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This document provides an overview of Sheryl Nussbaum-Beach's keynote presentation on connected learning. Some of the main ideas discussed include: embracing collective intelligence over individual knowledge; defining terms like connected learning; examining how the world, students, and schools have changed with technology; discussing trends like the shift to mobile and social learning; and introducing models for connected professional development like personal learning networks and communities of practice. The presentation emphasizes building relationships and community to support learning and addresses how to shift from teaching to learning focus.

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Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLC http://plpnetwork.com sheryl@plpnetwork.com President 21st Century Collaborative, LLC http://21stcenturycollaborative.com Author The Connected Educator: Learning and Leading in a Digital Age Follow me on Twitter @snbeach
My community work
Mantra for today’s keynote… We are stronger together than apart. None of us is as smart, creative, good or interesting as all of us.
• THE CONNECTED EDUCATOR Things do not change; we change. —Henry David Thoreau 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?
Learner First— Educator Second Introduce yourselves to each other at the table and brag a little. Talk about (in 2 min or less) the most recent or compelling connected learning project you have recently led, discovered, or been involved in lately in your school, classroom or Emerson and Thoreau reunited would ask- ―What has become clearer to you since we last met?‖
Trust Building Exercise I need 3 brave volunteers.
http://plpcommunityhub.com http://todaysmeet.com/teachingacademy #visnet13 Overview of HUB and Introductions in our Workshop Space
What do you wonder… About connected learning? How do you define the terms? Let’s build a common language.
Are you Ready for 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.
The world is changing...
How has the world shifted since you and I went to school? How have students shifted since you and I went to school? How have schools shifted since you and I went to school? The World is Changing…
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). 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).
By the year 2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn Libraries 2.0 Management 2.0 Education 2.0 Warfare 2.0 Government 2.0 Vatican 2.0 Credit: Hugh MacLeod, gapingvoid Everything 2.0
6 Trends for the 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 Sherry Turkle is Abby Rockefeller Mauzé Professor of the Social Studies of Science and Technology in the Program in Science, Technology, and Society at MIT and the founder (2001) and current director of the MIT Initiative on Technology and Self.
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 21st Century
Shifting From Shifting To Learning at school Learning anytime/anywhere Teaching as a private event Teaching as a public collaborative practice Learning as passive participant Learning in a participatory culture Learning as individuals Linear knowledge Learning in a networked community Distributed knowledge
dangeuslyirrelevant.org Our kids have tasted the honey. http://www.dangerouslyirrelevant.org/2009/02/a-taste-of-honey.html
21 Free range learners Free-range learners 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.
• THE CONNECTED EDUCATOR The Disconnect ―Every time I go to school, I have to power down.‖ --a high school student
What do we need to unlearn? 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.
The pace of change is accelerating
It is estimated 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. Knowledge Creation
For students starting a 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.
Shift in Learning = New Possibilities Shift from emphasis on teaching… To an emphasis on co-learning
Shifts focus of literacy from individual expression to community involvement. Students become producers, not just consumers of knowledge.
Shifts focus of literacy from individual expression to community involvement.
Connected Learning The computer connects the student to the rest of the world Learning occurs through connections with other learners Learning is based on conversation and interaction Stephen Downes
Share Cooperate Collaborate Collective 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”
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) –
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
―Schools are a node on the network of learning.‖
Personal Learning Networks Community-- in and out of the classroom Are you ―clickable‖- Are your students?
• THE CONNECTED EDUCATOR Professional development needs 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
Do it Yourself PD 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.
What is Do -It- Yourself Learning ?
• THE CONNECTED EDUCATOR
• THE CONNECTED EDUCATOR
• THE CONNECTED EDUCATOR Meet the new model for professional development: 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)
• THE CONNECTED EDUCATOR 1. Local community: Purposeful, face-to-face connections among members of a committed group— a professional learning community (PLC) 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)
• THE CONNECTED EDUCATOR Professional Learning Communities Personal Learning Networks Communities of Practice Method Often organized for teachers Do-it-yourself Educators organize it themselves Purpose To collaborate in subject area or grade leverl teams around tasks For individuals to gather info for personal knowledge construction and to bring back info to the community Collective knowledge building around shared interests and goals. Structure Team/group F2f Individual, face to face, and online Collective, face to face, or online Focus Student achievement Personal growth Systemic improvement
Community is the New 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.
