The document discusses flattening the classroom through global connections, citizenship, and collaboration using technology. It advocates for teacherpreneurs - teachers who innovate, connect globally, and lead change. School leaders are encouraged to support teacherpreneurs and enable teacher leadership through flexibility, innovation, and empowering teachers to forge global relationships. When teachers and leaders collectively build capacity through mutual trust and shared purpose, it fosters a culture of success for flat, global learning.
The digital imperative: Connect learning with the worldJulie Lindsay
In this presentation, global collaboration consultant, innovator, teacherpreneur and author, Julie Lindsay will explore enablers for and evidence of the use of online technologies to connect learners in different schools, areas and countries. Using her global experience, Julie will showcase how technology is being used to promote intercultural understanding and collaborative creation.
New perspectives on building capacity for global connections and collaborationsJulie Lindsay
Since the 1990’s educators have leveraged the power of the Internet to forge online global collaborative learning. More recently global competency and intercultural understanding in conjunction with cross-border collaboration and digital fluency have emerged as ‘future ready’ key capabilities. However, learning environments struggle to embed authentic real world learning and build capacity for global connection and collaboration. Julie shares new perspectives on developing a Global Collaborator Mindset and implementing Online Global Collaborative Learning (OGCL) as a pedagogical approach.
The digital imperative: Connect learning with the worldJulie Lindsay
In this presentation, global collaboration consultant, innovator, teacherpreneur and author, Julie Lindsay will explore enablers for and evidence of the use of online technologies to connect learners in different schools, areas and countries. Using her global experience, Julie will showcase how technology is being used to promote intercultural understanding and collaborative creation.
New perspectives on building capacity for global connections and collaborationsJulie Lindsay
Since the 1990’s educators have leveraged the power of the Internet to forge online global collaborative learning. More recently global competency and intercultural understanding in conjunction with cross-border collaboration and digital fluency have emerged as ‘future ready’ key capabilities. However, learning environments struggle to embed authentic real world learning and build capacity for global connection and collaboration. Julie shares new perspectives on developing a Global Collaborator Mindset and implementing Online Global Collaborative Learning (OGCL) as a pedagogical approach.
It is imperative all educators become global - but what does this mean and how does it happen?
How do we define the global educator? Is it a qualification? Is it a self-declaration? Can it be proven through disposition, curriculum design, workflow, pedagogical approach, use of digital technology, or an ability to adapt and be flexible in learning? Is it all of these? As soon as the word ‘global’ is used we think about ‘global competency’ – are educators ready themselves to prepare students for adopting understandings that are global? The role online technologies play in supporting global educators is a significant factor also as it is through the use of emerging and established online technologies that global educators connect, communicate and collaborate.
Based on authentic material collected over the past 12+ months from global educators across the world this session explores the essential qualities of a global educator and a global education leader as well as global collaboration and learning design to go global, and provides strategies for becoming global.
http://www.theglobaleducator.net/
Designing Engaging Curriculum for Global Collaboration in the ClassroomJulie Lindsay
Designing Engaging Curriculum for Global Collaboration in the Classroom - Learning 2.012 Conference Leader, Beijing, China. October 2012.
Let’s Go Global! Let’s connect with the world! This session will immerse participants in the exciting world of global collaborative projects at all levels of learning. After reviewing essential steps to flatten the classroom the focus will be on design and management for effective and successful global projects using emerging technologies and Web 2.0 tools. Existing projects will be explored for essential design parameters and new projects and opportunities discovered. This session is for teachers at all levels of learning, curriculum coordinators, administrators and anyone interested in improving learning outcomes and engaging learners.
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Embedding Global Collaborative Projects into the CurriculumJulie Lindsay
Global Project Design essentials for success in the classroom
Presented by Julie Lindsay at the Global Education Conference 2011 and the Beijing Learning Summit 2011.
This session will focus on curriculum design and pedagogy to embed global collaborative learning experiences and projects into the classroom to enhance learning outcomes. Emerging technologies allow students to experience communication and interaction with others around the world, however designing a meaningful learning experience through a global project that is also part of the curriculum is an important part of developing global digital citizenship and intercultural awareness. Techniques used in Flat Classroom Projects from upper elementary level to high school level will be shared and discussed.
