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This document provides an overview of connected learning and professional development in the digital age. It discusses how learning is shifting from isolated to connected, from consumption to creation, and from individuals to networks and communities. Professional development also needs to change by focusing on participatory learning through communities of practice, personal learning networks, and professional learning communities. When educators adopt connected learning approaches and learner-first mindsets, it leads to more effective professional growth and improved student outcomes.
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- 2. Digital Footprint Sheryl Nussbaum-Beach Co-Founder& CEO Powerful Learning Practice, LLC http://plpnetwork.com [email protected] President 21st Century Collaborative, LLC http://21stcenturycollaborative.com Follow me on Twitter @snbeach
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- 5. Please join meat the session wiki http://plpwiki.com
- 6. Mantra for today’skeynote… We are stronger together than apart. None of us is as smart, creative, good or interesting as all of us.
- 7. 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?
- 9. The world ischanging...
- 10. 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
- 11. 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
- 12. Source: enGauge 21stCentury Skills
- 13. Right now, schoolsare: Time and place. Filtered. Teacher-directed. Predictable. Standardized. Push oriented. Content-based. Group assessed. Linear. Closed. Sept-June. Local.
- 14. Learning will be(already is): Mobile. Networked. Global. Collaborative. Self- directed. Inquiry based. On demand. Transparent. Lifelong. Personalized. Pull. Unpredictable.
- 15. Our kids havetasted the honey. dangerouslyirrelevant.org http://www.dangerouslyirrelevant.org/2009/02/a-taste-of-honey.html
- 16. Free range learners Free-rangelearners 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. 16
- 17. The Disconnect ―Every timeI go to school, I have to • THE --a high school student power down.‖ CONNECTED EDUCATOR
- 18. The pace ofchange is accelerating
- 20. 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.
- 21. 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.
- 22. “For the firsttime we are preparing students for a future we cannot clearly describe.” - David Warlick http://communications.nottingham.ac.uk/podcasts/
- 23. “In a timeof 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.” Are there new Literacies- and if so, what are they? -- Eric Hoffer, Reflections on
- 24. 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 .
- 25. 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. .
- 26. What does itmean to work in a participatory 2.0 world? Reflection
- 27. Learning One-on-one Classroom community 27
- 28. Professional development needs • THE CONNECTED EDUCATOR 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.
- 29. 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.
- 30. Learner First---Educator Second Itis a shift and requires us to rethink who we are as an educator. It requires us to redefine ourselves. Think About What does that mean to you– learner first? What does it look like in the classroom or in a position of leadership? Why is it important in today’s world?
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- 32. Be a learnerfirst--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
- 33. Community is builtthrough 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
- 34. • THE CONNECTEDEDUCATOR
- 35. • THE CONNECTEDEDUCATOR
- 36. 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
- 37. Meet the newmodel for professional development: • THE CONNECTED EDUCATOR Connected Learning Communities In CLCs educators have several ways to connect and collaborate: • F2F learning communities (PLCs) • Personal learning networks (PLNs) • Communities of practice or inquiry (CoPs)
- 38. 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)
- 39. Professional Personal Learning Communities of Learning Networks Practice Communities Method Often organized for Do-it-yourself Educators organize • THE CONNECTED EDUCATOR teachers it themselves Purpose To collaborate in For individuals to Collective subject area or gather info for knowledge building grade leverl teams personal knowledge around shared around tasks construction and to interests and goals. bring back info to the community Structure Team/group Individual, face to Collective, face to F2f face, and online face, or online Focus Student Personal growth Systemic achievement improvement
- 40. Community is theNew 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.
- 41. 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.
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- 43. Virtual Community A virtualspace 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)
- 44. 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)
- 45. A Place toBuild Trust and Relationships
- 46. A Domain ofInterest
- 47. A Place toMeet
- 48. A Place toConstruct Knowledge Collaboratively
- 49. Celebration Celebration
- 50. A Community ofPractice 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
- 51. Members of anActive Community transactional lurkers peripheral occasional experts active core beginners leaders group facilitator outsiders
- 52. Degrees of Transparencyand Trust Join our list Join our forum Join our community Increasing collaboration and transparency of process
- 53. 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.
