Living and Learning in a Global CommunityInnovative Schools Virtual University<br />
Housekeeping<br />Paperless handouts- coming <br />http://bit.ly/fODNEnSheryl Nussbaum-Beach             Co-Founder & CEO ...
Driving Questions<br />What are you doing to contextualize and mobilize what you are learning?<br />How will you leverage,...
.<br />Lead Learner<br />Native American Proverb<br />“He who learns from one who is learning, drinks from a flowing river...
6 Trends for the digital age<br />	Analogue                     	Digital<br />	Tethered 	               	Mobile<br />	Clos...
Connected Learning<br />The computer connects the student to the rest of the world<br />Learning occurs through connection...
What does it mean to be a connected learner with a well developed network?<br />What are the advantages or drawbacks?<br /...
Inclination toward being open minded<br />Dedication to the ongoing development of expertise<br />Creation of a culture of...
Define Community<br />Define Networks<br />
A Definition of Community<br />Communities are quite simply, collections of individuals who are bound together by natural ...
Community...<br />...has been defined as a group of interacting people living in a common location.<br />What are the char...
A Definition of Networks<br />From Wikipedia, the free encyclopedia<br />Networks are created through publishing and shari...
Making connections<br />In connectivism, learning involves creating connections and developing a network. It is a theory f...
“Understanding how networks work is one of the most important literacies of the 21st Century.”<br />- Howard Rheingold<br ...
Open Networks<br />If ... information is recognized as useful to the community ... it can be counted as knowledge.<br />Th...
Networks<br />Community<br />
Professional Learning Communities<br />The driving engine of the collaborative culture of a PLC is the team. They work tog...
Communities of Practice<br />FOCUS: Situated, Synchronous, Asynchronous- Online and Walled Garden<br />
Personal Learning Networks<br />FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network D...
Do it Yourself PD as Self Directed Connected Learners<br />Communities<br />Of Practice<br />DIY-PD<br />PersonalLearningN...
Community is the New Professional Development <br />Cochran-Smith and Lytle (1999a) describe three ways of knowing and con...
Community is the New Professional Development <br />Knowledge of Practice believes that systematic inquiry where teachers ...
http://www.elearnspace.org/Articles/google_whitepaper.pdf<br />
Virtual Community<br />A virtual space supported by computer-based information technology, centered upon communication and...
Dynamics of Different Network Types<br />
Looking Closely at Learning Community Design<br />4L Model (Linking, Lurking, Learning, and Leading) inspired by John Seel...
Kollock’s 4 Motivations for Contributing<br />Reciprocity<br />Reputation<br />Increased sense of efficacy<br />Attachment...
Reputation<br />What's the motivation of behind these people actually interacting and participating? …   people want to sh...
Celebration<br />Celebration<br />
Connection<br />cc  Steve Wheeler, University of Plymouth, 2010<br />http://i.imwx.com<br />
Communication<br />cc  Steve Wheeler, University of Plymouth, 2010<br />
Collaboration<br />http://idirekt.cz/soubory/t-mobile_dance2.png<br />
Collaboration<br />Connection<br />Celebration<br />Communication<br />User Generated Content<br />Steve Wheeler, Universi...
“A tribe needs a shared interest and a way to communicate.”<br />Internet tribes<br />“Twitter and blogs ... contribute an...
Tribes<br />“The internet eliminates geography. This means that there are now more tribes: smaller tribes, influential tri...
Is learning simply about gaining knowledge...?<br />cc  Steve Wheeler, University of Plymouth, 2010<br />www.newmediamusin...
cc  Steve Wheeler, University of Plymouth, 2010<br />... or making connections?<br />
The New Third Place?<br />“All great societies provide informal meeting places, like the Forum in ancient Rome or a contem...
Motivations<br />Social connectedness<br />Psychological well-being<br />Gratification<br />Collective Efficacy<br />
The Social Web is built here, from love and esteem<br />
Connected Learning Communities provide the personal learning environment (PLE) to do the nudging<br />
Levels of engagement<br />Become an expert<br />Become a mentor<br />Write a blog<br />Ask a question<br />(with attributi...
Presence<br />Sharing<br />Reputation<br />Identity<br />Groups<br />Conversations<br />Relationships<br />Strategize<br /...
“Strategy is knowing what not to do”Michael Porter<br />
Self<br />Presence<br />Publish?<br />Sharing<br />Reputation<br />Purpose/<br />Passion?<br />Identity<br />Activity<br /...
Join our list<br />Join our forum<br />Join our community<br />Degrees of Transparency and Trust<br />Increasing collabora...
Groups<br />
Norms<br />
Conversations<br />
 You have to find a way to spare the group from scale. Scale alone kills conversations, because conversations require dens...
Simple (hard) Steps<br />Have a compelling idea<br />Seed<br />Someone must live on the site<br />Community manager or you...