Designing curriculum for global understandingJulie Lindsay
Created for educator workshop at http://fclive2013.flatclassroomproject.org/Designing+Curriculum+for+Global+Understanding Flat Classroom Live! Hawaii 2013
Connect with China Collaborative and Global PerspectivesFlat Connections
Keynote Presentation by Julie Lindsay and Katie Grubb for the Global Education Conference 2015.
How do learners in and beyond China connect, communicate and collaborate? What tools, strategies and attitudes are needed to support learners across cultures and beyond borders. Through connected and collaborative learning using digital and online technologies, this presentation shares how to grow beyond the walls of the classroom to a world where solutions for positive change become real and include how to: build empathy through virtual connections; identify environmental and other issues; define what problems need to be solved; ideate solutions; share solutions via multimedia and invite feedback. The Connect with China Collaborative caters for diverse learner needs. Links with community organisations and events activates authentic conversations resulting in greater understanding about how we are connected. This type of learning engages with parents and the wider community, builds student success, and creates links to intercultural understanding.
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
Peeragogy presentation for E3Tech Conference July 28 - July 29
The purpose of Peeragogy and how we can successfully use new platforms and technologies with peer learning strategies to impact the way students learn
In response to the global pandemic, institutions everywhere swiftly pivoted to online learning in an attempt to help salvage and preserve education. During this abrupt shift to emergency remote teaching, students were neither prepared for learning remotely nor were they equipped with the kind of autonomy and agency needed for online learning. As a return to traditional classroom teaching is unforeseeable in the near future, it is crucial that we continue to improve upon our teaching and learning practices within online environments. This session will argue that we can view the current situation through a different prism: as a unique opportunity in which our students can be become agents of their learning and be enabled to take more control of their learning paths. The session will focus on the opportunities of online learning, specifically the teaching and learning approaches that can be used to engage students and to nurture their self-directed and self-determined learning skills in order to become better prepared for lifelong learning.
Updated and expanded presentation given at the Cornerstone Schools, Detroit, MI on March 16, 2012.
Most underlined links are clickable and will take you right to the named resource!
Learning for Life: Preparing Learners for the Complexities of the Workplace T...Lisa Marie Blaschke
Today s learners need to be well-prepared for the complex demands of ever-fluctuating, international business environments. To help students contend with this rapid pace of change, our institutions of higher education need to equip them with the necessary knowledge and skills to ensure their success. But how to achieve this when what we teach learners today can easily change and even be irrelevant tomorrow? Heutagogy provides meaningful, pedagogical guidance for navigating a shifting higher education landscape, as well as a rapidly evolving technological one. This keynote will discuss the barriers that have kept us from implementing heutagogy within higher education in the past and the more recent developments that are causing those barriers to slowly begin slipping away. We will also consider why it is necessary for higher education to adopt forms heutagogical practice in order to prepare students for lifelong learning and the web 2.0 and social media that help us do just that.
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
It is imperative all educators become global - but what does this mean and how does it happen?
How do we define the global educator? Is it a qualification? Is it a self-declaration? Can it be proven through disposition, curriculum design, workflow, pedagogical approach, use of digital technology, or an ability to adapt and be flexible in learning? Is it all of these? As soon as the word ‘global’ is used we think about ‘global competency’ – are educators ready themselves to prepare students for adopting understandings that are global? The role online technologies play in supporting global educators is a significant factor also as it is through the use of emerging and established online technologies that global educators connect, communicate and collaborate.
Based on authentic material collected over the past 12+ months from global educators across the world this session explores the essential qualities of a global educator and a global education leader as well as global collaboration and learning design to go global, and provides strategies for becoming global.
http://www.theglobaleducator.net/
Designing Engaging Curriculum for Global Collaboration in the ClassroomJulie Lindsay
Designing Engaging Curriculum for Global Collaboration in the Classroom - Learning 2.012 Conference Leader, Beijing, China. October 2012.
