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Living and Learning in a Connected Learning Community

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  • Identity
    I'll describe each of these, as I see them, critiquing AOL Instant Messanger (just as an exmaple), and then describe how we put them into use.
    Identity | Your identity is shown by a screenname, which remains persistent through time. There are incentives not to change this, like having your list of friends stored on the server and only accessible through your screenname. This acts as a pressure to not change identity. Having a persistent identity is more important than having one brought in from the physical world.
    Presence | Presence is awareness of sharing the same space, and this is implemented as seeing when your friends are online, or busy. AIM isn't particularly good at group presence and visibility of communication, although other chat systems (such as IRC and early Talkers) use the concept of "rooms" and whispers.
    Relationships | AIM lets you add people as buddies. From that moment, their presence is visible on your screen. This is a relationship, you're allowed them to have an effect on your environment. Not terribly nuanced however.
    Conversations | Conversations are implemented as synchronous messaging. There's a difference between messaging and conversations. Messaging is just an exchange of text with no obligation, but conversations have their own presence and want to be continued. AIM does this by having a window for a conversation. It's difficult to drift out of it, it hangs there, requesting you continue. Contrast this with email which often is just messaging, and conversations die easily.
    Groups | AIM isn't great at groups. Although you can have group chats, the group is transient. People have more loyalty to a group when there's some kind of joining step, when they've made some investment in it. Entering a window just doesn't do that, and there's no property of the group that exists outside the individual user's accounts.
    Reputation | Reputation is used more in systems which allow meeting new individuals. AIM's simple version of this is "warning". Any user may "warn" any other user. A users total "warn" level (a figure up to 100) is shown to everyone they communicate with. Unfortunately, it's not a trustworthy reputation system, and reputation is notoriously difficult -- but humans are great at dealing with it themselves, given certain affordances: persistence identities, and being able to discuss those identities with other people. AIM's simplistic relationship system makes reputation not so important though.
    Sharing | People like to share. With AIM, sharing is often as simple as giving a friend a link to follow. Other systems, such as Flikr, are about sharing photographs. These act as small transactions that build genuine group feeling.
  • How a knowledge and learning culture was successfully developed using Communities of Practice (CoP)
    Most users were familiar with distribution lists – e.g. newsletters and e-bulletins. In fact over 30,000 local government employees subscribe to the IDeA e-bulletin.
    There were also users familiar with using forums – the IDeA web site supports a large number of fairly active forums. But these are not ‘communities of practice’. Certainly there was an element of collaboration using the forums, but there was no concept of trust or transparency, and no access to a common (domain-specific) library of material. The website itself was designed as a broadcast medium (Web1.0) and not as a resource to enable connections to be made between users.
    The key to moving forward was to develop a compelling business case that would emphasise the enormous potential that could be gained by encouraging connections with and between users and allowing the conversations to flow.
    So, it was one final step to developing the concept of a ‘community’, which would encourage greater collaboration through a variety of social networking tools and social media applications. The early adopters – as you will probably guess – are those who were already familiar with forums and maybe even social networking sites (Myspace, Facebook, Flickr etc.)
  • Groups can be implicit, created by a shared tag or life goal as in 43 things, or they can be explicit such as discussion and sharing groups. Explicitly choosing to join a group will create greater commitment to nurture that group. Implicit is fun, but rarely creates more than happy serendipity…. Community comes from opting in, and the more the effort the higher the commitment and the deeper the staying power. The well is a paid community with legs, X% of the IAI say they pay the 40 bucks a year for the mailing list. Relationships can become groups as implicit gets articulated as explicit.
  • Conversations, communication, that’s the heart and soul of community. No how much software we build, people build the relationships and they build it out of words first. If you don’t’ have a place for people to put their words, no community is every possible; only a viewership. And that is a weak tie. There are no fanfiction sites that have outlived their original inspiration. Communities last if they can talk to each other.
    Conversation can take many forms. Forums and comments on stories are public, conversations in productivity aps such as basecamp and PublicSquare are antoehr. PublicSquare and Yahoo suggest encourages group creations of stories features. Cambrian House uses conversations to bring ideas into products.
    Twitter blends presence with conversation with little tweats of “I am here, alive! Aware!”
