PLN: The paradigm shift in teacher and learner autonomy


Published on

Abstract: This presentation explains a dozen tools and paradigm shifts that teachers should apply in transformative ways to working with their students, how Web 2.0, tagging, and RSS are crucial to this process, and how teachers can develop their own personal learning networks to practice continuous lifelong learning and 'teacher autonomy' before applying these concepts to students.

Published in: Education
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

PLN: The paradigm shift in teacher and learner autonomy

  1. 1. The paradigm shift in teacher and learner autonomy Vance Stevens The Petroleum Institute Abu Dhabi, UAE Presented at BrazTESOL Sao Paulo, Brazil, July 22, 2010
  2. 2. Making a difference through change <ul><li>WHY it’s important </li></ul><ul><li>WHAT it’s about </li></ul><ul><li>HOW can it be accomplished </li></ul><ul><li>This presentation is online at </li></ul>
  3. 3. Why it’s important <ul><li>Would you agree that … ? </li></ul><ul><li>20 th century educational precepts are rooted in industrial era </li></ul><ul><li>21 st century knowledge worker skill requirements are radically different from before </li></ul><ul><li>Education systems should teach new skills across the curriculum Who’s going to do that?? (guess) … Therefore .. </li></ul><ul><li>Teachers are responsible for improving their skills in order to model new and crucial skills across the curriculum </li></ul>
  4. 4. WHAT are some of these Important 21 st century skills and concepts?
  5. 5. Here are a few of these skills? <ul><li>Web 2.0 </li></ul><ul><li>Social Networking </li></ul>Stand up if you've heard of these
  6. 6. 21 st Century Skill Sets <ul><li>RSS and feed readers </li></ul><ul><li>Blogging </li></ul><ul><ul><li>both for multiliteracy skills </li></ul></ul><ul><ul><li>and as illustration of RSS </li></ul></ul>Sit back down if you’re not familiar/comfortable with these
  7. 7. 21 st Century Skill Sets <ul><li>Podcasts </li></ul><ul><ul><li>harvesting them, as further examples of application of RSS; </li></ul></ul><ul><ul><li>also producing them, as vital resources in ongoing learning and professional development) </li></ul></ul>Sit back down if you’re not familiar with these
  8. 8. 21 st Century Skill Sets <ul><li>Microblogging (e.g. Twitter) </li></ul><ul><li>PLNs (personal learning networks) </li></ul>Sit back down if you’re not familiar with these
  9. 9. 21 st Century Skill Sets <ul><li>Digital storytelling </li></ul><ul><li>Applications of multimedia to new literacies </li></ul><ul><li>Multiliteracies </li></ul>Sit back down if you’re not familiar with these
  10. 10. 21 st Century Skill Sets <ul><li>Distributed learning networks </li></ul><ul><li>Communities (of practice) </li></ul><ul><li>Connectivism </li></ul>Sit back down if you’re not familiar with these
  11. 11. 21 st Century Skill Sets <ul><li>Aggregation </li></ul><ul><ul><li>folksonomic classification systems </li></ul></ul><ul><ul><li>as opposed to taxonomic ones </li></ul></ul>Sit back down if you’re not familiar with these
  12. 12. 21 st Century Skill Sets <ul><li>Informal learning </li></ul><ul><li>Just-in-time learning </li></ul><ul><li>Push/pull technologies </li></ul>Sit back down if you’re not familiar with these
  13. 13. 21 st Century Skill Sets <ul><li>Synchronous communication tools </li></ul><ul><ul><li>Instant messaging </li></ul></ul><ul><ul><li>Skype </li></ul></ul><ul><ul><li>Online presentation venues incorporating </li></ul></ul><ul><ul><ul><li>interactive whiteboard </li></ul></ul></ul><ul><ul><ul><li>Voice </li></ul></ul></ul><ul><ul><ul><li>video </li></ul></ul></ul>Sit back down if you’re not familiar with these
  14. 14. 21 st Century Skill Sets <ul><li>Asynchronous collaboration tools </li></ul><ul><ul><li>Blogs and Wikis </li></ul></ul><ul><ul><li>Voicethread </li></ul></ul><ul><ul><li>Slideshare </li></ul></ul><ul><ul><li>Google docs </li></ul></ul>Sit back down if you’re not familiar with these
  15. 15. 10 Paradigm Shifts <ul><li>HOW do teachers have to change in order to adopt and assimilate 21 st century skills and successfully prepare students for jobs that haven’t been invented yet? </li></ul><ul><li>HOW can teachers themselves learn to successfully make them and their students behave like 21 st century knowledge workers? </li></ul>
