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Presentation on theme: "larrykahn Diigo: larrykahn Skype: larry.kahn Facebook: Larry Kahn LinkedIn: Larry."— Presentation transcript:

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2 larrykahn Diigo: larrykahn Skype: larry.kahn Facebook: Larry Kahn LinkedIn: Larry Kahn ISEN: Larry Kahnahn Skypebook: Larry Kahn CoCommunity Hub: Larry Kahnhn

3 Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLC President 21 st Century Collaborative, LLC Follow me on

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5 My community work

6 Please join me at the session wiki

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 THE CONNECTED EDUCATOR Things do not change; we change. —Henry David Thoreau 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 professional. It requires us to redefine ourselves. Introduce yourselves to each other at the table and brag a little. Talk about (in 2 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. Emerson and Thoreau reunited would ask- “What has become clearer to you since we last met?”

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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 FromShifting To Learning at schoolLearning anytime/anywhere Teaching as a private eventTeaching as a public collaborative practice Learning as passive participant Learning in a participatory culture Learning as individuals Linear knowledge Learning in a networked community Distributed knowledge

14 Source: enGauge 21st Century Skills

15 By the year % of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn Libraries 2.0 Management 2.0 Education 2.0 Warfare 2.0 Government 2.0 Vatican 2.0 Credit: Hugh MacLeod, gapingvoid Everything 2.0

16 dangerouslyirrelevant.org Our kids have tasted the honey.

17 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.

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

19 The pace of change is accelerating

20 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

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 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

28 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

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 THE CONNECTED EDUCATOR Professional development needs 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 learners.

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.

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35 THE CONNECTED EDUCATOR

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37 Meet the new model for professional development: 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 THE CONNECTED EDUCATOR 1. Local community: Purposeful, face-to-face connections among members of a committed group— a professional learning community (PLC) 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 THE CONNECTED EDUCATOR Professional Learning Communities Personal Learning Networks Communities of Practice MethodOften organized for teachers Do-it-yourselfEducators organize it themselves PurposeTo collaborate in subject area or grade leverl teams around tasks For individuals to gather info for personal knowledge construction and to bring back info to the community Collective knowledge building around shared interests and goals. StructureTeam/group F2f Individual, face to face, and online Collective, face to face, or online FocusStudent achievement Personal growthSystemic 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, 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

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44 NAIS is a Professional Learning Community (PLC) SpecialKRB, "NAIS Suits"

45 What is a Personal Learning Network ?(PLN)?

46 PLN Characteristics Who: (P)ersonal/ Do It Yourself Why: (L)earning Where: f2f/online (N)etwork

47 My PLN larrykahn Diigo: larrykahn Skype: larry.kahn Facebook: Larry Kahn LinkedIn: Larry Kahn ISEN: Larry Kahn Skypebook: Larry Kahn CoCommunity Hub: Larry Kahnhn

48 Who's your teacher Think of a problem you solved recently

49 What happened next? (e) Your PLN commented on your blog, retweeted your post, and started a conversation on a social network. Learning continued, learning continued, learning continued. (a) You got your answer, solved your problem, filed it away and the learning stopped (b) you discussed your problem with a colleague, learning continued briefly and then probably stopped. (c) you shared your problem and solution via . Learning continued briefly, was probably buried and then stopped. (d) you shared your problem and solution via a blog, micro-blog, or other community space. The learning was archived to be continued indefinitely.

50 PLNs Add Value to Society: Personal, Communal, Public, Civic "More value can be gotten out of voluntary participation than anyone previously imagined, thanks to improvements in our ability to connect with one another and improvements in our imagination of what is possible from such participation."

51 PappertVygotskyDownesSiemens All photos from Wikipedia. Behaviorism: Learner is passive Cognitivism: Learner as CPU Humanism: Learner acts to fill potential Constructivism: Learner acts to construct knowledge Connectivism: Learner acts to connect to knowledge Learning Theories Reflect The Time In Which They Were Created

52 My PLN Story Leaning into my discomfort Practicing Inquiry

53 Punch Line 1: We need, first, to take charge of our own learning, and next, help others take charge of their own learning. We need to move beyond the idea that an education is something that is provided for us, and toward the idea that an education is something that we create for ourselves. Stephen Downes, The Huffington Post

54 Punch Line 2 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 multimedia texts Attend to the ethical responsibilities required by these complex environments

55 Changing Conversations

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57 Introduction/Overview Focus Group Discussion Affinity Diagram Crafting professional development plans Highlights Agenda

58 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. Ground Rules for Round Robin

59 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.

60 Questions??

61 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? Discussion Prompt

62 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?”

63 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. Generating Proactive Solutions

64 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 Sharing Ideas

65 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.

66 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. Voting your Passion

67 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 21 st Century change in your classroom/schools. You have 20 minutes. Action Statements

68 Highlights

69 Change is hard

70 Connected learners are more effective change agents

71 Let’s just admit it… You are an agent of change! Now. Always. And now you have the tools to leverage your ideas.

72 An effective change agent is someone who isn’t afraid to change course.

73 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.

74 Last Generation

75 "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


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