Isummit breakout

1. Livingand Learningin a
GlobalCommunity
Innovative Schools Virtual
University

2. • THE CONNECTED EDUCATOR
The Disconnect
―Every time I go to school, I have to
power down.‖ --a high school student

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

4. Connected Learning
The computer connects the student to the rest of the world
Learning occurs through connections with other learners
Learning is based on conversation and interaction
Stephen Downes

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

6. 6
Education for Citizenship
―A capable and productive citizen doesn’t simply turn up
for jury service. Rather, she is capable of serving
impartially on trials that may require learning unfamiliar
facts and concepts and new ways to communicate and
reach decisions with her fellow jurors…. Jurors may be
called on to decide complex matters that require the verbal,
reasoning, math, science, and socialization skills that
should be imparted in public schools. Jurors today must
determine questions of fact concerning DNA evidence,
statistical analyses, and convoluted financial fraud, to
name only three topics.‖
Justice Leland DeGrasse, 2001

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

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

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

10. What does it mean to work
in a participatory 2.0 world?
Reflection

11. 11
Learning
One-on-one Classroom community

12. • THE CONNECTED EDUCATOR
Professional
development needs
to change.
We know this.
A revolution in technology
has transformed the way we
can find each other, interact,
and collaborate to create
knowledge as connected
learners.

13. • THE CONNECTED EDUCATOR

14. Use a 3-pronged
Approach

15. • THE CONNECTED EDUCATOR
Meet the new model for professional
development:
Connected Learning Communities
In CLCs educators have several ways to
connect and collaborate:
• F2F learning communities (PLCs)
• Personal learning networks (PLNs)
• Communities of practice or inquiry
(CoPs)

16. • THE CONNECTED EDUCATOR
1. Local community: Purposeful, face-to-face
connections among members of a committed group—
a professional learning community (PLC)
2. Global network: Individually chosen, online
connections with a diverse collection of people and
resources from around the world—a personal learning
network (PLN)
3. Bounded community: A committed, collective, and
often global group of individuals who have
overlapping interests and recognize a need for
connections that go deeper than the personal learning
network or the professional learning community can
provide—a community of practice or inquiry (CoP)

17. • THE CONNECTED EDUCATOR
Professional
Learning
Communities
Personal Learning
Networks
Communities of
Practice
Method Often organized for
teachers
Do-it-yourself Educators organize
it themselves
Purpose To collaborate in
subject area or
grade leverl teams
around tasks
For individuals to
gather info for
personal knowledge
construction and to
bring back info to
the community
Collective
knowledge building
around shared
interests and goals.
Structure Team/group
F2f
Individual, face to
face, and online
Collective, face to
face, or online
Focus Student
achievement
Personal growth Systemic
improvement

19. Dedication to the
ongoing development
of expertise
Shares and contributes
Engages in strength-based approaches
and appreciative inquiry
Demonstrates mindfulness
Willingness to leaving one's comfort
zone to experiment with new strategies
and taking on new responsibilities
Dispositions and Values
Commitment to understanding
asking good questions
Explores ideas and concepts,
rethinking, revising, and
continuously repacks and unpacks,
resisting
urges to finish prematurely
Co-learner, Co-leader, Co-creator
Self directed, open minded
Commits to deep reflection
Transparent in thinking
Values and engages in a culture of
collegiality

20. What
is community, really?

21. 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)

22. A Place to Build Trust and
Relationships

23. A Domain of Interest

24. A Place to Meet

25. A Place to Construct Knowledge
Collaboratively

26. CelebrationCelebration

27. A Community of Practice is a network of individuals with common
problems or interests who get together to explore ways of working,
identify common solutions, and share good practice and ideas.
• puts you in touch with like-minded colleagues and peers
• allows you to share your experiences and learn from others
• allows you to collaborate and achieve common outcomes
• accelerates your learning
• Improves student achievement
• validates and builds on existing knowledge and good practice
• provides the opportunity to innovate and create new ideas

28. Members of an Active Community
occasional
transactional
peripheral
active
facilitator
core
group
lurkers
leaders
outsiders
experts
beginners

29. Degrees of Transparency and Trust
Join our list Join our forum Join our community
Increasing collaboration and transparency of process

30. Looking Closely at Learning Community Design
4L Model (Linking, Lurking, Learning, and Leading)
inspired by John Seeley Brown
http://learningcircuits.blogspot.com/2006/06/roles-in-cops.html
This model is developed
around the roles and
interactions members of a
community have as
participants in that
community.

