Housekeeping

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

Twitter- @snbeach

President21st Century Collaborative, LLChttp://21stcenturycollaborative.com

Today’s Resourceshttp://plpwiki.com

Powerful Learning PracticeProud sponsor of CEM

connectededucators.org/cem/

Goals of Keynote:

1. To build a compelling case for change (the why)2. To lay the foundation for the work your PLP team will be doing.

Goals of Breakouts1. To look more directly at pedagogy and the

classroom2. To help you with the “how” of change.

The world is changing...

 

Driving Questions

• 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?

Are you Ready for Learning and 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.

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 2.0Vatican 2.0Judaism 2.0

Credit: Hugh MacLeod, gapingvoid

Everything 2.0

What about the world and society has changed since you went to school?

What about students has changed since you went to school?

What about schools has changed or not changed since you went to school?

What should School 2.0 look like in order to meet the needs of the 21st Century learner?

• THE CONNECTED EDUCATORThe Disconnect“Every time I go to school, I have to power down.” --a high school student

6 Trends for the digital ageAnalogue DigitalTethered MobileClosed OpenIsolated ConnectedGeneric Personal Consuming Creating

Source: David Wiley: Openness and the disaggregated future of higher education

Sherry Turkle is Abby Rockefeller Mauzé Professor of the Social Studies of Science and Technology in the Program in Science, Technology, and Society at MIT and the founder (2001) and current director of the MIT Initiative on Technology and Self.

The pace of change is accelerating

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.

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

Time Travel

Lewis Perelman, author of School's Out (1992). Perelman argues that schools are out of sync with technological change:

...the technological gap between the school environment and the "real world" is growing so wide, so fast that the classroom experience is on the way to becoming not merely unproductive but increasingly irrelevant to normal human existence (p.215).

Seymour Papert (1993) In the wake of the startling growth of science and technology in our recent past, some areas of human activity have undergone megachange. Telecommunications, entertainment and transportation, as well as medicine, are among them. School is a notable example of an area that has not(p.2).

What does it mean to work in a participatory 2.0 world?

What is connected (21st Century) learning? Who are connected educators? What does it look like?

Collective Wondering in Backchannel or with each other… What do you wonder about connected learning? Be curious. How do you define it?

• THE CONNECTED EDUCATOR

Do it Yourself PDA 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 online spaces: learners who bring what they learn back to inform their classrooms, schools, districts, and the world.

dangerouslyirrelevant.org

Our kids have tasted the honey.

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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.

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 ContentRelevance 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.

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

Teacher 2.0The Emergent 21st Century Teacher

Teacher 2.0Source: Mark Treadwell - http://www.i-learnt.com

Personal Learning Networks

Community-Dots On Your Map

Are you “clickable”- Are the students?

Be a learner first--educator second • It's all about asking hard questions and then listening deeply

• A connected learner isn’t afraid to admit that they don’t know the answer to a question or problem, and willingly invite others into a dialogue to explore, discuss, debate, or generate more questions. (@barb_english)

• Asking our questions out in the open in connected ways @lisaneale

• I believe that being a connected learner leads to more questions than answers and that is good. I also believe that connected learners have to learn to take risks - exposing your learning and thoughts can be challenging @ccoffa

• Lurkers become learners. Learners become contributors. @sjhayes8

Community is built through the co-construction of knowledge

BE collaborative. Own it. Share with others. nvest in personal knowledge building so what you share with others will be of value.

The power of connections leads to collective efficacy, collective wisdom and long standing collective intelligence

Connected learners talk to strangers. We do not have to know the people with whom we are co-learning, co-constructing, co-creating.

Do you know--what who you know--knows? Leverage collective wisdom.

Innovation comes from wildly diverse experiences and loose connections

Connected Learning CommunitiesIn CLCs educators have several ways to connect and collaborate:• F2F learning communities (PLCs)• Personal learning networks (PLNs)• Communities of practice or inquiry (CoPs)

Networks are not enough. PLCs are not enough. We need a 3-prong approach.

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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 organized learning.

(It’s not what you know, or who you know- but do you know what who

you know- knows? )Source: Wikipedia

• THE CONNECTED EDUCATOR

• THE CONNECTED EDUCATOR

“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.”

Are there new Literacies- and if so, what are they?

“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.”

-- Eric Hoffer, Reflections on the Human Condition

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.

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..

The NCTE Definition of 21st Century Literacies

Develop proficiency with the tools of technology Build relationships with others to pose and solve problems collaboratively and cross-culturally Design and share information for global communities to meet a variety of purposes Manage, analyze and synthesize multiple streams of simultaneous information Create, critique, analyze, and evaluate multi-media texts Attend to the ethical responsibilities required by these complex environments

Shifts focus of literacy from individual expression to community involvement.

Students become producers, notjust consumersof knowledge.

FORMAL INFORMAL

You go where the bus goes You go where you choose

Jay Cross – Internet Time

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

http://www.elearnspace.org/Articles/google_whitepaper.pdf

• 9000 School• 35,000 math and science teachers in 22 countries

How are teachers using technology in their instruction?

Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong

SITE 2006IEA Second Information Technology in Education

Study

Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology.

How you integrate matters- not just the technology alone.

As long as we see content, technology and pedagogy as separate- technology will always be just an add on.

Findings

How do you do it?-- TPCK and Understanding by DesignThere is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction.

Teacher and Students as Co-Curriculum Designers1. What do you want to

know and be able to do at the end of this activity, project, or lesson?

2. What evidence will you collect to prove mastery? (What will you create or do)

3. What is the best way to learn what you want to learn?

4. How are you making your learning transparent? (connected learning)

Shifts focus of literacy from individual expression to community involvement.

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

Connected Learner ScaleThis work is at which level(s) of the connected learner scale?Explain.

Share (Publish & Participate) –

Connect (Comment and Cooperate) –

Remixing (building on the ideas of others) –

Collaborate (Co-construction of knowledge and meaning) –

Collective Action (Social Justice, Activism, Service Learning) –

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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

NEW DIRECTIONS IN ASSESSMENT

Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html

Shift From Shift To

Change is hard

Connected educators are more effective change agents

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

If you like these ideas- join the Connected Educator Month Book Club

http://connectededucators.org/cem/book-club/

Our Connected Educator Book Club NINGhttp://theconnectededucator.ning.com/