- 55. Helping Best Practice Knowledge Innovation Communities Communities Stewarding Communities Communities Drivers Lower cost through Lower cost through Professional Tracks shifting reuse standardisation development trends Social responsibility Consistency of Transforming and project Reforming education Improves outcomes Designed to evolve Activities Connecting Collecting, Enlisting leading Share insights members Vetting experts Development of Knowledge who’s Publishing Manage content new Policy who Portal Attend Webinars Co-Creation of Share Resources content Structure Problem solving Index and store Individuals Loose governance Sub committees Best practice Established leaders Community leaders and roles Publishing Teams Teams Emergent roles Reward for Sense of belonging Desire for Shift in knowledge Passion for the Assistance to daily improvement and understanding topic participation work Professional Web 2.0 pedagogy development Connections and PLN
- 56. 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.
- 57. Connected Learning The computerconnects the learner to the rest of the world Learning occurs through connections with other learners Learning is based on conversation and interaction Stephen Downes
- 58. 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) –
- 59. “Understanding how networks workis one of the most important literacies of the 21st Century.” - Howard Rheingold http://www.ischool.berkeley.edu
- 60. Knowledge Construction Practitioners’ knowledge = content &
- 61. 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 organized learning.
- 64. Professional Learning Communities 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. FOCUS: Local , F2F, Job-embedded- in Real Time
- 65. By: Stephen Barkley 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.”
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- 67. Personal Learning Networks FOCUS: Individual,Connecting to Learning Objects, Resources and People – Social Network Driven
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- 72. 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
- 73. 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.)
- 74. Connection Collaboration Celebration Communication Steve Wheeler, University of Plymouth, 2010 User Generated Co- created Content
- 75. Attributes of ahealthy online community
- 76. Healthy communities arecollaborative, co-created and designed with evolution in mind.
- 77. 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 Forming Storming Norming Performing
- 80. “A tribe needsa Internet tribes shared interest and a way to communicate.” “Twitter and blogs ... cc Steve Wheeler, University of Plymouth, 2010 contribute an entirely new dimension of what it means to be a part of a tribe. The real power of tribes has nothing to do with the Internet and everything to do with people.”
- 81. The New ThirdPlace? “All great societies provide informal meeting places, like the Forum in ancient Rome or a contemporary English pub. But since World War II, America has ceased doing so. The neighborhood tavern hasn't followed the middle class out to the suburbs...” -- Ray Oldenburg
- 82. Motivations • Social connectedness • Psychological well-being • Gratification • Collective Efficacy
- 83. Kollock’s 4 Motivationsfor Contributing 1. Reciprocity 2. Reputation 3. Increased sense of efficacy 4. Attachment to and need of a group
- 85. The Social Web isbuilt here, from love and esteem
- 87. Connected Learning Communitiesprovide the personal learning environment (PLE) to do the nudging
- 88. Simple (hard) Steps •Have a compelling idea • Seed • Someone must live on the site – Community manager or you • Make the rules clear (and short) • Punish swiftly and nicely • Reward contributions • Spread the work out • Adapt to Community Norms • Apologize publicly, swiftly and frequently • Simple good software that grows with group
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- 90. Connected learners aremore effective change agents
- 91. Let’s just admitit… You are an agent of change! Now. Always. And now you have the tools to leverage your ideas.
- 92. An effective change agentis someone who isn’t afraid to change course.
- 93. 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.
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- 95. "The greatest dangerin times of turbulence is not the turbulence. It is to act with yesterday's logic." - Peter Drucker Steve Wheeler, University of Plymouth, 2010 http://pixdaus.com
Editor's Notes
- #16 Licensed under a Creative Commons attribution-share alike license.http://creativecommons.org/licenses/by-sa/3.0Scott McLeod, J.D., Ph.D.scottmcleod.net/contactdangerouslyirrelevant.orgschooltechleadership.orgOur kids have tasted the honey.www.flickr.com/photos/jahansell/251755048