Let’s Go Global! Let’s connect with the world! This session will immerse participants in the exciting world of global collaborative projects at all levels of learning. After reviewing essential steps to flatten the classroom the focus will be on design and management for effective and successful global projects using emerging technologies and Web 2.0 tools. Existing projects will be explored for essential design parameters and new projects and opportunities discovered. This session is for teachers at all levels of learning, curriculum coordinators, administrators and anyone interested in improving learning outcomes and engaging learners.
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Embedding Global Collaborative Projects into the CurriculumJulie Lindsay
Global Project Design essentials for success in the classroom
Presented by Julie Lindsay at the Global Education Conference 2011 and the Beijing Learning Summit 2011.
This session will focus on curriculum design and pedagogy to embed global collaborative learning experiences and projects into the classroom to enhance learning outcomes. Emerging technologies allow students to experience communication and interaction with others around the world, however designing a meaningful learning experience through a global project that is also part of the curriculum is an important part of developing global digital citizenship and intercultural awareness. Techniques used in Flat Classroom Projects from upper elementary level to high school level will be shared and discussed.
Designing curriculum for global understandingJulie Lindsay
Created for educator workshop at http://fclive2013.flatclassroomproject.org/Designing+Curriculum+for+Global+Understanding Flat Classroom Live! Hawaii 2013
Connect with China Collaborative and Global PerspectivesFlat Connections
Keynote Presentation by Julie Lindsay and Katie Grubb for the Global Education Conference 2015.
How do learners in and beyond China connect, communicate and collaborate? What tools, strategies and attitudes are needed to support learners across cultures and beyond borders. Through connected and collaborative learning using digital and online technologies, this presentation shares how to grow beyond the walls of the classroom to a world where solutions for positive change become real and include how to: build empathy through virtual connections; identify environmental and other issues; define what problems need to be solved; ideate solutions; share solutions via multimedia and invite feedback. The Connect with China Collaborative caters for diverse learner needs. Links with community organisations and events activates authentic conversations resulting in greater understanding about how we are connected. This type of learning engages with parents and the wider community, builds student success, and creates links to intercultural understanding.
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
Peeragogy presentation for E3Tech Conference July 28 - July 29
The purpose of Peeragogy and how we can successfully use new platforms and technologies with peer learning strategies to impact the way students learn
In response to the global pandemic, institutions everywhere swiftly pivoted to online learning in an attempt to help salvage and preserve education. During this abrupt shift to emergency remote teaching, students were neither prepared for learning remotely nor were they equipped with the kind of autonomy and agency needed for online learning. As a return to traditional classroom teaching is unforeseeable in the near future, it is crucial that we continue to improve upon our teaching and learning practices within online environments. This session will argue that we can view the current situation through a different prism: as a unique opportunity in which our students can be become agents of their learning and be enabled to take more control of their learning paths. The session will focus on the opportunities of online learning, specifically the teaching and learning approaches that can be used to engage students and to nurture their self-directed and self-determined learning skills in order to become better prepared for lifelong learning.
Updated and expanded presentation given at the Cornerstone Schools, Detroit, MI on March 16, 2012.
Most underlined links are clickable and will take you right to the named resource!
Learning for Life: Preparing Learners for the Complexities of the Workplace T...Lisa Marie Blaschke
Today s learners need to be well-prepared for the complex demands of ever-fluctuating, international business environments. To help students contend with this rapid pace of change, our institutions of higher education need to equip them with the necessary knowledge and skills to ensure their success. But how to achieve this when what we teach learners today can easily change and even be irrelevant tomorrow? Heutagogy provides meaningful, pedagogical guidance for navigating a shifting higher education landscape, as well as a rapidly evolving technological one. This keynote will discuss the barriers that have kept us from implementing heutagogy within higher education in the past and the more recent developments that are causing those barriers to slowly begin slipping away. We will also consider why it is necessary for higher education to adopt forms heutagogical practice in order to prepare students for lifelong learning and the web 2.0 and social media that help us do just that.
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
Building Scalable High Availability Systems using MySQL FabricMats Kindahl
Building scalable, high-availability systems offers several challenges: managing the redundancy in the farm using replication, monitoring the system to find hotspots and rebalancing the system, automating scaling reads and writes, and upgrades and replacement without downtime. MySQL Fabric is a framework for building scalable, high-availability systems that are easy to use and flexible. It uses existing MySQL features to manage a high-availability system, and can also be used with existing systems where some parts of the high-availability solution are already in place. In this presentation from Oracle Open World you will learn about the new features in MySQL Fabric and how you can use it to build scalable high availability system or enhance your existing system.
