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Cffbc 2010
Housekeeping
Paperless handouts
http://futureisnow.wikispaces.com
http://21stcenturylearning.wikispaces.com/
Sheryl Nussbaum-Beach
Co-Founder & CEO
Powerful Learning Practice, LLC
http://plpnetwork.com
sheryl@plpnetwork.com
President
21st
Century Collaborative, LLC
http://21stcenturycollabrative.com
Cffbc 2010
Learning by Wandering:
The Next Generation
To explore strange new worlds
To seek out new life and new civilizations
To boldly go where no man has gone before
With tools that make it mad, crazy easy to do so!
Re-enactment in
Second Life ---------
Congrats on contextualizing and
mobilizing what you are learning!
How will you leverage, how will you
enable your teachers to leverage-
collective intelligence in their
classrooms?
You can’t go back…
When we make our
learning transparent, we
become teachers.
Native American Proverb
“He who learns from one who is
learning, drinks from a flowing river.”
.
Sarah Brown Wessling,
2010 National Teacher of
the Year
Describes her classroom as a
place where the teacher is
the “lead learner” and “the
classroom walls are
Lead Learner
“Direction-not intention-
determines our destination.”
Andy Stanley
Are your daily choices as a 21st
Century coach taking you and your
learners in the direction you want to go?
Principle of the Path
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
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
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year of study will be outdated by their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.
Cffbc 2010
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
Photo credit: Alec Couros
What does it
mean to be a
connected
learner with a
well developed
network?
What are the
advantages or
drawbacks?
How is it a
Inclination toward
being open minded
Dedication to the
ongoing development
of expertise
Creation of a culture of collegiality-
believing that "None of us is as
good as all of us" and that the
contributions of all can lead to
improved individual practice
Willingness to be a co-learner, co-
creator, and co-leader
Willingness to leaving one's
comfort zone to experiment with
new strategies and taking on new
responsibilities
Dispositions and Values
Commitment to understanding
gained through listening and
asking good questions related to
practice
Perseverance toward deep
thought by exploring ideas and
concepts, rethinking, revising,
and continual repacking and
unpacking, resisting
urges to finish prematurely
Courage and initiative to engage
in discussions on difficult topics
Alacrity to share and contribute
Desire to be transparent in
thinking
Cffbc 2010
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
.
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.
.
What does it mean to work
in a participatory 2.0 world?
Building Relationships
As long as improvement is dependent on a single
person or a few people or outside directions and
forces– it will fail.
Your primary goal as a coach should be to replicate
yourself and your wisdom in others.
What if…
1.Your school had a significant number of skillful
teacher leaders/coaches who understood the shareded
mission of the school and were able to learn forward.
2.Your school was committed to self-renewal
(reculturing) through deep reflection, inquiry,
conversations, and focused action. These behaviors
were part of the of the daily work.
1. Clarify, and Define- shared language, community values,
beliefs, assumptions, perceptions, and experiences
2. Inquire into Practice- collaborative action research
3. Co-construct Meaning & Knowledge- Compare beliefs and
expectations with results of inquiry (data)
4. Frame Action and Develop Implementation Plan- (wisdom of
the crowd)
5. Distributive Leadership- Shared learning, purpose, action,
responsibility,
Sustainable & Self-renewing-- Coaching Model
Dynamics of Different Relationships
Community of
Practice
Project Teams Informal networks
Purpose Learning
Sharing
Creating
Knowledge
Accomplish specific
task
Communication
flows
Boundary Knowledge domain Assigned projector
task
Networking,
resource building
and establishing
relationships
Connections Common
application or
discovery-
innovation
Commitment to
goal
Interpersonal
acquaintances
Membership Semi - permanent Constant for a fixed
period
Links made based
on needs of the
individual
Time scale As long as it adds
value to the its
members
Fixed ends when
project deliverables
have been
No pre-engineered
end
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.