A Good Facilitator/Coordinator?<br />
Community Leader<br />Facilitation and Coordination of a CoP includes:<br />monitoring activity<br />encouraging participa...
A Facilitator/Coordinator cultivates the community<br />
Metrics<br />
Find and connect with experts<br />Find and connect with your peers<br />Threaded discussion forums, wikis, blogs, documen...
Tech Enhanced Learninghttp://techenhancedlearning.wikispaces.com/<br />21st Century Teaching and Learning<br />http://abpc...
Your community’s life-cycle<br />Sustain/Renew<br />Grow<br />Level of energy and visibility<br />Start-up<br />Close<br /...
Characteristics of a  healthy community<br />
Our basic experimental design…<br /><ul><li>Seek out 20 schools/districts willing to invest some time in exploring the cha...
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 Co...
Powerful Learning Practice Delivery Model<br />VLC<br />Workshops<br />Elluminate<br />Where we deepen understanding, netw...
Collaborative Tools<br /><ul><li> Wikispaces
 Del.icio.us and Diigo
 Twitter
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  1. 1. Living and Learning in a Global CommunityInnovative Schools Virtual University<br />
  2. 2. Housekeeping<br />Paperless handouts- coming <br />http://bit.ly/fODNEnSheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLChttp://plpnetwork.comsheryl@plpnetwork.comPresident21st Century Collaborative, LLChttp://21stcenturycollabrative.com<br />
  3. 3. Driving Questions<br />What are you doing to contextualize and mobilize what you are learning?<br />How will you leverage, how will you enable your teachers or your students to leverage- collective intelligence?<br />
  4. 4. .<br />Lead Learner<br />Native American Proverb<br />“He who learns from one who is learning, drinks from a flowing river.”<br />Sarah Brown Wessling, 2010 National Teacher of the Year<br />Describes her classroom as a place where the teacher is the “lead learner” and “the classroom walls are boundless.”<br />
  5. 5. 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 />
  6. 6.
  7. 7. Connected Learning<br />The computer connects the student to the rest of the world<br />Learning occurs through connections with other learners<br />Learning is based on conversation and interaction<br />Stephen Downes<br />
  8. 8. What does it mean to be a connected learner with a well developed network?<br />What are the advantages or drawbacks?<br />How is it a game changer? <br />Photo credit: Alec Couros<br />
  9. 9. Inclination toward being open minded<br />Dedication to the ongoing development of expertise<br />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<br />Willingness to be a co-learner, co-creator, and co-leader <br />Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities<br />Dispositions and Values<br />Commitment to understanding gained through listening and asking good questions related to practice<br />Perseverance toward deep thought by exploring ideas and concepts, rethinking, revising, and continual repacking and unpacking, resisting <br />urges to finish prematurely<br />Courage and initiative to engage in discussions on difficult topics <br />Alacrity to share and contribute<br />Desire to be transparent in thinking <br />
  10. 10. Define Community<br />Define Networks<br />
  11. 11. 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 />
  12. 12. Community...<br />...has been defined as a group of interacting people living in a common location.<br />What are the characteristics of distributed learning communities? <br />Steve Wheeler, University of Plymouth, 2010<br />In the digital age, common location is not as important as common interest.<br />http://www.psfk.com<br />
  13. 13. 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 />
  14. 14. 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 />
  15. 15. “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 />
  16. 16. Open Networks<br />If ... information is recognized as useful to the community ... it can be counted as knowledge.<br />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’.<br /> – Dave Cormier (2008) <br />Practitioners’ knowledge = content & context<br />
  17. 17.
  18. 18. Networks<br />Community<br />
  19. 19. 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 />
  20. 20. Communities of Practice<br />FOCUS: Situated, Synchronous, Asynchronous- Online and Walled Garden<br />
  21. 21. Personal Learning Networks<br />FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven<br />
  22. 22. 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 />
  23. 23. 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 />
  24. 24. 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 />
  25. 25. http://www.elearnspace.org/Articles/google_whitepaper.pdf<br />
  26. 26. Virtual Community<br />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) <br />
  27. 27. Dynamics of Different Network Types<br />
  28. 28. 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 />
  29. 29.
  30. 30. Kollock’s 4 Motivations for Contributing<br />Reciprocity<br />Reputation<br />Increased sense of efficacy<br />Attachment to and need of a group<br />
  31. 31. Reputation<br />What's the motivation of behind these people actually interacting and participating? … people want to share with the community what they believe to be important …. and they want to see their name in lights.They want to see their little icon on the front page, their username on the front page, so other people can see it.<br />
  32. 32. Celebration<br />Celebration<br />
  33. 33. Connection<br />cc Steve Wheeler, University of Plymouth, 2010<br />http://i.imwx.com<br />
  34. 34. Communication<br />cc Steve Wheeler, University of Plymouth, 2010<br />
  35. 35. Collaboration<br />http://idirekt.cz/soubory/t-mobile_dance2.png<br />
  36. 36. Collaboration<br />Connection<br />Celebration<br />Communication<br />User Generated Content<br />Steve Wheeler, University of Plymouth, 2010<br />
  37. 37. “A tribe needs a shared interest and a way to communicate.”<br />Internet tribes<br />“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.” <br />cc Steve Wheeler, University of Plymouth, 2010<br />
  38. 38. Tribes<br />“The internet eliminates geography. This means that there are now more tribes: smaller tribes, influential tribes, and tribes that could never have existed before.”<br />~ Seth Godin<br />cc Steve Wheeler, University of Plymouth, 2010<br />http://nedgrace.files.wordpress.com<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. Motivations<br />Social connectedness<br />Psychological well-being<br />Gratification<br />Collective Efficacy<br />
  43. 43.
