2. Housekeeping
Join the HRA Group
• THE CONNECTED EDUCATOR
http://hra-learning-together.ning.com
Back Channel Chat
http://todaysmeet.com/HRA2012
Sheryl Nussbaum-Beach
Co-Founder & CEO
Powerful Learning Practice, LLC
http://plpnetwork.com
sheryl@plpnetwork.com
Website and blog
21st Century Collaborative, LLC
http://21stcenturycollabrative.com

4. Things do not change; we change.
—Henry David Thoreau
• THE CONNECTED EDUCATOR
What are you doing to contextualize
and mobilize what you are learning?
How will you leverage, how will
you enable your teachers or your
students to leverage- collective
intelligence?

5. Learner First—
Educator Second
It is a shift and requires us to rethink
who we are as an educational leader Emerson and Thoreau
reunited would ask-
or professional. It requires us to
redefine ourselves. ―What has become
clearer to you since we
last met?‖
If you haven’t already-- Let’s join our
mini-learning community space. Go
to: http://hra-learning-
together.ning.com

6. The world is changing...

7. Everything 2.0
By the year 2011 80% of all Fortune 500
Libraries 2.0
companies will be using immersive worlds –
Gartner Vice President Jackie Fenn Management 2.0
Education 2.0
Warfare 2.0
Government 2.0
Vatican 2.0
Credit: Hugh MacLeod, gapingvoid

8. Web 1.0 Web 2.0 Web 3.0
We are living in a new economy –
powered by technology, fueled by
information, and driven by knowledge.
-- Futureworks: Trends and Challenges for
Work in the 21st Century

9. Are you Ready for Learning and
Leading in the 21st Century?
It isn’t just ―coming‖… it has arrived! And
schools who aren’t redefining themselves, risk
becoming irrelevant in preparing students for
the future.

10. Shifting From Shifting To
A teaching focus A learning focus
Teaching as a private Teaching as a
event collaborative practice
School improvement School improvement
as an option as a requirement
Mandated Mutual accountability
accountability

11. Shift in Learning = New Possibilities
Shift from emphasis on
teaching…
To an emphasis on
co-learning

12. What about the world and society
has changed since you went to school?
What about students has changed since you went to
school?
What about schools has changed or not changed
since you went to school?
What should School 2.0 look like in order to meet the
needs of the 21st Century learner?

13. Time Travel
Lewis Perelman, author of School's Out (1992). Perelman argues that
schools are out of sync with technological change:
...the technological gap between the school environment and the "real
world" is growing so wide, so fast that the classroom experience is on
the way to becoming not merely unproductive but increasingly
irrelevant to normal human existence (p.215).

14. What's different?
We now have an easy connection between an
individual's passion to learn and the resources
to learn it.

15. Right now, schools are:
Time and place. Filtered. Teacher-directed.
Predictable. Standardized. Push oriented.
Content-based. Group assessed. Linear.
Closed. Sept-June. Local.

16. Learning will be (already is):
Mobile. Networked. Global. Collaborative. Self-
directed. Inquiry based. On demand.
Transparent. Lifelong. Personalized. Pull.
Unpredictable.

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

18. 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

19. The pace of change is
accelerating

21. Knowledge Creation
It is estimated that
1.5 exabytes of unique new information
will be generated
worldwide this year.
That’s estimated to be
more than in the
previous 5,000 years.

22. For students starting a four-year
education degree, this means that . .
.
half of what they learn in their first
year of study will be outdated by their
third year of study.

23. “For the first time
we are preparing
students for a
future we cannot
clearly describe.”
- David Warlick
http://communications.nottingham.ac.uk/podcasts/

25. 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
.

26. 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.
.