Connections As A Tool For Growth: Evidence From The LinkedIn Economic GraphLinkedIn
New evidence from LinkedIn’s current network, presented here, demonstrates the economic value of connections. We calculate an “index of connectedness” for each of 275 metro regions in the U.S., based on the average number of connections per LinkedIn member in that region. The higher the index of connectedness, the more dense the connections between LinkedIn members in that region. Using data from the Bureau of Labor Statistics, we calculate the four-year and one-year nonfarm payroll job growth for those metro regions.
This report was authored by Dr. Michael Mandel, with research supported by LinkedIn. November 2014.
Global Education Conference Keynote 2013Julie Lindsay
Emerging technologies and increased access to networks is the catalyst to embed global awareness, interaction and understanding into all learning opportunities, but has this really happened yet? What positive social change needs to take place to fully realize the goal of a connected and 'flattened' environment that supports personalized learning?
Join Julie for 'How to Go Global' as she describes, and shows through current examples, how leadership, collaborative learning that leads to true co-creation, and building 'leagues' of designers, innovators and communities can take learning to the next level. Our future is important, let's articulate and plan to go global now.
Presentation for the Global Education Conference 2015 based on material coming in the new book I have edited and written called 'The Global Educator: Leveraging Technology for Collaborative Teaching & Learning'
From pedagogy to cosmogogy: leadership for online global collaborationJulie Lindsay
Short presentation for the Global Education Leadership Week Conference, April 2016. http://www.globaledleadership.com/
Material is based on the book 'The Global Educator' authored by Julie Lindsay, 10`6
Presentation at CUE 2011
Teachers in our large rural division have created two Moodle sites that have increased student engagement. Teachers collaborate and students have access to high quality on-line courses on their Moodle site (24/7) in addition to classroom instruction.
Global collaboration in the classroom: Meet Flat ConnectionsFlat Connections
An overview of global collaboration strategies for classroom learning. Flat Connections teacher development and global projects are reviewed.
These slides were used for an online webinar September 2014. The recording for this webinar is here: http://goo.gl/1kslWX
Cultivating a Culture of Learning: Apprenticeships for the new digital ageEducation Consulting
In a world of unprecedented change and digital disruption, talent is the only resource you have with unlimited potential to improve. Cultivating a culture of learning by implementing an apprenticeship program will give your organization a significant competitive advantage. Discover the 6 key elements that the apprenticeship culture of learning values most.
Understanding Transformation and Linking Technology to Student LearningTherese Jilek
This presentation demonstrates our district’s professional development process for technology that is based on a district technology grant process. It will include the research behind the vision that I used to establish our goals for technology. I will share the continuum for learning as well as the teacher reflections throughout the process. Last, I will share how our technology integration is linked to student learning and has developed teacher leaders. This has been a 6-year process and shows how our teachers transformed from using a PC lab environment to a personalized learning environment.
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When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
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The future of learning is global - a vision for leadership
1. The Future of Learning is Global -
A Vision for Leadership
Julie Lindsay
MA Education Technology Leadership, EdD Student
Global Educator, Leader, Innovator, Author
Director and Co-founder, Flat Classroom®
@julielindsay
learningconfluence.com
lindsay.julie@gmail.com
2. Part A: Recipe to Flatten Part B: Leadership
Your Classroom for a Global Future
26. Connection is not enough………
………it is only the first step of going global
and flat learning
27. Connection!
• What does your daily
connected life look
like?
• Who do you
How connected communicate with?
Collaborate with? Co-
are you as an create with?
• Are they 'local' or
educator? 'global'?
• What does it mean to
be a connected
learner?
33. Citizenship!
DISCUSS!
Although technology is
Digital used in communication,
Citizenship digital citizenship is still
squarely about relating to
people.
44. Three ingredients to flatten your classroom
Connection Citizenship Collaboration
45. Part B: Leadership
for a Global Future
What does this look
like?