  44. 44. The Social Web is built here, from love and esteem<br />
  45. 45.
  46. 46. Connected Learning Communities provide the personal learning environment (PLE) to do the nudging<br />
  47. 47. 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 />
  48. 48.
  49. 49. Presence<br />Sharing<br />Reputation<br />Identity<br />Groups<br />Conversations<br />Relationships<br />Strategize<br />a community<br />exercise<br />
  50. 50. “Strategy is knowing what not to do”Michael Porter<br />
  51. 51. Self<br />Presence<br />Publish?<br />Sharing<br />Reputation<br />Purpose/<br />Passion?<br />Identity<br />Activity<br />Groups<br />Planning?<br />Caretakers?<br />Relationships<br />Collectively<br />Rate?<br />Rules & <br />Repercussions<br />Co-Creation?<br />Conversations<br />Community<br />
  52. 52. 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 />
  53. 53. Groups<br />
  54. 54. Norms<br />
  55. 55. Conversations<br />
  56. 56. You have to find a way to spare the group from scale. Scale alone kills conversations, because conversations require dense two-way conversations. <br />[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. <br />
  57. 57. Simple (hard) Steps<br />Have a compelling idea<br />Seed<br />Someone must live on the site<br />Community manager or you<br />Make the rules clear (and short) <br />Tools not rules<br />Punish swiftly and nicely<br />Reward contributions- celebrate often<br />Spread the work out<br />Collective Norms<br />Apologize publicly, swiftly and frequently<br />Community platform and Web 2.0 spaces<br />
  58. 58. A Good Facilitator/Coordinator?<br />
  59. 59. Community Leader<br />Facilitation and Coordination of a CoP includes:<br />monitoring activity<br />encouraging participation (facilitation techniques)<br />felxible action plan<br />reporting CoP activity – metrics, evaluations <br />monitoring success criteria and impact<br />behind the scenes<br />managing CoP events<br />
  60. 60. A Facilitator/Coordinator cultivates the community<br />
  61. 61. Metrics<br />
  62. 62. Find and connect with experts<br />Find and connect with your peers<br />Threaded discussion forums, wikis, blogs, document repository<br />News feeds<br />Event calendar<br />News and Newsletters<br />Building an environment to support collaborative working<br />
  63. 63. Tech Enhanced Learninghttp://techenhancedlearning.wikispaces.com/<br />21st Century Teaching and Learning<br />http://abpc.wikispaces.com/<br />
  64. 64.
  65. 65. 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 />
  66. 66. Characteristics of a healthy community<br />
  67. 67. Our basic experimental design…<br /><ul><li>Seek out 20 schools/districts willing to invest some time in exploring the challenge of 21st Century Learning.
  68. 68. Ask the schools to identify small teams of 5-6 educators who are ready for this exploration.
  69. 69. 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.</li></li></ul><li>
  70. 70. Powerful Learning Practice Delivery Model<br />VLC<br />Workshops<br />Elluminate<br />Where we deepen understanding, network, share resources and grow as a community of practice.<br />Live meetings where teams meet, listen and then reflect in small groups.<br />Two all day workshops that build capacity, community and develop 21st Century skills.<br />Professional Learning Teams<br />Job embedded teams who meet f2f and work towards scale and alignment of 21st C skills with school improvement goals<br />
  71. 71. Collaborative Tools<br /><ul><li> Wikispaces
  72. 72. Del.icio.us and Diigo
  73. 73. Twitter
  74. 74. Elluminate
  75. 75. NING
  76. 76. Facebook
  77. 77. Slideshare
  78. 78. Flickr
  79. 79. YouTube
  80. 80. 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 />
  81. 81. Organic Collaboration<br /><ul><li>School Teams meet face-to-face
  82. 82. Experienced Voices from around the globe
  83. 83. Virtual Academies- cross cohort
  84. 84. Leadership Boot Camps
  85. 85. Critical Friends
  86. 86. Legacy Projects
  87. 87. PLP Live Events
  88. 88. Speaker Series
  89. 89. Open Mic</li></ul>“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.”<br />~Garry Stone,WNY Superintendent<br />
  90. 90. 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 />
  91. 91. "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 />

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