Degrees of Transparency
and Trust
Join our list Join our forum Join our community
Increasing collaboration and transparency of process
PLP takes a 3-pronged approach to PD
- Professional Learning Communities
- Global Communities of Practice or Inquiry
- Personal Learning Networks
PLCs = local, f2f, collective
CoPs = online, deep, collective
PLNs= online, nodes, individual
Knowledge
Building Should
be…
Passive
Reflective
Active
The driving engine of the collaborative culture of a PLC is the team. They
work together in an ongoing effort to discover best practices and to expand
their professional expertise.
PLCs are our best hope for reculturing schools. We want to focus on
shifting from a culture of teacher isolation to a culture of deep and
meaningful collaboration.
Professional Learning
Communities
FOCUS: Local , F2F, Job-embedded- in Real
Time
Communities of Practice
FOCUS: Situated, Synchronous,
Asynchronous- Online and Walled
Personal Learning
Networks
OCUS: Individual, Connecting to Learning Objects, Resources
nd People – Social Network Driven
Community is the New Professional Development
Cochran-Smith and Lytle (1999a) describe three ways of knowing and
constructing knowledge that align closely with PLP's philosophy and are
worth mentioning here.
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.
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.
Coaching in the 21st
Century should be...
about co-learning, co-constructing
meaning, co-leading : through—
(PLNs, PLCs & CoPs)
32
Learning
Individuals Classroom Community Connected Learning Community
TPCK Model
There is a new model that helps us think about how to develop technological
pedagogical content knowledge. You can learn more about this model at the
website:
http://tpck.org/tpck/index.php?title=TPCK_-_Technological_Pedagogical_Content_Knowledge
• 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: CERC-Springer, the report presenting
results for 22 educational systems participating in the IEA SITES
2006, was released by Dr Hans Wagemaker, IEA Executive Director
and Dr Nancy Law, International Co-coordinator of the study.
SITE 2006
IEA Second Information Technology in
Education Study
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.
It needs to be about the learning, not the technology. And
you need to choose the right tool for the task.
As long as we see content, technology and pedagogy as
separate- technology will always be just an add on.
Findings
Shifts focus of literacy
from individual
expression to
community
involvement.
According to Clay Shirky, there are four scaffolded stages to mastering
the connected world: sharing, cooperating, collaborating, and
collective action.
Share
Cooperate (connect)
Collaborate
Collective Action
• Critical thinking and problem-solving
• Collaboration across networks and leading by influence
• Agility and adaptability
• Initiative and entrepreneurialism
• Effective oral and written communication
• Accessing and analyzing information
• Curiosity and imagination
Tony Wagner’s Seven Survival Skills as defined in his most
recent book, The Global Achievement Gap.
If all students are to acquire these survival skills for success in the 21st
Century, then what systemic changes must take place in our schools and
classrooms? What do good schools look like - schools where all students
are mastering skills that matter the most?
It is never just about content. Learners are trying to get
better at something.
It is never just routine. It requires thinking with what you
know and pushing further.
It is never just problem solving. It also involves problem
finding.
It’s not just about right answers. It involves explanation
and justification.
It is not emotionally flat. It involves curiosity, discovery,
creativity, and community.
It’s not in a vacuum. It involves methods, purposes, and
forms of one of more disciplines, situated in a social
context.
David Perkins- Making Learning Whole
21st
Century Learning – Check List
Focus on Possibilities
–Appreciate “What is”
–Imagine “What Might Be”
–Determine “What Should Be”
–Create “What Will Be”
Blossom Kids
Classic Problem Solving Approach
– Identify problem
– Conduct root cause analysis
– Brainstorm solutions and analyze
– Develop action plans/interventions
Most families, schools,
organizations function
on an unwritten rule…
–Let’s fix what’s
wrong and let the
strengths take care
of themselves
Speak life life to your
students and teachers…
–When you focus on
strengths, weaknesses
become irrelevant
Spending most of your time in your area of weakness
—while it will improve your skills, perhaps to a level
of “average”—will NOT produce excellence
This approach does NOT tap into motivation or lead
to engagement
The biggest challenge facing us as leaders: how to
engage the hearts and minds of the learners
Cffbc 2010
Strengths Awareness  Confidence  Self-Efficacy  Motivation to
excel  Engagement
Apply strengths to areas needing improvement  Greater likelihood
of success
Let Go of Curriculum
Letting Student Passion
and Interest Rule the
Curriculum
Lisa Duke's students at First Flight High School in the Outer
Banks in NC created this video as part of a service project in her
Civics and Economics course curriculum.