Community is the New 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.
Dedication to the ongoing development of expertise Shares and contributes Engages in strength-based approaches and appreciative inquiry Demonstrates mindfulness Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities Dispositions and Values Commitment to understanding asking good questions Explores ideas and concepts, rethinking, revising, and continuously repacks and unpacks, resisting urges to finish prematurely Co-learner, Co-leader, Co-creator Self directed, open minded Commits to deep reflection Transparent in thinking Values and engages in a culture of collegiality
http://bit.ly/QSqfjI
Dedication to the ongoing development of expertise Shares and contributes Engages in strength-based approaches and appreciative inquiry Demonstrates mindfulness Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities Dispositions and Values Commitment to understanding asking good questions Explores ideas and concepts, rethinking, revising, and continuously repacks and unpacks, resisting urges to finish prematurely Co-learner, Co-leader, Co-creator Self directed, open minded Commits to deep reflection Transparent in thinking Values and engages in a culture of collegiality
What Might Your Life as a DIY Connected Learner Look Like?
Connected Learning Speed Dating
Self Evaluation and then a Powerful Conversation of Change
What Does Connected Learning Look Like?
FORMAL INFORMAL You go where the bus goes You go where you choose Jay Cross – Internet Time
http://www.elearnspace.org/Articles/google_whitepaper.pdf
MULTI-CHANNEL APPROACH SYNCHRONOUS ASYNCHRONOUS PEER TO PEER WEBCAST Instant messenger forumsf2f blogsphotoblogs vlogs wikis folksonomies Conference rooms email Mailing lists CMS Community platforms VoIP webcam podcasts PLE Worldbridges
Learning to Change: Changing to Learn
Shift in Learning – The Possibilities Rethinking teaching and learning… 1. Multiliterate 2. Changing Demographic 3. Active Content Creators 4. 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.
Shifting From Shifting To A teaching focus A learning focus School improvement as an option School improvement as a requirement Mandated accountability Mutual accountability
Play — the capacity 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 .
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. .
Will the future of education include broad- based, global reflection and inquiry? Will your current level of new media literacy skills allow you to take part in leading learning through these mediums? Does it matter?
The NCTE Definition of 21st Century Literacy Develop proficiency with the tools of technology Build relationships with others to pose and solve problems collaboratively and cross-culturally Design and share information for global communities to meet a variety of purposes Manage, analyze and synthesize multiple streams of simultaneous information Create, critique, analyze, and evaluate multi-media texts Attend to the ethical responsibilities required by these complex environments
"The world is moving at a tremendous rate. Going no one knows where. We must prepare our children, not for the world of the past. Not for our world. But for their world. The world of the future." John Dewey Dewey's thoughts have laid the foundation for inquiry driven approaches. Dewey's description of the four primary interests of the child are still appropriate starting points: 1. the child's instinctive desire to find things out 2. in conversation, the propensity children have to communicate 3. in construction, their delight in making things 4. in their gifts of artistic expression.
Students are Individuals 1. Children are persons and should be treated as individuals as they are introduced to the variety and richness of the world in which they live. 2. Children are not something to be molded and pruned. Their value is in who they are – not who they will become. They simply need to grow in knowledge. 3. Think of the self-directed learning a child does from birth to three– most of it without language. As they mature they are even more capable of being self-directed learners. .
Three Rules of Passion-based Teaching • Move them from extrinsic motivation to intrinsic motivation • Help them learn self- government and other- mindedness • Shift your curriculum to include service learning outcomes that address social justice issues 1. Authentic task 2. Student Ownership 3. Connected Learning http://bit.ly/lUxRIR
Focuson Possibilities –Appreciate “What is” –Imagine “What Might Be” –Determine “What Should Be” –Create “What Will Be” Blossom Kids ClassicProblem Solving Approach – Identify problem – Conduct root cause analysis – Brainstorm solutions and analyze – Develop action plans/interventions Most families, schools, organizations function on an unwritten rule… –Let’sfix what’s wrong and let the strengthstake care of themselves Speak life life to your students and teachers… –When you focus on strengths- weaknesses become irrelevant
Strengths Awareness  Confidence  Self-Efficacy  Motivation to excel  Engagement Apply strengths to areas needing improvement  Greater likelihood of success
How to Blossom Someone with Expectation – Building Self-Esteem 1. Examine (pay close attention) 2. Expose (what they did specifically) 3. Emotion (describe how it makes you feel) 4. Expect (blossom them by telling them what this makes you expect in the future) 5. Endear (through appropriate touch)
How do you do it?-- TPCK and Understanding by Design There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction. Teacher and Students as Co-Curriculum Designers1. What do you want to know and be able to do at the end of this activity, project, or lesson? 2. What evidence will you collect to prove mastery? (What will you create or do) 3. What is the best way to learn what you want to
Shifts focus of literacy from individual expression to community involvement.
