Living and Learning in a Global CommunityInnovative Schools Virtual University

Housekeeping

Paperless handouts and community spacehttp://www.iste2011.org/group/clc

Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLChttp://plpnetwork.comsheryl@plpnetwork.com

President21st Century Collaborative, LLChttp://21stcenturycollaborative.com

Robin Ellis

Blog: http://connectedtalk.wordpress.com/Twitter: http://twitter.com/robinellisPowerful Learning Practice: http://plpnetwork.com/about/our-team/

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?

Driving Questions

Native American Proverb“He who learns from one who is learning, drinks from a flowing river.”

.

Sarah Brown Wessling, 2010 National Teacher of the YearDescribes her classroom as a place where the teacher is the “lead learner” and “the classroom walls are boundless.”

Lead Learner

Setting the Stage: What is 21st Century

Learning?

http://www.wallwisher.com/wall/clc-iste

Are you Ready for 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 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half of what they learn in their first year of study will be outdated by their third year of study.

“For the first time we are preparing students for a future we cannot clearly describe.” - David Warlick

http://communications.nottingham.ac.uk/podcasts/

What about the world and society has changed since you went to school?

What about students has changed since you went to school?

What about schools has changed or not changed since you went to school?

What should School 2.0 look like in order to meet the needs of the 21st Century learner?

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

Shifting From Shifting To

Learning at school Learning anytime/anywhere

Teaching as a private event Teaching as a public collaborative practice

Learning as passiveparticipant

Learning in a participatory culture

Learning as individuals

Linear knowledge

Learning in a networked community

Distributed knowledge

Shift in Learning = New Possibilities

Shift from emphasis on teaching…

To an emphasis on co-learning

Connected Learning

The computer connects the student to the rest of the worldLearning occurs through connections with other learnersLearning is based on conversation and interaction

Stephen Downes

“...multiple, non-hierarchical entry and exit points in data representation and

interpretation.”

Rhizomatic learning

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http://archbold-station.org

“Schools are a node on the network of learning.”

Photo credit: Alec Couros

What does it mean to be a connected learner with a well developed network?

What are the advantages or drawbacks?

How is it a game changer?

Inclination toward being open minded

Dedication to the ongoing development of expertise

Creation of a culture of collegiality- believing that "None of us is as good as all of us" and that the contributions of all can lead to improved individual practice

Willingness to be a co-learner, co-creator, and co-leader

Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities

Dispositions and ValuesCommitment to understanding gained through listening and asking good questions related to practice

Perseverance toward deep thought by exploring ideas and concepts, rethinking, revising, and continual repacking and unpacking, resisting urges to finish prematurely

Courage and initiative to engage in discussions on difficult topics

Alacrity to share and contribute

Desire to be transparent in thinking

What does it mean to work in a participatory 2.0 world?

PLP takes a 3-pronged approach to PD

- Professional Learning Communities- Global Communities of Practice or Inquiry- Personal Learning Networks

PLCs = local, f2f, collectiveCoPs = online, deep, collectivePLNs= online, nodes, individual

Knowledge Building Should be…PassiveReflectiveActive

Define Community

Define Networks

A Definition of Community

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)

Community......has been defined as a group of interacting

people living in a common location.

http://www.psfk.com

In the digital age, common location is not as important as

common interest.

What are the characteristics of distributed learning

communities?

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A Definition of NetworksFrom 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.

Making connectionsIn 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.

(It’s not what you know, or who you know- but do you know what who

you know- knows? )Source: Wikipedia

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http://www.pestproducts.com

“Understanding how networks work is one of the most important literacies of the 21st Century.”

- Howard Rheingold

http://www.ischool.berkeley.edu

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’.

– Dave Cormier (2008)

Open Networks

Practitioners’ knowledge = content & context

Net

wor

ksC

omm

unity

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.

Professional Learning Communities

FOCUS: Local , F2F, Job-embedded- in Real Time

Personal Learning Networks

FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven

Community of Practice

CoPs are not about bringing knowledge into the organization but about helping to grow the knowledge that we need internally within our organizations.

CommunitiesOf Practice

PersonalLearningNetworks

F2F Teams

DIY-PD

Do it Yourself PD as Self Directed Connected Learners

"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.)

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Communication

... and it’s often self organized

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Community is the New 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.

Community is the New Professional Development

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.

We 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.

http://www.elearnspace.org/Articles/google_whitepaper.pdf

Dynamics of Different Network TypesCommunity of Practice

Project Teams Informal networks

Purpose Learning SharingCreating Knowledge

Accomplish specific task

Communication flows

Boundary Knowledge domain

Assigned projector task

Networking, resource building and establishing relationships

Connections Common application or discovery- innovation

Commitment to goal

Interpersonal acquaintances

Membership Semi - permanent Constant for a fixed period

Links made based on needs of the individual

Time scale As long as it adds value to the its members

Fixed ends when project deliverables have been accomplished

No pre-engineered end

www.newmediamusings.com

Is learning simply about gaining knowledge...? cc

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... or making connections?

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theConnected

Educator/Learner

the power of personal learning networks

pd on fast forward

responsiveresponsive

personalized

interconnected

global connections

need to bebuilt

pre-plnisolation

sampling the spectrum with RSS

Reading Blogs

constantly connecting

personal making

connections

startsmall

RSS

learning bylurking

blog

learn from othersexpress yourself

BLOG

http://www.flickr.com/photos/62884569@N00/2060506605

develop your online identity

http://wordle.net/

Sharing Links

The New Third Place?

“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

investing in collaborations

Virtual CommunityA virtual space 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)

User Generated

Content

Celebration

Connection

Communication

Collaboration

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Creative Commons

Ultimately: Freedom to openly access, use, copy, modify and share content

Looking Closely at Learning 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.

Your community’s life-cycle

Plan

Start-up

Grow

Sustain/Renew

Close

Lev

el o

f en

ergy

an

d v

isib

ility

TimeDiscover/imagine

Incubate/ deliver value

Focus/ expand

Ownership/ openness

Let go/ remember

From: Cultivating Communities of Practice by Wenger, McDermot and Snyder

Characteristics of a healthy community

“Twitter and blogs ... 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.”

Internet tribes

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“A tribe needs a shared interest and a way to communicate.”

Motivations

• Social connectedness

• Psychological well-being

• Gratification• Collective

Efficacy

The Social Web is built here, from love and esteem

Connected Learning Communities provide the personal learning environment (PLE) to do the nudging

Degrees of Transparency and Trust

Join our list Join our forum Join our community

Increasing collaboration and transparency of process

PLP takes a 3-pronged approach to PD

- Professional Learning Communities- Global Communities of Practice or Inquiry- Personal Learning Networks

PLCs = local, f2f, collectiveCoPs = online, deep, collectivePLNs= online, nodes, individual

Knowledge Building Should be…PassiveReflectiveActive

"The greatest danger in times of turbulence is not the turbulence. It is to act with yesterday's logic." - Peter Drucker

http://pixdaus.com

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