Part of full day with educators in Battleford

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/

6. 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?

7. 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.

8. 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? How do you
do it?
Collective Wondering in Backchannel or with each
other… What do you wonder about connected learning?
Be curious. How do you define it?

9. 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.

10. The world is changing...

11. Everything 2.0
Libraries 2.0
Management 2.0
Education 2.0
Warfare 2.0
By the year 2011 80% of all Fortune 500
Government 2.0
Vatican 2.0
companies will be using immersive worlds – Gartner
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

12. 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.

13. 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

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

15. 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.
15

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

17. 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

18. By the year 2015 most Fortune 500 companies will
be using immersive worlds

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.

22. 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).

23. 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 —

24. 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.

25. 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.

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

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

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

29. 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. WHAT CHANGES?

30. Trend 3 – Social and intellectual capital are the new economic
values in the world economy.
This new economy will be held together and advanced through the
building of relationships. Unleashing and connecting the collective
knowledge, ideas, and experiences of people creates and
heightens value.
Source:
Sixteen Trends and Their Profound Impact on Our Future
http://16trends.greenwich.wikispaces.net/Home

32. 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

33. 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

34. 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)

36. 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 Talk a little about the
connections with a diverse collection of people and communities and
resources from around the world—a personal learning networks to which
network (PLN) you belong and how
they are helping you
3. Bounded community: A committed, collective, and learn in a connected
often global group of individuals who have overlapping way?
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)

38. • THE CONNECTED EDUCATOR

39. • THE CONNECTED EDUCATOR

40. Dispositions and Values
Commitment to understanding asking Dedication to the
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

41. “Understanding how
networks work is one
of the most important
literacies of the 21st
Century.”
- Howard Rheingold
http://www.ischool.berkeley.edu

42. “A tribe needs a
Internet tribes shared 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.”

43. 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

44. If you are a connected learner – you become a connected
educator. It changes the way you teach. It changes the way
you learn.
I believe that the educational journey of my students and the people
they become is influenced by the connections they have.
Taking the world of learning away from the disconnect of the chalk/talk/write/listen
to the interact/think/engage/model of connection revives learners who are jaded
(that’s teachers too!) @denwise1It
With teaching and many connections comes much responsibility- I believe that to
support our students to grow socially and emotionally, we must teach them to learn
how to be connected. @teachingwthsoul
Honor the learner and what they know -- even if that learner is younger than you.
Model connectedness as a means of enabling your students to become empowered
creators of their own personal learning networks

45. 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

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

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

48. 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

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

50. 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

51. 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.

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

53. 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

54. 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) –

55. 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)

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

57. Change is hard

58. Connected educators are more
effective change agents

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

60. 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.

61. Last Generation

62. 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/