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Living and Learning in a Global Community Innovative Schools Virtual University

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Page 1: Connected learning isummit

Living and Learning in a Global CommunityInnovative Schools Virtual University

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• THE CONNECTED EDUCATOR

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

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Shifts focus of literacy from individual expression to community involvement.

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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

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Connected Learner Scale

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

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

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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

.

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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..

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

Reflection

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Learning

One-on-one Classroom community

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• 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.

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• THE CONNECTED EDUCATOR

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Use a 3-pronged Approach

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• THE CONNECTED EDUCATOR

Meet the new model for professional development:

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)

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• 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)

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• THE CONNECTED EDUCATOR

Professional Learning Communities

Personal Learning Networks

Communities of Practice

Method Often organized for teachers

Do-it-yourself Educators organize it themselves

Purpose To 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.

Structure Team/groupF2f

Individual, face to face, and online

Collective, face to face, or online

Focus Student achievement

Personal growth Systemic improvement

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Net

wor

ks

Com

mun

ity

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Dedication to the ongoing development of expertise

Shares and contributes

Engages in strength-based approachesand appreciative inquiry

Demonstrates mindfulness

Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities

Dispositions and ValuesCommitment to understanding asking good questions

Explores ideas and concepts, rethinking, revising, and continuously repacks and unpacks, resisting urges to finish prematurely

Co-learner, Co-leader, Co-creator

Self directed, open minded

Commits to deep reflection

Transparent in thinking

Values and engages in a culture of collegiality

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Whatis community, really?

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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)

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A Place to Build Trust and Relationships

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A Domain of Interest

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A Place to Meet

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A Place to Construct Knowledge Collaboratively

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CelebrationCelebration

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A Community of Practice is a network of individuals with common problems or interests who get together to explore ways of working, identify common solutions, and share good practice and ideas.

• puts you in touch with like-minded colleagues and peers

• allows you to share your experiences and learn from others

• allows you to collaborate and achieve common outcomes

• accelerates your learning

• Improves student achievement

• validates and builds on existing knowledge and good practice

• provides the opportunity to innovate and create new ideas

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Members of an Active Community

• occasional

• transactional

• peripheral

• active

• facilitator

• core grou

p

• lurkers

• leaders

• outsiders

• experts

• beginners

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Degrees of Transparency and Trust

Join our list Join our forum Join our community

Increasing collaboration and transparency of process

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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.

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Helping Communities

Best Practice Communities

Knowledge Stewarding Communities

Innovation Communities

Drivers Lower cost through reuseSocial responsibility

Lower cost through standardisationConsistency of projectImproves outcomes

Professional development

Tracks shifting trendsTransforming and Reforming educationDesigned to evolve

Activities Connecting membersKnowledge who’s who

Collecting, VettingPublishingPortal

Enlisting leading expertsManage content Attend WebinarsShare Resources

Share insightsDevelopment of new PolicyCo-Creation of content

Structure and roles

Problem solvingSub committees

Index and store Best practicePublishing

IndividualsEstablished leadersTeams

Loose governanceCommunity leadersTeamsEmergent roles

Reward for participation

Sense of belongingAssistance to daily work

Desire for improvement

Shift in knowledge and understandingProfessional development

Passion for the topicWeb 2.0 pedagogyConnections and PLN

Knowledge Tacit - high socialisation

Low tacitExplicit to explore

Tacit to explicitTacit to tacit

Explicit to tacit.

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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.

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Knowledge Construction

Practitioners’ knowledge = content & context

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In 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.

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What is a Personal Learning Network?

Will Richardson, Co-Founder Powerful Learning Practice

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“Personal Learning Networks are systems that help learners take control of and manage their own learning. This includes providing support for learners to:

1) set their own learning goals2) manage their learning; managing both content and process3) communicate with others in the process of learningSimply put: A PLN is a system for lifelong learning.”

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Source: D. Warlick

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There are a ton of internal reasons to use social media, but let’s start with…

LEARNING by leveraging social media channels.

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Tip #3 – Use a Management System

Tweetdeck, Tweetgrid, HootsuiteTwitterfall and Twitterchat for

hashtag chats

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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

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Big Idea #1-  “The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift– from a focus on teaching to a focus on learning– has profound implications for schools.”

Big Idea #2 -  “Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.”  

Big Idea #3 -  “Professional Learning Communities judge their effectiveness on a basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher-team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress.”

By: Stephen Barkley

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Professional Learning Teams

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Personal Learning Networks

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

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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

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

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User Generated Co-created

Content

Celebration

Connection

Communication

Collaboration

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Attributes of a healthy online community

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Healthy communities are collaborative, co-created and designed with evolution in mind.

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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

Forming Storming Norming Performing

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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.”

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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

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Motivations

• Social connectedness

• Psychological well-being

• Gratification• Collective

Efficacy

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The Social Web is built here, from love and esteem

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Connected Learning Communities provide the personal learning environment (PLE) to do the nudging

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Simple (hard) Steps

• Have a compelling idea• Seed• Someone must live on the site

– Community manager or you• Make the rules clear (and short) • Punish swiftly and nicely• Reward contributions• Spread the work out• Adapt to Community Norms• Apologize publicly, swiftly and frequently• Simple good software that grows with group

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"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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