1. Living and Learning in a Global Community Innovative Schools Virtual University

2. Digital Footprint Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLC http://plpnetwork.com sheryl@plpnetwork.com President 21 st Century Collaborative, LLC http://21stcenturycollaborative.com http://plpnetwork.com sheryl@plpnetwork.com http://21stcenturycollaborative.com Follow me on Twitter @snbeach Published by Solution Tree

3. My community work

4. 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 learners.

5. 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.

6. 6 Learning One-on-one Classroom community

7. Be a learner first--educator second It's all about asking hard questions and then listening deeply A connected learner isn’t afraid to admit that they don’t know the answer to a question or problem, and willingly invite others into a dialogue to explore, discuss, debate, or generate more questions. (@barb_english) Asking our questions out in the open in connected ways @lisaneale I believe that being a connected learner leads to more questions than answers and that is good. I also believe that connected learners have to learn to take risks - exposing your learning and thoughts can be challenging @ccoffa Lurkers become learners. Learners become contributors. @sjhayes8

8. Community is built through the co-construction of knowledge BE collaborative. Own it. Share with others. nvest in personal knowledge building so what you share with others will be of value. The power of connections leads to collective efficacy, collective wisdom and long standing collective intelligence Connected learners talk to strangers. We do not have to know the people with whom we are co-learning, co-constructing, co-creating. Do you know--what who you know--knows? Leverage collective wisdom. Innovation comes from wildly diverse experiences and loose connections

9. THE CONNECTED EDUCATOR

11. 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

12. 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)

13. 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)

14. THE CONNECTED EDUCATOR Professional Learning Communities Personal Learning Networks Communities of Practice MethodOften organized for teachers Do-it-yourselfEducators organize it themselves PurposeTo 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. StructureTeam/group F2f Individual, face to face, and online Collective, face to face, or online FocusStudent achievement Personal growthSystemic improvement

15. 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.

16. 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. We 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.

17. 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

18. Big Idea #1- “The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift– from a focus on teaching to a focus on learning– has profound implications for schools.” Big Idea #2 - “Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.” Big Idea #3 - “Professional Learning Communities judge their effectiveness on a basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher-team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress.” By: Stephen Barkley

19. Professional Learning Teams

20. “Understanding how networks work is one of the most important literacies of the 21 st Century.” - Howard Rheingold http://www.ischool.berkeley.edu How do you define networks?

21. 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.

22. Knowledge Construction Practitioners’ knowledge = content & context

23. In connectivism, learning involves creating connections and developing a network. It is a theory for the digital age drawing upon chaos, emergent properties, and self organized learning.

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

29. responsive

30. personalized

31. Use a 3-pronged Approach

32. What is community, really?

33. Virtual Community A virtual space supported by computer-based information technology, centered upon communication and interaction of participants to generate member-driven content, resulting in relationships being built up. (Lee & Vogel, 2003)

34. 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)

35. A Place to Build Trust and Relationships

36. A Domain of Interest

37. A Place to Meet

38. A Place to Construct Knowledge Collaboratively

39. Celebration

40. 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

41. Members of an Active Community

42. Degrees of Transparency and Trust Join our list Join our forum Join our community Increasing collaboration and transparency of process

43. 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 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.

45. Dynamics of 3-prongs of CLC Model Community of Practice Project Teams (PLCs) Informal networks (PLNs) PurposeLearning Sharing Creating Knowledge Accomplish specific task Communication flows BoundaryKnowledge domainAssigned projector task Networking, resource building and establishing relationships ConnectionsCommon application or discovery- innovation Commitment to goalInterpersonal acquaintances MembershipSemi - permanentConstant for a fixed period Links made based on needs of the individual Time scaleAs long as it adds value to the its members Fixed ends when project deliverables have been accomplished No pre-engineered end

46. Communities Of Practice Personal Learning Networks F2F Teams (PLCs) DIY-PD Do it Yourself PD as Self Directed Connected Learners Happens in CLCs "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.)

47. User Generated Co- created Content Celebration Connection Communication Collaboration Steve Wheeler, University of Plymouth, 2010

48. Attributes of a healthy online community

49. Healthy communities are collaborative, co-created and designed with evolution in mind.

51. Your community’s life-cycle Plan Start-up Grow Sustain/Renew Close Level of energy and visibility Time Discover/ imagine Incubate/ deliver value Focus/ expand Ownership/ openness Let go/ remember FormingStormingNormingPerforming

53. “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 cc Steve Wheeler, University of Plymouth, 2010 “A tribe needs a shared interest and a way to communicate.”

54. 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

55. Motivations Social connectedness Psychological well-being Gratification Collective Efficacy

56. Kollock’s 4 Motivations for Contributing 1.Reciprocity 2.Reputation 3.Increased sense of efficacy 4.Attachment to and need of a group

58. The Social Web is built here, from love and esteem

60. Connected Learning Communities provide the personal learning environment (PLE) to do the nudging

61. Simple (hard) Steps Have a compelling idea Seed Someone must live on the site –Community manager or you Make the rules clear (and short) Punish swiftly and nicely Reward contributions Spread the work out Adapt to Community Norms Apologize publicly, swiftly and frequently Simple good software that grows with group

62. 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.

63. 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. 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. Transformation - is intended to make it possible to do things that have never been done by the organization undergoing the transformation. Different than

64. 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.

65. Change is hard

66. Connected learners are more effective change agents

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

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