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

28. 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

29. Connected Learner Scale
This work is at which level(s) of the connected learner scale?
Explain.
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) –

30. FORMAL INFORMAL
You go where the bus goes You go where you choose
Jay Cross – Internet Time

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

32. MULTI-CHANNEL APPROACH
webcam SYNCHRONOUS
Community platforms
VoIP
Conference rooms
Instant messenger
Worldbridges
PEER TO PEER WEBCAST
email folksonomies Mailing lists PLE
vlogs f2f CMS forums
photoblogs blogs podcasts wikis
ASYNCHRONOUS

33. 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
33

34. The Focus of our Instructional Vision
• Strengthening student work by
examining and refining curriculum,
assessment, and classroom instruction
• Strengthening teacher practice by
examining and refining the feedback
teachers receive The Framework for Teaching -
Charlotte Danielson
• Strengthening leadership by
becoming a connected leader who owns
21st Century shift.
34

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

36. Participatory web culture
Web 2.0 culture: Pull School culture: Push
learner-driven instructor-driven
Process focus Event focus
Content defined by learner’s Content mandated by others’
perception of need perception of need
Relationships, conversation Courses, workshops

37. Professional development needs to
change.
We know this.
• THE CONNECTED EDUCATOR
Are you ready for learning and leading in
the 21st Century?

38. Do it Yourself PD
A revolution in technology has transformed the
way we can find each other, interact, and
collaborate to create knowledge as connected
learners.
What are connected learners?
Learners who collaborate online; learners who
use social media to connect with others around
the globe; learners who engage in conversations
in safe online spaces; learners who bring what
they learn online back to their classrooms,

39. • THE CONNECTED EDUCATOR

40. What does it
mean to be a
connected
learner with a
well
developed
network?
What are the
advantages
or
drawbacks?
How is it a
game

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

42. “Schools are a node on the
network of learning.”

43. Personal Learning Networks
Community-Dots On Your Map
Are you ―clickable‖- Are your students?

45. pd on fast forward

46. responsive
responsive

47. personalized

48. interconnected

49. global connections

50. In Phillip Schlechty's, Leading for Learning: How
to Transform Schools into Learning
Organizations he makes a case
for transformation of schools.
Reform- installing innovations that will work
within the context of the existing culture and
structure of schools. It usually means changing
procedures, processes, and technologies with
the intent of improving performance of existing
operation systems.

51. Transformation- is intended to make it possible to do
things that have never been done by the organization
undergoing the transformation.
Different than
It involves repositioning and
reorienting action by putting
an organization into a new
business or adopting radically
different means of doing the
work traditionally done.
Transformation includes altering the beliefs, values,
meanings- the culture- in which programs are embedded, as
well as changing the current system of rules, roles, and
relationship- social structure-so that the innovations needed
will be supported.

52. So as you develop your vision for
learning in the 21st Century how do you
see it- should you be a reformer or
a transformer and why?
Make a case for using
one or the other as a
change strategy.

53. Change is hard

54. Connected learners are more
effective change agents

55. What do we need to unlearn?
Example:
* I need to unlearn that classrooms are physical spaces.
* I need to unlearn that learning is an event with a start and stop time to a lesson.
The Empire Strikes Back:
LUKE: Master, moving stones around is one thing. This is totally
different.
YODA: No! No different! Only different in your mind.
You must unlearn what you have learned.

56. What will be our legacy…
• Bertelsmann Foundation Report: The Impact of Media and Technology in
Schools
– 2 Groups
– Content Area: Civil War
– One Group taught using Sage on the Stage methodology
– One Group taught using innovative applications of technology and
project-based instructional models
• End of the Study, both groups given identical teacher-constructed tests of
their knowledge of the Civil War.
Question: Which group did better?

57. Answer…
No significant test
differences were found

58. However… One Year Later
– Students in the traditional group could recall almost nothing about
the historical content
– Students in the traditional group defined history as: ―the record
of the facts of the past‖
– Students in the digital group “displayed elaborate concepts and
ideas that they had extended to other areas of history”
– Students in the digital group defined history as:
―a process of interpreting the past from different perspectives‖

59. Change is inevitable:
Growth is Optional
Change produces
tension- out of our
comfort zone.
“Creative tension-
the force that
comes into play at
the moment we
acknowledge our
vision is at odds
with the current
reality.” Senge

60. Real Question is this:
Are we willing to change- to risk change- to meet
the needs of the precious folks we serve?
Can you accept that Change (with a ―big‖ C) is
sometimes a messy process and that learning new
things together is going to require some tolerance
for ambiguity.

61. Last Generation