Connected techdout

download Connected techdout

of 60

  • date post

    11-May-2015
  • Category

    Documents

  • view

    787
  • download

    0

Embed Size (px)

Transcript of Connected techdout

  • 1.Living and Learning in a Global Community Innovative Schools Virtual University

2. 6 Trends for the digital age

  • AnalogueDigital
  • TetheredMobile
  • ClosedOpen
  • IsolatedConnected
  • Generic Personal
  • ConsumingCreating

Source: David Wiley: Openness and the disaggregatedfuture of higher education 3. For the first time we are preparing students for a future we cannot clearly describe. - David Warlick http://communications.nottingham.ac.uk/podcasts/ 4. Rhizomatic learning ...multiple, non-hierarchical entry and exit points in data representation and interpretation. ccSteve Wheeler, University of Plymouth, 2009 http://archbold-station.org 5. 6. What does it mean to be a connected learner?How is it different from the way you learned in school? Photo credit: Alec Couros Talk to the person next to you. How would you describe a connected learner or connected learning? 7. Inclination towardbeing open minded Dedication to theongoing developmentof 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-leaderWillingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities Dispositions and Values Commitment to understanding gained through listening and asking good questions related to practice Perseverance toward deep thought by exploring ideas and concepts,rethinking, revising, and continualrepacking and unpacking, resistingurges to finish prematurely Courage and initiative to engage in discussions on difficult topicsAlacrity to share and contribute Desire to be transparent in thinking 8. 9. Play the capacity to experiment with ones 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 ones environment and shift focus as needed to salient details. Distributed Cognition the ability to interact meaningfully with tools that expand mental capacities . 10. 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. . 11. Digital literacies

  • Social networking
  • Transliteracy
  • Privacy maintenance
  • Identity management
  • Creating content
  • Organising content
  • Reusing/repurposing content
  • Filtering and selecting
  • Self presenting

ccSteve Wheeler, University of Plymouth, 2010 http://www.mopocket.com/ 12. Media provideselectedaccess to the world rather thandirectaccess to it. Source: Buckingham, D. (2003) Media education: Literacy, learning and contemporary culture. ccSteve Wheeler, University of Plymouth, 2010 Filtering/Selecting http://fotosa.ru 13. Transliteracy ccSteve Wheeler, University of Plymouth, 2010 The ability to read, write and interact across a range of platforms, tools and media from signing and orality, through handwriting to digital social networks. Image source: unknown 14. Delicious is like a virtual fieldtrip through a library built by the recommendations of others.Chris Sessums ccSteve Wheeler, University of Plymouth, 2010 Social tagging http://1.bp.blogspot.com 15. Good artists borrow, great artists steal- Pablo Picasso Reuse/remix as an art form Source: Martin Weller: http://nogoodreason.typepad.co.uk ccSteve Wheeler, University of Plymouth, 2010 http://blog.leniwiener.com 16. What does it mean to workin a participatory 2.0 world? 17.

  • PLP takes a 3-pronged approach to PD
  • Professional Learning Communities
  • Global Communities of Practice or Inquiry
  • Personal Learning Networks

PLCs = local, f2f, collective CoPs = online, deep, collective PLNs= online, nodes, individual Knowledge Building Should be Passive Reflective Active 18. Building Relationships 19. 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) 20. Virtual Community A virtual space supported by computer-based information technology, centered uponcommunication and interaction of participantstogenerate member-driven content , resulting inrelationships being built up.(Lee & Vogel, 2003) 21. A Definition of Networks From 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. 22. Making connections In connectivism, learning involves creatingconnectionsand developing anetwork . It is a theory for the digital age drawing upon chaos, emergent properties, andself organisedlearning. (Its not what you know, or who you know- but do you know what who you know- knows? ) Source: Wikipedia ccSteve Wheeler, University of Plymouth, 2009 http://www.pestproducts.com 23. Understanding how networks work is one of the most important literacies of the 21 stCentury. - Howard Rheingold http://www.ischool.berkeley.edu 24. Open Networks 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)Practitioners knowledge = content & context 25. 26. The driving engine of the collaborative culture of a PLC isthe 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 aculture of deep and meaningful collaboration . Professional Learning Communities FOCUS: Local , F2F, Job-embedded- in Real Time 27. Communities of Practice FOCUS: Situated, Synchronous, Asynchronous- Online and Walled Garden 28. Personal Learning Networks FOCUS: Individual, Connecting to Learning Objects, Resourcesand People Social Network Driven 29. Communities Of Practice Personal Learning Networks F2F Teams DIY-PD Do it Yourself PDas 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.) 30. Communityis the New Professional DevelopmentCochran-Smith and Lytle (1999a) describe three ways of knowing and constructing knowledge that align closely with PLP's philosophy and are worth mentioning here.KnowledgeforPracticeis 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. 31. Communityis the New Professional DevelopmentKnowledgeinPracticerecognizes 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.Thisknowledge 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. 32. Communityis the New Professional DevelopmentKnowledgeofPracticebelieves thatsystematic inquirywhere teachers create knowledge as they focus on raising questions about andsystematically studying their own classroom teaching practices collaboratively,allows educators to construct knowledge of practicein 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,