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The document discusses learning communities in the digital age. It defines three types of learning communities: 1) professional learning communities which are local, face-to-face groups for job-embedded learning; 2) personal learning networks which are individually chosen online connections; and 3) communities of practice which are committed, collective groups that provide deeper connections than personal networks or professional communities. The document emphasizes that a revolution in technology has transformed how people can connect, interact and collaborate as connected learners online and in safe digital spaces.
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- 1. Living and Learningin a Global Community Innovative Schools Virtual University
- 2. Sheryl Nussbaum-Beach Co-Founder &CEO Powerful Learning Practice, LLC http://plpnetwork.com [email protected] Website and blog 21st Century Collaborative http://21stcenturycollaborative.com @snbeach on Twitter
- 4. Learner First— Educator/Student Second Itis a shift and requires us to rethink who we are as an educator, student, or professional. It requires us to redefine ourselves. Emerson and Thoreau reunited would ask- “What has become clearer to you since we last met?” Share with someone near you.. What have you learned recently?
- 6. 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
- 7. 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.
- 8. • THE CONNECTEDEDUCATOR
- 9. 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?
- 10. 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
- 11. Professional development needsto change. • THE CONNECTED EDUCATOR 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.
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- 13. 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)
- 14. Community... ...has been definedas a group of interacting Steve Wheeler, University of Plymouth, 2010 people living in a common location. What are the characteristics of distributed learning communities? common In the digital age, location is not as important as common interest. http://www.psfk.com
- 15. 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.
- 16. 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.
- 18. “Understanding how networks workis one of the most important literacies of the 21st Century.” - Howard Rheingold http://www.ischool.berkeley.edu
- 19. Open Networks If ...information is recognized as useful to the community ... it can be counted as knowledge. The community, then, has the power to create knowledge within a given context and leave that knowledge as a new node connected to the rest of the network’. Practitioners’ knowledge = content & – Dave Cormier (2008) context
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- 23. 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)
- 24. 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
- 25. Personal Learning Networks FOCUS: Individual,Connecting to Learning Objects, Resources and People – Social Network Driven
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- 30. 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.
- 32. FOCUS: Situated, Synchrono us, Asynchro nous- Online and Walled Garden Communities of Practice
- 33. 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)
- 34. 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
- 35. Celebration Celebration
- 36. Connection http://i.imwx.com cc Steve Wheeler, University of Plymouth, 2010
- 37. Communication cc Steve Wheeler,University of Plymouth, 2010
- 38. Collaboration http://idirekt.cz/soubory/t-mobile_dance2.png
- 39. Connection Collaboration Celebration Communication Steve Wheeler, University of Plymouth, 2010 User Generated Co- created Content
- 40. Webb/Butterfield/Smith Model Based onMatt Webb, Stewart Butterfield’s and Gene Smith’s writings
- 41. Creative Commons Ultimately: Freedomto openly access, use, copy, modify and share content
- 42. 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
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- 45. 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.)
- 46. 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.
- 47. 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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- 49. Motivations • Social connectedness • Psychological well-being • Gratification • Collective Efficacy
- 51. The Social Web isbuilt here, from love and esteem
- 53. Connected Learning Communitiesprovide the personal learning environment (PLE) to do the nudging
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- 55. Connected learners aremore effective change agents
- 56. Let’s just admitit… You are an agent of change! Now. Always. And now you have the tools to leverage your ideas.
- 57. An effective change agentis someone who isn’t afraid to change course. Let’s look at some examples…
- 58. "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