Embed Size (px)
Citation preview
Living and Learning in a Global CommunityInnovative Schools Virtual University
Login to Network
• DOMAIN SherBosMtg
• Username LFAC2012• PASSWORD LFAC2012
Digital Footprint
Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLChttp://[email protected]
President21st Century Collaborative, LLChttp://21stcenturycollaborative.com
Follow me on Twitter@snbeach
Published by Solution Tree
My community work
Please join me at the session wikihttp://plpwiki.com
Mantra for today’s keynote…
We are stronger together than apart.
None of us is as smart, creative, good or interesting as all of us.
• THE CONNECTED EDUCATOR
Things do not change; we change. —Henry David Thoreau
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?
Learner First—Educator Second
It is a shift and requires us to rethink who we are as an educational leader or professional. It requires us to redefine ourselves.
Introduce yourselves to each other at the table and brag a little. Talk about (in 2 min or less) the connected learning project you have recently led, discovered, or been involved in lately in your school, classroom, district, or organization.
Emerson and Thoreau reunited would ask-
“What has become clearer to you since we last met?”
The world is changing...
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
Shifting From Shifting To
Learning at school Learning anytime/anywhere
Teaching as a private event Teaching as a public collaborative practice
Learning as passiveparticipant
Learning in a participatory culture
Learning as individuals
Linear knowledge
Learning in a networked community
Distributed knowledge
Source: enGauge 21st Century Skills
By the year 2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn
Libraries 2.0Management 2.0 Education 2.0Warfare 2.0Government 2.0Vatican 2.0
Credit: Hugh MacLeod, gapingvoid
Everything 2.0
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
dangerouslyirrelevant.org
Our kids have tasted the honey.
http
://w
ww
.dan
gero
usly
irre
leva
nt.o
rg/2
009/
02/a
-tas
te-o
f-ho
ney.
htm
l
17
Free range learnersFree-range learners choose how and what they learn. Self-service is less expensive and more timely than the alternative. Informal learning has no need for the busywork, chrome, and bureaucracy that accompany typical classroom instruction.
• THE CONNECTED EDUCATOR
The Disconnect“Every time I go to school, I have to power down.” --a high school student
The pace of change is accelerating
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.
Knowledge Creation
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.
“For the first time we are preparing students for a future we cannot clearly describe.” - David Warlick
http://communications.nottingham.ac.uk/podcasts/
Shift in Learning = New Possibilities
Shift from emphasis on teaching…
To an emphasis on co-learning
Shifts focus of literacy from individual expression to community involvement.
Students become producers, notjust consumersof knowledge.
Connected Learning
The computer connects the student to the rest of the worldLearning occurs through connections with other learnersLearning is based on conversation and interaction
Stephen Downes
Shifts focus of literacy from individual expression to community involvement.
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) –
29
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
Are there new Literacies- and if so, what are they?
“In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists.”
-- Eric Hoffer, Reflections on the Human Condition
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
.
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..
What do you wonder…
About connected learning and shifted professional learning/development?
• 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.
Do it Yourself PDA 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, schools, and districts.
36
Learning
One-on-one Classroom community
Be a learner first--educator second • It's all about asking hard questions and then listening deeply
• A connected learner isn’t afraid to admit that they don’t know the answer to a question or problem, and willingly invite others into a dialogue to explore, discuss, debate, or generate more questions. (@barb_english)
• Asking our questions out in the open in connected ways @lisaneale
• I believe that being a connected learner leads to more questions than answers and that is good. I also believe that connected learners have to learn to take risks - exposing your learning and thoughts can be challenging @ccoffa
• Lurkers become learners. Learners become contributors. @sjhayes8
Community is built through the co-construction of knowledge
BE collaborative. Own it. Share with others. nvest in personal knowledge building so what you share with others will be of value.
The power of connections leads to collective efficacy, collective wisdom and long standing collective intelligence
Connected learners talk to strangers. We do not have to know the people with whom we are co-learning, co-constructing, co-creating.
Do you know--what who you know--knows? Leverage collective wisdom.
