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Shiftsinlearnig Rochester
The document discusses the need for schools to shift from traditional models of teaching and learning to models suited for the 21st century. It notes that learning is becoming more collaborative, participatory and networked as the world becomes more connected through technology. Half of what students learn in their first year may be outdated by their third year, so schools must focus on lifelong learning and preparing students for an uncertain future.
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Shiftsinlearnig Rochester
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- 2. Sheryl Nussbaum-Beach snbeach-Twitter, Skype, Diigo snbeach50- Delicious [email_address] http://21stcenturycollaborative.com http://plpnetwork.com All Materials- http://21stcenturylearning.wikispaces.com
- 3. Welcome to thehuman network
- 4. 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.
- 5. Shift in Learning– The Possibilities Rethinking teaching and learning… Multiliterate Changing Demographic Active Content Creators Global Collaboration and Communication We are in the midst of seeing education transform from a book-based, linear system with a focus on individual achievement to an web-based, divergent system with a focus on community building.
- 6. Shift in Learning= New Possibilities Shift from emphasis on teaching… To an emphasis on co-learning
- 7. Mutual accountability Mandatedaccountability School improvement as a requirement School improvement as an option A learning focus A teaching focus Shifting To Shifting From
- 8. Learning in anetworked community Distributed knowledge Learning as individuals Linear knowledge Learning in a participatory culture Learning as passive participant Teaching as a public collaborative practice Teaching as a private event Learning anytime/anywhere Learning at school Shifting To Shifting From
- 9. 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.
- 10. 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 21 st Century
- 11. By the year2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn
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- 13. Some statistics- -1 billion people on the Internet 70 million blogs, 1.7 million posts a day. 80 new blog sites created every minute “ None of the top 10 jobs that will exist in 2010 exist today." -- Richard Riley , (Former US Sec. of Ed.) A Changing World
- 14. It is estimatedthat 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
- 15. For students startinga four-year technical or higher 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.
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- 17. Time Travel LewisPerelman, 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). Seymour Papert (1993) In the wake of the startling growth of science and technology in our recent past, some areas of human activity have undergone megachange. Telecommunications, entertainment and transportation, as well as medicine, are among them. School is a notable example of an area that has not (p.2).
- 18. Trend 1 – Social and intellectual capital are the new economic values in the world economy. This new economy will be held together and advanced through the building of relationships. Unleashing and connecting the collective knowledge, ideas, and experiences of people creates and heightens value. Source : Journal of School Improvement, Volume 3, Issue 1, Spring 2002 http://www.decs.sa.gov.au/wallaradistrict/files/links/Ten_Trends_Educating_Child.pdf
- 19. “ Schools area node on the network of learning.”
- 20. Personal Learning NetworksCommunity-- in and out of the classroom Are you “clickable”- Are your students?
- 21. FORMAL INFORMALYou go where the bus goes You go where you choose Jay Cross – Internet Time
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- 23. MULTI-CHANNEL APPROACH SYNCHRONOUSASYNCHRONOUS PEER TO PEER WEBCAST Instant messenger forums f2f blogs photoblogs vlogs wikis folksonomies Conference rooms email Mailing lists CMS Community platforms VoIP webcam podcasts PLE Worldbridges
- 24. Learning to Change:Changing to Learn Walk About
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- 26. New Media Literacies-What are they? Will the future of education include broad-based, global reflection and inquiry?
- 27. Shifts focus ofliteracy from individual expression to community involvement.
- 28. Share Cooperate CollaborateCollective Action According to Clay Shirky, there are four steps on a ladder to mastering the connected world: sharing, cooperating, collaborating, and collective action. From his book- “Here Comes Everybody”
- 29. Sharing Sharing leadsto connecting which is the starting place for community building. Sharing is important within the context of communities as well.
- 30. Cooperating Cooperation in communities allows many schools across an entire state to work together to create artifacts and thin walled classrooms.
- 31. Collaborating Collaboration within a community can result in outcomes that impact policy , influence working conditions, or result in a project that displays the "wisdom of the crowd" at its best.
- 32. Collective Action Collectiveaction in a community often results in positive global change . 25 Days to Make a Difference
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- 35. 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?
- 36. Answer… No significanttest differences were found
- 37. 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”
- 38. 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
- 39. 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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