    Interestingly enough, Amazon has made it impossible to conduct conversation because of their usefulness rating. Unable to guarantee chronological display of their comments, reviewers can only broadcast their views.
  • Clc ecoo

    1. 1. Living and Learning in a Global Community Innovative Schools Virtual University
    2. 2. Housekeeping Paperless handouts- coming Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLC President 21st Century Collaborative, LLC
    3. 3. 6 Trends for the digital age Analogue Digital Tethered Mobile Closed Open Isolated Connected Generic Personal Consuming Creating Source: David Wiley: Openness and the disaggregated future of higher education
    4. 4. What does it mean to be a connected learner? How is it different from the way you learned in school? Let’s list adjectives that describe a connected learner and networked learning. (in backchannel) Photo credit: Alec Couros
    5. 5. Inclination toward being open minded Dedication to the ongoing development of expertise Creation of a culture of collegiality- believing that "None of us is as good as all of us" and that the contributions of all can lead to improved individual practice Willingness to be a co-learner, co- creator, and co-leader Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities Dispositions and Values Commitment to understanding gained through listening and asking good questions related to practice Perseverance toward deep thought by exploring ideas and concepts, rethinking, revising, and continual repacking and unpacking, resisting urges to finish prematurely Courage and initiative to engage in discussions on difficult topics Alacrity to share and contribute Desire to be transparent in thinking
    6. 6. PLP takes a 3-pronged approach to PD - Professional Learning Communities - Global Communities of Practice or Inquiry - Personal Learning Networks PLCs = local, f2f, collective CoPs = online, deep, collective PLNs= online, nodes, individual Knowledge Building Should be… Passive Reflective Active
    7. 7. Define Community Define Networks
    8. 8. A Definition of Community Communities are quite simply, collections of individuals who are bound together by natural will and a set of shared ideas and ideals. “A system in which people can enter into relations that are determined by problems or shared ambitions rather than by rules or structure.” (Heckscher, 1994, p. 24). The process of social learning that occurs when people who have a common interest in some subject or problem collaborate over an extended period to share ideas, find solutions, and build innovations. (Wikipedia)
    9. 9. Community... ...has been defined as a group of interacting people living in a common location. In the digital age, common location is not as important as common interest. What are the characteristics of distributed learning communities?
    10. 10. A Definition of Networks From Wikipedia, the free encyclopedia Networks are created through publishing and sharing ideas and connecting with others who share passions around those ideas who learn from each other. Networked learning is a process of developing and maintaining connections with people and information, and communicating in such a way so as to support one another's learning. Connectivism (theory of learning in networks) is the use of a network with nodes and connections as a central metaphor for learning. In this metaphor, a node is anything that can be connected to another node: information, data, feelings, images. Learning is the process of creating connections and developing a network.
    11. 11. “Understanding how networks work is one of the most important literacies of the 21st Century.” - Howard Rheingold
    12. 12. If ... information is recognized as useful to the community ... it can be counted as knowledge. The community, then, has the power to create knowledge within a given context and leave that knowledge as a new node connected to the rest of the network’. – Dave Cormier (2008) SteveWheeler,UniversityofPlymouth,2010 Open Networks
    13. 13. My community work
    14. 14. The driving engine of the collaborative culture of a PLC is the team. They work together in an ongoing effort to discover best practices and to expand their professional expertise. PLCs are our best hope for reculturing schools. We want to focus on shifting from a culture of teacher isolation to a culture of deep and meaningful collaboration. Professional Learning Communities FOCUS: Local , F2F, Job-embedded- in Real Time
    15. 15. Communities of Practice FOCUS: Situated, Synchronous, Asynchronous- Online and Walled Garden
    16. 16. Personal Learning Networks FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven
    17. 17. Community is the New Professional Development Cochran-Smith and Lytle (1999a) describe three ways of knowing and constructing knowledge that align closely with PLP's philosophy and are worth mentioning here. Knowledge for Practice is often reflected in traditional PD efforts when a trainer shares with teachers information produced by educational researchers. This knowledge presumes a commonly accepted degree of correctness about what is being shared. The learner is typically passive in this kind of "sit and get" experience. This kind of knowledge is difficult for teachers to transfer to classrooms without support and follow through. After a workshop, much of what was useful gets lost in the daily grind, pressures and isolation of teaching. Knowledge in Practice recognizes the importance of teacher experience and practical knowledge in improving classroom practice. As a teacher tests out new strategies and assimilates them into teaching routines they construct knowledge in practice. They learn by doing. This knowledge is strengthened when teachers reflect and share with one another lessons learned during specific teaching sessions and describe the tacit knowledge embedded in their experiences.