32. Helping
Communities
Best Practice
Communities
Knowledge
Stewarding
Communities
Innovation
Communities
Drivers Lower cost through
reuse
Social responsibility
Lower cost through
standardisation
Consistency of
project
Improves outcomes
 Professional
development
Tracks shifting
trends
Transforming and
Reforming education
Designed to evolve
Activities Connecting
members
Knowledge who’s
who
Collecting,
Vetting
Publishing
Portal
Enlisting leading
experts
Manage content
 Attend Webinars
Share Resources
Share insights
Development of
new Policy
Co-Creation of
content
Structure
and roles
Problem solving
Sub committees
Index and store
Best practice
Publishing
Individuals
Established leaders
Teams
Loose governance
Community leaders
Teams
Emergent roles
Reward for
participation
Sense of belonging
Assistance to daily
work
Desire for
improvement
Shift in knowledge
and understanding
Professional
development
Passion for the
topic
Web 2.0 pedagogy
Connections and
PLN

33. 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.

34. Knowledge Construction
Practitioners’ knowledge = content &

35. In connectivism,
learning involves
creating connections
and developing a
network. It is a theory
for the digital age
drawing upon chaos,
emergent properties,
and self organized
learning.

37. What is a Personal Learning Network?
Will Richardson, Co-Founder
Powerful Learning Practice

38. ―Personal Learning Networks are systems that help learners
take control of and manage their own learning. This includes
providing support for learners to:
1) set their own learning goals
2) manage their learning; managing both content and
process
3) communicate with others in the process of
learning
Simply put: A PLN is a system for lifelong
learning.‖

40. Source: D. Warlick

41. There are a ton of internal reasons to use social
media, but let’s start with…
LEARNING by leveraging social media
channels.

42. Tip #3 – Use a Management System
Tweetdeck, Tweetgrid, Hootsuite
Twitterfall and Twitterchat for
hashtag chats

43. 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

44. Big Idea #1- ―The professional learning community model flows from the
assumption that the core mission of formal education is not simply to ensure that
students are taught but to ensure that they learn. This simple shift– from a focus
on teaching to a focus on learning– has profound implications for schools.”
Big Idea #2 - ―Educators who are building a professional learning community
recognize that they must work together to achieve their collective purpose of
learning for all. Therefore, they create structures to promote a collaborative
culture.‖
Big Idea #3 - ―Professional Learning Communities judge their effectiveness on a
basis of results. Working together to improve student achievement becomes the
routine work of everyone in the school. Every teacher-team participates in an
ongoing process of identifying the current level of student achievement,
establishing a goal to improve the current level, working together to achieve that
goal, and providing periodic evidence of progress.”
By: Stephen Barkley

45. Professional Learning Teams

46. Personal Learning
Networks
FOCUS: Individual, Connecting to Learning Objects, Resources
and People – Social Network Driven

47. 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

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

49. User Generated
Co-created
Content
Celebration
Connection
Communication
Collaboration
SteveWheeler,UniversityofPlymouth,2010

50. Attributes of a healthy online community

51. Healthy communities are collaborative,
co-created and designed with
evolution in mind.

52. 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
Forming Storming Norming Performing

55. “Twitter and blogs ...
contribute an entirely
new dimension of
what it means to be a
part of a tribe. The
real power of tribes
has nothing to do with
the Internet and
everything to do with
people.”
Internet tribes
ccSteveWheeler,UniversityofPlymouth,2010
“A tribe needs a
shared interest and a
way to communicate.”

56. 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

57. Motivations
• Social
connectedness
• Psychological
well-being
• Gratification
• Collective
Efficacy

59. The Social
Web is built
here, from
love and
esteem

61. Connected Learning Communities provide the personal
learning environment (PLE) to do the nudging

62. Simple (hard) Steps
• Have a compelling idea
• Seed
• Someone must live on the site
– Community manager or you
• Make the rules clear (and short)
• Punish swiftly and nicely
• Reward contributions
• Spread the work out
• Adapt to Community Norms
• Apologize publicly, swiftly and frequently
• Simple good software that grows with group

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