For NAIS 2013 conference

2. Email: larry.kahn@kinkaid.org
Twitter: @ larrykahn
Diigo: larrykahn
Skype: larry.kahn
Facebook: Larry Kahn
LinkedIn: Larry Kahn
ISEN: Larry Kahn
Community Hub: Larry Kahn

3. 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

5. My community work

6. Please join me at
the session wiki
http://plpwiki.com

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

9. Learner First—
Educator Second
It is a shift and requires us to rethink who
we are as an educational leader or
Emerson and Thoreau
professional. It requires us to redefine
reunited would ask-
ourselves.
“What has become
Introduce yourselves to each other at the
clearer to you since
table and brag a little. Talk about (in 2
we last met?”
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.

11. The world is changing...

12. 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

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. Source: enGauge 21st Century Skills

15. 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

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

17. 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.
17

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

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
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. What do you wonder…
About connected learning and shifted professional
learning/development?

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

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

25. 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

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

27. 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
27

28. “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.”
Are there new Literacies- and if so, what are they?
-- Eric
Hoffer, Reflecti

29. 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
.

30. 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.
.

31. What does the Day in the Life of a Connected Educator
Look Like? Let’s look at some examples…

32. Professional
development needs
• THE CONNECTED EDUCATOR
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

33. 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.

34. http://bit.ly/QSqfjI

35. • THE CONNECTED EDUCATOR

36. • THE CONNECTED EDUCATOR

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

38. 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)

39. Professional Personal Learning Communities of
Learning Networks Practice
Communities
Method Often organized for Do-it-yourself Educators organize
• THE CONNECTED EDUCATOR
teachers it themselves
Purpose To collaborate in For individuals to Collective
subject area or gather info for knowledge building
grade leverl teams personal knowledge around shared
around tasks construction and to interests and goals.
bring back info to
the community
Structure Team/group Individual, face to Collective, face to
F2f face, and online face, or online
Focus Student Personal growth Systemic
achievement improvement

40. 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.

41. 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.

42. # 2 Self Evaluation and
then a Powerful
Conversation of Change

45. Agenda
Introduction/Overview
Focus Group Discussion
Affinity Diagram
Crafting professional development
plans
Highlights

46. Ground Rules for Round Robin
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.

47. 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.

48. Questions??

49. Discussion Prompt
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?

50. 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?‖

51. Generating Proactive Solutions
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.

52. Sharing Ideas
Ok. Stop writing. Now I would like for you
to get into pairs, working with the person
next to you, and looking at your combined
Post It notes start to categorize the ideas into
chunks under 5-6 overarching topics.
You have 10 minutes

53. Look around the room at the charts we have created. If you
do not see a heading you have created while organizing
your ideas please call it out.
The rest of you come put your Post It notes under the right
topic heading. Some of you will have the same categories–
this is intended.
The work you have done is amazing! Your ideas are
incredible! We have 2-3 minutes to get your Post Its
organized on the big charts.

54. Voting your Passion
You have strips of dots. Look at the categories
represented on the charts.
Decide which topics you are most passionate about
that you would like to see developed into a
collaborative action plan here.
Represent your passion by dots on the corresponding
chart. You can put 1 dot on 6 charts. Or 6 dots on one
chart. Or any combination thereof.

55. Action Statements
Get into groups.
Take one chart per table. (based on votes)
As a group they look at the ideas represented on the
chart and craft a bulleted list of questions or
recommendations for implementing 21st Century
change in your classroom/schools.
You have 20 minutes.

56. Highlights

57. Change is hard

58. Connected learners 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. An effective change
agent is someone
who isn’t afraid to
change course.

61. 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.

62. Last Generation

63. "The greatest danger in times of turbulence is not
the turbulence. It is to act with yesterday's logic."
- Peter Drucker
Steve Wheeler, University of Plymouth, 2010
http://pixdaus.com