This document discusses 21st century learning and the importance of connected learning communities. It defines key concepts like personal learning networks, communities of practice, and professional learning communities. It emphasizes that effective professional development now involves actively making connections locally, globally, and through one's own network. Learning is seen as a social process of sharing, collaborating, and building knowledge together through open participation and interaction online.

1. Living and Learning in a Global CommunityInnovative Schools Virtual University

2. Housekeeping Paperless handouts and community spacehttp://www.iste2011.org/group/clcSheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLChttp://plpnetwork.comsheryl@plpnetwork.comPresident21st Century Collaborative, LLChttp://21stcenturycollaborative.com

3. Robin Ellis Blog: http://connectedtalk.wordpress.com/ Twitter: http://twitter.com/robinellis Powerful Learning Practice: http://plpnetwork.com/about/our-team/

4. 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?

5. . Lead Learner Native American Proverb “He who learns from one who is learning, drinks from a flowing river.” Sarah Brown Wessling, 2010 National Teacher of the Year Describes her classroom as a place where the teacher is the “lead learner” and “the classroom walls are boundless.”

6. Setting the Stage: What is 21st Century Learning? http://www.wallwisher.com/wall/clc-iste

7. Welcome to the human network

8. Are you Ready for 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.

9. The pace of change is accelerating

11. Knowledge Creation 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.

12. 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 half of what they learn in their first year of study will be outdated by their third year of study.

13. “For the first time we are preparing students for a future we cannot clearly describe.” -David Warlick http://communications.nottingham.ac.uk/podcasts/

14. 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?

15. 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

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

18. 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

19. Rhizomatic learning cc Steve Wheeler, University of Plymouth, 2009 http://archbold-station.org “...multiple, non-hierarchical entry and exit points in data representation and interpretation.”

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

21. 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? Photo credit: Alec Couros

22. 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 Values Commitment 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

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

26. Global Communities of Practice or Inquiry

28. 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)

29. Community... ...has been defined as a group of interacting people living in a common location. What are the characteristics of distributed learning communities? Steve Wheeler, University of Plymouth, 2010 In the digital age, common location is not as important as common interest. http://www.psfk.com

30. A Definition of Networks From 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.

31. Making connections 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 organised learning. (It’s not what you know, or who you know- but do you know what who you know- knows? ) cc Steve Wheeler, University of Plymouth, 2009 Source: Wikipedia http://www.pestproducts.com

32. “Understanding how networks work is one of the most important literacies of the 21st Century.” - Howard Rheingold http://www.ischool.berkeley.edu

33. Open Networks 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) Practitioners’ knowledge = content & context

34. Networks Community

35. Professional Learning Communities 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. FOCUS: Local , F2F, Job-embedded- in Real Time

36. Personal Learning Networks FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven

37. Community of Practice CoPs are not about bringing knowledge into the organization but about helping to grow the knowledge that we need internally within our organizations.

38. Do it Yourself PD as Self Directed Connected Learners Communities Of Practice DIY-PD PersonalLearningNetworks F2F Teams "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.)

39. Communication cc Steve Wheeler, University of Plymouth, 2010

40. cc Steve Wheeler, University of Plymouth, 2010 ... and it’s often self organized

41. 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.

42. Community is the New Professional Development 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.

43. 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. We 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.

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

46. Dynamics of Different Network Types

47. Is learning simply about gaining knowledge...? cc Steve Wheeler, University of Plymouth, 2010 www.newmediamusings.com

48. cc Steve Wheeler, University of Plymouth, 2010 ... or making connections?

49. the Connected Educator/Learner the power of personal learning networks

51. pd on fast forward

52. responsive responsive

53. personalized

54. interconnected

55. global connections

56. need to be built

57. pre-pln isolation

58. sampling the spectrum with RSS

59. Reading Blogs

60. constantly connecting

61. making personal connections

62. start small

63. RSS learning by lurking

64. blog learn from others express yourself

65. http://www.flickr.com/photos/62884569@N00/2060506605 BLOG

66. develop your online identity

67. http://wordle.net/

68. http://www.flickr.com/photos/tengtan/2721125673/ Sharing Links

69. 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

70. investing in collaborations

71. Virtual Community A 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)

72. Collaboration Connection Celebration Communication User Generated Content Steve Wheeler, University of Plymouth, 2010

73. Creative Commons Ultimately: Freedom to openly access, use, copy, modify and share content

74. 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.

77. Your community’s life-cycle Sustain/Renew Grow Level of energy and visibility Start-up Close Plan Discover/ imagine Incubate/ deliver value Focus/ expand Ownership/ openness Let go/ remember Time From: Cultivating Communities of Practice by Wenger, McDermot and Snyder

78. Characteristics of a healthy community

79. “A tribe needs a shared interest and a way to communicate.” Internet tribes “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.” cc Steve Wheeler, University of Plymouth, 2010

80. Motivations Social connectedness Psychological well-being Gratification Collective Efficacy

82. The Social Web is built here, from love and esteem

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

85. Join our list Join our forum Join our community Degrees of Transparency and Trust Increasing collaboration and transparency of process

87. Global Communities of Practice or Inquiry

89. "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 http://pixdaus.com