• THE CONNECTED EDUCATOR

Housekeeping

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

Website and blog21st Century Collaborative, LLChttp://21stcenturycollabrative.com

• 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

It is a shift and requires us to rethink who we are as an educational leader or professional. It requires us to redefine ourselves.

If you haven’t already-- Let’s join our mini-learning community space. Go to: http://hra-learning-together.ning.com

Emerson and Thoreau reunited would ask-

“What has become clearer to you since we last met?”

The world is changing...

 

By the year 2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn

Libraries 2.0Management 2.0 Education 2.0Warfare 2.0Government 2.0Vatican 2.0

Credit: Hugh MacLeod, gapingvoid

Everything 2.0

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

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.

Shifting From Shifting To

A teaching focus A learning focus

Teaching as a private event

Teaching as a collaborative practice

School improvement as an option

School improvement as a requirement

Mandated accountability

Mutual accountability

Shift in Learning = New Possibilities

Shift from emphasis on teaching…

To an emphasis on co-learning

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?

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).

What's different?

We now have an easy connection between an individual's passion to learn and the resources to learn it.

Right now, schools are:

Time and place. Filtered. Teacher-directed. Predictable. Standardized. Push oriented. Content-based. Group assessed. Linear. Closed. Sept-June. Local.

Learning will be (already is):

Mobile. Networked. Global. Collaborative. Self-directed. Inquiry based. On demand. Transparent. Lifelong. Personalized. Pull. Unpredictable.

• THE CONNECTED EDUCATORThe Disconnect“Every time I go to school, I have to power down.” --a high school student

6 Trends for the digital age

Analogue DigitalTethered MobileClosed OpenIsolated ConnectedGeneric Personal Consuming Creating

Source: David Wiley: Openness and the disaggregated future of higher education

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/

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..

Shifts focus of literacy from individual expression to community involvement.

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

Connected Learner ScaleThis 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) –

FORMAL INFORMAL

You go where the bus goes You go where you chooseJay Cross – Internet Time

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

MULTI-CHANNEL APPROACHSYNCHRONOUS

ASYNCHRONOUS

PEER TO PEER WEBCAST

Instant messenger

forumsf2f

blogsphotoblogs

vlogs

wikis

folksonomies

Conference rooms

email Mailing lists

CMS

Community platformsVoIP

webcam

podcasts

PLE

Worldbridges

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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

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The Focus of our Instructional Vision • Strengthening student work by

examining and refining curriculum, assessment, and classroom instruction

• Strengthening teacher practice by examining and refining the feedback teachers receive

• Strengthening leadership by becoming a connected leader who owns 21st Century shift.

The Framework for Teaching - Charlotte Danielson

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

Reflection

Participatory web culture

Web 2.0 culture: Pull School culture: Pushlearner-driven instructor-driven

Process focus Event focus

Content defined by learner’s perception of need

Content mandated by others’ perception of need

Relationships, conversation Courses, workshops

ACTIVE PASSIVE

• THE CONNECTED EDUCATORWe know this.Professional development needs to change.

Are you ready for learning and leading in the 21st Century?

Do it Yourself PDA 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.

• THE CONNECTED EDUCATOR

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?

(Google Docs)

Dedication to the ongoing development of expertise

Shares and contributes

Engages in strength-based approachesand appreciative inquiry

Demonstrates mindfulness

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

Dispositions and ValuesCommitment 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

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

Personal Learning Networks

Community-Dots On Your Map

Are you “clickable”- Are your students?

pd on fast forward

responsiveresponsive

personalized

interconnected

global connections

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.

Change is hard

Connected learners are more effective change agents

What do we need 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 totallydifferent.

YODA:  No!  No different!  Only different in your mind.  You must unlearn what you have learned.

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”

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

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