21 st Century Communities of Learners

1. 21st Century Communities of Learners By Harold A. Johnson/Professor Michigan State University – Deaf Education Teacher Preparation Program Indiana Deaf Educators & Educational Interpreters Conference June 24, 2009 - Indianapolis, IN

2. Presentation Outline & Goals • Outline: • Establish Context • Share Existing Models • Establish Critical Concepts, Technologies & Strategies • Determining Success & Continuing Learning • Goals: • By the completion of the presentation, attendees will be able to convey two to three: • essential concepts, technologies, strategies and resources that can be used to establish 21st Century learning communities for students, professionals and parents of children who are d/hh; • assessment strategies and outcome measures that can be used to track the evolution and use of Deaf Education learning communities over time; and • critical reference resources that can be used to ascertain more indepth information concerning the presentation topic.

3. Establish Context

4. The concept of teaching... We are expected to know ‘x.’ We are expected to convey our knowledge of ‘x’ to our students. Our students are expected to demonstrate that they have learned ‘x’ via the tests we, the school system, and the state establish.

5. The realities of teaching... The constant pressure is to do more, and more, and more... New standards are always being added, while old standards are rarely deleted. Getting it done often seems to be more important than getting it right. There just is not enough time to be creative, to get students to actually use what we ask them to learn.

6. ...the PAPERWORK!

7. ...the MEETINGS!

8. A few questions for you... • What assistance would make you an even more effective teacher? • More assistive tech support • Negotiate learning and teaching with learners • Having a mentors for interpreters + others • Know what works and why...empirical based...+ can go back many times for more info + opt to try ideas with others

9. What problems would you like assistance to address? • Assessment tools that are normed on d/hh +/or inform us re how to improve teaching and learning • Help getting kids coming to school that are ready to learn • Training for the general ed re. info and technologies specific to kids who are d/hh • Reducing isolation of stu – parents – prof • Learning how to work with all d/hh kids, not just plain vanilla • How general ed and deaf ed teachers can actually work together • System that expects more and does not require failure to receive services

10. What topics are you particularly interested in learning more about? • Metacognition

11. Where do you go to learn what you need, when you need it? • Deafed.net • Colleagues • Listserv...dhh...IN state wide listerve + one at the Univ of CO • Qiat...quality indicators assistive technologies

12. How would you like to be recognized for the good work that you do? • $$$$ • Indi learn from and follow your lead • Mention in newsletters and meetings for good work • Seeing how your works helps the kids....kids being self assertive...doing more because of us

13. What can YOU do to... • ...gain the knowledge and skills needed to further enhance your teaching? • ...address problems that are frustrating you? • ...learn more about topics that are of particular interest to you? • ...learn what you need, when you need it? • ...receive recognition when you have indeed made a difference? • How much more could WE do collectively as a community of learners?

14. 21st Century Communities of Learners- Essential Concepts - • The essential concept behind “communities of learners” is that we can accomplish a great deal more collectively, than we can individually. • The basic differences between 20th and 21st century communities of learners lies in the use of Internet linked technologies to access widely dispersed informational and interpersonal resources as we address increasingly complex, “real world” problems. • The purpose of today’s presentation is to provide the essential concepts, technologies, and strategies needed to enhance and/or establish 21st century communities of learners in Indiana.

15. Share Existing Models

16. What are some of the Existing 21st Century Communities of Learners in Deaf Education? • The Deaf Education Web site • http://www.deafed.net/ • Problem: • interpersonal and informational isolation • Goal: • enhance teaching and learning through the collaborative sharing of critical instructional resources. • Do any of you use this Web site?

17. The Journal of Deaf Studies and Deaf Education (JDSDE) Author’s Corner wiki • http://jdsde-author-corner.wiki.educ.msu.edu/ • Problem: • Gap between research and practice • Goal: • Speed the process of research into practice and practice into research through informal dialogues between researchers, parents, teachers, and other professionals. • Are any of you members of this community?

18. Deaf Education wiki on Child Abuse & Neglect (CA/N) • http://deafed-childabuse-neglect-col.wiki.educ.msu.edu/ • Problem: • Students who are d/hh are at GREATER risk to experience CA/N, yet there are insufficient professional preparation, parental support, or informational resources to address this risk • Goal: • Centralized informational resource and collaborative effort to: • Observe • Understand • Respond & • ProtectOUR children • Are any of you members of this community?

19. “Stories of Success” w/in Deaf Education • http://deaf-ed-col.wiki.educ.msu.edu/ • Problem: • While teachers of students who are d/hh have the most instructional experience, they are rarely asked to share “lessons learned” from their years, if not decades, teaching. • Goal: • Document “lessons learned,” while simultaneously preparing the next generation of teachers. • Are any of you members of this community?

20. “Using What we Know, Learning What we Need” wiki • http://mi-earlyoncenter-highered.wiki.educ.msu.edu/HJ+-+Project+Wiki+Site • Problem: • The content of university course work is insufficiently linked to, or supportive of, the work of existing professionals. • Goal: • Link theory with practice, while documenting and supporting the work of existing professionals. • Are any of you members of this community?

