Keynote for Leading and Learning Workshop

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 (2012)
Member
Executive Board- International Society for
Technology Education
Follow me on Twitter
@snbeach

3. 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.

4. 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, your leadership or your students to
leverage- collective intelligence?

5. Learner First—
Educator Second
It is a shift and requires us to rethink
who we are as an educational leader or
professional. It requires us to redefine
ourselves.
Introduce yourselves to each other at
the table and brag a little. Talk about (in
2 min or less) most recent and
compelling thing your
school/organization has done to support
connected learning.
Emerson and Thoreau
reunited would ask-
“What has become clearer
to you since we last met?”

6. Trust Building Exercise
I need 3 brave volunteers.

7. Getting Connected as a Community
NING and Twitter
http://plpcommunityhub.com/
#cfisdplp and #plpnetwork

8. Collective Wondering-
What do I wonder about Leading the Shift?

10. It begins with Finding
your Passion, then you
will find your purpose.

11. • THE CONNECTED EDUCATOR You are
all
leaders!

12. 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.

13. The world is changing...
But schools… not so much.

14. Everything 2.0
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

15. 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

16. “We are tethered to
our always on/
always on us
communication
devices and the
people and things we
reach through them.”
~ Sherry Turkle

17. 2nd

18. Photo credit: http://cradlepoint.com/sites/default/files/uploads/Internet_of_Things.jpg

19. Internet of Things & Services
• The Internet of Things is a technological system, a suite of
products and services that will make life a bit more
comfortable.
• It is more than the Internet we know — it goes beyond
empowering people to communicate and collaborate.
• The Internet of Things can connect any product or service.
And it automatically links what might emerge as a result of
this collaboration — interact even without human
intervention.

21. We have to change school culture
Recapture OUR
passion for the
profession.
From: Azhar
Sent: 2013-10-04
11:03 AM
To: Daddy
Subject:
Our teacher fell
asleep
-- change behaviors
-- experience success
-- creates faith
-- creates hope
-- changes beliefs, values, dispositions

22. Which takes LEADERSHIP
(this is where you come in)

23. Managers Leaders
• Believe in standardization
of the process
• Fiercely protects the
status quo
• Manipulate resources to
get the job done
• Focus is on tools and
deployment
• Expect compliance and
reliance
• Safe- Tried- True
• Create change as a way of
solving problems and
innovating
• Ask what if– builds on
strengths and what people
know and can do
• Focus on what can happen if
people know what to do with
tools for self directed learning
• Build thick leadership density
in others.
• Take risks and expect criticism

24. Eight strands of
technology and TSIP
• Content driven
• Memorization
• Tested
• Standards Aligned

25. But as long as I kept it
learner driven and based
on what both adults and
kids were interested in
things went fine.

26. Then it hit me… Content wasn’t the focus.
Context was… and using the technology as a
paint brush or a canvas that connected to the
child’s wonderment changed everything. I
became an insatiable learner.
“Content is just the context for participation.
It’s not the outcome. It’s one of our design
constraints. What we care about is kids’
engagement, the challenges they’re trying to
solve, and how complex those problems are.”
~ Katie Salen

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

28. 28
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.

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

30. The Disconnect
“Every time I go to school, I have to
power down.” --a high school
student
• THE CONNECTED EDUCATOR

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

32. 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

34. 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
.

35. 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.
.

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

37. 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) –

38. 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)

39. Connected Learning has the potential
to takes us deeper
“The interconnected, interactive
nature of social learning
exponentially amplifies the rate at
which critical content can be
shared and questions can be
answered.”
From: Collaborative Learning for the Digital Age in The
Chronicle of Higher Education
Cathy Davidson,
professor at Duke
University

40. Connected sometimes trumps F2F with deep
learning…
Via Marc Andreessen’s blog, the findings of researchers as related by
Frans Johansson in The Medici Effect:

41. Diversity of thought
Allows for Greater Innovation
Frans Johansson explores one simple yet profound
insight about innovation: in the intersection of
different fields, disciplines and cultures, there’s an
abundance of extraordinary new ideas to be explored.

42. Professional development
needs to change.
We know this.
-----
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.

43. 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. They are DIY, self-directed learners.

44. What is Do -It- Yourself Learning ?

45. What does it
look like?

46. • THE CONNECTED EDUCATOR

47. • THE CONNECTED EDUCATOR

48. Professional
Learning
Communities
Personal Learning
Networks
• THE CONNECTED EDUCATOR
Communities of
Practice
Method Often organized for
teachers
Do-it-yourself Educators organize
it themselves
Purpose To collaborate in
subject area or
grade level 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

49. 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.

50. 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.

51. “ Do you know what who you know knows?” H. Rheingold

53. Or are you a
Connected Educator?

54. In Phillip Schlechty's, Leading for Learning: How to Transform Schools
into Learning Organizations he makes a case for transformation of
schools.
Reform- installing innovations that will work within the
context of the existing culture and structure of schools. It
usually means changing procedures, processes, and
technologies with the intent of improving performance of
existing operation systems.

55. Transformation- is intended to make it possible to do
things that have never been done by the organization
undergoing the transformation.
It involves repositioning and
reorienting action by putting an
organization into a new business
or adopting radically different
means of doing the work
traditionally done.
Different than
Transformation includes altering the beliefs, values,
meanings- the culture- in which programs are embedded, as
well as changing the current system of rules, roles, and
relationship- social structure-so that the innovations needed
will be supported.

56. So as you develop your vision for learning in
the 21st Century how do you see it- should
you be a reformer or
a transformer and why?
Make a case for using
one or the other as a
change strategy.

57. Change is hard

58. Connected learners are more effective
change agents

59. 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.

60. Last Generation

61. PLP’s Connected Learner Experience
is in Houston this year!
Bring a team…
Leave with a legacy.

62. All of October
Free professional learning
Free for you– free for your staff
http://connectededucators.org/