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Connected learning isummit

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Connected learning isummit

  1. 1. Livingand Learningin a GlobalCommunity Innovative Schools Virtual University
  2. 2. • THE CONNECTED EDUCATOR The Disconnect ―Every time I go to school, I have to power down.‖ --a high school student
  3. 3. Shifts focus of literacy from individual expression to community involvement.
  4. 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. 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. 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. 7. Are there new Literacies- and if so, what are they?
  8. 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. 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. 10. What does it mean to work in a participatory 2.0 world? Reflection
  11. 11. 11 Learning One-on-one Classroom community
  12. 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. 13. • THE CONNECTED EDUCATOR
  14. 14. Use a 3-pronged Approach
  15. 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. 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. 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
  18. 18. 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
  19. 19. What is community, really?
  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. A Place to Build Trust and Relationships
  22. 22. A Domain of Interest
  23. 23. A Place to Meet
  24. 24. A Place to Construct Knowledge Collaboratively
  25. 25. CelebrationCelebration
  26. 26. 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
  27. 27. Members of an Active Community occasional transactional peripheral active facilitator core group lurkers leaders outsiders experts beginners
  28. 28. Degrees of Transparency and Trust Join our list Join our forum Join our community Increasing collaboration and transparency of process
  29. 29. 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.
  30. 30. 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
  31. 31. 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.
  32. 32. Knowledge Construction Practitioners’ knowledge = content &
  33. 33. 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.
  34. 34. What is a Personal Learning Network? Will Richardson, Co-Founder Powerful Learning Practice
  35. 35. ―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.‖
  36. 36. Source: D. Warlick
  37. 37. There are a ton of internal reasons to use social media, but let’s start with… LEARNING by leveraging social media channels.
  38. 38. Tip #3 – Use a Management System Tweetdeck, Tweetgrid, Hootsuite Twitterfall and Twitterchat for hashtag chats
  39. 39. 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
  40. 40. 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
  41. 41. Professional Learning Teams
  42. 42. Personal Learning Networks FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven
  43. 43. 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
  44. 44. http://www.elearnspace.org/Articles/google_whitepaper.pdf
  45. 45. User Generated Co-created Content Celebration Connection Communication Collaboration SteveWheeler,UniversityofPlymouth,2010
  46. 46. Attributes of a healthy online community
  47. 47. Healthy communities are collaborative, co-created and designed with evolution in mind.
  48. 48. 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
  49. 49. “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.”
  50. 50. 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
  51. 51. Motivations • Social connectedness • Psychological well-being • Gratification • Collective Efficacy
  52. 52. The Social Web is built here, from love and esteem
  53. 53. Connected Learning Communities provide the personal learning environment (PLE) to do the nudging
  54. 54. 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
  55. 55. "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

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