Shifts focus of literacy from individual expression to community involvement.
Connected Learner Scale This work 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) –
76 Education for Citizenship ―A capable 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
Why TPACK? • Learning how to use technology is much different than knowing what to do with it for instructional purposes • Redesigning instruction requires an understanding of how knowledge about content, pedagogy, and technology overlap to inform your choices for curriculum and instruction
Consider how your pedagogical approaches might be framed to effectively integrate technology into content- area instruction? What new knowledge might you need? Throughout the week (and back in your classroom)…
• Content focus: What content does this lesson focus on? • Pedagogical focus: What pedagogical practices are employed in this lesson? • Technology used: What technologies are used? • PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning? • TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways that make sense to the learner? • TPK: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning? • TPCK:How might things need to change if one aspect of the lesson were to be different or not available? TPACK Guidelines
How do you do it?-- TPCK and Understanding by Design There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction. Teacher and Students as Co-Curriculum Designers1. What do you want to know and be able to do at the end of this activity, project, or lesson? 2. What evidence will you collect to prove mastery? (What will you create or do) 3. What is the best way to learn what you want to
21st Centurizing your Lesson Plans Step 1- Best Practice Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock. 1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 4. Homework and practice 5. Nonlinguistic representations 6. Cooperative learning 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9. Cues, questions, and advance organizers
What are specific strategies you use in your classroom for a particular discipline?
Pick the Content Choose the Strategy Choose the Tool Create the Learning Activity Then apply connected learner scale ---------------------------------------- 1. Get in groups 2. What are the Essential Instructional Activities you typically use? 3. Have a discussion and list possible Web 2.0 tools that fit nicely with your disciplines essential instructional activities. 4. Create a 21st Century type instructional activity
It is never just about content. Learners are trying to get better at something. It is never just routine. It requires thinking with what you know and pushing further. It is never just problem solving. It also involves problem finding. It’s not just about right answers. It involves explanation and justification. It is not emotionally flat. It involves curiosity, discovery, creativity, and community. It’s not in a vacuum. It involves methods, purposes, and forms of one of more disciplines, situated in a social context. David Perkins- Making Learning Whole 21st Century Learning – Check List
Academic Learning Time David Berliner Pace- Is each learner actively engaged? Timing and delivery paced well? Focus Are learning activities within core content aqnd aimed at helping them get better at something? Stretch Are learners being optimally challenged? Not too easy or difficult. Stickiness Is activity designed such that it will stick and not be memorized and forgotten?
NEW DIRECTIONS IN ASSESSMENT Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html
What will be our 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?
Answer… No significant test differences were found
However… One Year Later – 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‖
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.
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. Transformation- is intended to make it possible to do things that have never been done by the organization undergoing the transformation. Different than
So as you develop 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.
We will cover one question with your introduction embedded during the Round Robin portion. Each of you will have one shot – uninterrupted – at this question. When each of you has had 1-2 minute (or less) to say what you want about the first question, we'll move on to our next agenda item. Ground Rules for Round Robin
As facilitators we are going to stay neutral. We may ask a couple questions that will stimulate the discussion and bring out concerns or views that need to be considered. Please know we are not trying to put you on the spot. Our questions are just trying to get as much information from you as we can.
Questions??
