For an online webinar for ELRC

1. Living and Learning in a
Global Community
Innovative Schools Virtual
University

2. Housekeeping
Paperless handouts
http://21stcenturylearning.wikispaces.com
• THE CONNECTED EDUCATOR
Sheryl Nussbaum-Beach
Co-Founder & CEO
Powerful Learning Practice, LLC
http://plpnetwork.com
sheryl@plpnetwork.com
Website and blog
21st Century Collaborative, LLC
http://21stcenturycollabrative.com

3. My community work

4. Learner First—
Educator Second
It is a shift and requires us to rethink who
Emerson and Thoreau
we are as an educational leader or reunited would ask-
professional. It requires us to redefine
ourselves. “What has become
clearer to you since
we last met?”

5. The world is changing...

6. Everything 2.0
By the year 2011 80% of all Fortune 500
companies will be using immersive worlds2.0
Libraries –
Gartner Vice President Jackie Fenn Management 2.0
Education 2.0
Warfare 2.0
Government 2.0
Vatican 2.0
Credit: Hugh MacLeod, gapingvoid

7. Web 1.0 Web 2.0 Web 3.0
We are living in a new economy –
powered by technology, fueled by
information, and driven by knowledge.
-- Futureworks: Trends and Challenges for
Work in the 21st Century

8. Right now, schools are:
Time and place. Filtered. Teacher-directed.
Predictable. Standardized. Push oriented.
Content-based. Group assessed. Linear.
Closed. Sept-June. Local.

9. Learning will be (already is):
Mobile. Networked. Global. Collaborative. Self-
directed. Inquiry based. On demand.
Transparent. Lifelong. Personalized. Pull.
Unpredictable.

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

11. 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

12. The pace of change is
accelerating

14. 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.

15. 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of study will be outdated by their third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.

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

17. Shifting From Shifting To
Learning at school Learning anytime/anywhere
Teaching as a private event Teaching as a public
collaborative practice
Learning as passive Learning in a participatory
participant culture
Learning as individuals Learning in a networked
community
Linear knowledge Distributed knowledge

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

19. Participatory web culture
Web 2.0 culture: Pull School culture: Push
learner-driven instructor-driven
Process focus Event focus
Content defined by learner’s Content mandated by others’
perception of need perception of need
Relationships, conversation Courses, workshops

20. Professional development needs to change.
We know this.
• THE CONNECTED EDUCATOR
Are you ready for learning and
leading in the 21st Century?

21. 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.

22. • THE CONNECTED EDUCATOR

23. 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?

24. Dispositions and Values
Commitment to understanding Dedication to the
asking good questions ongoing development
of expertise
Explores ideas and concepts,
rethinking, revising, and Shares and contributes
continuously repacks and unpacks,
resisting
urges to finish prematurely Engages in strength-based approaches
and appreciative inquiry
Co-learner, Co-leader, Co-creator
Demonstrates mindfulness
Self directed, open minded
Willingness to leaving one's comfort
Commits to deep reflection zone to experiment with new strategies
and taking on new responsibilities
Transparent in thinking
Values and engages in a culture of
collegiality

25. Define
Community
Define
Networks

26. 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)

27. 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.

28. 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.

32. 1. Local community: Purposeful, face-to-face
connections among members of a committed
group—a professional learning community (PLC)
• THE CONNECTED EDUCATOR
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)

33. 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.
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.

34. 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, 249-305.
Passive, active, and reflective knowledge
building in local (PLC), global (CoP) and
contextual (PLN) learning spaces.

35. Dynamics of Different Network Types
Community of Project Teams Informal networks
Practice
Purpose Learning Accomplish specific Communication
Sharing task flows
Creating Knowledge
Boundary Knowledge domain Assigned projector Networking,
task resource building
and establishing
relationships
Connections Common application Commitment to goal Interpersonal
or discovery- acquaintances
innovation
Membership Semi - permanent Constant for a fixed Links made based
period on needs of the
individual
Time scale As long as it adds Fixed ends when No pre-engineered
value to the its project deliverables end
members have been

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

37. 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.

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

40. Do it Yourself PD as Communities
Self Directed Of Practice
Connected Learners
DIY-PD Personal
Learning
Networks
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.)

41. Change is hard

42. Connected learners are more
effective change agents

43. Last Generation