living and learning in a global community innovative schools virtual university
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Living and Learning in a Global CommunityInnovative Schools Virtual University
Housekeeping
Paperless handouts- coming http://bit.ly/fODNEn
Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLChttp://[email protected]
President21st Century Collaborative, LLChttp://21stcenturycollabrative.com
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
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
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
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
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?
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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
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“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
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.
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.
Passive, active, and reflective knowledge building in local (PLC), global (CoP) and contextual (PLN) learning spaces.
http://www.elearnspace.org/Articles/google_whitepaper.pdf
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)
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
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.
Kollock’s 4 Motivations for Contributing
1. Reciprocity
2. Reputation
3. Increased sense of efficacy
4. Attachment to and need of a group
What's the motivation of behind these people actually interacting and
participating? … people want to share with the community what they believe to be important …. and they want to see their name in lights. They want to see their little icon on the front page, their username on the
front page, so other people can see it.
Reputation
CelebrationCelebration
Connection
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Communication
Collaboration
http://idirekt.cz/soubory/t-mobile_dance2.png
User Generated
Content
Celebration
Connection
Communication
Collaboration
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“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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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
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
Strategizea communityexercise
Presence
Conversations
Sharing
Relationships
Groups
Reputation
Identity
“Strategy is knowing what not to do”Michael Porter
Presence
Conversations
Sharing
Relationships
Groups
Reputation
Identity
Self
Community
Activity
Rules & Repercussions
Purpose/Passion?
Co-Creation?
Planning?
Caretakers?CollectivelyRate?
Publish?
Degrees of Transparency and Trust
Join our list Join our forum Join our community
Increasing collaboration and transparency of process
Groups
Norms
Conversations
You have to find a way to spare the
group from scale. Scale alone kills conversations,
because conversations
require dense two-way conversations.
[Dunbar] found that the MAXIMUM number of people that a person could
keep up with socially at any given time, gossip maintenance, was 150. This doesn't mean that people don't
have 150 people in their social network, but that they only keep tabs
on 150 people max at any given point.
Simple (hard) Steps• Have a compelling idea• Seed• Someone must live on the site
– Community manager or you• Make the rules clear (and short)
– Tools not rules• Punish swiftly and nicely• Reward contributions- celebrate often• Spread the work out• Collective Norms• Apologize publicly, swiftly and frequently• Community platform and Web 2.0 spaces
A Good Facilitator/Coordinator?
Community Leader
Facilitation and Coordination of a CoP includes:
• monitoring activity
• encouraging participation (facilitation techniques)
• felxible action plan
• reporting CoP activity – metrics, evaluations
• monitoring success criteria and impact
• behind the scenes
• managing CoP events
A Facilitator/Coordinator cultivates the community
Metrics
Building an environment to support collaborative workingFind and connect with experts
Find and connect with your peers
Threaded discussion forums, wikis, blogs, document repository
News feeds Event calendar
News and Newsletters
Tech Enhanced Learninghttp://techenhancedlearning.wikispaces.com/ 21st Century Teaching and Learninghttp://abpc.wikispaces.com/
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
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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