Clc2011 iste
-
Upload
sheryl-nussbaum-beach -
Category
Education
-
view
717 -
download
5
description
Transcript of Clc2011 iste
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://[email protected]
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half of what they learn in their first year of study will be outdated by their third year of study.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
cc S
teve
Whe
eler
, Uni
vers
ity o
f Ply
mou
th, 2
009
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?
Stev
e W
heel
er, U
nive
rsity
of P
lym
outh
, 201
0
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
cc S
teve
Whe
eler
, Uni
vers
ity o
f Ply
mou
th, 2
009
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.)
cc S
teve
Whe
eler
, Uni
vers
ity o
f Ply
mou
th, 2
010
Communication
... and it’s often self organized
cc S
teve
Whe
eler
, Uni
vers
ity o
f Ply
mou
th, 2
010
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
Ste
ve W
heel
er, U
nive
rsity
of P
lym
outh
, 201
0
... or making connections?
cc S
teve
Whe
eler
, Uni
vers
ity o
f Ply
mou
th, 2
010
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
Stev
e W
heel
er, U
nive
rsity
of P
lym
outh
, 201
0
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
cc S
teve
Whe
eler
, Uni
vers
ity o
f Ply
mou
th, 2
010
“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
Stev
e W
heel
er, U
nive
rsity
of P
lym
outh
, 201
0