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<h2 class="hd hd-2 unit-title">Expectations</h2>
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<p>Justin explains this course's emphasis on action and the benefit of integrating what you learn here into your practice.</p>
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<h3 class="hd hd-2">Expectations</h3>
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<h2 class="hd hd-2 unit-title">Create a Work Plan</h2>
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<p>Take a minute to scan the syllabus and your calendar and think about how you'll fit the course into your life. We encourage you to create a plan for yourself in your notebook so you can reference it at any point in the course. </p>
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<h2 class="hd hd-2 unit-title">Taking the Course in a Learning Circle</h2>
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<p>We believe that your learning experience could be especially powerful if you take the course with others. One way to do this is with learning circles.</p>
<h3>What is a learning circle? </h3>
<p>A learning circle is a facilitated, in-person study group for learners who are all registered in the Launching Innovation in Schools course. </p>
<h3>Why form a learning circle? </h3>
<p>This course is designed to encourage you to incorporate what you learn in your context as soon as possible. Your learning circle can provide encouragement, support, and diverse perspectives. </p>
<h3>How will my peers benefit from joining a learning circle?</h3>
<p>No one knows your school or context better than the people who work there every day, and asking your colleagues to join you in taking this course is a step toward building a cohort of change leaders where you work. We encourage you to be bold and reach out. You might be surprised who responds!</p>
<h3>What materials can help us create powerful learning circles?</h3>
<p>We’ve created the <a href="/assets/courseware/v1/06f517a2f7c9875a29194de3373133f2/asset-v1:MITx+11.154x+3T2018+type@asset+block/FacilitatorsGuidev2.pdf" target="_blank">Launching Innovation in Schools Facilitator's Guide</a> to give you the tools you need to lead a learning circle. The guide suggests discussion topics and activities for meetings, but we encourage your learning circle to interact with the course in the ways that seem most valuable and productive for your needs. </p>
<p><a href="http://www.kiang.net" target="_blank">Douglas Kiang</a>, a computer science teacher at <a href="https://www.punahou.edu/" target="_blank">Punahou School</a> (a school in Hawaii) and a learner from the January 2017 run of our course, joins Justin to share thoughts on the benefits of taking this course with colleagues from the community.</p>
<p><strong>Note:</strong> There is additional text below the video. </p>
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<p><strong>The Facilitator's Guide has ideas and strategies for working collaboratively, including:</strong></p>
<ul>
<ul>
<ul>
<ul>
<ul>
<li>Messaging for getting and keeping participants organized</li>
<li>Discussion questions to start conversations about the videos, including presentations and <em>Voices in Practice</em></li>
<li>Strategies for making assignments and activities more collaborative</li>
<li>Tips from a former facilitator of a Launching Innovation in Schools learning circle</li>
</ul>
</ul>
</ul>
</ul>
</ul>
<p><strong style="font-size: 1em;">We've also provided Activity Take-Out Packages</strong>, which provide tips and other resources for facilitating leadership practices in your own community.</p>
<p>Below are links to Take-Out packages. Take-Out packages will provide tips and other resources to learning circle facilitators to run leadership practices exercises in their home communities. </p>
<p>Throughout the course, Peter and Justin will share these practices as part of the course. Take-Out versions are formatted for face-to-face use, and we hope that as a facilitator you’ll use and adapt them with colleagues to meet your needs. </p>
<ul>
<ul>
<ul>
<ul>
<li><a href="/assets/courseware/v1/abec089e86b2cf9023ecec0129ec161e/asset-v1:MITx+11.154x+3T2018+type@asset+block/Four_Corners_Take-Out_Package.pdf" target="_blank">Four Corners</a></li>
<li><a href="/assets/courseware/v1/91b432b5ed38721a534fa613c68cc04e/asset-v1:MITx+11.154x+3T2018+type@asset+block/Rightboro_Scenarios_Take-Out_Package.pdf" target="_blank">Rightboro Scenarios</a></li>
<li><a href="/assets/courseware/v1/b5c39d020cce81582e7ef13b99fdca39/asset-v1:MITx+11.154x+3T2018+type@asset+block/Left-Hand_Column_Case_Take-Out_Package.pdf" target="_blank">Left-Hand Column Case</a></li>
<li><a href="/assets/courseware/v1/f55f22d30620640b8d05ee5e350d12ae/asset-v1:MITx+11.154x+3T2018+type@asset+block/Evaluation_Scenarios_Take-Out_Package.pdf" target="_blank">Evaluation Scenarios</a></li>
</ul>
</ul>
</ul>
</ul>
<h3><strong>Access the Facilitator's Guide <a href="/assets/courseware/v1/06f517a2f7c9875a29194de3373133f2/asset-v1:MITx+11.154x+3T2018+type@asset+block/FacilitatorsGuidev2.pdf" target="_blank">here</a>.</strong></h3>
<p>*The <em>Launching Innovation</em> Learning Circles Facilitator's Guide is based on <a href="https://www.p2pu.org/en/" target="_blank">P2PU</a>'s <a href="https://www.p2pu.org/assets/uploads/learning_circle_downloads/facilitator_handbook.pdf" target="_blank">Learning Circles Facilitator Handbook</a>. </p>
