Date post: | 24-Apr-2015 |
Category: |
Education |
Upload: | sheryl-nussbaum-beach |
View: | 2,406 times |
Download: | 0 times |
Living and Learning in a Global CommunityInnovative Schools Virtual University
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
Define Community
Define Networks
A Definition of Community
Communities are quite simply, collections of individuals who are bound together by natural will and a set of shared ideas and ideals.
“A system in which people can enter into relations that are determined by problems or shared ambitions rather than by rules or structure.”
(Heckscher, 1994, p. 24).
The process of social learning that occurs when people who have a common interest in some subject or problem collaborate over an extended period to share ideas, find solutions, and build innovations. (Wikipedia)
A Definition of NetworksFrom 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.
Making connectionsIn connectivism, learning involves creating
connections and developing a network. It is a theory for the digital age drawing upon
chaos, emergent properties, and self organised learning.
(It’s not what you know, or who you know- but do you know what who
you know- knows? )Source: Wikipedia
cc S
teve
Whe
eler
, Uni
vers
ity o
f Ply
mou
th, 2
009
http://www.pestproducts.com
“Understanding how networks work is one of the most important literacies of the 21st Century.”
- Howard Rheingold
http://www.ischool.berkeley.edu
Net
wor
ksC
omm
unity
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 Garden
Personal Learning Networks
FOCUS: Individual, Connecting to Learning Objects, Resources and People – Social Network Driven
pd on fast forward
responsiveresponsive
personalized
interconnected
global connections
need to bebuilt
who’s in your network?
social networkingjoin the conversation
Reading Blogs
constantly connecting
personal making
connections
Too Many Blogs?!?!
But how do you read them all?
http://www.flickr.com/photos/10244704@N05/2484112082
RSS to save the day!
http://www.flickr.com/photos/videoplacebo/2476230102/
Take One Website RSS Feed
+ One Feed Reader
21st Century Pedagogy
CommunitiesOf Practice
PersonalLearningNetworks
F2F Teams
DIY-PD
Do it Yourself PD as Self Directed Connected Learners
"Rather than belittling or showing disdain for knowledge or expertise, DIY champions the average individual seeking knowledge and expertise for him/herself. Instead of using the services of others who have expertise, a DIY oriented person would seek out the knowledge for him/herself." (Wikipedia, n.d.)
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.
http://www.elearnspace.org/Articles/google_whitepaper.pdf
Dynamics of Different Network TypesCommunity of Practice
Project Teams Informal networks
Purpose Learning SharingCreating 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 accomplished
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.
User Generated
Content
Celebration
Connection
Communication
Collaboration
Stev
e W
heel
er, U
nive
rsity
of P
lym
outh
, 201
0
Team Action Research Projects
Your team will work as a Professional Learning Team to co-create a project:
Develop a creative PD plan to share what you have learned over the past year with the rest of your school or district.
Develop a 21st Century curriculum project that is constructivist in nature and leverages the potential of emerging technologies.
Action Research
www.newmediamusings.com
Is learning simply about gaining knowledge...? cc
Ste
ve W
heel
er, U
nive
rsity
of P
lym
outh
, 201
0
... or making connections?
cc S
teve
Whe
eler
, Uni
vers
ity o
f Ply
mou
th, 2
010
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
Levels of engagementL
evel
of
enga
gem
ent
Type of engagement
Browse, search, learn(Anonymously)
Comment(with attribution)
Ask a question(with attribution)
Write a blogBecome a mentor
Become an expert
RegisterComment
(Anonymously)
Waxing and Waning Interest
Degrees of Transparency and Trust
Join our list Join our forum Join our community
Increasing collaboration and transparency of process
Tech Enhanced Learninghttp://techenhancedlearning.wikispaces.com/ 21st Century Teaching and Learninghttp://abpc.wikispaces.com/
Your community’s life-cycle
Plan
Start-up
Grow
Sustain/Renew
Close
Lev
el o
f en
ergy
an
d v
isib
ility
TimeDiscover/imagine
Incubate/ deliver value
Focus/ expand
Ownership/ openness
Let go/ remember
From: Cultivating Communities of Practice by Wenger, McDermot and Snyder
Characteristics of a healthy community
Collaborative Tools Wikispaces
Del.icio.us and Diigo
Elluminate
NING
Slideshare
Flickr
YouTube
Evernote
“Collaboration with others in my district and learning new tools was the best part
of PLP. Connecting with other teachers in my district for new ideas and connecting with other schools for new ideas made PLP the best PD ever!”
~ Science teacher in WNY
"The greatest danger in times of turbulence is not the turbulence. It is to act with yesterday's logic." - Peter Drucker
http://pixdaus.com
Stev
e W
heel
er, U
nive
rsity
of P
lym
outh
, 201
0