2. Digital Footprint
Sheryl Nussbaum-Beach
Co-Founder & CEO
Powerful Learning Practice, LLC
http://plpnetwork.com
sheryl@plpnetwork.com
President
21st Century Collaborative, LLC
http://21stcenturycollaborative.com
Follow me on Twitter
@snbeach
Published by Solution Tree
4. • How can the “infusion of contemporary technologies
and digital resources” best meet the needs of our
learning community?
• How can the the “infusion of contemporary
technologies and digital resources” best meet the
needs of my personal learning?
Guiding Questions
5. Are you using the
smallest number
of high leverage,
easy to
understand
actions to unleash
stunningly
powerful
consequence?
6. • THE CONNECTED EDUCATOR
The Disconnect
“Every time I go to school, I have to
power down.” --a high school student
7. Shifts focus of literacy
from individual
expression to
community
involvement.
8. Shifts focus of literacy
from individual
expression to
community
involvement.
9. 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
10. Connected Learner Scale
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) –
11. 11
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
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. What does it mean to work
in a participatory 2.0 world?
Reflection
17. Status Quo-- Things are working well most of the time.
THEN
Something happens that creates a sense of urgency to change.
A desire to learn something new. You are presented with
evidence that makes you feel something. It touches you in some
way.
Maybe…
- a disturbing look at a problem
- a hopeful glimpse of the future
- a sobering self reflection
18. One of three things happen:
1. Complacency - You are moved but fail act - telling yourself or
others, "Everything is fine."
2. False urgency - You are busy, working-working-working and
never reflect or move yourself to action. You talk and it scratches the
itch.
3. True urgency or passion- You are clearly focused on making real
progress every single day. Urgent behavior is driven by a belief that
the world contains great opportunities and great hazards. It inspires a
gut-level determination to move, and win, now.
You see it. You feel it and you are moved to change or act or learn
19.
20. • Letting go of control
• Willing to unlearn & relearn
• Mindset of discovery
• Reversed mentorship
• Co-learning and co-creating
• Messy, ground zero, risk taking
Image: http://flic.kr/p/ch6kp3
21. Be a learner first—leader 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
22. Wonder is both a
sense of awe and
capacity for
contemplation.
23. It also helps to ask questions like:
1) Why am I planning to do this?
2) How will I initiate this change?
3) Who can I connect with online in my network that can help me?
4) How will I measure our progress?
Or how will I know if we are learning?
24.
25. “Understanding how
networks work is one of
the most important
literacies of the 21st
Century.”
- Howard Rheingold
http://www.ischool.berkeley.edu
How do you define
networks?
26. 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.
Photo credit: Cogdogblog
George Siemens
32. “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.”
Internet tribes
ccSteveWheeler,UniversityofPlymouth,2010
“A tribe needs a
shared interest and a
way to communicate.”
38. • 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
39. 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.
40. 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.
43. 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)
49. A Community of Practice is a network of individuals with common
problems or interests who get together to explore ways of working,
identify common solutions, and share good practice and ideas.
• puts you in touch with like-minded colleagues and peers
• allows you to share your experiences and learn from others
• allows you to collaborate and achieve common outcomes
• accelerates your learning
• Improves student achievement
• validates and builds on existing knowledge and good practice
• provides the opportunity to innovate and create new ideas
50. 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.
53. 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
54.
55. “ Do you know what who you know knows?” H. Rheingold
56. Critical friends: Form a professional learning team who come together
voluntarily at least once a month. Have members commit to improving
their practice through collaborative learning. Use protocols to examine
each other’s teaching or leadership activities and share both warm and
cool feedback in respectful ways.
Curriculum review or mapping groups: Meet regularly in teams to
review what team members are teaching, to reflect together on the
impact of assumptions that underlie the curriculum, and to make
collaborative decisions. Teams often study lesson plans together.
57. Action research groups: Do active, collaborative research focused
on improvement around a possibility or problem in a classroom,
school, district, or state.
Book study groups: Collaboratively read and discuss a book in an
online space.
Case studies: Analyze in detail specific situations and their
relationship to current thinking and pedagogy. Write, discuss, and
reflect on cases using a 21st century lens to produce collaborative
reflection and improve practice.
58. Instructional rounds: Adopt a process through which educators
develop a shared practice of observing each other, analyzing learning
and teaching from a research perspective, and sharing expertise.
