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Connected Learning Principles

Connected Learning Principles
We are living in a historical moment of transformation and realignment in the creation and sharing of knowledge, in social, political and economic life, and in global connectedness. There is wide agreement that we need new models of education suited to this historic moment, and not simply new models of schooling, but entirely new visions of learning better suited to the increasing complexity, connectivity, and velocity of our new knowledge society. Fortunately, we are also able to harness the same technologies and social processes that have powered these transformations in order to provide the next generation with learning experiences that open doors to academic achievement, economic opportunity, and civic engagement. What would it mean to think of education as a responsibility of a distributed network of people and institutions, including schools, libraries, museums and online communities? At the core of connected learning are three values:

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A Day in the Life of a Connected Educator – Using social media in 21st century classrooms One of our main goals at Powerful Learning Practice is to turn educators into 21st Century educators. That is, teach them how to use social media and other powerful Web 2.0 tools to transform their classrooms into learning environments that are ready for today’s iGeneration students. One of the most common questions we get is, “But where do we find the time to use all this new technology?” To answer that question, we developed this infographic – A Day in the Life of a Connected Educator to show that using social media in your classroom and in your life can be integrated, easy, and fun.

Template Why create lesson plans? Teachers create lesson plans to serve as guides in helping students achieve intended learning outcomes. Whether a lesson plan is in a particular format is not as relevant as whether or not the plan actually describes (1) what the teacher expects the student to know, understand and be able to do, (2) how the student will be engaged in the learning, and (3) what evidence the teacher will accept that the student has demonstrated mastery of the identified knowledge, skills and concepts noted. Plans that can be interpreted or implemented in many different ways are probably not well-designed lessons.

‘Connected’ learning Canadian principal George Couros spent last week sharing his ‘connected’ learning with our teachers and leaders. Several school leaders said they felt ‘inspired’ after hearing George talk so passionately about his students, profession and his professional learning. The workshops with George and our Principals Masterclass may look like ‘stand-alone’ or ‘one-off’ events but they are actually part of a learning continuum that began seven years ago. The mere fact that our leaders have an opportunity to collectively engage in deep conversations on learning is powerful learning. At the start of the 2012 school year, we set our collective focus to ‘learning by inquiring’ – how we could engage in the inquiry and knowledge building cycle within schools and across the system.

Learning 2.0 is Dumb: Use ‘Connected Learning’ Instead Going forward, and as best I can, I’ll use the term ‘Connected Learning’ to describe a knowledge ecosystem made up of formal, informal and social learning behaviours and modalities. It’s about time I (and perhaps you as well) retire the term Learning 2.0. There are a few reasons for this: Therefore, I present to you ‘Connected Learning’ … at least from a modality perspective: If ‘Connected Learning’ is part formal, part informal and part social, there will always be the act of ‘connecting’ one’s self to people, content, systems, networks, etc. during the learning process itself … and it may occur through several mediums. Formal: a self-contained & scheduled learning event, typically but not always tracked, providing a comprehensive and at times logical or sequential approach to a topic.

Learning in the Future Overview Connectivism has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of traditional learning theories to explain the effect technology has had on how we live, how we communicate, and how we learn.[1] According to co-developer Stephen Downes (2007), connectivism posits that “knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks.[2]” As with constructivism and active learning, connectivism theorizes that knowledge is not acquired, as though it were a thing. Knowledge is the set of connections formed by actions and experience. In connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge.

The Case for Connected Learning A lot of my classmates don t get the importance of working with each other. You know, you spend all that time in high school where you re told to write an essay and you don Inquiry Based Science Lesson Plans Exemplars inquiry-based investigations provide teachers and administrators with a way of teaching and assessing science-process and communication skills. Our performance tasks are classroom tested and can be used for assessment, instruction and/or professional development. Investigations have been reviewed and approved by NSTA Recommends.

Whitney Burke: Connected Learning: A Learning Approach Designed for Our Times Between the years of 1992 and 2005, I spent a great deal of time confined to a desk learning the three Rs: reading, writing and arithmetic. My mother, who was a K-12 librarian, always pushed for the basics. I'm thankful she did. Those foundational literacies made me who I am today. But looking back on my adolescent years, there was something absent from the equation. It was that of a fourth R: relevance. What Is Connected Learning? There are a ton of resources floating around out there about connected learning. Connected learning brings together all of the various experiences, interests, technology, academics, people and communities that learners are a part of in order to make all of these scenarios and experiences learning opportunities. Many teachers naturally do this to some degree in their classroom already, without perhaps the official ‘name’ attached. The handy infographic below, from Mia MacMeekin, takes a deeper look into connected learning, and highlights what is so great about it! Look with a critical eye – do you already try to incorporate all or some of the elements?

Connected Learning and Digital Literacy ~ Connectivism ~ A word which I’d never encountered before three weeks ago. A theory which is beginning to make sense to me. Connected Learning in an Open World At the beginning of this week I was in Greenwich, London for the first time in my life. On Monday I travelled up the Thames from Embankment to Greenwich Pier by Clipper (another first) and stood on the decks of the Cutty Sark. On Tuesday I spent the day at the University of Greenwich’s APT2014 Conference, the reason for the trip.

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