focus on teachers as connected learners who engage in "do it yourself" PD through online collaboration and networking. The document provides definitions of key terms like community, networks, and connected learning and discusses how CLCs, PLNs, and communities of practice can support connected, self-directed professional learning.
TED Talks for Transformative Teaching Part 1
The document discusses 10 TED Talks that could transform teaching practices by addressing topics like the changing nature of knowledge, evaluating curriculum, developing transferable skills in students, making interdisciplinary connections, engaging in creative problem solving, and transforming one's teaching approach. It provides guidelines for utilizing TED Talks in the classroom and examples of projects students could complete in response to the talks.
#ILTA141 Large and small group teaching with Chrissi Nerantzi and Haleh Moravej
This document discusses strategies for managing large and small group teaching. It provides an overview of three main theories of teaching in higher education: teaching as telling, teaching as organizing student activity, and teaching as making learning possible. The document then discusses benefits and challenges of large and small group teaching. Practical tips are provided for managing the physical environment, grouping students, and creating a short "nano session" teaching demonstration. References on effective teaching practices are also included.
What if we built it— and they didn't come...
This document discusses building vibrant and purposeful virtual learning communities. It provides examples of both successful and unsuccessful virtual communities and analyzes the factors that led to each. The key factors that contributed to success included having a clear purpose, strong leadership, engaging activities, and effective tools to facilitate collaboration and connection among members. Factors that caused communities to falter included a lack of these elements as well as insufficient governance structures and ownership. The document advocates for combining professional learning communities, communities of practice, and personal learning networks to provide different contexts for knowledge sharing and development.
Online Professional Learning Communities
The document discusses setting up an online learning community to support a group of educators. It considers factors like the purpose of the community, how collaboration and trust would be promoted online, and who would facilitate discussions. Ideas are shared about ensuring social, cognitive, and teaching presence within the community. The document emphasizes that careful planning is needed to develop a successful online community, though experimentation is also important given the evolving nature of online spaces.
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Teacher Learner Communities and the Wiki Teacher
- 1. Nakasendo English Conference Making Connections: Working Together to Improve Teaching Practice
- 2. “ Education is not a place for modest ambitions.” Lee Shulman, 2004 p.497 (The Wisdom of Practice)
- 3. Teacher Learner Communities and the Wiki Teacher Tim Murphey mits@kanda.kuis.ac.jp Kanda University of International Studies KUIS The Woman Magician
- 5. WIKI wikiwiki = fast (Hawaiian) oxymoron
- 7. Producers + Consumers = PROSUMERS
- 9. MacGyver The only tool you will ever need
- 11. Social Capital: Networks, Friends
- 12. Too homogeneous A Community of Macgyvers?
- 13. Diversity
- 14. A Community of Wiki Teachers
- 18. How would you rate yourself? 1-10 (5 being average) Tim’s 1. Out of the Box Thinking 6 2. Techno/tool learner 4 3. Social Intelligence 3-6 4. Situational Flexibility 7 5. Comfortable with uncertainty 7 6. Build community (see community 7 relationships as the principle tool of learning)
- 19. Constraints Isolation Overloading Time Compatibility Fear and insecurity Turf wars Conservative tendencies
- 20. Design for uncertainty, not certainty. Design to maximize chance. “ Education is not a place for modest ambitions.” Lee Shulman, 2004 p.497 (The Wisdom of Practice)
- 21. Create Community Cultivate your Wikinicity! The Woman Magician
Editor's Notes
- Thanks for inviting me. Special thanks to Michael Stout, Adam Murray, and the other organizers of this event. The conference theme is one that is very near and dear to my own work.