Connected coaching: Assign a connected coach to individuals on
teams who will discuss and share teaching practices in order to promote
collegiality and help educators think about how the new literacies
inform current teaching practices.
60. Leadership is about learning together, and
constructing meaning and knowledge
collectively and collaboratively. It involves
opportunities to surface and mediate
perceptions, values, beliefs, information, and
assumptions through continuing conversations;
to inquire about and generate ideas together; to
seek to reflect upon and make sense of work in
the light of shared beliefs and new information;
and to create actions that grow out of these new
understandings (Lambert, 1998, p. 7).
Collective Leadership
61. Leading for Learning:
Five Areas of Action
1. Establishing a focus on learning
2. Building professional communities that value
learning
3. Engaging external environments that matter for
learning
4. Acting strategically and sharing leadership
5. Creating coherence
Knapp, M. S., Copland, M. A., Ford, B., Markholt, A., McLaughlin, M. W.,
Milliken, M., & Talberg, J. E. (2003)
62. Leading for Learning:
Five Areas of Action
1. Establishing a focus on learning
2. Building professional communities that value
learning
3. Engaging external environments that matter for
learning
4. Acting strategically and sharing leadership
5. Creating coherence
Knapp, M. S., Copland, M. A., Ford, B., Markholt, A., McLaughlin, M. W.,
Milliken, M., & Talberg, J. E. (2003)
63. Distributed Leadership
defined…
Distributed leadership does not mean that no one is
responsible for the overall performance of the
organization. It means, rather, that the job of
administrative leaders is primarily about
enhancing the skills and knowledge of people
in the organization, creating a common culture
of expectations around the use of those skills
and knowledge, holding the various pieces of the
organization together in a productive relationship
with each other, and holding individuals
accountable for their contributions to the collective
result
(Elmore, 2000, p. 15).
64. …is about creating leadership
density, building and sustaining
leadership capacity throughout the
organization. People in many
different roles can lead and affect
the performance of their schools in
different ways.
Distributed leadership
65. Distributed Leadership:
An Example
An impromptu meeting was convened by a
group of teachers who were not comfortable
with playground supervision. This self-
directed group sketched out a plan and
shared it with their colleagues. They agreed
to implement the plan and monitor it for a
period of time by examining both student
discipline data and teacher input. The plan
eventually was deemed successful and the
ad hoc committee disbanded.
66. Distributing Leadership:
A Developmental Process
(MacBeath, 2005)
• Phase I: Treading cautiously
Principal strategically identifies leadership needs of school, identifies
people who have the requisite capacities, and assigns responsibilities
to them.
• Phase II: Widening the scope of leadership
Creation of a culture that offers teachers an opportunity to learn from
one another’s practice. Principal works to create an enabling
environment, encourages shared leadership and a shared vision
among staff as to where the school is going. Innovative ideas are
encouraged from all members of the school.
• Phase III: Standing back
Maintaining the dynamic by supporting others; culture is characterized
by mutual trust and self-confidence.
67. Promoting Distributed Leadership:
Six Key Functions (Murphy, 2005)
1. Crafting a vision, delineating expectations for
teacher leadership in the school
2. Identifying and selecting teacher leaders,
linking them to leadership opportunities
3. Legitimizing the work of teacher leaders
4. Providing direct support
5. Developing leadership skill sets
6. Managing the teacher leadership process
68. Teacher Leadership
“When given opportunities to lead,
teachers can influence school reform
efforts. Waking this sleeping giant of
teacher leadership has unlimited
potential in making a real difference in
the pace and depth of school
change.”
Katzenmeyer and Moller, Awakening the Sleeping Giant: Helping
Teachers Develop as Leaders, 2001
69. "Imagine an organization with an employee who can accurately see
the truth, understand the situation, and understand the potential
outcomes of various decisions. And now imagine that this person is
able to make something happen." ~ Seth Godin.
70. 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.
This is an actual example of distributed leadership, from one of my student’s dissertation study of distributed leadership within a high-performing school. It demonstrates how, when the culture becomes established, teachers feel empowered to identify a problem, strategize potential solutions, and bring it to their colleagues for approval. NOTE: Included in this scenario is no expectation that the process must include gaining the principal’s approval before bringing it to their colleagues.