46
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.
FORMAL INFORMAL
You go where the bus goes You go where you choose
Jay Cross – Internet Time
MULTI-CHANNEL APPROACH
SYNCHRONOUS
ASYNCHRONOUS
PEER TO PEER WEBCAST
Instant messenger
forumsf2f
blogsphotoblogs
vlogs
wikis
folksonomies
Conference rooms
email Mailing lists
CMS
Community platforms
VoIP
webcam
podcasts
PLE
Worldbridges
http://www.elearnspace.org/Articles/google_whitepaper.pdf
Rethinking Leading and Learning
1. Relationships first & capacity
building
2. Understand shift , movement and
nature of change itself
3.Power of mobilized collaboration
and communication
4. Community and social fabric
5. Teacher as action researcher
6. Transparency, transparency,
transparency
Change is inevitable:
Growth is Optional
Change produces
tension- out of our
comfort zone.
“Creative tension- the
force that comes into
play at the moment we
acknowledge our vision
is at odds with the
current reality.” Senge
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.
It takes a lot of courage to release
the familiar and seemingly secure,
to embrace the new. But there is no
real security in what is no longer
meaningful. There is more security
in the adventurous and exciting, for
in movement there is life, and in
change there is power.
Alan Cohen
Last Generation

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Cffbc 2010

  • 2. Housekeeping Paperless handouts http://futureisnow.wikispaces.com http://21stcenturylearning.wikispaces.com/ Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLC http://plpnetwork.com sheryl@plpnetwork.com President 21st Century Collaborative, LLC http://21stcenturycollabrative.com
  • 4. Learning by Wandering: The Next Generation To explore strange new worlds To seek out new life and new civilizations To boldly go where no man has gone before With tools that make it mad, crazy easy to do so! Re-enactment in Second Life ---------
  • 5. Congrats on contextualizing and mobilizing what you are learning! How will you leverage, how will you enable your teachers to leverage- collective intelligence in their classrooms? You can’t go back… When we make our learning transparent, we become teachers.
  • 6. Native American Proverb “He who learns from one who is learning, drinks from a flowing river.” . Sarah Brown Wessling, 2010 National Teacher of the Year Describes her classroom as a place where the teacher is the “lead learner” and “the classroom walls are Lead Learner
  • 7. “Direction-not intention- determines our destination.” Andy Stanley Are your daily choices as a 21st Century coach taking you and your learners in the direction you want to go? Principle of the Path
  • 8. 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
  • 9. 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
  • 10. 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.
  • 12. 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
  • 13. Photo credit: Alec Couros What does it mean to be a connected learner with a well developed network? What are the advantages or drawbacks? How is it a
  • 14. Inclination toward being open minded Dedication to the ongoing development of expertise Creation of a culture of collegiality- believing that "None of us is as good as all of us" and that the contributions of all can lead to improved individual practice Willingness to be a co-learner, co- creator, and co-leader Willingness to leaving one's comfort zone to experiment with new strategies and taking on new responsibilities Dispositions and Values Commitment to understanding gained through listening and asking good questions related to practice Perseverance toward deep thought by exploring ideas and concepts, rethinking, revising, and continual repacking and unpacking, resisting urges to finish prematurely Courage and initiative to engage in discussions on difficult topics Alacrity to share and contribute Desire to be transparent in thinking
  • 16. 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 .
  • 17. 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. .
