Late Afternoon Keynote

3. Things I have been told you should
know about me.
1. Alberta (AISI turned Inspired
Learning) work.
2. PLP’s Connected Learner
Experience
3. PLP Lite and e-Courses
4. Voices from the Learning
Revolution
5. PLPress
6. Don’t forget Connected
Educator Month

4. • THE CONNECTED EDUCATOR
Housekeeping
Get close to someone
Paperless handouts
http://plpwiki.com
Back Channel Chat
http://todaysmeet.com/NOEL13

5. In Phillip Schlechty's, Leading for Learning: How to
Transform Schools into Learning Organizations he
makes a case
for transformation of schools.
Reform- installing innovations that will work within
the context of the existing culture and structure of
schools. It usually means changing procedures,
processes, and technologies with the intent of
improving performance of existing operation
systems.

6. It involves repositioning and
reorienting action by putting an
organization into a new business
or adopting radically different
means of doing the work
traditionally done.
Transformation includes altering the beliefs, values,
meanings- the culture- in which programs are embedded, as
well as changing the current system of rules, roles, and
relationship- social structure-so that the innovations needed
will be supported.
Transformation- is intended to make it possible to do
things that have never been done by the organization
undergoing the transformation.
Different than

7. So as you develop your vision for learning in
the 21st Century how do you see it- should
you be a reformer or
a transformer and why?
Make a case for using
one or the other as a
change strategy.

8. FORMAL INFORMAL
You go where the bus goes You go where you choose
Jay Cross – Internet Time

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

10. MULTI-CHANNEL APPROACH
SYNCHRONOUS
ASYNCHRONOUS
PEER TO PEER WEBCAST
Instant messenger
forumsf2f
blogsphotoblogs
vlogs
wikis
folksonomies
Conference rooms
email Mailing lists
CMS
Community platforms
VoIP
webcam
podcasts
PLE
Worldbridges

11. 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

13. 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
.

14. 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.
.

15. Will the future of education include broad-
based, global reflection and collaborative
inquiry?
Will your current level of new media literacy
skills allow you to take part in leading learning
through these mediums? Does it matter?

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

17. "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.

18. Students are Individuals
1. Children are persons and should be treated as individuals as
they are introduced to the variety and richness of the world in
which they live.
2. Children are not something to be molded and pruned. Their
value is in who they are – not who they will become. They
simply need to grow in knowledge.
3. Think of the self-directed learning a child does from birth to
three– most of it without language. As they mature they are
even more capable of being self-directed learners.
.

19. 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
http://bit.ly/lUxRIR

20. Focuson Possibilities
–Appreciate “What is”
–Imagine “What Might Be”
–Determine “What Should Be”
–Create “What Will Be”
Blossom Kids
ClassicProblem Solving Approach
– Identify problem
– Conduct root cause analysis
– Brainstorm solutions and analyze
– Develop action plans/interventions
Most families, schools,
organizations function
on an unwritten rule…
–Let’sfix what’s
wrong and let the
strengthstake care
of themselves
Speak life life to your
students and teachers…
–When you focus on
strengths- weaknesses
become irrelevant

22. Strengths Awareness  Confidence  Self-Efficacy
 Motivation to excel  Engagement
Apply strengths to areas needing improvement 
Greater likelihood of success

23. How to Blossom Someone with
Expectation – Building Self-Esteem
1. Examine (pay close
attention)
2. Expose (what they did
specifically)
3. Emotion (describe how it
makes you feel)
4. Expect (blossom them by
telling them what this
makes you expect in the
future)
5. Endear (through
appropriate touch)

24. How do you do it?-- TPCK and Understanding by Design
There 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
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)

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

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

27. 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) –

28. Why TPACK?
• Learning how to use technology is much different
than knowing what to do with it for instructional
purposes
• Redesigning instruction requires an understanding
of how knowledge about content, pedagogy, and
technology overlap to inform your choices for
curriculum and instruction

29. Consider how your
pedagogical approaches
might be framed to
effectively integrate
technology into content-
area instruction?
What new knowledge
might you need?
Throughout the week
(and back in your classroom)…

30. • Content focus: What content does this lesson focus on?
• Pedagogical focus: What pedagogical practices are
employed in this lesson?
• Technology used: What technologies are used?
• PCK: Do these pedagogical practices make concepts
clearer and/or foster deeper learning?
• TCK: Does the use of technology help represent the
content in diverse ways or maximize opportunities to
transform the content in ways that make sense to the
learner?
• TPK: Do the pedagogical practices maximize the use of
existing technologies for teaching and evaluating
learning?
• TPCK:How might things need to change if one aspect of
the lesson were to be different or not available?
TPACK Guidelines

32. NEW DIRECTIONS IN ASSESSMENT

33. NEW DIRECTIONS IN ASSESSMENT
Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html

34. Feedback
• Task -oriented- Provides
information on how well the task
is being accomplished .
• Clarification- Looks at process.
How to improve the work.
• Self-regulating - Encourages
learner to evaluate their own work.
• Appreciation- specific praise
linked to affective growth.
What makes a difference to
student learning?
Constant and meaningful
feedback
-- The Student
--Teacher relationship
--Challenging goals
John Hattie, University of Auckland 2003

35. What Does
Connected Learning Look Like?

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

40. Use a 3-pronged
Approach

42. What will be our legacy…
• Bertelsmann Foundation Report: The Impact of Media and Technology in
Schools
– 2 Groups
– Content Area: Civil War
– One Group taught using Sage on the Stage methodology
– One Group taught using innovative applications of technology and
project-based instructional models
• End of the Study, both groups given identical teacher-constructed tests of their
knowledge of the Civil War.
Question: Which group did better?

43. Answer…
No significant test
differences were found

44. However… One Year Later
– Students in the traditional group could recall almost nothing about the
historical content
– Students in the traditional group defined history as: ―the record of
the facts of the past‖
– Students in the digital group “displayed elaborate concepts and ideas
that they had extended to other areas of history”
– Students in the digital group defined history as:
―a process of interpreting the past from different perspectives‖

45. 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.

46. Last Generation