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<h4><strong>If You're Taking the Course Alone</strong></h4>
<p>Recruiting some peers to take the course with you will give you an especially powerful learning experience. However, we recognize that not every participant will be taking this with a group of colleagues. In that case, we still encourage you to bring your assignments into your school, however informally. For example, discuss assignments with colleagues, share videos with peers, or talk with a student about ideas from the course. This course is about taking action, and the action step of each assignment can be taken whether or not you’re formally taking the course with others.</p>
<h4><strong>Working With Others</strong></h4>
<p>We encourage you to collaborate, both within your organization context and in our online community here. We ask everyone to submit their own individual work for each assignment. We recognize that if you work very closely with colleagues, your assignments can and should look very similar. A group of educators from the same school might choose to work on the same problem of practice, and we think that’s terrific. We still encourage each person to submit independently, so that the reflections and perspectives of each assignment are unique, even if they have common roots and elements. </p>
<h4><strong>Building community online</strong></h4>
<p>As you go through the course you’ll probably notice participants who seem to be peers to you in some way. You might be dealing with a similar problem, be in a similar context or have a similar role. Seek out these peers! Respond to their posts, say hello, or give feedback on their work. This is a great way to build community online. (Tip: Double click any username to see a summary of their posts, comments and assignments!)</p>
<h3><strong style="color: #4c4c4c;">Forum Groups<br /></strong></h3>
<p><span style="color: #4c4c4c;">A</span><span style="color: #3c3c3c; font-family: 'Open Sans', Verdana, Arial, Helvetica, sans-serif; line-height: 1.6;">ny participant has the ability to create and join groups in the forums. </span><span style="line-height: 1.6em;">These groups are places where individuals with some similar interest can connect and discuss. For example, in the "Middle school teachers" group, members could discuss innovation efforts that improve teaching and learning for middle schoolers. There are also some basic social networking features to connect with other people.</span></p>
<h4><strong>Collaborating with a forum group</strong></h4>
<p style="text-rendering: optimizelegibility; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; font-stretch: inherit; vertical-align: baseline; color: #4c4c4c;">We are sure there are myriad ways to productively collaborate on the work in this course, and we look forward to hearing about the ways you all come up with! Here are a few ways to form groups we'd like you to be aware of:</p>
<ul>
<li><span style="color: #4c4c4c; font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 1em; line-height: 1.6em;"><strong>Form a small group to share your work and get feedback more often</strong> as you work on your project. In a more intimate setting, people may be able to give more nuanced suggestions and you will get to know each other, too.</span></li>
<li><span style="color: #4c4c4c; font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 1em; line-height: 1.6em;"><strong>Form a small group around a common theme.</strong> For example, you may find 10 people in the course who are working on a similar problem of practice regarding using technology more intentionally and more effectively.</span></li>
<li>You are also welcome to<strong> form a group with people in your geographic location</strong> and arrange face-to-face meet-ups! Maybe in this course you'll meet educational leaders from a comparable school district and find that you have similar challenges. </li>
</ul>
<h4><strong>Tips</strong></h4>
<ul>
<li>You can create groups at any point in the course. If you find others working on a common theme, problem, or context, that is a perfect time to reach out and form a group together.</li>
<li><span style="font-size: 1em; line-height: 1.6em;">Consider creating some norms for your group regarding communication, expected response time, frequency of feedback, etc. Try to </span>make sure everyone has comparable expectations. </li>
<li>Don’t forget to talk about availability and pacing with members of your group. Learners may be focusing on different sections at different times. Talk about how you will want to share work and respond to each other. Also keep in mind that group members may have varying schedules and may even be in different time zones.</li>
</ul>
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<h2 class="hd hd-2 unit-title">Intro to Assessment</h2>
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<p>In this course, we have shifted the emphasis away from grades. What's important is the effort you put in, the actions you take, and the experiences you have. This especially means engaging with the community of your peers, and working on personally meaningful projects. These things don't lend themselves to automated evaluation, but benefit greatly from discussion and reflection. For this reason, the course has you focus on peer evaluation and the honor system to earn your certificate.</p>
