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This document discusses connected learning and professional development for educators. It describes how professional development needs to change with new technologies that allow educators to connect globally. Connected learning communities are proposed as a new model, including local professional learning communities, personal learning networks of online connections, and bounded global communities of practice for deeper connections. Educators are encouraged to leverage these networks to collaboratively create and share knowledge.
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- 2. Email: larry.kahn@kinkaid.org Twitter: @ larrykahn Diigo: larrykahn Skype: larry.kahn Facebook: Larry Kahn LinkedIn: Larry Kahn ISEN: Larry Kahn Community Hub: Larry Kahn
- 3. Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLC http://plpnetwork.com sheryl@plpnetwork.com President 21st Century Collaborative, LLC http://21stcenturycollaborative.com Follow me on Twitter @snbeach
- 6. Please join me at the session wiki http://plpwiki.com
- 7. 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.
- 8. Things do not change; we change. —Henry David Thoreau • THE CONNECTED EDUCATOR 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?
- 9. Learner First— Educator Second It is a shift and requires us to rethink who we are as an educational leader or Emerson and Thoreau professional. It requires us to redefine reunited would ask- ourselves. “What has become Introduce yourselves to each other at the clearer to you since table and brag a little. Talk about (in 2 we last met?” 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 organization.
- 11. The world is changing...
- 12. 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
- 13. Shifting From Shifting To Learning at school Learning anytime/anywhere Teaching as a private event Teaching as a public collaborative practice Learning as passive Learning in a participatory participant culture Learning as individuals Learning in a networked community Linear knowledge Distributed knowledge
- 14. Source: enGauge 21st Century Skills
- 15. Everything 2.0 By the year 2011 80% of all Fortune 500 companies will be using immersive worlds2.0 Libraries – Gartner Vice President Jackie Fenn Management 2.0 Education 2.0 Warfare 2.0 Government 2.0 Vatican 2.0 Credit: Hugh MacLeod, gapingvoid
- 16. Our kids have tasted the honey. dangerouslyirrelevant.org http://www.dangerouslyirrelevant.org/2009/02/a-taste-of-honey.html
- 17. 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. 17
- 18. The Disconnect ―Every time I go to school, I have to • THE --a high school student power down.‖ CONNECTED EDUCATOR
- 19. The pace of change is accelerating
- 20. Knowledge Creation 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.
- 21. 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.
- 22. What do you wonder… About connected learning and shifted professional learning/development?
- 23. Shift in Learning = New Possibilities Shift from emphasis on teaching… To an emphasis on co-learning
- 24. Shifts focus of literacy from individual expression to community involvement. Students become producers, not just consumers of knowledge.
- 25. 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
- 26. Shifts focus of literacy from individual expression to community involvement.
- 27. 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 27
- 28. “In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists.” Are there new Literacies- and if so, what are they? -- Eric Hoffer, Reflecti
- 29. 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 .
- 30. 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. .
- 31. What does the Day in the Life of a Connected Educator Look Like? Let’s look at some examples…
- 32. Professional development needs • THE CONNECTED EDUCATOR 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
- 33. 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.
- 35. • THE CONNECTED EDUCATOR
- 36. • THE CONNECTED EDUCATOR
- 37. Meet the new model for professional development: • THE CONNECTED EDUCATOR 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)
- 38. 1. Local community: Purposeful, face-to-face connections among members of a committed group— a professional learning community (PLC) • THE CONNECTED EDUCATOR 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)
- 39. Professional Personal Learning Communities of Learning Networks Practice Communities Method Often organized for Do-it-yourself Educators organize • THE CONNECTED EDUCATOR teachers it themselves Purpose To collaborate in For individuals to Collective subject area or gather info for knowledge building grade leverl teams personal knowledge around shared around tasks construction and to interests and goals. bring back info to the community Structure Team/group Individual, face to Collective, face to F2f face, and online face, or online Focus Student Personal growth Systemic achievement improvement
- 40. 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.
- 41. 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.
- 42. # 2 Self Evaluation and then a Powerful Conversation of Change
- 45. Agenda Introduction/Overview Focus Group Discussion Affinity Diagram Crafting professional development plans Highlights
- 46. Ground Rules for Round Robin 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.
- 47. 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.
- 48. Questions??
- 49. Discussion Prompt You are convinced that change is needed and that connected learning is a better way to empower teachers, engage students with the content and provide a deeper learning experience than traditional methods- What are the challenges you will face? The yeah buts… the resistance?
- 50. 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?‖
- 51. Generating Proactive Solutions 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.
- 52. Sharing Ideas Ok. Stop writing. Now I would like for you to get into pairs, working with the person next to you, and looking at your combined Post It notes start to categorize the ideas into chunks under 5-6 overarching topics. You have 10 minutes
- 53. Look around the room at the charts we have created. If you do not see a heading you have created while organizing your ideas please call it out. The rest of you come put your Post It notes under the right topic heading. Some of you will have the same categories– this is intended. The work you have done is amazing! Your ideas are incredible! We have 2-3 minutes to get your Post Its organized on the big charts.
- 54. Voting your Passion You have strips of dots. Look at the categories represented on the charts. Decide which topics you are most passionate about that you would like to see developed into a collaborative action plan here. Represent your passion by dots on the corresponding chart. You can put 1 dot on 6 charts. Or 6 dots on one chart. Or any combination thereof.
- 55. Action Statements Get into groups. Take one chart per table. (based on votes) As a group they look at the ideas represented on the chart and craft a bulleted list of questions or recommendations for implementing 21st Century change in your classroom/schools. You have 20 minutes.
- 56. Highlights
- 57. Change is hard
- 58. Connected learners are more effective change agents
- 59. Let’s just admit it… You are an agent of change! Now. Always. And now you have the tools to leverage your ideas.
- 60. An effective change agent is someone who isn’t afraid to change course.
- 61. 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.
- 62. Last Generation
- 63. "The greatest danger in times of turbulence is not the turbulence. It is to act with yesterday's logic." - Peter Drucker Steve Wheeler, University of Plymouth, 2010 http://pixdaus.com
Editor's Notes
- #17: 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