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This document discusses the shift to learning that is mobile, networked, global, and collaborative rather than time- and place-bound. It notes that the pace of change is accelerating and that half of what students learn in their first year may be outdated by their third year. Communities and networks are proposed as alternatives to traditional professional development. Connected learners who collaborate online and bring what they learn back to share are described as agents of change.
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- 1. Living and Learningin a Global Community Innovative Schools Virtual University
- 2. Housekeeping Paperlesshandouts http://21stcenturylearning.wikispaces.com • THE CONNECTED EDUCATOR Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLC http://plpnetwork.com [email protected] Website and blog 21st Century Collaborative, LLC http://21stcenturycollabrative.com
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- 4. Learner First— Educator Second Itis a shift and requires us to rethink who Emerson and Thoreau we are as an educational leader or reunited would ask- professional. It requires us to redefine ourselves. “What has become clearer to you since we last met?”
- 5. The world ischanging...
- 6. Everything 2.0 By theyear 2011 80% of all Fortune 500 companies will be using immersive worlds2.0 Libraries – Gartner Vice President Jackie Fenn Management 2.0 Education 2.0 Warfare 2.0 Government 2.0 Vatican 2.0 Credit: Hugh MacLeod, gapingvoid
- 7. Web 1.0 Web2.0 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
- 8. Right now, schoolsare: Time and place. Filtered. Teacher-directed. Predictable. Standardized. Push oriented. Content-based. Group assessed. Linear. Closed. Sept-June. Local.
- 9. Learning will be(already is): Mobile. Networked. Global. Collaborative. Self- directed. Inquiry based. On demand. Transparent. Lifelong. Personalized. Pull. Unpredictable.
- 10. The Disconnect “Every timeI go to school, I have to • THE --a high school student power down.” CONNECTED EDUCATOR
- 11. 6 Trends forthe 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
- 12. The pace ofchange is accelerating
- 14. Knowledge Creation It isestimated 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.
- 15. For students startinga 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.
- 16. “For the firsttime we are preparing students for a future we cannot clearly describe.” - David Warlick http://communications.nottingham.ac.uk/podcasts/
- 17. Shifting From Shifting To Learning at school Learning anytime/anywhere Teaching as a private event Teaching as a public collaborative practice Learning as passive Learning in a participatory participant culture Learning as individuals Learning in a networked community Linear knowledge Distributed knowledge
- 18. What does itmean to work in a participatory 2.0 world? Reflection
- 19. Participatory web culture Web2.0 culture: Pull School culture: Push learner-driven instructor-driven Process focus Event focus Content defined by learner’s Content mandated by others’ perception of need perception of need Relationships, conversation Courses, workshops
- 20. Professional development needsto change. We know this. • THE CONNECTED EDUCATOR Are you ready for learning and leading in the 21st Century?
- 21. Do it YourselfPD A 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.
- 22. • THE CONNECTEDEDUCATOR
- 23. What does it meanto be a connected learner with a well developed network? What are the advantages or drawbacks? How is it a game changer?
- 24. Dispositions and Values Commitmentto understanding Dedication to the asking good questions ongoing development of expertise Explores ideas and concepts, rethinking, revising, and Shares and contributes continuously repacks and unpacks, resisting urges to finish prematurely Engages in strength-based approaches and appreciative inquiry Co-learner, Co-leader, Co-creator Demonstrates mindfulness Self directed, open minded Willingness to leaving one's comfort Commits to deep reflection zone to experiment with new strategies and taking on new responsibilities Transparent in thinking Values and engages in a culture of collegiality
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- 26. A Definition ofCommunity 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)
- 27. A Definition ofNetworks From 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.
- 28. In connectivism, learning involves creatingconnections and developing a network. It is a theory for the digital age drawing upon chaos, emergent properties, and self organised learning.
- 32. 1. Local community:Purposeful, face-to-face connections among members of a committed group—a professional learning community (PLC) • THE CONNECTED EDUCATOR 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)
- 33. Community is theNew 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.
- 34. Community is theNew 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.
- 35. Dynamics of DifferentNetwork Types Community of Project Teams Informal networks Practice Purpose Learning Accomplish specific Communication Sharing task flows Creating Knowledge Boundary Knowledge domain Assigned projector Networking, task resource building and establishing relationships Connections Common application Commitment to goal Interpersonal or discovery- acquaintances innovation Membership Semi - permanent Constant for a fixed Links made based period on needs of the individual Time scale As long as it adds Fixed ends when No pre-engineered value to the its project deliverables end members have been
- 36. Degrees of Transparencyand Trust Join our list Join our forum Join our community Increasing collaboration and transparency of process
- 37. Looking Closely atLearning 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.
- 39. Your community’s life-cycle Sustain/Renew Level of energy Grow and visibility Start-up Close Plan Discover/ Incubate/ Focus/ Ownership/ Let go/ Time imagine deliver expand openness remember value From: Cultivating Communities of Practice by Wenger, McDermot and Snyder
- 40. Do it YourselfPD as Communities Self Directed Of Practice Connected Learners DIY-PD Personal Learning Networks F2F Teams "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.)
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- 42. Connected learners aremore effective change agents
- 43.