<h3>Ways to Write and Share</h3>
<ul>
<li>Each unit has <strong>assignments</strong> that you'll submit in the forums. You'll provide feedback to your classmates and you'll also receive feedback. Because each assignment contributes to your overall work in the course, it is helpful, if possible, for your peers to have access to assignments other than the one they are providing feedback on. <strong>We recommend that you keep all of your assignments together either in Google Drive, or in <a href="https://padlet.com/" target="_blank">Padlet</a>, or some other site that allows you to share multiple files. </strong></li>
</ul>
<ul>
<li>There will be <strong>activities</strong> in each unit. You'll do or try something and we invite you to share your thoughts in the forums.</li>
<li>You'll have <strong>opportunities to reflect</strong> throughout the course. These are meant to be personal, but you have the opportunity to share if you'd like. </li>
</ul>
<h3>Completion Checklists</h3>
<p>At the end of each unit’s content, there will be a completion checklist for you to keep track of completed activities and assignments. There are no due dates, last day of the course, or verified certificates. The more you do, the more you will get out of the course, but you should also feel free to tailor your experience in the course to your own interests and goals.</p>
<h3></h3>
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<h2 class="hd hd-2 unit-title">Logistics</h2>
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<h3>Course Time</h3>
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<p>In order to coordinate with your peers from around the world, this course uses Coordinated Universal Time (UTC). The current time is shown here and you can <a href="http://www.thetimezoneconverter.com/" target="_blank">use this site to convert to your own time zone</a>.</p>
<h3>Content Organization</h3>
<p>Each unit contains video lectures and at least one assignment, along with readings and discussion opportunities.</p>
<ul>
<li><strong>Videos</strong> introduce a concept, demonstrate a technique, or feature interviews where we bring in school leaders, students and other experts in the field of education to share their knowledge with you. These videos are split up into short segments, each several minutes long. <strong>We often include text above the video and there is sometimes text below as well. Make sure to scroll down so you don't miss additional content or interactive activities!</strong></li>
<li><strong>Assignments</strong> are designed to let you apply what you've been learning and try out the concepts yourself. </li>
<li><strong>Readings/Resources</strong> provide wider background in the field and deeper information about the topics presented. These resources are meant to supplement the content covered in the videos. </li>
<li><strong>Activities</strong> are meant to allow you to experience the material rather than just hearing about it. They take a little more time and effort than just watching a video, but we encourage you to really try them out to get the most out of the course.</li>
</ul>
<h3>Use of Student Work</h3>
<p>We would like to share exemplary student work (with personal details and identifying content removed) in future instances of the course, for research purposes, with select partners and collaborators, in social media related to the course, and on the MIT Teaching Systems Lab website. We are committed to making this course a safe place to learn, and we will approach sharing with care and sensitivity. If you do not want your work to be shared, please email the course team at <a href="mailto:liis11.154x@gmail.com" target="[object Object]">liis11.154x@gmail.com</a>.</p>
<h3>Grades</h3>
<p>What's important is the effort you put in and the experiences you have. This especially means engaging with the community of your peers and working on personally meaningful projects. These things don't lend themselves to automated evaluation but benefit greatly from discussion and reflection. </p>
<p>At the end of each week’s content, there will be a completion checklist for you to keep track of activities and assignments completed. There are no deadlines for this course. The more you do, the more you will get out of the course, but you should also feel free to tailor your experience in the course to your own interests and goals.</p>
<h3>Using the edX Platform</h3>
<p>If this is your first course on edX, or you just need a reminder of how to use the site, we recommend looking at the <a href="https://www.edx.org/course/demox-edx-demox-1-0" target="_blank">edX demo course</a>.</p>
<h3>Getting Help</h3>
<p>To get help, post a question in the Course Admin and Help category. If you need technical help using the edX platform, click <strong>Help</strong>, located on the top right corner of the browser screen.</p>
<h3>Honor Code</h3>
<p>We expect you to follow the <a href="https://www.edx.org/honor" target="_blank">edX honor code</a> in this course.</p>
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<h2 class="hd hd-2 unit-title">Social Media</h2>
