Westmoreland iu21 clc


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Westmoreland iu21 clc

  1. 1. Living and Learning in a Global CommunityInnovative Schools Virtual University<br />
  2. 2. 6 Trends for the digital age<br /> Analogue Digital<br /> Tethered Mobile<br /> Closed Open<br /> Isolated Connected<br /> Generic Personal <br /> Consuming Creating<br />Source: David Wiley: Openness and the disaggregated future of higher education<br />
  3. 3. Define Community<br />Define Networks<br />
  4. 4. A Definition of Community<br />Communities are quite simply, collections of individuals who are bound together by natural will and a set of shared ideas and ideals.<br />“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).<br />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)<br />
  5. 5. A Definition of Networks<br />From Wikipedia, the free encyclopedia<br />Networks are created through publishing and sharing ideas and connecting with others who share passions around those ideas who learn from each other.<br />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.<br />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.<br />
  6. 6. Making connections<br />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 organised learning.<br />(It’s not what you know, or who you know- but do you know what who you know- knows? )<br />cc Steve Wheeler, University of Plymouth, 2009<br />Source: Wikipedia<br />http://www.pestproducts.com<br />
  7. 7. “Understanding how networks work is one of the most important literacies of the 21st Century.”<br />- Howard Rheingold<br />http://www.ischool.berkeley.edu<br />
  8. 8. Networks<br />Community<br />
  9. 9. Professional Learning Communities<br />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. <br />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.<br />FOCUS: Local , F2F, Job-embedded- in Real Time<br />
  10. 10. Communities of Practice<br />FOCUS: Situated, Synchronous, Asynchronous- Online and Walled Garden<br />
  11. 11. Personal Learning Networks<br />FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven<br />
  12. 12.
  13. 13. pd on fast forward<br />
  14. 14. responsive<br />responsive<br />
  15. 15. personalized<br />
  16. 16. interconnected<br />
  17. 17. global connections<br />
  18. 18. need to be<br />built<br />
  19. 19. who’s in your network?<br />
  20. 20. social networking<br />join the conversation<br />
  21. 21. Reading Blogs<br />
  22. 22. constantly connecting<br />
  23. 23. making<br />personal<br />connections<br />
  24. 24. Too Many Blogs?!?!<br />
  25. 25. But how do you read them all?<br />http://www.flickr.com/photos/10244704@N05/2484112082<br />
  26. 26. RSS to save the day!<br />http://www.flickr.com/photos/videoplacebo/2476230102/<br />
  27. 27. Take One Website RSS Feed<br />
  28. 28. + One Feed Reader<br />
  29. 29. 21st Century Pedagogy<br />
  30. 30. Do it Yourself PD as Self Directed Connected Learners<br />Communities<br />Of Practice<br />DIY-PD<br />PersonalLearningNetworks<br />F2F Teams<br />"Rather than belittling or showing disdain for knowledge or expertise, DIY champions the average individual seeking knowledge and expertise for him/herself. Instead of using the services of others who have expertise, a DIY oriented person would seek out the knowledge for him/herself." (Wikipedia, n.d.)<br />
  31. 31. Community is the New Professional Development <br />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. <br />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. <br />
  32. 32. Community is the New Professional Development <br />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.<br />I believe that by attending to the development of knowledge for, in and of practice, we can enhance professional growth that leads to real change. <br />Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge and practice: Teaching learning in communities. Review of Research in Education, 24, 249-305. <br />Passive, active, and reflective knowledge building in local (PLC), global (CoP) and contextual (PLN) learning spaces. <br />
  33. 33. http://www.elearnspace.org/Articles/google_whitepaper.pdf<br />
  34. 34. Dynamics of Different Network Types<br />
  35. 35. Looking Closely at Learning Community Design<br />4L Model (Linking, Lurking, Learning, and Leading) inspired by John Seeley Brown http://learningcircuits.blogspot.com/2006/06/roles-in-cops.html<br />This model is developed around the roles and interactions members of a community have as participants in that community. <br />
  36. 36.
  37. 37. Collaboration<br />Connection<br />Celebration<br />Communication<br />User Generated Content<br />Steve Wheeler, University of Plymouth, 2010<br />
  38. 38. Team Action Research Projects<br />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. <br />Action Research<br />
  39. 39. Is learning simply about gaining knowledge...?<br />cc Steve Wheeler, University of Plymouth, 2010<br />www.newmediamusings.com<br />
  40. 40. cc Steve Wheeler, University of Plymouth, 2010<br />... or making connections?<br />
  41. 41. The New Third Place?<br />“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 <br />
  42. 42. Levels of engagement<br />Become an expert<br />Become a mentor<br />Write a blog<br />Ask a question<br />(with attribution)<br />Comment<br />(with attribution)<br />Level of engagement<br />Register<br />Comment<br />(Anonymously)<br />Waxing and Waning Interest<br />Browse, search, learn<br />(Anonymously)<br />Type of engagement<br />
  43. 43.
  44. 44. Join our list<br />Join our forum<br />Join our community<br />Degrees of Transparency and Trust<br />Increasing collaboration and transparency of process<br />
  45. 45. Tech Enhanced Learninghttp://techenhancedlearning.wikispaces.com/<br />21st Century Teaching and Learning<br />http://abpc.wikispaces.com/<br />
  46. 46.
  47. 47. Your community’s life-cycle<br />Sustain/Renew<br />Grow<br />Level of energy and visibility<br />Start-up<br />Close<br />Plan<br />Discover/<br />imagine<br />Incubate/ deliver value<br />Focus/ expand<br />Ownership/ openness<br />Let go/ remember<br />Time<br />From: Cultivating Communities of Practice by Wenger, McDermot and Snyder<br />
  48. 48. Characteristics of a healthy community<br />
  49. 49. Collaborative Tools<br /><ul><li> Wikispaces
  50. 50. Del.icio.us and Diigo
  51. 51. Twitter
  52. 52. Elluminate
  53. 53. NING
  54. 54. Facebook
  55. 55. Slideshare
  56. 56. Flickr
  57. 57. YouTube
  58. 58. Evernote</li></ul>“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!” <br />~ Science teacher in WNY<br />
  59. 59. "The greatest danger in times of turbulence is not the turbulence. It is to act with yesterday's logic." - Peter Drucker <br />Steve Wheeler, University of Plymouth, 2010<br />http://pixdaus.com<br />