  16. 16. Re-learning how to learn <ul><li>Are teachers factory workers or knowledge workers? </li></ul><ul><ul><li>Factory workers train to carry out assembly line tasks </li></ul></ul><ul><ul><ul><li>knowledge required is repetitive, not generative </li></ul></ul></ul><ul><ul><li>Knowledge workers need to constantly re-create knowledge </li></ul></ul><ul><ul><ul><li>access and contribute to knowledge resident in networks </li></ul></ul></ul>
  17. 17. Paradigm Shift #1 regarding PEDAGOGY <ul><li>Educators must shift from didactic models of “teaching” avoid reliance on lecture modes (where students “sit and get”) </li></ul><ul><li>to constructivist ones emphasizing “learning” over “teaching” </li></ul><ul><ul><li>re-think means by which knowledge is shared </li></ul></ul><ul><ul><li>move off center stage to become a “guide on the side” returning only to model and demonstrate </li></ul></ul>
  18. 18. Paradigm Shift #2 regarding NETWORKING <ul><li>Educators must move from regarding learning as an isolated activity </li></ul><ul><li>to connectivist models along the lines of communities of practice and personal/distributed learning networks </li></ul>
  19. 19. Paradigm Shift #3 regarding LITERACY <ul><li>Move from its last-century dominance by print media </li></ul><ul><li>toward multiliteracies approaches </li></ul><ul><ul><ul><li>that better accommodate how people articulate and communicate </li></ul></ul></ul><ul><ul><ul><li>when a plethora of digital tools and connectivities are available. </li></ul></ul></ul>
  20. 20. Paradigm Shift #4 regarding HEURISTICS <ul><li>Productive models of organizing learning </li></ul><ul><li>from top-down client/server relationships between repositories and seekers of information </li></ul><ul><li>to peer to peer ones, where those with knowledge and those seeking it treat each other equally, </li></ul><ul><ul><li>frequently reverses roles of seekers and providers of knowledge and content. </li></ul></ul>
  21. 21. Paradigm Shift #5 regarding FORMALITY <ul><li>from power-centric models with traditionally defined roles, driven by set activities with predictable outcomes, with fear of being exposed as not “knowing” </li></ul><ul><li>to more informal models with encouragement of exploration and discovery by all involved in the learning process. </li></ul><ul><ul><li>increased chances that F.U.N. (Frivolous Unanticipated Nonsense) will enter that process </li></ul></ul>
  22. 22. Paradigm Shift #6 regarding TRANSFER <ul><li>ability to see that something you do in &quot;informal&quot; parts of your life can be utilized in more &quot;formal&quot; aspects; </li></ul><ul><ul><li>for example, seeing that the way Facebook or mobile telephones are used to organize and connect your personal world </li></ul></ul><ul><ul><li>can transfer into how learning can be facilitated in your professional life, both as a teacher and lifelong learner . </li></ul></ul>
  23. 23. Paradigm Shift #7 regarding DIRECTIONALITY <ul><li>Directionality of knowledge transfer </li></ul><ul><li>trending from “push” systems, like email, where content providers (including spammers, advertisers, and office wags pushing cute attachments) control what comes your way; </li></ul><ul><li>to “pull” systems e.g. those using tagging and RSS to aggregate what recipients request to see, on demand. </li></ul>
  24. 24. Paradigm Shift #8 regarding OWNERSHIP <ul><li>trending from proprietary models prevalent toward the end of last century (e.g. Microsoft Windows and Office; Blackboard LMS, Sound Forge, Camtasia) </li></ul><ul><li>to open source models (Linux, Open Office, Moodle), greater availability of freeware (Audacity, Camstudio and uTIPu), and ascendancy of OERs (open educational resources). </li></ul>
  25. 25. Paradigm Shift #9 regarding SHARING <ul><li>From viewing copyright as something that limits the use of intellectual property </li></ul><ul><li>To something along lines of Creative Commons model, </li></ul><ul><ul><ul><li>which allows content to be shared and remixed within parameters that credit its creators and specify fair use. </li></ul></ul></ul>
  26. 26. Paradigm Shift #10 regarding CLASSIFICATION <ul><li>Classification of learning objects, websites, bookmarks, photos and music, and filing of email </li></ul><ul><li>moving from fixed and pre-ordained taxonomic models </li></ul><ul><li>to folksonomic ones, where multiple users simply tag objects on the fly to invent organic, flexible systems of retrieval (folksonomies) that would otherwise be chaotically stored in “the cloud,” unmanageably irretrievable in a taxonomic system. </li></ul>