21. Multimedia Learning for Students who are Deaf/Hard of Hearing • http://visuallearningresearch.wiki.educ.msu.edu/ • Problem: • While we now have a LOT more technology in our classrooms, our student learning does not appear to have been substantially improved. • Goal: • Learn how to enhance teaching and learning through systematic research on the applicability of the principles of multimedia design in the education of students who are d/hh. • Are any of you members of this community?

22. What are some of the additional Deaf Education Communities of Learners that you belong to? • Name: hands and voices • Problem: ed problems...kids getting what they need • Goal: better collaboration = more stu success • Name: outreach services • Problem: kids isolated from service • Goal: bring services to kids • Name: • Problem: • Goal

23. What can we learn from these existing communities? • They are focused on: • “real life” ... • vs. artificial problems • learning... • vs. simply knowing • collaboration... • vs. isolation • diverse... • vs. single sources of information

24. ...learn from (cont.) • focused on: • producing a solution to a problem... • vs. simply demonstrating an expected knowledge • recognizing & building on individual differences & interests... • vs. expecting the same from everyone • increasing the quality of learning... • vs. the quantity of learning • use technologies to collaborate... • vs. simple share, or locate information

25. Establish Critical Concepts, Technologies & Strategies

26. Essential Concepts of 21st Century Communities of Learners • Focused on: • “real life” vs. artificial problems • learning vs. knowing • collaboration vs. isolation • diverse vs. single resources of information • producing a “product” vs. a report • recognizing & building on individual differences & interests vs. expecting the same from everyone • increasing the quality vs. the quantity of work • use technologies to collaborate vs. simple share, or find information • How do we do this? Where do we start?

27. Where do we start? • School Systems & State Agencies: • We start with school systems and state agencies recognizing teacher’s instructional expertise as the single greatest factor that determines student success. This recognition must be accompanied by the time, support, and technologies teachers need to collaborate with one another. • Immediately following this conference, I have been asked to meet with a deaf education, state planning committee. I will make this point at that meeting. Given my reading of the minutes from their past meetings, I do not think that this will be a “hard sell.”

28. Where do we start? (cont.) • Small Groups of Teachers • “We start with small groups of teachers identifying: • areas of particular topical interest, e.g., literacy; • common problems that impede their instructional effectiveness, e.g., student’s lack of needed vocabulary; • assistance they would like to learn what they need, when they need it, e.g., “Cyber Mentor” program; and • how they would like to be recognized when do “good work.” • We began this identification process at the start of this presentation. In addition, the 2006-08 IN “Needs Assessment Summary” does a good job of providing additional information. • What we do not know is who is interested in which topics, problems, or assistance. • Any suggestion re. how we can gather this information? • [type responses here]

29. Where do we start? (cont.) • Technology • “We start by identifying Internet linked technologies that are: • simple, • low-cost, • flexible, • robust, and • sustainable. • We start with technologies that can be consistently and effectively used to facilitate: • one-to-one and small group collaborative efforts; • professional development and teacher preparation; and • student learning and academic performance. • How do you do this now? How do you now stay in touch, support, share information, and problem solve with one another? • [type responses here]

30. 21st Century Communities of Learners - Essential Technologies - • Before I tell you what technologies you should use, let me show you what I use to participate in the communities of learners I work with. • Time for me to “put-up or shut-up!”

31. Here are the technologies that I use to participate in the communities of learners I work with: • What: Video phone for one-on-one collaborative work and advising with individuals who are deaf. • Cost: free, or one time purchase cost, no per minute use cost • How many of you have easy and consistent access to a video phone?

32. ...technologies I use: • What: Skype (http://www.skype.com/) video calls for one-on-one collaborative work between individuals who are hearing. • Cost: free, but does require a Web cam • How many of you now use the Skype video call technology?

33. ...technologies I use: • What: Skype video + a speaker phone for class presentations and interactions • Cost: free

34. ...technologies I use: • What: “iVisit” (http://www.ivisit.com/) + a conference call phone for class instruction and multipoint video conferences. • Cost: Yearly cost of approximately $1,000 for an unlimited number of users, no additional per minute charges • Do any of you use a multipoint video conferencing system in your work? If so, how and how often is the system used?

35. ...technologies I use: • What: Wikispaces (http://www.wikispaces.com/) to facilitate: • interactive information sharing; • course instruction; • grant and research projects; • problem solving • etc. • Cost: free to K-12 educators • Do any of you use the wiki, or a similar technology?

36. ...technologies I use: • What: Web sites, e.g., http://www.deafed.net/, to share large collections of information and to facilitate some informational exchanges, e.g., concerning job openings and seekers. • Cost: depends, free, to a LOT of money • What are the Web sites that you have found to be helpful in relation to Deaf Ed. issues?

37. ...technologies I use: • What: the usual technologies of phone, email, and listservs. • Cost: no additional costs • Do you have an IN phone directory of Deaf Education professionals, a Web site, a listserv?

