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For an online webinar for ELRC
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Living and Learning in a Global CommunityInnovative Schools Virtual University
• THE CONNECTED EDUCATOR
Housekeeping
Paperless handoutshttp://21stcenturylearning.wikispaces.com
Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLChttp://[email protected]
Website and blog21st Century Collaborative, LLChttp://21stcenturycollabrative.com
My community work
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.
Emerson and Thoreau reunited would ask-
“What has become clearer to you since we last met?”
The world is changing...
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
Right now, schools are:
Time and place. Filtered. Teacher-directed. Predictable. Standardized. Push oriented. Content-based. Group assessed. Linear. Closed. Sept-June. Local.
Learning will be (already is):
Mobile. Networked. Global. Collaborative. Self-directed. Inquiry based. On demand. Transparent. Lifelong. Personalized. Pull. Unpredictable.
• THE CONNECTED EDUCATOR
The Disconnect“Every time I go to school, I have to power down.” --a high school student
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
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half of what they learn in their first year of study will be outdated by their third year of study.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/
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
What does it mean to work in a participatory 2.0 world?
Reflection
Participatory web culture
Web 2.0 culture: Pull School culture: Push
learner-driven instructor-driven
Process focus Event focus
Content defined by learner’s perception of need
Content mandated by others’ perception of need
Relationships, conversation Courses, workshops
ACTIVEPASSIVE
• THE CONNECTED EDUCATORWe know this.Professional development needs to change.
Are you ready for learning and leading in the 21st Century?
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.
• THE CONNECTED EDUCATOR
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 changer?
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
Define Community
Define Networks
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 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.
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.
Net
wor
ks
Com
mun
ity
• 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)
Community is the New Professional Development
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.
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.
Dynamics of Different Network TypesCommunity of Practice
Project Teams Informal networks
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
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.
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
From: Cultivating Communities of Practice by Wenger, McDermot and Snyder
CommunitiesOf Practice
PersonalLearningNetworks
F2F Teams
DIY-PD
Do it Yourself PD as Self Directed Connected Learners
"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.)
Change is hard
Connected learners are more effective change agents
Last Generation