2. Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLC http://plpnetwork.com sheryl@plpnetwork.com http://plpnetwork.com sheryl@plpnetwork.com Author The Connected Educator: Learning and Leading in a Digital Age Member ISTE (International Society in Technology for Education) Board of Directors Follow me on Twitter @snbeach

3. plpnetwork.com/cla

4. THE CONNECTED EDUCATOR Housekeeping Get close to someone Back Channel Chat (for our collective notes) https://todaysmeet.com/D2LFusion

5. Mantra for today’s presentation… We are stronger together than apart. None of us is as smart, creative, good or interesting as all of us.

6. THE CONNECTED EDUCATOR Things do not change; we change. —Henry David Thoreau What are you doing to contextualize and mobilize what you are learning here at D2LFusion? How will you leverage, how will you enable your colleagues and your students to leverage, collective intelligence?

7. Are you Ready for Learning and Leading in the 21st Century? It isn’t just “coming”… it has arrived! And educational institutions and organizations that aren’t redefining themselves, risk becoming irrelevant in preparing learners for the future.

8. The world is changing...

9. Changing Faces of Our Communities and Our Classrooms How should this inform what we do differently in our classrooms?

10. Emerging Technologies Growing connectedness and comfort with “talking to strangers online”

11. Photo credit: http://cradlepoint.com/sites/default/files/uploads/Internet_of_Things.jpg

12. “We are tethered to our always on/ always on us communication devices and the people and things we reach through them.” ~ Sherry Turkle

13. Divided Communities ECONOMIC INEQUALITY POLITICAL POLARIZATION SOCIAL CAPITAL POLITICAL POLARIZATION RACE AND ETHNICITY

14. Time Travel 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).

15. In the next five-ten years, we'll be forced to rethink a lot about education, from what's in school lunches to what a college degree really means.

16. 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

17. Shift in Learning = New Possibilities Shift from emphasis on teaching… To an emphasis on co-learning

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

19. MULTI-CHANNEL APPROACH SYNCHRONOUS ASYNCHRONOUS PEER TO PEER WEBCAST Google Hangout forums f2f blogsphotoblogs vlogs Twitter folksonomies Conference rooms email Mailing lists CMS/ LMS Community platforms VoIP webcam podcasts PLE D2L Slack Chat

20. FORMAL INFORMAL You go where the bus goesYou go where you choose Jay Cross – Internet Time

21. 21 Free range learners Almost from birth today’s children have free range access to knowledge. The potential exists for all kiddos to learn what they want – when they want.

22. We have to change school/learning culture… -- change behaviors -- experience success (efficacy) -- creates faith -- creates hope -- changes beliefs, values, dispositions From: Azhar Sent: ‎2013-‎10-‎04 11:03 AM To: Daddy Subject: Our teacher is sleeping!AzharDaddy

23. The NCTE Definition of 21st Century Literacy 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

24. "The world is moving at a tremendous rate. Going no one knows where. We must prepare our children, not for the world of the past. Not for our world. But for their world. The world of the future." John Dewey Dewey's thoughts have laid the foundation for inquiry driven approaches. Dewey's description of the four primary interests of the child are still appropriate starting points: 1. the child's instinctive desire to find things out 2. in conversation, the propensity children have to communicate 3. in construction, their delight in making things 4. in their gifts of artistic expression.

25. Three Rules of Passion-based Teaching Move them from extrinsic motivation to intrinsic motivation Help them learn self- government and other- mindedness Shift your curriculum to include service learning outcomes that address social justice issues 1.Authentic task 2.Student Ownership 3.Connected Learning

28. 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 challenges facing us as leaders: 1. How to engage the hearts and minds of learners. 2. How to assess what we value.

29. Shifts focus of literacy from individual expression to community involvement.

31. 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

32. Share Cooperate Collaborate Collective Action According to Clay Shirky, there are four steps on a ladder to mastering the connected world: sharing, cooperating, collaborating, and collective action. From his book- “Here Comes Everybody”

33. Connected Learner Scale This 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) –

34. 34 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

35. How do you do it?-- TPCK and Understanding by Design There is a 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 Designers 1.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)

36. Personalized Learning (What is it?) Personalized learning means instruction is paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners. In an environment that is fully personalized, the learning objectives and content as well as the method and pace may all vary (so personalization encompasses differentiation and individualization). Source: Karen Cator (edSurge: edition 016); National Education Technology report, page 12.National Education Technology report

37. Through learning we re-create ourselves. Through learning we become able to do something we were never able to do. —Peter Senge Personalized Learning

38. Future Ready Leaders Work- Definition tech.ed.gov/leaders Personalized Student Learning Personalized pathways for student learning through active and collaborative learning activities, which are aligned with standards, chosen through ongoing assessment of students’ progress and preferences, and supported by the use and creation of rich content and robust tools

40. We must start by disposing of our old assumptions about leadership and about who can lead. We have placed too much responsibility and too much power with the few individuals whom we label “leaders” in our school systems. Superintendents, curriculum directors, and principals cannot on their own generate leadership that improves education. — Gordon Donaldson Collaborative Leadership

41. “Principals want teachers who follow the rules,” the interviewer said. “They want teachers who are ‘yes’ men, teachers who will carry out the mandated curriculum. Not visionaries who want to change education.”

42. A personalized learning vision of teaching moves from “I am the teacher” to helping students chase their passions, empowering them to find their voices online and off.

43. 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.

44. Change is hard

45. Connected learners are more effective change agents

46. 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.

47. Last Generation