38. 21st Century Communities of Learners- Strategies - • How can these technologies be used? • Skype one-on-one video calls: (w/, or w/o, a speaker phone) • Informal and formal interactions with family, friends, colleagues, and parents • “Virtual” attendance at a distant meeting for one individual • Professional development where an individual gives a presentation to a distant group • Other uses?

39. Strategies... • iVisit multipoint video calls: (w/ a conference call phone) • Small groups of professionals collaborate to document, understand and address targeted problems. • Professional development opportunities where individuals from throughout the state share a particular expertise, w/o travel time, or cost. • Meetings where some individuals are physically and others are “virtually” present. • Other uses?

40. Strategies... • Wikispaces interactive Web sites: • Provide a Web sites that individuals can not only find, but also share information, request assistance, and/or discuss a common area of interest. • Provide a simple to design, develop, and monitor repository of key information • Provide individual professionals with a free, easy to use, 24/7 Web site that they can use to enhance their course instruction, involve students, and inform parents. • Other uses?

41. Strategies... • *Video phones • [same as listed for Skype] *Note: I have listed this technology last because of the limited access most Deaf Education professionals have to this technology. Hopefully this situation will change in the near future.

42. Strategies... • Where do you start with these technologies? • Start with personal... • ....then add professional uses. • Begin with home based... • ...then add school based uses. • Try Skype video calls... • ...then add iVisit and other multipoint video conferencing technologies. • Join an existing community of learner... • ...then considering leading/supporting the development of a new community.

43. Strategies... • Gain some success in professional-to-professional interactions... • ...then consider how you can include students • Focus first upon collaboratively addressing relatively easy problems... • ...then, once you have gained some experience, tackle the tougher, long term problems. • Give yourself permission to learn through the collaborative process... • ...then share what and how you learned with others.

44. Indiana Communities of Learners • What communities of learners currently existing among IN Deaf Education professionals? • [type response here] • How could the concepts, technologies, and strategies I identified be use to enhance these communities? • [type response here]

45. Determining Success & Continuing Learning

46. Determining Success • How could all these concepts, technologies and strategies for “21st Communities of Learners” enhance your teaching? • Reduce professional isolation; • Increase instructional resources and strategies; • Support topical learning; and • Receive assistance in addressing common problems.

47. Success.. • How can you effectively document and share the results of your collaborative efforts? • How reasonable would it be to use the lesson plan book to briefly note: • New professionals you began interacting with? • New instructional resources and strategies you began to use? • New topics you began to explore? • Existing problems you worked with others to address? • + if you did any of the above via technology?

48. Continuing Learning • Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.) (1999). How people learn: Brain, mind, experience and school. National Academy Press, Washington, DC. Retrieved on April 29, 2008 from: http://www.nap.edu/html/howpeople1 • Cradler, J. (2002). How does technology influence student learning? Learning & Leading with Technology, 29(2), 46-56. Retrieved on April 29, 2008 from: http://caret.iste.org/caretadmin/news_documents/StudentLearning.pdf • Cerf, V., & Schutz, C. (2001). Teaching in 2025: Education and technology transformed. In Visions 2020: Transforming education and training through advanced technologies. Retrieved on April 29, 2008 from: http://www.technology.gov/reports/TechPolicy/2020Visions.pdf • Donovan, M.S., Bransford, J.D., & Pellegrino, J.W. (Eds.) (1999). How people learn: Bridging research and practice – Chapter 2: Key Findings. National Academy Press, Washington, DC. Retrieved on April 29, 2008 from: http://www.nap.edu/html/howpeople2/ch2.html

49. Garry, A., & Graham, P. (2004). Using study groups to disseminate technology best practices. tech*LEARNING. Retrieved on April 29, 2008 from: http://www.techlearning.com/shared/printableArticle.jhtml?articleID=17301678 • Hasselbring, T.S., Smith., L., Rakestraw, J., & Campbell, M. (2000). Literature review: Technology to support teacher development. Retrieved on July 1, 2004 from: http://www.aacte.org/Research/EdTechPrep.htm • Heafner, T. (2004). Using technology o motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education (CITE). Retrieved April 29, 2008 from: http://www.citejournal.org/vol4/iss1/socialstudies/article1.cfm

50. Johnson, H., & Mertens, D. (2006). New strategies to address old problems: Web based technologies, resources & applications to enhance K-20 deaf education. In D. Moores & D. Martin (Eds.), Deaf learners: New developments in curriculum and instruction. Washington, DC: Gallaudet University Press. • Neumann, U., & Kyriakakis, C. (2002). 2020 classroom. In Visions 2020: Transforming education and training through advanced technologies. Retrieved on April 29, 2008 from: http://www.technology.gov/reports/TechPolicy/2020Visions.pdf • Partnership for 21st Century Skills (2003). Learning for the 21st Century. U.S. Department of Education. Retrieved April 29, 2008 from: http://www.21stcenturyskills.org/downloads/P21_Report.pdf