You are convinced that principled change is needed and that the focus should be on curriculum that leverages 21st Century constructs (such as student directed inquiry, global collaboration, PBL and connected learning) What are the challenges you will face as you start to transform your school into a place that will prepare students for the future that awaits them? Discussion Prompt
Now that we have discussed the challenges that have or could possibly prevent us from achieving the goal, let’s start to brainstorm some possible solutions to over coming these challenges. Think in terms of: ―What’s working now?‖ ―What actions can be put into place to overcome the barriers mentioned?‖ ―What can individuals do?‖ ―Or what innovative ideas can you suggest that aren’t related to overcoming barriers?‖
Using the Post Its you have on the table, put one idea per sticky for potential solutions to the problems we have discussed, or innovations/ideas you have that help implement change or shift. You will have 10 minutes to generate ideas– one per sticky note. Generating Proactive Solutions
Ok. Stop writing. Now I would like for you to get into pairs or small groups. Looking at your combined Post It notes and share your ideas. Post your best ideas (remix and collaborate) from the collective mind or post your favorites from the group. You have 10 minutes Sharing Ideas
Decide which topic you are most passionate about that you possibly would like to see developed into a collaborative action plan. Use your dots to vote. Put 1 dot on 6 charts, 2 dots on 3 charts, 3 dots on 2 charts, or all your dots on 1 chart. Voting your Passion
Collaborative Action Plans. Working together… develop a 3-5 step action plan around the topic you have been given. 1. Review and organize the ideas on the chart. 2. Set to the side any outliers 3. Add any ideas that are missing 4. Wordsmith (by combining ideas and adding your own) a 3-5 step action plan
Highlights
Change is hard
Connected learners are more effective change agents
An effective change agent is someone who isn’t afraid to change course.
We have a choice: A choice to be powerful or pitiful. A choice to allow ourselves to become victims of all that is wrong in education or activists. Activists who set their own course. Who resist the urge to quit prematurely. DIY change agents who choose to be powerful learners on behalf of the children they serve.
Real Question is this: 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.
Last Generation
Teaching academy

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Teaching academy

  • 2.
    Sheryl Nussbaum-Beach Co-Founder &CEO Powerful Learning Practice, LLC http://plpnetwork.com [email protected] President 21st Century Collaborative, LLC http://21stcenturycollaborative.com Author The Connected Educator: Learning and Leading in a Digital Age Follow me on Twitter @snbeach
  • 4.
  • 5.
    Mantra for today’skeynote… We are stronger together than apart. None of us is as smart, creative, good or interesting as all of us.
  • 6.
    • THE CONNECTEDEDUCATOR Things do not change; we change. —Henry David Thoreau 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?
  • 7.
    Learner First— Educator Second Introduceyourselves to each other at the table and brag a little. Talk about (in 2 min or less) the most recent or compelling connected learning project you have recently led, discovered, or been involved in lately in your school, classroom or Emerson and Thoreau reunited would ask- ―What has become clearer to you since we last met?‖
  • 8.
    Trust Building Exercise Ineed 3 brave volunteers.
  • 9.
  • 10.
    What do youwonder… About connected learning? How do you define the terms? Let’s build a common language.
  • 12.
    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.
  • 13.
    The world ischanging...
  • 14.
    How has theworld shifted since you and I went to school? How have students shifted since you and I went to school? How have schools shifted since you and I went to school? The World is Changing…
  • 15.
    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). 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).
  • 16.
    By the year2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn Libraries 2.0 Management 2.0 Education 2.0 Warfare 2.0 Government 2.0 Vatican 2.0 Credit: Hugh MacLeod, gapingvoid Everything 2.0
  • 17.
    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 Sherry Turkle is Abby Rockefeller Mauzé Professor of the Social Studies of Science and Technology in the Program in Science, Technology, and Society at MIT and the founder (2001) and current director of the MIT Initiative on Technology and Self.
  • 18.
    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
  • 19.
    Shifting From ShiftingTo Learning at school Learning anytime/anywhere Teaching as a private event Teaching as a public collaborative practice Learning as passive participant Learning in a participatory culture Learning as individuals Linear knowledge Learning in a networked community Distributed knowledge
  • 20.
    dangeuslyirrelevant.org Our kids havetasted the honey. http://www.dangerouslyirrelevant.org/2009/02/a-taste-of-honey.html
  • 21.
    21 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.
  • 22.
    • THE CONNECTEDEDUCATOR The Disconnect ―Every time I go to school, I have to power down.‖ --a high school student
  • 23.