    18. 18. Community is the New Professional Development Knowledge of Practice believes that systematic inquiry where teachers create knowledge as they focus on raising questions about and systematically studying their own classroom teaching practices collaboratively, allows educators to construct knowledge of practice in ways that move beyond the basics of classroom practice to a more systemic view of learning. We believe that by attending to the development of knowledge for, in and of practice, we can enhance professional growth that leads to real change. Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge and practice: Teaching learning in communities. Review of Research in Education, 24, 249-305. Passive, active, and reflective knowledge building in local (PLC), global (CoP) and contextual (PLN) learning spaces.
    19. 19.
    20. 20. Virtual Community A virtual space supported by computer-based information technology, centered upon communication and interaction of participants to generate member-driven content, resulting in relationships being built up. (Lee & Vogel, 2003)
    21. 21. Dynamics of Different Network Types Community of Practice Project Teams Informal networks Purpose Learning Sharing Creating Knowledge Accomplish specific task Communication flows Boundary Knowledge domain Assigned projector task Networking, resource building and establishing relationships Connections Common application or discovery- innovation Commitment to goal Interpersonal acquaintances Membership Semi - permanent Constant for a fixed period Links made based on needs of the individual Time scale As long as it adds value to the its members Fixed ends when project deliverables have been No pre-engineered end
    22. 22. Looking Closely at Learning Community Design 4L Model (Linking, Lurking, Learning, and Leading) inspired by John Seeley Brown This model is developed around the roles and interactions members of a community have as participants in that community.
    23. 23. Webb/Butterfield/Smith Model Based on Matt Webb, Stewart Butterfield’s and Gene Smith’s writings
    24. 24. CelebrationCelebration
    25. 25. Connection ccSteveWheeler,UniversityofPlymouth,2010
    26. 26. ccSteveWheeler,UniversityofPlymouth,2010 Communication
    27. 27. Collaboration
    28. 28. User Generated Content Celebration Connection Communication Collaboration SteveWheeler,UniversityofPlymouth,2010
    29. 29. Creative Commons Ultimately: Freedom to openly access, use, copy, modify and share content
    30. 30. Community of Practice CoPs are not about bringing knowledge into the organization but about helping to grow the knowledge that we need internally within our organizations.
    31. 31. The New Third Place? “All great societies provide informal meeting places, like the Forum in ancient Rome or a contemporary English pub. But since World War II, America has ceased doing so. The neighborhood tavern hasn't followed the middle class out to the suburbs...” -- Ray Oldenburg
    32. 32. Motivations • Social connectedness • Psychological well-being • Gratification • Collective Efficacy
    33. 33. The Social Web is built here, from love and esteem
    34. 34. Connected Learning Communities provide the personal learning environment (PLE) to do the nudging
    35. 35. Levels of engagementLevelofengagement Type of engagement Browse, search, learn (Anonymously) Comment (with attribution) Ask a question (with attribution) Write a blog Become a mentor Become an expert Register Comment (Anonymously) Waxing and Waning Interest
    36. 36. Strategize a community exercise Presence Conversations Sharing Relationships Groups Reputation Identity
    37. 37. “Strategy is knowing what not to do” Michael Porter
    38. 38. Presence Conversations Sharing Relationships Groups Reputation Identity Self Community Activity Rules & Repercussions Purpose/ Passion? Co-Creation? Planning? Caretakers?Collectively Rate? Publish?
    39. 39. Degrees of Transparency and Trust Join our list Join our forum Join our community Increasing collaboration and transparency of process
    40. 40. Groups Groups • Norms - Vili fica tion
    41. 41. Norms Missing block?
