Downloaded 11 times
Uploaded bySheryl Nussbaum-Beach
Keepingup hra2012
This document discusses the need for education to shift to meet the needs of 21st century learners. It notes that the world is changing rapidly due to technology and that schools need to change how they operate. Specifically, it argues that schools need to shift their focus from teaching to learning, move from teacher-directed to collaborative models, and view school improvement as a requirement rather than an option. The document highlights how the skills needed for the future cannot be clearly defined and discusses trends like the growth of mobile learning and an emphasis on lifelong learning.
More Related Content
Keepingup hra2012
- 2. Housekeeping Join the HRA Group • THE CONNECTED EDUCATOR http://hra-learning-together.ning.com Back Channel Chat http://todaysmeet.com/HRA2012 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
- 4. Things do notchange; we change. —Henry David Thoreau • THE CONNECTED EDUCATOR 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?
- 5. Learner First— Educator Second Itis a shift and requires us to rethink who we are as an educational leader Emerson and Thoreau reunited would ask- or professional. It requires us to redefine ourselves. ―What has become clearer to you since we last met?‖ If you haven’t already-- Let’s join our mini-learning community space. Go to: http://hra-learning- together.ning.com
- 6. The world ischanging...
- 7. Everything 2.0 By theyear 2011 80% of all Fortune 500 Libraries 2.0 companies will be using immersive worlds – Gartner Vice President Jackie Fenn Management 2.0 Education 2.0 Warfare 2.0 Government 2.0 Vatican 2.0 Credit: Hugh MacLeod, gapingvoid
- 8. 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
- 9. Are you Readyfor Learning and Leading in the 21st Century? It isn’t just ―coming‖… it has arrived! And schools who aren’t redefining themselves, risk becoming irrelevant in preparing students for the future.
- 10. Shifting From Shifting To A teaching focus A learning focus Teaching as a private Teaching as a event collaborative practice School improvement School improvement as an option as a requirement Mandated Mutual accountability accountability
- 11. Shift in Learning= New Possibilities Shift from emphasis on teaching… To an emphasis on co-learning
- 12. What about theworld and society has changed since you went to school? What about students has changed since you went to school? What about schools has changed or not changed since you went to school? What should School 2.0 look like in order to meet the needs of the 21st Century learner?
- 13. Time Travel Lewis Perelman,author of School's Out (1992). Perelman argues that schools are out of sync with technological change: ...the technological gap between the school environment and the "real world" is growing so wide, so fast that the classroom experience is on the way to becoming not merely unproductive but increasingly irrelevant to normal human existence (p.215).
- 14. What's different? We nowhave an easy connection between an individual's passion to learn and the resources to learn it.
- 15. Right now, schoolsare: Time and place. Filtered. Teacher-directed. Predictable. Standardized. Push oriented. Content-based. Group assessed. Linear. Closed. Sept-June. Local.
- 16. Learning will be(already is): Mobile. Networked. Global. Collaborative. Self- directed. Inquiry based. On demand. Transparent. Lifelong. Personalized. Pull. Unpredictable.
- 17. The Disconnect • THE I go to school, I have ―Every time CONNECTED EDUCATOR to power down.‖ --a high school student
- 18. 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
- 19. The pace ofchange is accelerating
- 21. 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.
- 22. 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.
- 23. “For the firsttime we are preparing students for a future we cannot clearly describe.” - David Warlick http://communications.nottingham.ac.uk/podcasts/
- 25. Play — thecapacity 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 .
- 26. 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. .
- 27. Shifts focus of literacyfrom individual expression to community involvement.
- 28. Connected Learning The computerconnects the student to the rest of the world Learning occurs through connections with other learners Learning is based on conversation and interaction Stephen Downes
- 29. Connected Learner Scale Thiswork is at which level(s) of the connected learner scale? Explain. 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) –
- 30. FORMAL INFORMAL You go where the bus goes You go where you choose Jay Cross – Internet Time
- 31.
- 32. MULTI-CHANNEL APPROACH webcam SYNCHRONOUS Community platforms VoIP Conference rooms Instant messenger Worldbridges PEER TO PEER WEBCAST email folksonomies Mailing lists PLE vlogs f2f CMS forums photoblogs blogs podcasts wikis ASYNCHRONOUS
- 33. Education for Citizenship ―Acapable 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 33
- 34. The Focus ofour Instructional Vision • Strengthening student work by examining and refining curriculum, assessment, and classroom instruction • Strengthening teacher practice by examining and refining the feedback teachers receive The Framework for Teaching - Charlotte Danielson • Strengthening leadership by becoming a connected leader who owns 21st Century shift. 34
- 35. What does itmean to work in a participatory 2.0 world? Reflection
- 36. 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
- 37. Professional development needsto change. We know this. • THE CONNECTED EDUCATOR Are you ready for learning and leading in the 21st Century?
- 38. 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,
- 39. • THE CONNECTEDEDUCATOR
- 40. What does it meanto be a connected learner with a well developed network? What are the advantages or drawbacks? How is it a game
- 41. 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 Co-learner, Co-leader, Co-creator and appreciative inquiry Self directed, open minded Demonstrates mindfulness Commits to deep reflection Willingness to leaving one's comfort zone to experiment with Transparent in thinking new strategies and taking on new responsibilities Values and engages in a culture of collegiality
- 42. “Schools are anode on the network of learning.”
- 43. Personal Learning Networks Community-DotsOn Your Map Are you ―clickable‖- Are your students?
- 45. pd on fast forward
- 46.
- 47.
- 48.
- 49.
- 50. In Phillip Schlechty's,Leading for Learning: How to Transform Schools into Learning Organizations he makes a case for transformation of schools. Reform- installing innovations that will work within the context of the existing culture and structure of schools. It usually means changing procedures, processes, and technologies with the intent of improving performance of existing operation systems.
- 51. Transformation- is intendedto make it possible to do things that have never been done by the organization undergoing the transformation. Different than It involves repositioning and reorienting action by putting an organization into a new business or adopting radically different means of doing the work traditionally done. Transformation includes altering the beliefs, values, meanings- the culture- in which programs are embedded, as well as changing the current system of rules, roles, and relationship- social structure-so that the innovations needed will be supported.
- 52. So as youdevelop your vision for learning in the 21st Century how do you see it- should you be a reformer or a transformer and why? Make a case for using one or the other as a change strategy.
- 53.
- 54. Connected learners aremore effective change agents
- 55. What do weneed to unlearn? Example: * I need to unlearn that classrooms are physical spaces. * I need to unlearn that learning is an event with a start and stop time to a lesson. The Empire Strikes Back: LUKE: Master, moving stones around is one thing. This is totally different. YODA: No! No different! Only different in your mind. You must unlearn what you have learned.
- 56. What will beour legacy… • Bertelsmann Foundation Report: The Impact of Media and Technology in Schools – 2 Groups – Content Area: Civil War – One Group taught using Sage on the Stage methodology – One Group taught using innovative applications of technology and project-based instructional models • End of the Study, both groups given identical teacher-constructed tests of their knowledge of the Civil War. Question: Which group did better?
- 57. Answer… No significant test differences were found
- 58. However… One YearLater – Students in the traditional group could recall almost nothing about the historical content – Students in the traditional group defined history as: ―the record of the facts of the past‖ – Students in the digital group “displayed elaborate concepts and ideas that they had extended to other areas of history” – Students in the digital group defined history as: ―a process of interpreting the past from different perspectives‖
- 59. Change is inevitable: Growth is Optional Change produces tension- out of our comfort zone. “Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.” Senge
- 60. Real Question isthis: 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.
- 61.