  27. 27. Catalyzing change <ul><li>Making the shift happen is a matter of putting the ingredients together </li></ul><ul><li>The catalysts: </li></ul><ul><ul><ul><li>The Internet </li></ul></ul></ul><ul><ul><ul><li>Paradigm shift </li></ul></ul></ul><ul><li>Chemical ingredients: </li></ul><ul><ul><ul><li>Tools: Web 2.0 </li></ul></ul></ul><ul><ul><ul><li>Models experienced in the process </li></ul></ul></ul><ul><ul><ul><li>Participants </li></ul></ul></ul><ul><ul><ul><li>A space to meet </li></ul></ul></ul>
  28. 28. Modeling <ul><li>What am I modeling now </li></ul><ul><li>A didactic style of information transfer BUT </li></ul><ul><li>What I OFTEN model at such talks </li></ul><ul><li>I give the presentation live online </li></ul><ul><li>I use my PLN to invite online participants </li></ul><ul><li>I follow the chat, the backchannel </li></ul><ul><li>These are synchronous techniques </li></ul>
  29. 29. Modeling asynchronous learning <ul><li>Text of my presentation online </li></ul><ul><li>I've created an ePortal for it: </li></ul><ul><li>This models </li></ul><ul><ul><ul><li>Creating portals for ePorfolios </li></ul></ul></ul><ul><ul><ul><li>Creating content vs consuming it </li></ul></ul></ul><ul><ul><ul><li>Slides online with </li></ul></ul></ul><ul><ul><ul><li>Slides available via creative commons </li></ul></ul></ul><ul><ul><ul><li>If recorded, will be podcast </li></ul></ul></ul>
  30. 30. What else could we be modeling <ul><li>If we were ALL online now, what else could we be modeling? </li></ul><ul><li>With wireless, and laptops or 3G phones </li></ul><ul><ul><ul><li>You can Google for greater understanding </li></ul></ul></ul><ul><ul><ul><li>We can run polls (poll everywhere) </li></ul></ul></ul><ul><ul><ul><li>We can backchannel in Twitter </li></ul></ul></ul><ul><li>We could learn how to apply these tools with students: Edmodo or Yammer, Poll Anywhere </li></ul>
  31. 31. Etienne Wenger: How did you know you were in a community of practice ? Cristina Costa: When I saw my practice had changed
  32. 32. Learners engage in moving from consumers to creators of content <ul><li>Create conditions to promote change by easing students and teachers into working with unfamiliar technologies </li></ul><ul><li>Awareness: Consumers of content </li></ul><ul><li>Contribution: Comment, remix </li></ul><ul><li>Creation: Post original content </li></ul>
  33. 33. Awareness: Consumers of content <ul><li>Awareness of what is 'out there.' Like learning a language, awareness of basic communications. Hello. What is your name? What is a blog? What is a tag? How can I subscribe to a podcast? </li></ul><ul><li>Identify and read good blogs </li></ul><ul><li>Subscribe, download, listen to podcasts </li></ul><ul><li>Find free training materials and videos </li></ul><ul><li>Listen to TED talks, etc. etc. </li></ul>
  34. 34. Contribution: comment, remix <ul><li>Once you've found the conversations, you can enter into them, absorb their culture, become comfortable and familiar Comment on blog posts </li></ul><ul><li>Skype into webcasts </li></ul><ul><li>Join in live presentations </li></ul><ul><li>Enroll in listserves </li></ul><ul><li>Tag content with intent to retrieving / sharing it </li></ul><ul><li>Create mashups (moving to next step) </li></ul>
  35. 35. Creation of content <ul><li>Contribute to the culture, to content available to the community and network. Recycle what you learn, add value, create blog posts, reflect on learning, suggest insights to others, share with community. </li></ul><ul><li>Create blogs and wikis </li></ul><ul><li>Create e-Portfolios </li></ul><ul><li>Link to numerous objects in portfolio </li></ul><ul><li>Link to / reflect / develop spaces for PLN </li></ul><ul><li>Digital storytelling </li></ul>
  36. 36. Creating curriculum for change <ul><li>Here are some things I've been creating recently and posting online </li></ul><ul><li>Materials designed to teach students 21 st century computer literacies Shared at: </li></ul><ul><li>Courses to train teachers in multiliteracies and connectivism </li></ul><ul><li>Mashup: Designing curriculum for students which will concurrently train teachers </li></ul>
  37. 37. Thank you for listening There is more about this presentation here: And at Vance's blog