Welcome to the human network

2. Welcome to the human network

3. 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? • THE CONNECTED EDUCATOR

4. 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. If you haven’t already-- Let’s join our mini-learning community space. Go to: http://hra-learning-together.ning.com Emerson and Thoreau reunited would ask- “What has become clearer to you since we last met?”

5. The world is changing...

6. 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

7. 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

8. 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.

9. By the year 2011 80% of all Fortune 500 companies will be using immersive worlds – Gartner Vice President Jackie Fenn

10. The pace of change is accelerating

12. Knowledge Creation 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.

13. 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 half of what they learn in their first year of study will be outdated by their third year of study.

14. “For the first time we are preparing students for a future we cannot clearly describe.” -David Warlick http://communications.nottingham.ac.uk/podcasts/

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

16. 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

18. 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.

19. 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..

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

22. What about the world and society has changed since you went to school? What about students has changed since you went to school? What about schools has changed or not changed since you went to school?What should School 2.0 look like in order to meet the needs of the 21st Century learner?

23. 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).

24. What's different?We now have an easy connection between an individual's passion to learn and the resources to learn it.

25. Right now, schools are: Time and place. Filtered. Teacher-directed. Predictable. Standardized. Push oriented. Content-based. Group assessed. Linear. Closed. Sept-June. Local.

26. Learning will be (already is): Mobile. Networked. Global. Collaborative. Self-directed. Inquiry based. On demand. Transparent. Lifelong. Personalized. Pull. Unpredictable.

27. Shifts focus of literacy from individual expression to community involvement. Students become producers, notjust consumersof knowledge.

28. 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 What do you want to know and be able to do at the end of this activity, project, or lesson? What evidence will you collect to prove mastery? (What will you create or do) What is the best way to learn what you want to learn? How are you making your learning transparent? (connected learning)

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

30. 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

31. Connected Learner Scale This work is at which level(s) of the connected learner scale?Explain. 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. Defining the Connected Educator Our lives are connected by a thousand invisible threads. —Herman Melville • THE CONNECTED EDUCATOR

33. THE CONNECTED EDUCATOR

34. Professional Development for the 21st Century • THE CONNECTED EDUCATOR

35. Dispositions and Values 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 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

36. FORMAL INFORMAL Yougowherethe bus goes You go where you choose Jay Cross – Internet Time

37. MULTI-CHANNEL APPROACH webcam SYNCHRONOUS Community platforms VoIP Conference rooms Instant messenger Worldbridges PEER TO PEER WEBCAST folksonomies Mailing lists email PLE f2f forums vlogs CMS wikis photoblogs blogs podcasts ASYNCHRONOUS

38. http://www.elearnspace.org/Articles/google_whitepaper.pdf

39. Education for Citizenship “A capable and productive citizen doesn’t simply turn up for jury service. Rather, she is capable of serving impartially on trials that may require learning unfamiliar facts and concepts and new ways to communicate and reach decisions with her fellow jurors…. Jurors may be called on to decide complex matters that require the verbal, reasoning, math, science, and socialization skills that should be imparted in public schools. Jurors today must determine questions of fact concerning DNA evidence, statistical analyses, and convoluted financial fraud, to name only three topics.” Justice Leland DeGrasse, 2001

40. “Schools are a node on the network of learning.”

41. Personal Learning Networks Community-Dots On Your Map Are you “clickable”- Are your students?

42. Change is hard

43. Connected learners are more effective change agents

44. What do we need to unlearn? Example:*I need to unlearn that classrooms are physical spaces.* I need to unlearn that learning is an event with a start and stop time to a lesson. The Empire Strikes Back: LUKE:  Master, moving stones around is one thing.  This is totallydifferent. YODA:No!  No different!  Only different in your mind.  You must unlearn what you have learned.

45. What will be our legacy… Bertelsmann Foundation Report: The Impact of Media and Technology in Schools 2 Groups Content Area: Civil War One Group taught using Sage on the Stage methodology One Group taught using innovative applications of technology and project-based instructional models End of the Study, both groups given identical teacher-constructed tests of their knowledge of the Civil War. Question: Which group did better?

46. Answer… No significant test differences were found

47. However… One Year Later Students in the traditional group could recall almost nothing about the historical content Students in the traditional group defined history as: “the record of the facts of the past” Students in the digital group “displayed elaborate concepts and ideas that they had extended to other areas of history” Students in the digital group defined history as: “a process of interpreting the past from different perspectives”

48. 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

49. 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.

50. Last Generation