What type of leaders
will successfully
support flat learning?
46. ISTE NETS.A NETS.C
http://www.iste.org/standards
47. ISTE NETS.A also include…
• Digital Age Learning Culture
– create, promote, and sustain a dynamic, digital-age learning
culture that provides a rigorous, relevant, and engaging education
for all students
• Excellence in Professional Practice
– promote an environment of professional learning and innovation
that empowers educators to enhance student learning through
the infusion of contemporary technologies and digital resources
• Systemic Improvement
– to continuously improve the organization through the effective
use of information and technology resources
• Digital Citizenship
– model and facilitate understanding of social, ethical and legal
issues and responsibilities related to an evolving digital culture
48. Implementing the Vision
• How do we allow students and teachers to find
their own voice and take charge of their own
learning?
• How do we promote a culture of sharing and
collaboration?
• Do we have the courage to do this?
• Do we consider change as a normal process?
• Are we seduced by the mission of the
technology?
49. A New Paradigm for Educational
Leadership
• Online learning communities are leveling the
playing field to advantage learners
• Leadership must address:
– School revitalization in a digital world
– Teachers as providers of new forms of leadership
in schools and communities
– Support of the ‘teacherpreneur’
50. What is a Teacherpreneur?
“A teacher who sees an opportunity to
make a profitable learning experience
for students through the forging of
partnerships with other classrooms with
common curriculr goals and
expectations”
“The teacherpreneur accepts the
responsibility and risks for the endeavor
and is accountable for the outcome”
http://flatclassroombook.com
51. What do Teacherpreneurs do?
Teacherpreneurs take all the best practices in
education and latest advances in technology and
use them to blaze new trails in teaching and
learning that focus on connection and
collaboration.
See Teacherpreneurs - http://tinyurl.com/teacherpreneurs
52. The rise of the Teacherpreneur Leader
• Champions for change – realizers of the vision
• New methods of publication and sharing
information – keep on teaching!
• Building and facilitating communities
• Researchers
• Pedagogical excellence
• Innovate from within
• Working within and beyond the school culture
• Managers, directors, mentors, guides
53. Teacherpreneur Leadership
A group of teachers
Fosters excitement
A teacher gets an come together to
amongst other
idea for learning do something
teachers
significant
54. Community
Connector
builder
Pedagogy Change
expert maker
Integrates
Innovator Teacherpreneur new
technologies
55. How do school leaders foster the
Teacherpreneur Leader?
• Encourage customization of learning
experiences to local standards while being
flexible to embrace the world
• Support innovation and encourage
pedagogical excellence
• Encourage an agile curriculum
• Equip teachers to investigate new global
relationships and design solutions
56. Principal Enablers
• New role of principals – to enable teacher
leadership
– Incorporate the aspirations and ideas of others
– Make space for individual innovation
– Know when to step back
– Create opportunities from perceived difficulties
– Build on achievements to create a culture of
success
57. Parallel Leadership*
Teacher leaders and school principals engage in
collective action to build school capacity
Three distinct qualities
– Mutual trust
– Shared purpose
– Allowance for individual expression
For a real-world example refer to interview with Showk Badat Principal at Essa Academy, UK
http://vimeo.com/62035949
*A form of distributed leadership developed through research by author Frank
Crowther in Developing Teacher Leaders, 2nd edition, 2009
58. When you go flat,
you never go back
Global collaboration is vital to
the classroom of now
(remember - the future is now)
59. A good leader is one who gets
out of the way of the learning!
60. We have so much to learn from jazz-
band leaders, for jazz, like
leadership, combines the
unpredictability of the future with
the gifts of individuals
From ‘Leadership Jazz’, by Max De Pree
61. Julie Lindsay
MA Education Technology Leadership, EdD Student
Global Educator, Leader, Innovator, Author
Director and Co-founder, Flat Classroom®
@julielindsay
learningconfluence.com
lindsay.julie@gmail.com
Editor's Notes
My proposition today is that learning is global, has to be global and therefore classrooms must be ‘flat’. I am talking about a shift in pedagogy, a shift in mindset, and an essential purpose for the integration of technology across the curriculum. In order to embrace global learning and flat learning we need to adopt different leadership styles and modes.
