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

3. • THE CONNECTED EDUCATOR
Housekeeping
Get close to someone
Paperless handouts
http://plpwiki.com
Back Channel Chat
http://todaysmeet.com/gced13

5. My community work

6. 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.

7. • 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?

8. Learner First—
Educator Second
Introduce yourselves to each
other 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.
Emerson and Thoreau
reunited would ask-
―What has
become clearer to
you since we last
met?‖

10. 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.

11. The world is changing...

12. 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

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. Shift in Learning – The Possibilities
Rethinking teaching and learning…
1. Multiliterate
2. Changing Demographic
3. Active Content Creators
4. Global Collaboration and
Communication
We are in the midst of seeing education transform
from a book-based, linear system with a focus on
individual achievement to an web-based, divergent
system with a focus on community building.

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

19. 19
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.

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

21. What do we need to unlearn?
The Empire Strikes Back:
LUKE: Master, moving stones around is one thing. This is totally
different.
YODA: No! No different! Only different in your mind.
You must unlearn what you have learned.

22. The pace of change is
accelerating

23. 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

24. 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.

25. 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).

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

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

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

29. 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

30. Share
Cooperate
Collaborate
Collective Action
According to Clay Shirky, there are four steps on a ladder to
mastering the connected world:
sharing, cooperating, collaborating, and collective action.
From his book- “Here Comes Everybody”

31. 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) –

32. Trend 1 – 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:
Journal of School Improvement, Volume 3, Issue 1, Spring 2002
http://www.decs.sa.gov.au/wallaradistrict/files/links/Ten_Trends_Educating_Child.pdf

33. ―Schools are a node on the
network of learning.‖

34. Personal Learning Networks
Community-- in and out of the classroom
Are you ―clickable‖- Are your students?

35. • 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

36. 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.

37. What is Do -It- Yourself Learning ?

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

39. • THE CONNECTED EDUCATOR

40. • THE CONNECTED EDUCATOR

41. • 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)

42. • 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)

43. • 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

44. 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.

45. 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.

46. 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

47. Use a 3-pronged
Approach

48. 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

49. “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?

50. A Definition of Networks
From Wikipedia, the free encyclopedia
Networks are created through publishing and sharing ideas and
connecting with others who share passions around those ideas who
learn from each other.
Networked learning is a process of developing and maintaining
connections with people and information, and communicating in
such a way so as to support one another's learning.
Connectivism (theory of learning in networks) is the use of a
network with nodes and connections as a central metaphor for
learning. In this metaphor, a node is anything that can be connected
to another node: information, data, feelings, images. Learning is the
process of creating connections and developing a network.

54. Personal Learning
Networks
FOCUS: Individual, Connecting to Learning Objects, Resources
and People – Social Network Driven

56. responsive
responsive

57. personalized

58. Use a 3-pronged
Approach

59. What
is community, really?

60. A Place to Build Trust and
Relationships

61. A Domain of Interest

62. A Place to Meet

63. A Place to Construct Knowledge
Collaboratively

64. CelebrationCelebration

65. 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

66. 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.

67. “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.”

68. 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

69. Change is hard

70. Connected learners are more
effective change agents

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

72. 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.

73. Last Generation