Back to school kickoff

2. Housekeeping
Sheryl Nussbaum-Beach
Co-Founder & CEO
Powerful Learning Practice, LLC
http://plpnetwork.com
sheryl@plpnetwork.com
Twitter- @snbeach
President
21st Century Collaborative, LLC
http://21stcenturycollaborative.com
Today’s Resources
http://plpwiki.com

3. Powerful Learning Practice
Proud sponsor of CEM
connectededucators.org/cem/

5. Goals of Keynote:
1. To build a compelling case for change (the why)
2. To lay the foundation for the work your PLP
team will be doing.
Goals of Breakouts
1. To look more directly at pedagogy and the
classroom
2. To help you with the “how” of change.

13. The world is changing...

14. 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?

15. Are you Ready for
Learning and 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.

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

17. The Disconnect
• THE I go to school, I EDUCATOR
“Every timeCONNECTEDhave to
power down.” --a high school
student

18. Source: David Wiley: Openness and the disaggregated
future of higher education
6 Trends for the digital age
Analogue Digital
Tethered Mobile
Closed Open
Isolated Connected
Generic Personal
Consuming Creating
Sherry Turkle is Abby Rockefeller Mauzé Professor of the Social
Studies of Science and Technology in the Program in
Science, Technology, and Society at MIT and the founder (2001)
and current director of the MIT Initiative on Technology and
Self.

19. The pace of change is
accelerating

20. 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.

21. For students starting a four-year
technical or higher 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.

23. 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

24. Time Travel
Lewis Perelman, author of School's Out (1992). Perelman
argues that schools are out of sync with technological change:
...the technological gap between the school environment and
the "real world" is growing so wide, so fast that the classroom
experience is on the way to becoming not merely unproductive
but increasingly irrelevant to normal human existence (p.215).
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).

25. What does it mean to work
in a participatory 2.0 world?
What is connected (21st
Century) learning? Who are
connected educators? What
does it look like?
Collective Wondering in Backchannel or with each
other… What do you wonder about connected learning?
Be curious. How do you define it?

26. Do it Yourself PD
A revolution in technology has transformed the way
• THE CONNECTED EDUCATOR
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 online
spaces: learners who bring what they learn back to
inform their classrooms, schools, districts, and the
world.

27. Our kids have tasted the honey.
dangerouslyirrelevant.org
http://www.dangerouslyirrelevant.org/2009/02/a-taste-of-honey.html

28. Free range learners
Free-range learners choose
how and what they learn. Self-
service is less expensive and
more timely than the
alternative. Informal learning
has no need for the busywork,
chrome, and bureaucracy that
accompany typical classroom
instruction.
28

29. Mobile Computing
Smart Phones
The mobile market has: 4 billion
subscribers, three-fourths of whom
live in developing
countries.
Over a billion new phones are
produced each year, and the fastest-
growing sales segment belongs to
smart phones —

30. Open Content
Relevance for Teaching, Learning & Creative
Expression
Open content allows teachers to
customize their courses quickly and
inexpensively and keep
up with emerging information
and ideas.
Communities of practice and learner groups that
form around open content provide a source
of support for independent or life-long learners.

31. Electronic Books
Electronic books are now accessible via a
wide variety of readers, from dedicated
reader platforms like the Kindle to
applications designed for mobile
phones, and are enjoying wide consumer
adoption.
Electronic books can be a portable and
cost-effective alternative to buying
printed books, although most platforms
lack features
to support advanced reading and editing
tasks such as
annotation, collaboration, real-time
updates, and content remixing.

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

33. The Emergent 21st Century Teacher
Teacher 2.0
Teacher 2.0
Source: Mark Treadwell - http://www.i-learnt.com

34. Personal Learning Networks
Community-Dots On Your Map
Are you “clickable”- Are the students?

36. Be a learner first--educator second
• It's all about asking hard questions and then listening deeply
• A connected learner isn’t afraid to admit that they don’t know the answer
to a question or problem, and willingly invite others into a dialogue to
explore, discuss, debate, or generate more questions. (@barb_english)
• Asking our questions out in the open in connected ways @lisaneale
• I believe that being a connected learner leads to more questions than
answers and that is good. I also believe that connected learners have to
learn to take risks - exposing your learning and thoughts can be challenging
@ccoffa
• Lurkers become learners. Learners become contributors. @sjhayes8

37. Community is built through the
co-construction of knowledge
BE collaborative. Own it. Share with others.
nvest in personal knowledge building so what you share with others
will be of value.
The power of connections leads to collective efficacy, collective wisdom
and long standing collective intelligence
Connected learners talk to strangers. We do not have to know the
people with whom we are co-learning, co-constructing, co-creating.
Do you know--what who you know--knows? Leverage collective
wisdom.
Innovation comes from wildly diverse experiences and loose
connections

38. Networks are not enough. PLCs are not enough.
We need a 3-prong approach.
Connected Learning
Communities
In CLCs educators have several
ways to connect and
collaborate:
• F2F learning communities
(PLCs)
• Personal learning networks
(PLNs)
• Communities of practice or
inquiry (CoPs)

40. 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 organized
learning.
(It’s not what you know, or who you
know- but do you know what who
you know- knows? )
Source: Wikipedia

41. • THE CONNECTED EDUCATOR

42. • THE CONNECTED EDUCATOR

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

44. “In a time of drastic
change it is the
learners who inherit
the future. The
learned usually find
themselves equipped
to live in a world that
no longer exists.”
-- Eric Hoffer,
Reflections on the
Human Condition
Are there new Literacies- and if so, what are they?

45. 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
.

46. 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.
.

47. The NCTE Definition of 21st Century Literacies
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

48. Shifts focus of literacy
from individual
expression to
community
involvement.
Students become
producers, not
just consumers
of knowledge.

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

50. MULTI-CHANNEL APPROACH
webcam SYNCHRONOUS
Community platforms
VoIP
Conference rooms
Instant messenger
Worldbridges
PEER TO PEER WEBCAST
email folksonomies Mailing lists PLE
vlogs f2f CMS forums
photoblogs blogs wikis
podcasts
ASYNCHRONOUS

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

52. SITE 2006
IEA Second Information Technology in Education
Study
• 9000 School
• 35,000 math and science teachers in 22 countries
How are teachers using technology in
their instruction?
Law, N., Pelgrum, W.J. & Plomp, T. (eds.) (2008). Pedagogy and
ICT use in schools around the world: Findings from the IEA
SITES 2006 study. Hong Kong

53. Findings
Increased technology use does not lead to student
learning. Rather, effectiveness of technology use
depended on teaching approaches used in
conjunction with the technology.
How you integrate matters- not just the technology
alone.
As long as we see content, technology and pedagogy as
separate- technology will always be just an add on.

54. 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)

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

56. 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

57. 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) –

58. 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
58

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

60. Change is hard

61. Connected educators are more
effective change agents

62. 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.

63. Last Generation

64. Our Connected Educator Book Club NING
http://theconnectededucator.ning.com/
If you like these ideas- join the
Connected Educator Month Book Club
http://connectededucators.org/cem/book-club/