  • 18. What does it mean to work in a participatory 2.0 world?
  • 20. As long as improvement is dependent on a single person or a few people or outside directions and forces– it will fail. Your primary goal as a coach should be to replicate yourself and your wisdom in others. What if… 1.Your school had a significant number of skillful teacher leaders/coaches who understood the shareded mission of the school and were able to learn forward. 2.Your school was committed to self-renewal (reculturing) through deep reflection, inquiry, conversations, and focused action. These behaviors were part of the of the daily work.
  • 21. 1. Clarify, and Define- shared language, community values, beliefs, assumptions, perceptions, and experiences 2. Inquire into Practice- collaborative action research 3. Co-construct Meaning & Knowledge- Compare beliefs and expectations with results of inquiry (data) 4. Frame Action and Develop Implementation Plan- (wisdom of the crowd) 5. Distributive Leadership- Shared learning, purpose, action, responsibility, Sustainable & Self-renewing-- Coaching Model
  • 22. Dynamics of Different Relationships Community of Practice Project Teams Informal networks Purpose Learning Sharing Creating Knowledge Accomplish specific task Communication flows Boundary Knowledge domain Assigned projector task Networking, resource building and establishing relationships Connections Common application or discovery- innovation Commitment to goal Interpersonal acquaintances Membership Semi - permanent Constant for a fixed period Links made based on needs of the individual Time scale As long as it adds value to the its members Fixed ends when project deliverables have been No pre-engineered end
  • 23. 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.
  • 24. Degrees of Transparency and Trust Join our list Join our forum Join our community Increasing collaboration and transparency of process
  • 25. PLP takes a 3-pronged approach to PD - Professional Learning Communities - Global Communities of Practice or Inquiry - Personal Learning Networks PLCs = local, f2f, collective CoPs = online, deep, collective PLNs= online, nodes, individual Knowledge Building Should be… Passive Reflective Active
  • 26. The driving engine of the collaborative culture of a PLC is the team. They work together in an ongoing effort to discover best practices and to expand their professional expertise. PLCs are our best hope for reculturing schools. We want to focus on shifting from a culture of teacher isolation to a culture of deep and meaningful collaboration. Professional Learning Communities FOCUS: Local , F2F, Job-embedded- in Real Time
  • 27. Communities of Practice FOCUS: Situated, Synchronous, Asynchronous- Online and Walled
  • 28. Personal Learning Networks OCUS: Individual, Connecting to Learning Objects, Resources nd People – Social Network Driven
  • 29. Community is the New Professional Development Cochran-Smith and Lytle (1999a) describe three ways of knowing and constructing knowledge that align closely with PLP's philosophy and are worth mentioning here. 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.
  • 30. 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.
  • 31. Coaching in the 21st Century should be... about co-learning, co-constructing meaning, co-leading : through— (PLNs, PLCs & CoPs)
  • 32. 32 Learning Individuals Classroom Community Connected Learning Community
  • 33. TPCK Model There is a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website: http://tpck.org/tpck/index.php?title=TPCK_-_Technological_Pedagogical_Content_Knowledge
  • 34. • 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: CERC-Springer, the report presenting results for 22 educational systems participating in the IEA SITES 2006, was released by Dr Hans Wagemaker, IEA Executive Director and Dr Nancy Law, International Co-coordinator of the study. SITE 2006 IEA Second Information Technology in Education Study
  • 35. 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. It needs to be about the learning, not the technology. And you need to choose the right tool for the task. As long as we see content, technology and pedagogy as separate- technology will always be just an add on. Findings
  • 36. Shifts focus of literacy from individual expression to community involvement.
  • 37. According to Clay Shirky, there are four scaffolded stages to mastering the connected world: sharing, cooperating, collaborating, and collective action. Share Cooperate (connect) Collaborate Collective Action
  • 38. • Critical thinking and problem-solving • Collaboration across networks and leading by influence • Agility and adaptability • Initiative and entrepreneurialism • Effective oral and written communication • Accessing and analyzing information • Curiosity and imagination Tony Wagner’s Seven Survival Skills as defined in his most recent book, The Global Achievement Gap. If all students are to acquire these survival skills for success in the 21st Century, then what systemic changes must take place in our schools and classrooms? What do good schools look like - schools where all students are mastering skills that matter the most?
