A new way of understanding open, connected teaching and learning.
Who is the connected educator?
The connected educator displays the following dispositions:
The connected educator has a growth mindset. They believe in the value of lifelong learning and are constantly open to and exploring new ways of learning and teaching.
A Connectivist Perspective
The connected educator sees learning as the act of creating connections & navigating networks. They draw value not only from what they know, but also from their potential to know more through their networks.
The connected educator embraces open education. They use, create & share open research, open resources & open pedagogy. Their practice is informed by & enacted through open networks.
Build a connected identity
What are the capabilities of the connected educator?
The connected educator has the capacity to:
The connected educator strategically organises their online and network interactions to formulate a digital, connected identity to communicate credibility and transparency.
Develop social network literacy
The connected educator works to understand and interact effectively across a range of networks to access, share and amplify information, resources and teaching.
Create, maintain and work with connections
The connected educator creates both strong, reciprocal relationships with connections & incidental, serendipitous connections to meet learning needs, & models this to students.
What does the connected educator do?
The connected educator actively:
The connected educator accesses knowledge, ideas, expertise and resources from their network, and teaches their students how to navigate networks to effectively access learning also.
The connected educator shifts roles between learner and teacher through sharing. Open sharing encourages iterations in pedagogical practice instigated by reflective feedback from others, including students.
The connected educator takes advantage of the affordances of social networks to engage with & discover diverse individuals, resources & information. By engaging widely their teaching and learning is enhanced.
The connected educator sees themselves not as isolated teacher practitioners, but as active participants in a collaborative knowledge network, drawn together in open platforms and spaces by shared purposes, sharing the knowledge and resources they produce.
They continue to learn through their Personal Learning Network throughout their career, and model open and connected approaches to learning through their pedagogy. The connected educator views their role as one encompassing both learning and teaching.
Bridgstock, R. (2016). Graduate employability 2.0 connectedness learning model. Retrieved from http://www.graduateemployability2-0.com/wp-content/uploads/dlm_uploads/2016/10/GE2.0-model-summary-document_forweb.pdf
Couros, A., & Hildebrandt, K. (2016). Designing of open and social learning. In G. Veletsianos (Ed.), Emergence and Innovation in Digital Learning : Foundations and Applications (pp. 143-161). Edmonton, AB: Athabasca University Press. doi:10.15215/aupress/9781771991490.01
Cronin, C. (in press). Openness and praxis: exploring the use of open educational practices in higher education. The International Review of Research in Open and Distributed Learning.
Downes, S. (2009, 24 February). Connectivist dynamics in communities. Retrieved from http://halfanhour.blogspot.com.au/2009/02/connectivist-dynamics-in-communities.html
Dweck, C. S. (2012). Mindset: how you can fulfill your potential. London: Robinson.
Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. Education Technology, 55(4), 3-13.
Krutka, D. G., Carpenter, J. P., & Trust, T. (2016). Elements of engagement: A model of teacher interactions via professional learning networks. Journal of Digital Learning in Teacher Education, 32(4), 150-158. doi:10.1080/21532974.2016.1206492
Nussbaum-Beach, S., & Hall, L. R. (2012). The connected educator: Learning and leading in a digital age. Bloomington, IN: Solution Tree Press.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2005(January). Retrieved from http://www.itdl.org/
Veletsianos, G., & Kimmons, R. (2012). Assumptions and challenges of open scholarship. 2012, 13(4), 24. Retrieved from doi:10.19173/irrodl.v13i4.1313