Housekeeping

Paperless handouts

http://21stcenturylearning.wikispaces.com

Sheryl Nussbaum-Beach

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

President21st Century Collaborative, LLChttp://21stcenturycollaborative.comsnbeach@cox.net

How will education be different tomorrow because of our meeting today?

How will you contextualize and mobilize what you learn?

Can’t conference the world.

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 Talking in small groups-

How is your job as a leader changing?

A quick question: Beyond your cell phone, is there a cutting-edge technology that you use routinely to accomplish your work? Name one strategy that has worked for you personally in keeping up.

Is your job different now than it was 5-10 years ago? How so?

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 2.0

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

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

“Think movement, positive motion, and new and improved direction.”

ARE YOU CHANGE SAVVY?

Is what you are doing now as a leader…- teacher leader- educational leader- formal leader having a systemic

impact?- policy leader- student leader- community leader

Are you using the smallest number of high leverage, easy to understand actions to unleash stunningly powerful consequence?

As a teacher, student, parent, administrator, policy maker…

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 technical or higher 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half of what they learn in their first year of study will be outdated by their third year of study.

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.

New Media Literacies- What are they?

http://newmedialiteracies.org/ Will the future of education include broad-based, global reflection and inquiry?

Will your current level of new media literacy skills allow you to take part in leading learning through these mediums?

What place does emerging media have in your role as a change savvy leader?

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

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.

Rethinking Leading and Learning

1. Relationships first & capacity building

2. Understand shift , movement and nature of change itself

3.Power of mobilized collaboration and communication

4. Community and social fabric

5. Leader as action researcher

6. Transparency, transparency, transparency

Trend 1 – Social and intellectual capital are the new economic values in the world economy.

This new economy will be held together and advanced through the building of relationships. Unleashing and connecting the collective knowledge, ideas, and experiences of people creates and heightens value.

Source:Journal of School Improvement, Volume 3, Issue 1, Spring 2002

Building Relationships

Spending most of your time in your area of weakness—while it will improve your skills, perhaps to a level of “average”—will NOT produce excellence

This approach does NOT tap into motivation or lead to engagement

The biggest challenge facing us as leaders: how to engage the hearts and minds of the learners

Focus on Possibilities–Appreciate “What is”

–Imagine “What Might Be”–Determine “What Should Be”

–Create “What Will Be”Blossom Kids

Classic Problem Solving Approach

– Identify problem

– Conduct root cause analysis

– Brainstorm solutions and analyze

– Develop action plans/interventions

Most families, schools, organizations function on an unwritten rule…

–Let’s fix what’s wrong and let the strengths take care of themselves

Speak life lifeto your students and teachers…

–When you focus on strengths, weaknesses become irrelevant

Strengths Awareness Confidence Self-Efficacy Motivation to excel Engagement

Apply strengths to areas needing improvement Greater likelihood of success

Personal Learning Network

Dots On Your Map

Are you “clickable”- Are your teachers?

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

FORMAL INFORMAL

You go where the bus goes You go where you choose

Jay 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

Mobile Computing

Smart PhonesThe mobile market has: 4 billion subscribers, three-fourths of whom live in developingcountries.

Over a billion new phones are produced each year, and the fastest-growing sales segment belongs to smart phones —

Open Content

Relevance for Teaching, Learning & Creative Expression

Open content allows teachers to customize their courses quickly and inexpensively and keepup with emerging information and ideas.

Communities of practice and learner groups that form around open content provide a sourceof support for independent or life-long learners.

Electronic Books

Electronic books are now accessible via a wide variety of readers, from dedicated reader platforms like the Kindle to applications designed for mobile phones, and are enjoying wide consumer adoption.

Electronic books can be a portable and cost-effective alternative to buying printed books, although most platforms lack featuresto support advanced reading and editing tasks such as annotation, collaboration, real-time updates, and content remixing.

Question

What does it mean to work

in a participatory 2.0 world?

PD of the 21st Century will be—

teacher directed through:Connections (PLN & CoP)

35

Learning

One-on-one Classroom Informal

How people learn their jobs

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Free range learnersFree-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.

According to Clay Shirky, there are four scaffolded stages to mastering the connected world: sharing, cooperating, collaborating, and collective action.

ShareCooperate (connect)CollaborateCollective Action

Define Community

Define Networks

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.

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.

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.

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

Characteristics of a healthy community

Personal Learning Networks

FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven

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