What is flat learning and why is it important – also known as ‘connected learning’
Teacher to student, student to student, student to teacher. Expert advisors, sounding boards, opportunities to learn from and with anyone
Use of mobile technologies, blended learning
More than ½ a billion mobile phones in Africa now – how can we harness that connectivity, how can we learn from and with others in Africa and beyond?
It is not in the future….it is NOW!
What leadership skills are needed? What decisions need to be made? Strategic planning?
Flipped classroom a form of blended learningWhere are the collaborative models?
Connect yourself, connect your school, connect your students!
Daily workflow using technology should include interactions with others. Daily workflow should include ways to share synchronously and asynchronously. This includes the use of search engines and tools to support real time and asynchronous interactions. Skype, educational network memberships, us of Web 2 tools such as a blog and a wiki which is open to others to interact with.
Pull technologies bring the information and updates to you.
Connected to a PLN or PLC is a 21C skill for all learners. This is not about social media as such, but about using networking tools in responsible and thoughtful ways to support learning objectives. This is about using the technology to make sustained and meaningful connections. This is about professional use of social media for teachers and students.
Become a teacherpreneur! Find opportunities through your PLN and bring them to your students and your school. A teacherpreneur is a teacher who sees an opportunity to make a profitable learning experience for students through the forging of partnerships with other classrooms with common curricular goals and expectations.
Video streaming to the world – Flat Classroom Conference 2013
Hidden curriculum – can be opened by those with technology accessLearning capital – Learning experience of new implementations – success involves both teachers and students
Information - where does it comes from? How is it vetted?Location - we need local and global connections to produce well-educated studentsGeneration - how can learners connect across generations?Communication - it is important to include both technological and non-technological pathways of communication
Include different connection experiences across the curriculum
Although technology is used in communication, digital citizenship is still squarely about relating to people.
Promote discussions about individual digital identity – including for older students and adults Personal Branding
Starts with access – crucial to a good educationfive areas of awareness: technology, individual, social, cultural, and global – for framing analysis of online situationsFour key “rays” of understanding: Safety, Privacy, Copyright, and Legal; Etiquette and Respect; Habits of Learning; and Literacy and Fluency. Technical awareness is the core awareness that enables a person to be a digital citizen. It lets you put on your “shoes” and run into the 21st century. As a digital citizen, you decide how you will set up your pro- files, interact with others, and behave online. A good digital citizen is aware of social situations bothonline and face-to-face. Social awareness allows the digital citizen to interpret situations and retain interpersonal skills with friends and colleagues whether they are face-to-face or online. A person who is culturally aware is alert for differences in cultures and knows how to build trust relationships so the communication of those differences can flow. Understanding geography, politics, and local bandwidth concerns makes one a complete and effective digital citizen. Nationality transcends culture because most nations are made up of many different cultures.
Develop a powerful digital citizenship curriculum – across the curriculum – be open to current events and opportunities to discuss global impact. Keep the topics alive through active research and interactions with others. Bring the world into the conversation
Are your teachers and students globally competent? Being in an international school does not necessarily provide passage to this skill. Opportunities to learn with and from others around the world to foster deeper understanding will. Promotion of global confidence – a skill for future employment
Educational networks are for community building and collaboration.Wikis are for disruption and collaboration
True collaboration can take place face to face AND online – we need to be teaching and modeling both. The use of social media by students is often seen as time-wasting and destructive, however in an educational context it provides skills and learning networks.
How many of you as educators, as leaders, as classroom teachers, as administrators have co-created something with someone else at a distance? Consider the skills involved, consider the tools needed, consider the Internet access, timeframe etc
How do teachers learn to collaborate?How do students?What are the best tools?How do you teach collaboration?
How do you learn to collaborate?Know about of Web 2 toolsKnow how to sustain a learning community – online and offlineDevelop technopersonal skills
Connected LearningCitizenship, with a splash of Global CompetencyCollaboration – but the sort that includes Co-Creation
How do we make sense of these carefully chosen words?
Admirable and sought after standards to reach….but how?
Teachers have the potential to exercise new and dynamic leadership in schools, thereby enhancing the possibility of social reform