What can the Hunger Games teach us about using social media for change?
Teach Change
description
Transcript of Teach Change
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LEA Administrators’ Conference
Atlanta, GA
March 13, 2009
Michael Uden, Facilitator
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Prayer
Provocative Opening YouTube Clip
Paradigm Shift in Education
Practical Example
Podcasts◦ A new master’s degree in educational technology
◦ Education and resources offered via the MTM Project
◦ The TIP Program
Process: how to get there
Participant questions, wrap-up, and dismissal
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…thanking God for Christian leaders like Perry Bresemann and Frank Wegner
…thanking God for Christian schools with leaders like YOU
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Technically, I’ve laid claim to these 90 minutes…
Is it blasphemous to show such a clip if one works for Concordia?
What would using the clip have involved in 1989?
Could it at least be OUR time?
I am not an expert in technology, nor do I play one on t.v.
What did it involve today?
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E C N
H E
M L
I E Q
N
I O R
Y Y
D
K E
V A
X F
100%
0%0%0%
1. E C N H E
2. M L I E Q N
3. I O R Y Y D
4. K E V A X F
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…And we’ll be working to answer that this morning.
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For what does the abbreviation
―P.S.‖ stand?
POSTSCRIPT (post scriptum, after the written)
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Post Post Scriptum—or a footnote to a
p.s. footnote…
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Post Perry Stress Syndrome
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A Top-Down System A Collaborative System
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Which is more evident: a top-down classroom or a collaborative
learning community?
Let’s consider the physical evidence of the paradigm(s) in this very room
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.
Organizational ChartTop-Down Leadership
Organic CommunityCollaborative Leadership
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Symmetry - Likenesses
Modern / Industrial Age
Asymmetry - Differences
NetworksHierarchies
Building Community
Conversation for Closeness
Preserving Independence
CollaborationCompetition/Cooperation
Postmodern /Information Age
Flexible Time and PowerLimited Time and Power
Conversation for Upper Hand
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The Organic Community: A Framework for a Collaborative Classroom
People (not positions) are important.
Collaborators have purpose, ownership, voice.
Action-oriented
Relational
Meaningful
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The Organic Community: Descriptive not Prescriptive
Options, approaches, patterns develop naturally.
Diversity
Innovation
Creativity
Individuality
Wholeness
Spirit of mutuality, connecting, belonging, caring
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The Organic Community: Relationships not Commodities
Commodities are measured as bottom lines, numbers, and finances.
Relationships are measured in stories.
―Editability‖ instead of accountability
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The Organic Community: Revolving Leadership vs. Positional Power
The organic community invites the leaders’
Knowledge
Expertise
Abilities
Interests
Cross-helping
Synchronicity
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The Organic Community: Abundance not Scarcity
The answer is,―YES! Let’s try it!‖
Adventure
Innovation
Possibilities
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Tru
e Fa
lse
50%50%1. True
2. False
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Unless educators make a conscious and continual decision to do otherwise…
We teach like we were taught, and/or
We teach like we like to be taught.
What implications does this have for facilitating a collaborative classroom for learners native to a digital culture?
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Stro
ngly A
gree
Agre
e
Neutra
l
Disa
gree
Stro
ngly D
isagr
ee
50%
0% 0%
50%
0%
1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree
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And now, the next installment of…
What I did on my day off in January…
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http://teachchange.wordpress.com/
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20th century school of uniformity and predictability
21st century school of multiple delivery systems
and applications
If I hadn’t created a blog on this topic…
◦ I could have used that afternoon to grade papers.
◦ I would not be able to consult with others on the topic.
◦ I would not have heard from Elliot.
Because I created a blog on this topic…
◦ This portion of today’s presentation is not designated for silent meditation.
◦ I am already thinking of how to utilize this in other applications.
◦ Three others have started.
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Podcasts◦ The TIP Program LEANERS◦ Education and resources offered via the MTM Project LEARNERS
◦ A new master’s degree in educational technology LEADERS
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Formation of a technology plan (EDG 939)◦ Establishes vision for your school’s tech integration
◦ Identifies a scope and sequence of learning activities
◦ Articulates rationale for hardware and software
◦ Technology can and should do more than increase automation and efficiency
Creation of a ―critical mass‖ within faculty◦ ―Where two or more are gathered…‖
◦ Tie technology competencies to annual goals and evaluation
INFUSE the ISTE NETS Standards◦ facilitate, inspire, design, develop, model, promote, engage
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November Learning’s free web courses through
the MTM Project and School Ministry
Adobe Presenter – add voice and video
Adobe Connect – host an online conference
Turning Point – everyone loves a remote! GoogleDocs – virtual “writing buddies”
PhotoStory3 – simultaneous presentations
Blogs via WordPress – very user friendly
Online courses via the MTM Project – surprised?
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What are your questions, things to be clarified?
Thanks for being such an agreeable group!
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Thank you for…
Your time and participation
Your leadership of Lutheran schools
Your willingness to TEACH CHANGE
Michael Uden
262.243.2612
Copy of PPoint may be obtained @ www.slideshare.net. (Leave your email if interested.)