Innovation comes from wildly diverse experiences and loose connections
• THE CONNECTED EDUCATOR
• THE CONNECTED EDUCATOR
Dedication to the ongoing development of expertise
Shares and contributes
Engages in strength-based approachesand appreciative inquiry
Demonstrates mindfulness
Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities
Dispositions and ValuesCommitment 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
# 2 Self Evaluation and then a Powerful Conversation of Change
• THE CONNECTED EDUCATOR
Meet the new model for professional development:
Connected Learning CommunitiesIn CLCs educators have several ways to connect and collaborate:• F2F learning communities (PLCs)• Personal learning networks (PLNs)• Communities of practice or inquiry (CoPs)
• 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)
• 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/groupF2f
Individual, face to face, and online
Collective, face to face, or online
Focus Student achievement
Personal growth Systemic improvement
Community is the New Professional Development
Cochran-Smith and Lytle (1999a) describe three ways of knowing and constructing knowledge…
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.
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.
Community is the New Professional Development
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.
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.
Cochran-Smith, M., & Lytle, S.L. (1999a). Relationships of knowledge and practice: Teaching learning in communities. Review of Research in Education, 24, 249-305.
Passive, active, and reflective knowledge building in local (PLC), global (CoP) and contextual (PLN) learning spaces.
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
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
Professional Learning Teams
4:00 What is a Personal Learning Network? Speed Dating PLN
http://todaysmeet.com/CLCLFhttp://plpcommunityhub.com/chatTwitter using #plpnetwork tag
“Understanding how networks work is one of the most important literacies of the 21st Century.”
- Howard Rheingold
http://www.ischool.berkeley.eduHow do you define networks?
A Definition of NetworksFrom 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.
Net
wor
ks
Com
mun
ity
Personal Learning Networks
FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven
responsiveresponsive
personalized
investing in collaborations
Whatis community, really?
Virtual CommunityA 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)
A Definition of Community
Communities are quite simply, collections of individuals who are bound together by natural will and a set of shared ideas and ideals.
“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).
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)
A Place to Build Trust and Relationships
A Domain of Interest
A Place to Meet
A Place to Construct Knowledge Collaboratively
CelebrationCelebration
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
Helping Communities
Best Practice Communities
Knowledge Stewarding Communities
Innovation Communities
Drivers Lower cost through reuseSocial responsibility
Lower cost through standardisationConsistency of projectImproves outcomes
Professional development
Tracks shifting trendsTransforming and Reforming educationDesigned to evolve
Activities Connecting membersKnowledge who’s who
Collecting, VettingPublishingPortal
Enlisting leading expertsManage content Attend WebinarsShare Resources
Share insightsDevelopment of new PolicyCo-Creation of content
Structure and roles
Problem solvingSub committees
Index and store Best practicePublishing
IndividualsEstablished leadersTeams
Loose governanceCommunity leadersTeamsEmergent roles
Reward for participation
Sense of belongingAssistance to daily work
Desire for improvement
Shift in knowledge and understandingProfessional development
Passion for the topicWeb 2.0 pedagogyConnections and PLN
Knowledge Tacit - high socialisation
Low tacitExplicit to explore
Tacit to explicitTacit to tacit
Explicit to tacit.
Members of an Active Community
• occasional
• transactional
• peripheral
• active
• facilitator
• core grou
p
• lurkers
• leaders
• outsiders
• experts
• beginners
Degrees of Transparency and Trust
Join our list Join our forum Join our community
Increasing collaboration and transparency of process
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.
Dynamics of 3-prongs of CLC ModelCommunity of Practice
Project Teams (PLCs)
Informal networks (PLNs)
Purpose Learning SharingCreating 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 accomplished
No pre-engineered end
CommunitiesOf Practice
PersonalLearningNetworks
F2F Teams (PLCs)
DIY-PD
Do it Yourself PD as Self Directed Connected LearnersHappens in CLCs
"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.)
Your community’s life-cycle
Plan
Start-up
Grow
Sustain/Renew
Close
Lev
el o
f en
ergy
an
d v
isib
ility
TimeDiscover/imagine
Incubate/ deliver value
Focus/ expand
Ownership/ openness
Let go/ remember
Forming Storming Norming Performing
Change is hard
Connected learners are more effective change agents
Let’s just admit it…
You are an agent of change!
Now. Always. And now you have the tools to leverage your ideas.
An effective change agent is someone who isn’t afraid to change course.
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.
Last Generation
"The greatest danger in times of turbulence is not the turbulence. It is to act with yesterday's logic." - Peter Drucker
http://pixdaus.com
Stev
e W
heel
er, U
nive
rsity
of P
lym
outh
, 201
0