    42. 42. Conversations
    43. 43. You have to find a way to spare the group from scale. Scale alone kills conversations, because conversations require dense two- way conversations. [Dunbar] found that the MAXIMUM number of people that a person could keep up with socially at any given time, gossip maintenance, was 150. This doesn't mean that people don't have 150 people in their social network, but that they only keep tabs on 150 people max at any given point.
    44. 44. Simple (hard) Steps • Have a compelling idea • Seed • Someone must live on the site – Community manager or you • Make the rules clear (and short) – Tools not rules • Punish swiftly and nicely • Reward contributions- celebrate often • Spread the work out • Collective Norms • Apologize publicly, swiftly and frequently • Community platform and Web 2.0 spaces
    45. 45. A Good Facilitator/Coordinator?
    46. 46. Community Leader Facilitation and Coordination of a CoP includes: • monitoring activity • encouraging participation (facilitation techniques) • felxible action plan • reporting CoP activity – metrics, evaluations • monitoring success criteria and impact • behind the scenes • managing CoP events
    47. 47. A Facilitator/CoordinatorA Facilitator/Coordinator cultivates the communitycultivates the community
    48. 48. Metrics
    49. 49. Building an environment to support collaborative working Find and connect with experts Find and connect with your peers Threaded discussion forums, wikis, blogs, document repository News feeds Event calendar News and Newsletters
    50. 50. Tech Enhanced Learning 21st Century Teaching and Learning
    51. 51. Your community’s life-cycle Plan Start-up Grow Sustain/Renew Close Levelofenergy andvisibility TimeDiscover/ imagine Incubate/ deliver value Focus/ expand Ownership/ openness Let go/ remember From: Cultivating Communities of Practice by Wenger, McDermot and Snyder
    52. 52. Characteristics of a healthy community
    53. 53. What is PLP? YEAR 1: Learning in the 21st Century: Networks and Communities Focus: Understanding the global changes created by online social technologies and the implications for teaching and learning; provoking deep thinking about professional and personal learning practice; understanding practical and pedagogical implications for classrooms; conducting action research that is aligned to school improvement goals; initiating district-wide conversations and planning around long-term change and the scaling of these ideas and technologies.
    54. 54. Lots of PLP Experiences Available
    55. 55. Our basic experimental design…  Seek out 20 schools/districts willing to invest some time in exploring the challenge of 21st Century Learning.  Ask the schools to identify small teams of 5-6 educators who are ready for this exploration.  With the support of our PLP Community Founders, Directors of Community Development, Cohort Community Leaders, Cognitive Coaches, PLP Fellows, Experienced Voices, and team leaders we begin that exploration together.
    56. 56. Two all day workshops that build capacity, community and develop 21st Century skills. Workshops Live meetings where teams meet, listen and then reflect in small groups. Elluminate Where we deepen understanding, network, share resources and grow as a community of practice. VLC Professional Learning Teams Job embedded teams who meet f2f and work towards scale and alignment of 21st C skills with school improvement goals Powerful Learning Practice Delivery Model
    57. 57. Collaborative Tools  Wikispaces  and Diigo  Twitter  Elluminate  NING  Facebook  Slideshare  Flickr  YouTube  Evernote “Collaboration with others in my district and learning new tools was the best part of PLP. Connecting with other teachers in my district for new ideas and connecting with other schools for new ideas made PLP the best PD ever!” ~ Science teacher in WNY
    58. 58. Organic Collaboration  School Teams meet face-to-face  Experienced Voices from around the globe  Virtual Academies- cross cohort  Leadership Boot Camps  Critical Friends  Legacy Projects “I enjoyed meeting with other schools from around the world, hearing and sharing what they are doing in their districts and regions. It opened my eyes to what we are not doing in my buildings and what needs to be done in the future.” ~Garry Stone, WNY Superintendent
    59. 59. Team Action Research Projects Your team will work as a Professional Learning Team to co-create a project: Develop a creative PD plan to share what you have learned over the past year with the rest of your school or district. Develop a 21st Century curriculum project that is constructivist in nature and leverages the potential of emerging technologies. Action Research
    60. 60. "The greatest danger in times of turbulence is not the turbulence. It is to act with yesterday's logic." - Peter Drucker SteveWheeler,UniversityofPlymouth,2010