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Living and Learning in a Global CommunityInnovative Schools Virtual University
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
“For the first time we are preparing students for a future we cannot clearly describe.” - David Warlick
http://communications.nottingham.ac.uk/podcasts/
“...multiple, non-hierarchical entry and exit points in data representation and
interpretation.”
Rhizomatic learning
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http://archbold-station.org
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?
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 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 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
Play — the capacity to experiment with one’s surroundings as a form of problem-solvingPerformance — the ability to adopt alternative identities for the purpose of improvisation and discoverySimulation — the ability to interpret and construct dynamic models of real-world processesAppropriation — the ability to meaningfully sample and remix media contentMultitasking — 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 goalJudgment — the ability to evaluate the reliability and credibility of different information sourcesTransmedia Navigation — the ability to follow the flow of stories and information across multiple modalitiesNetworking — the ability to search for, synthesize, and disseminate informationNegotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms..
Digital literacies
• Social networking
• Transliteracy
• Privacy maintenance
• Identity management
• Creating content
• Organising content
• Reusing/repurposing content
• Filtering and selecting
• Self presenting
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http://www.mopocket.com/
Media provide selected access to the world rather than direct access to it.
Source: Buckingham, D. (2003) Media education: Literacy, learning and contemporary culture. cc
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Filtering/Selecting
http://fotosa.ru
‘Transliteracy’
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write and interact across a range of platforms, tools and media from signing and orality, through handwriting to digital social networks.
Image source: unknown
“Delicious is like a virtual fieldtrip through a library built by the recommendations of others.”
– Chris Sessums
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Social tagging
http://1.bp.blogspot.com
“Good artists borrow, great artists steal” - Pablo Picasso
Reuse/remix as an art form
Source: Martin Weller: http://nogoodreason.typepad.co.uk
http://blog.leniwiener.com
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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
Building Relationships
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)
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)
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 connections
In 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
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
Communities of Practice
FOCUS: Situated, Synchronous, Asynchronous- Online and Walled Garden
Personal Learning Networks
FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven
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.)
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.
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
Tech Enhanced Learninghttp://techenhancedlearning.wikispaces.com/ 21st Century Teaching and Learninghttp://abpc.wikispaces.com/
What tools are you currently using in your teaching role to support student learning?
Strengths?Weaknesses?Possibilities?
User Generated
Content
Celebration
Connection
Communication
Collaboration
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Creative Commons
Ultimately: Freedom to openly access, use, copy, modify and share content
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
“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.”
“The internet eliminates geography. This means that there are now more tribes: smaller tribes, influential tribes, and tribes that could never have existed before.” ~ Seth Godin
http://nedgrace.files.wordpress.com
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Tribes
www.newmediamusings.com
Is learning simply about gaining knowledge...? cc
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... or making connections?
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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
Levels of engagementL
evel
of
enga
gem
ent
Type of engagement
Browse, search, learn(Anonymously)
Comment(with attribution)
Ask a question(with attribution)
Write a blogBecome a mentor
Become an expert
RegisterComment
(Anonymously)
Waxing and Waning Interest
Degrees of Transparency and Trust
Join our list Join our forum Join our community
Increasing collaboration and transparency of process
Characteristics of a healthy community
What is PLP?YEAR 1: Learning in the 21st Century: Networks and Communities Focus: Understanding the global changes created by online social technologies and the implications for teaching and learning; provoking deep thinking about professional and personal learning practice; understanding practical and pedagogical implications for classrooms; conducting action research that is aligned to school improvement goals; initiating district-wide conversations and planning around long-term change and the scaling of these ideas and technologies.
Lots of PLP Experiences Available
Our basic experimental design… Seek out 20 schools/districts
willing to invest some time in exploring the challenge of 21st Century Learning.
Ask the schools to identify small teams of 5-6 educators who are ready for this exploration.
With the support of our PLP Community Founders, Directors of Community Development, Cohort Community Leaders, Cognitive Coaches, PLP Fellows, Experienced Voices, and team leaders we begin that exploration together.
Two all day workshops that build capacity, community and develop 21st Century skills.
WorkshopsLive meetings where teams meet, listen and then reflect in small groups.
ElluminateWhere we deepen understanding, network, share resources and grow as a community of practice.
VLC
Professional Learning Teams
Job embedded teams who meet f2f and work towards scale and alignment of 21st C skills with school improvement goals
Powerful Learning Practice Delivery Model
Collaborative Tools Wikispaces
Del.icio.us and Diigo
Elluminate
NING
Slideshare
Flickr
YouTube
Evernote
“Collaboration with others in my district and learning new tools was the best part
of PLP. Connecting with other teachers in my district for new ideas and connecting with other schools for new ideas made PLP the best PD ever!”
~ Science teacher in WNY
Organic Collaboration School Teams meet face-to-face
Experienced Voices from around the globe
Virtual Academies- cross cohort
Leadership Boot Camps
Critical Friends
Legacy Projects
PLP Live Events Speaker Series
Open Mic
“I enjoyed meeting with other schools from around the world, hearing and sharing what they are doing in their districts and regions. It opened my eyes to what we are not doing in my buildings and what needs to be done in the future.”
~Garry Stone,WNY Superintendent
Team Action Research Projects
Your team will work as a Professional Learning Team to co-create a project:
Develop a creative PD plan to share what you have learned over the past year with the rest of your school or district.
Develop a 21st Century curriculum project that is constructivist in nature and leverages the potential of emerging technologies.
Action Research
"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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