For the Innovative Learning Environments workshop

1. Livingand Learningin a
GlobalCommunity
Innovative Schools Virtual
University

2. Sheryl Nussbaum-Beach
Co-Founder & CEO
Powerful Learning Practice, LLC
http://plpnetwork.com
sheryl@plpnetwork.com
President
21st Century Collaborative, LLC
http://21stcenturycollaborative.com
Author
The Connected Educator: Learning
and Leading in a Digital Age
Follow me on Twitter
@snbeach

4. My community work

5. Mantra for today’s keynote…
We are stronger together than apart.
None of us is as smart, creative, good or
interesting as all of us.

6. • THE CONNECTED EDUCATOR
Things do not change; we change.
—Henry David Thoreau
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?

7. Learner First—
Educator Second
Introduce yourselves to each
other at the table and brag a
little. Talk about (in 2 min or
less) the most recent or
compelling connected learning
project you have recently led,
discovered, or been involved
in lately in your school,
classroom or organization.
Emerson and Thoreau
reunited would ask-
―What has
become clearer to
you since we last
met?‖

8. Trust Building Exercise
I need 3 brave volunteers.

9. http://plpcommunityhub.com
http://todaysmeet.com/innovate13
#ileohio
Overview of HUB and
Introductions in our Workshop
Space

10. What do you wonder…
About connected learning?
How do you define the terms?
Let’s build a common language.

12. The world is changing...

13. 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

14. ―We are tethered to our
always on/ always on us
communication devices and
the people and things we
reach through them.‖
~ Sherry Turkle

15. 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

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

17. 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.

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

19. “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

20. http://bit.ly/QSqfjI

21. Dedication to the
ongoing development
of expertise
Shares and contributes
Engages in strength-based approaches
and appreciative inquiry
Demonstrates mindfulness
Willingness to leaving one's comfort
zone to experiment with new strategies
and taking on new responsibilities
Dispositions and Values
Commitment 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

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

23. 23
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.

24. • THE CONNECTED EDUCATOR
The Disconnect
―Every time I go to school, I have to
power down.‖ --a high school student

25. The pace of change is
accelerating

26. 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.
Knowledge Creation

27. 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.

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

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

30. 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

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

32. 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) –

33. 33
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

34. What Might Your Life as a DIY
Connected Learner Look Like?

35. Connected Learning Speed Dating

36. Self Evaluation and then
a Powerful Conversation
of Change

37. What Does
Connected Learning Look Like?

38. • 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.

39. 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.

40. • THE CONNECTED EDUCATOR

41. • THE CONNECTED EDUCATOR

42. • THE CONNECTED EDUCATOR
Meet the new model for professional
development:
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)

43. • 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)

44. • 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/group
F2f
Individual, face to
face, and online
Collective, face to
face, or online
Focus Student
achievement
Personal growth Systemic
improvement

45. Community is the New Professional Development
Cochran-Smith and Lytle (1999a) describe three ways of knowing and constructing
knowledge…
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.

46. 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.

47. 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.

48. 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

49. 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.

51. We will cover one question with your introduction
embedded during the Round Robin portion. Each
of you will have one shot – uninterrupted – at this
question.
When each of you has had 1-2 minute (or less) to
say what you want about the first question, we'll
move on to our next agenda item.
Ground Rules for Round Robin

52. As facilitators we are going to stay neutral.
We may ask a couple questions that will stimulate the
discussion and bring out concerns or views that need to be
considered.
Please know we are not trying to put you on the spot. Our
questions are just trying to get as much information from
you as we can.

53. Questions??

54. You are convinced that change is needed and that
connected learning is a better way to empower
teachers, engage students with the content and
provide a deeper learning experience than
traditional methods-
What are the challenges you will face? The yeah
buts… the resistance?
Discussion Prompt

55. Now that we have discussed the challenges that have or could
possibly prevent us from achieving the goal, let’s start to
brainstorm some possible solutions to over coming these
challenges.
Think in terms of:
―What’s working now?‖
―What actions can be put into place to overcome the barriers
mentioned?‖
―What can individuals do?‖
―Or what innovative ideas can you suggest that aren’t related to
overcoming barriers?‖

56. Using the Post Its you have on the table, put
one idea per sticky for potential solutions to
the problems we have discussed, or
innovations/ideas you have that help
implement change or shift.
You will have 10 minutes to generate ideas–
one per sticky note.
Generating Proactive Solutions

57. Ok. Stop writing. Now I would like for you
to get into pairs or small groups. Looking at
your combined Post It notes and share your
ideas. Post your best ideas (remix and
collaborate) from the collective mind or post
your favorites from the group.
You have 10 minutes
Sharing Ideas

58. Change is hard

59. Connected learners are more
effective change agents

60. Let’s just admit it…
You are an agent of
change!
Now. Always. And now
you have the tools to
leverage your ideas.

61. An effective change
agent is someone
who isn’t afraid to
change course.

62. We have a choice: A choice to be powerful or pitiful. A choice to allow
ourselves to become victims of all that is wrong in education or
activists. Activists who set their own course. Who resist the urge to quit
prematurely. DIY change agents who choose to be powerful learners on
behalf of the children they serve.