    What do weneed to unlearn? 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.
  • 24.
    The pace ofchange is accelerating
  • 25.
    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
  • 26.
    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.
  • 27.
    Shift in Learning= New Possibilities Shift from emphasis on teaching… To an emphasis on co-learning
  • 28.
    Shifts focus ofliteracy from individual expression to community involvement. Students become producers, not just consumers of knowledge.
  • 29.
    Shifts focus ofliteracy from individual expression to community involvement.
  • 30.
    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
  • 31.
    Share Cooperate Collaborate Collective Action According toClay 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”
  • 32.
    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) –
  • 33.
    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
  • 34.
    ―Schools are anode on the network of learning.‖
  • 35.
    Personal Learning Networks Community--in and out of the classroom Are you ―clickable‖- Are your students?
  • 36.
    • THE CONNECTEDEDUCATOR Professional development needs 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
  • 37.
    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.
  • 38.
    What is Do-It- Yourself Learning ?
  • 39.
  • 40.
  • 41.
    • THE CONNECTEDEDUCATOR Meet the new model for professional development: 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)
  • 42.
    • THE CONNECTEDEDUCATOR 1. Local community: Purposeful, face-to-face connections among members of a committed group— a professional learning community (PLC) 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)
  • 43.
    • THE CONNECTEDEDUCATOR Professional Learning Communities Personal Learning Networks Communities of Practice Method Often organized for teachers Do-it-yourself Educators organize it themselves Purpose To collaborate in subject area or grade leverl teams around tasks For individuals to gather info for personal knowledge construction and to bring back info to the community Collective knowledge building around shared interests and goals. Structure Team/group F2f Individual, face to face, and online Collective, face to face, or online Focus Student achievement Personal growth Systemic improvement
  • 44.
    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.
  • 45.
    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.
  • 46.
    Dedication to the ongoingdevelopment of expertise Shares and contributes Engages in strength-based approaches and appreciative inquiry Demonstrates mindfulness Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities Dispositions and Values Commitment to understanding asking good questions Explores ideas and concepts, rethinking, revising, and continuously repacks and unpacks, resisting urges to finish prematurely Co-learner, Co-leader, Co-creator Self directed, open minded Commits to deep reflection Transparent in thinking Values and engages in a culture of collegiality
  • 48.
  • 49.
    Dedication to the ongoingdevelopment of expertise Shares and contributes Engages in strength-based approaches and appreciative inquiry Demonstrates mindfulness Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities Dispositions and Values Commitment to understanding asking good questions Explores ideas and concepts, rethinking, revising, and continuously repacks and unpacks, resisting urges to finish prematurely Co-learner, Co-leader, Co-creator Self directed, open minded Commits to deep reflection Transparent in thinking Values and engages in a culture of collegiality
  • 50.
    What Might YourLife as a DIY Connected Learner Look Like?
  • 51.
  • 52.
    Self Evaluation andthen a Powerful Conversation of Change
  • 53.
  • 54.
    FORMAL INFORMAL You gowhere the bus goes You go where you choose Jay Cross – Internet Time
  • 55.
  • 56.
    MULTI-CHANNEL APPROACH SYNCHRONOUS ASYNCHRONOUS PEER TOPEER WEBCAST Instant messenger forumsf2f blogsphotoblogs vlogs wikis folksonomies Conference rooms email Mailing lists CMS Community platforms VoIP webcam podcasts PLE Worldbridges
  • 57.
    Learning to Change:Changing to Learn
  • 58.
    Shift in Learning– The Possibilities Rethinking teaching and learning… 1. Multiliterate 2. Changing Demographic 3. Active Content Creators 4. 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.
  • 59.
    Shifting From ShiftingTo A teaching focus A learning focus School improvement as an option School improvement as a requirement Mandated accountability Mutual accountability
  • 61.
    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 .
  • 62.
    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. .
  • 63.
    Will the futureof education include broad- based, global reflection and inquiry? Will your current level of new media literacy skills allow you to take part in leading learning through these mediums? Does it matter?
  • 64.
    The NCTE Definitionof 21st Century Literacy Develop proficiency with the tools of technology Build relationships with others to pose and solve problems collaboratively and cross-culturally Design and share information for global communities to meet a variety of purposes Manage, analyze and synthesize multiple streams of simultaneous information Create, critique, analyze, and evaluate multi-media texts Attend to the ethical responsibilities required by these complex environments
  • 65.