  • 39. It is never just about content. Learners are trying to get better at something. It is never just routine. It requires thinking with what you know and pushing further. It is never just problem solving. It also involves problem finding. It’s not just about right answers. It involves explanation and justification. It is not emotionally flat. It involves curiosity, discovery, creativity, and community. It’s not in a vacuum. It involves methods, purposes, and forms of one of more disciplines, situated in a social context. David Perkins- Making Learning Whole 21st Century Learning – Check List
  • 40. Focus on Possibilities –Appreciate “What is” –Imagine “What Might Be” –Determine “What Should Be” –Create “What Will Be” Blossom Kids Classic Problem Solving Approach – Identify problem – Conduct root cause analysis – Brainstorm solutions and analyze – Develop action plans/interventions Most families, schools, organizations function on an unwritten rule… –Let’s fix what’s wrong and let the strengths take care of themselves Speak life life to your students and teachers… –When you focus on strengths, weaknesses become irrelevant
  • 41. Spending most of your time in your area of weakness —while it will improve your skills, perhaps to a level of “average”—will NOT produce excellence This approach does NOT tap into motivation or lead to engagement The biggest challenge facing us as leaders: how to engage the hearts and minds of the learners
  • 43. Strengths Awareness  Confidence  Self-Efficacy  Motivation to excel  Engagement Apply strengths to areas needing improvement  Greater likelihood of success
  • 44. Let Go of Curriculum
  • 45. Letting Student Passion and Interest Rule the Curriculum Lisa Duke's students at First Flight High School in the Outer Banks in NC created this video as part of a service project in her Civics and Economics course curriculum.
  • 46. 46 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.
  • 47. FORMAL INFORMAL You go where the bus goes You go where you choose Jay Cross – Internet Time
  • 48. MULTI-CHANNEL APPROACH SYNCHRONOUS ASYNCHRONOUS PEER TO PEER WEBCAST Instant messenger forumsf2f blogsphotoblogs vlogs wikis folksonomies Conference rooms email Mailing lists CMS Community platforms VoIP webcam podcasts PLE Worldbridges
  • 50. Rethinking Leading and Learning 1. Relationships first & capacity building 2. Understand shift , movement and nature of change itself 3.Power of mobilized collaboration and communication 4. Community and social fabric 5. Teacher as action researcher 6. Transparency, transparency, transparency
  • 51. Change is inevitable: Growth is Optional Change produces tension- out of our comfort zone. “Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.” Senge
  • 52. 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.
  • 53. It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power. Alan Cohen

Notas del editor

  1. How a knowledge and learning culture was successfully developed using Communities of Practice (CoP) Most users were familiar with distribution lists – e.g. newsletters and e-bulletins. In fact over 30,000 local government employees subscribe to the IDeA e-bulletin. There were also users familiar with using forums – the IDeA web site supports a large number of fairly active forums. But these are not ‘communities of practice’. Certainly there was an element of collaboration using the forums, but there was no concept of trust or transparency, and no access to a common (domain-specific) library of material. The website itself was designed as a broadcast medium (Web1.0) and not as a resource to enable connections to be made between users. The key to moving forward was to develop a compelling business case that would emphasise the enormous potential that could be gained by encouraging connections with and between users and allowing the conversations to flow. So, it was one final step to developing the concept of a ‘community’, which would encourage greater collaboration through a variety of social networking tools and social media applications. The early adopters – as you will probably guess – are those who were already familiar with forums and maybe even social networking sites (Myspace, Facebook, Flickr etc.)
  2. With project-based learning, students work individually and in groups. They are constructors of knowledge. Children become collaborators building understanding.