    "The world ismoving at a tremendous rate. Going no one knows where. We must prepare our children, not for the world of the past. Not for our world. But for their world. The world of the future." John Dewey Dewey's thoughts have laid the foundation for inquiry driven approaches. Dewey's description of the four primary interests of the child are still appropriate starting points: 1. the child's instinctive desire to find things out 2. in conversation, the propensity children have to communicate 3. in construction, their delight in making things 4. in their gifts of artistic expression.
  • 66.
    Students are Individuals 1.Children are persons and should be treated as individuals as they are introduced to the variety and richness of the world in which they live. 2. Children are not something to be molded and pruned. Their value is in who they are – not who they will become. They simply need to grow in knowledge. 3. Think of the self-directed learning a child does from birth to three– most of it without language. As they mature they are even more capable of being self-directed learners. .
  • 67.
    Three Rules of Passion-basedTeaching • Move them from extrinsic motivation to intrinsic motivation • Help them learn self- government and other- mindedness • Shift your curriculum to include service learning outcomes that address social justice issues 1. Authentic task 2. Student Ownership 3. Connected Learning http://bit.ly/lUxRIR
  • 68.
    Focuson Possibilities –Appreciate “Whatis” –Imagine “What Might Be” –Determine “What Should Be” –Create “What Will Be” Blossom Kids ClassicProblem Solving Approach – Identify problem – Conduct root cause analysis – Brainstorm solutions and analyze – Develop action plans/interventions Most families, schools, organizations function on an unwritten rule… –Let’sfix what’s wrong and let the strengthstake care of themselves Speak life life to your students and teachers… –When you focus on strengths- weaknesses become irrelevant
  • 70.
    Strengths Awareness Confidence  Self-Efficacy  Motivation to excel  Engagement Apply strengths to areas needing improvement  Greater likelihood of success
  • 71.
    How to BlossomSomeone with Expectation – Building Self-Esteem 1. Examine (pay close attention) 2. Expose (what they did specifically) 3. Emotion (describe how it makes you feel) 4. Expect (blossom them by telling them what this makes you expect in the future) 5. Endear (through appropriate touch)
  • 72.
    How do youdo it?-- TPCK and Understanding by Design There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction. Teacher and Students as Co-Curriculum Designers1. What do you want to know and be able to do at the end of this activity, project, or lesson? 2. What evidence will you collect to prove mastery? (What will you create or do) 3. What is the best way to learn what you want to
  • 73.
    Shifts focus ofliteracy from individual expression to community involvement.
  • 74.
    Shifts focus ofliteracy from individual expression to community involvement.
  • 75.
    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) –
  • 76.
    76 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
  • 77.
    Why TPACK? • Learninghow to use technology is much different than knowing what to do with it for instructional purposes • Redesigning instruction requires an understanding of how knowledge about content, pedagogy, and technology overlap to inform your choices for curriculum and instruction
  • 78.
    Consider how your pedagogicalapproaches might be framed to effectively integrate technology into content- area instruction? What new knowledge might you need? Throughout the week (and back in your classroom)…
  • 79.
    • Content focus:What content does this lesson focus on? • Pedagogical focus: What pedagogical practices are employed in this lesson? • Technology used: What technologies are used? • PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning? • TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways that make sense to the learner? • TPK: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning? • TPCK:How might things need to change if one aspect of the lesson were to be different or not available? TPACK Guidelines
  • 80.
    How do youdo it?-- TPCK and Understanding by Design There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction. Teacher and Students as Co-Curriculum Designers1. What do you want to know and be able to do at the end of this activity, project, or lesson? 2. What evidence will you collect to prove mastery? (What will you create or do) 3. What is the best way to learn what you want to
  • 81.
    21st Centurizing yourLesson Plans Step 1- Best Practice Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock. 1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 4. Homework and practice 5. Nonlinguistic representations 6. Cooperative learning 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9. Cues, questions, and advance organizers
  • 82.
    What are specificstrategies you use in your classroom for a particular discipline?
  • 84.
    Pick the Content Choosethe Strategy Choose the Tool Create the Learning Activity Then apply connected learner scale ---------------------------------------- 1. Get in groups 2. What are the Essential Instructional Activities you typically use? 3. Have a discussion and list possible Web 2.0 tools that fit nicely with your disciplines essential instructional activities. 4. Create a 21st Century type instructional activity
  • 85.
    It is neverjust about content. Learners are trying to get better at something. It is never just routine. It requires thinking with what you know and pushing further. It is never just problem solving. It also involves problem finding. It’s not just about right answers. It involves explanation and justification. It is not emotionally flat. It involves curiosity, discovery, creativity, and community. It’s not in a vacuum. It involves methods, purposes, and forms of one of more disciplines, situated in a social context. David Perkins- Making Learning Whole 21st Century Learning – Check List
  • 86.
    Academic Learning Time DavidBerliner Pace- Is each learner actively engaged? Timing and delivery paced well? Focus Are learning activities within core content aqnd aimed at helping them get better at something? Stretch Are learners being optimally challenged? Not too easy or difficult. Stickiness Is activity designed such that it will stick and not be memorized and forgotten?
  • 87.
    NEW DIRECTIONS INASSESSMENT Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html
  • 88.
    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?
  • 89.
  • 90.
    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‖
  • 91.
    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.
  • 92.
    It involves repositioningand 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. Transformation- is intended to make it possible to do things that have never been done by the organization undergoing the transformation. Different than
  • 93.
    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.
  • 95.
    We will coverone question with your introduction embedded during the Round Robin portion. Each of you will have one shot – uninterrupted – at this question. When each of you has had 1-2 minute (or less) to say what you want about the first question, we'll move on to our next agenda item. Ground Rules for Round Robin
  • 96.
    As facilitators weare going to stay neutral. We may ask a couple questions that will stimulate the discussion and bring out concerns or views that need to be considered. Please know we are not trying to put you on the spot. Our questions are just trying to get as much information from you as we can.
  • 97.
  • 98.
    You are convincedthat principled change is needed and that the focus should be on curriculum that leverages 21st Century constructs (such as student directed inquiry, global collaboration, PBL and connected learning) What are the challenges you will face as you start to transform your school into a place that will prepare students for the future that awaits them? Discussion Prompt
  • 99.
    Now that wehave discussed the challenges that have or could possibly prevent us from achieving the goal, let’s start to brainstorm some possible solutions to over coming these challenges. Think in terms of: ―What’s working now?‖ ―What actions can be put into place to overcome the barriers mentioned?‖ ―What can individuals do?‖ ―Or what innovative ideas can you suggest that aren’t related to overcoming barriers?‖
  • 100.
    Using the PostIts you have on the table, put one idea per sticky for potential solutions to the problems we have discussed, or innovations/ideas you have that help implement change or shift. You will have 10 minutes to generate ideas– one per sticky note. Generating Proactive Solutions
  • 101.
    Ok. Stop writing.Now I would like for you to get into pairs or small groups. Looking at your combined Post It notes and share your ideas. Post your best ideas (remix and collaborate) from the collective mind or post your favorites from the group. You have 10 minutes Sharing Ideas
  • 102.
    Decide which topicyou are most passionate about that you possibly would like to see developed into a collaborative action plan. Use your dots to vote. Put 1 dot on 6 charts, 2 dots on 3 charts, 3 dots on 2 charts, or all your dots on 1 chart. Voting your Passion
  • 103.
    Collaborative Action Plans. Workingtogether… develop a 3-5 step action plan around the topic you have been given. 1. Review and organize the ideas on the chart. 2. Set to the side any outliers 3. Add any ideas that are missing 4. Wordsmith (by combining ideas and adding your own) a 3-5 step action plan
  • 104.
  • 105.
  • 106.
    Connected learners aremore effective change agents
  • 107.
    An effective change agentis someone who isn’t afraid to change course.
  • 108.
    We have achoice: A choice to be powerful or pitiful. A choice to allow ourselves to become victims of all that is wrong in education or activists. Activists who set their own course. Who resist the urge to quit prematurely. DIY change agents who choose to be powerful learners on behalf of the children they serve.
  • 109.
    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.
  • 110.

Editor's Notes

  • #21 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
  • #65 ISB’s vision