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<p>Social media have created powerful new tools for school leaders to form informal communities of practice with educators around the world. As you proceed through the course, we encourage you to share your learning both in our forums and in whatever online networks you participate in. </p>
<p>On Twitter, check out what course participants are sharing on the <a href="https://twitter.com/hashtag/LIISMOOC?src=hash" target="[object Object]">#LIISMOOC hashtag</a>, and follow us <a href="https://twitter.com/MoocsTsl?lang=en" target="_blank">@MoocsTSL</a> for Teaching System Labs MOOC updates and news. We have also created a course Facebook page, <a href="https://www.facebook.com/LIISMOOC/" target="[object Object]">@LIISMOOC</a>, for Facebook users to be able to connect and converse with one another. One advantage of participating in these networks is that they allow you to make connections that can persist beyond the end of this course. They also allow you to share your learning in this course with your local community and other networks. </p>
<p>As always, whenever you share on social media, be thoughtful about how your posts will be received by colleagues and community, and be sure to follow local and regional norms, rules, and guidelines.</p>
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<h2 class="hd hd-2 unit-title">About the Team</h2>
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<h3>MIT Course Staff</h3>
<h4>JUSTIN REICH - INSTRUCTOR</h4>
<p>Justin Reich (edX username: JustinReich) is the executive director of the Teaching Systems Lab at the Massachusetts Institute of Technology, a research scientist in the MIT Office of Digital Learning, and an assistant professor in the MIT Department of Comparative Media Studies. He is also the co-founder of EdTechTeacher, a professional learning consultancy devoted to helping teachers leverage technology to create student-centered, inquiry-based learning environments. He writes the EdTechResearcher blog for Education Week, and his writings have appeared in Science, The New Yorker, The Atlantic, Educational Researcher, the Washington Post, Inside Higher Ed, the Christian Science Monitor, and other publications.</p>
<h4>PETER SENGE - INSTRUCTOR</h4>
<p>Peter Senge (edX username: petersenge) is a Senior Lecturer in Leadership and Sustainability at the MIT Sloan School of Management. He studies decentralizing the role of leadership in organizations so as to enhance the ability of employees to work productively toward common goals. Senge is the founding chair of the Society for Organizational Learning (SoL), a global community of corporations, researchers, and consultants dedicated to the “interdependent development of people and their institutions.”</p>
<p>He is the author of the widely acclaimed book, The Fifth Discipline: The Art and Practice of The Learning Organization (1990) which introduced the theory of learning organizations, and co-author of both The Dance of Change: The Challenges to Sustaining Momentum in Learning Organizations (1999) and the award-winning Schools That Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education (2000).</p>
<h4>ELIZABETH HUTTNER-LOAN - SENIOR MANAGER, ONLINE COURSE DEVELOPMENT</h4>
<p>Liz (edX username: LizHL) is a Digital Learning Lab Fellow with the MIT Office of Digital Learning. She develops and manages massive open online courses (MOOCs) pertaining to education and educational technology. She enjoys engaging with learners all over the world and creating meaningful online educational experiences. Previously, she was an Instructional Developer for the Gordon-MIT Engineering Leadership Program. While at Gordon-MIT, she collaborated with the company AMD to create a text-based simulation related to engineering leadership. Prior to her time at MIT, Elizabeth worked at the American Academy of Arts and Sciences. She holds a B.A. in Government from Claremont McKenna College and an Ed.M. in Technology, Innovation, and Education from the Harvard Graduate School of Education.</p>
<h4>ALYSSA NAPIER - COURSE DEVELOPER</h4>
<p>Alyssa (edX username: amnapier) recently graduated from MIT with a B.S. in Chemistry and now develops MOOCs for educators in Eric Klopfer's Scheller Teacher Education Program/Education Arcade Lab and MIT's Teaching Systems Lab (TSL). While an undergraduate, she worked with MIT's Institute Community and Equity Office to develop programming to strengthen the MIT community and bring awareness to issues of race. She also worked with TSL director, Justin Reich to research whether participants in politically-charged MOOCs engage in deliberative discourse. </p>
<h4>KELLEY HIRSCH - INSTRUCTIONAL DESIGNER</h4>
<p>Kelley (edX username: kmhirsch) develops MOOCS for educators, school leaders, and administrators. She has previously developed small private online courses for K-12 school leaders with Harvard Business School’s HBX platform, and has created in-person and digital learning experiences for museum visitors of all ages. She holds a BA in Classical Archaeology and Art History from Macalester College and an EdM in Technology, Innovation, and Education from Harvard Graduate School of Education.</p>
<h4>ABIGAIL MACHSON-CARTER - INSTRUCTIONAL DESIGNER</h4>
<p>Abby (edX username: amachson) develops MOOCs for educators in MIT's Teaching Systems Lab (TSL). Previously, she developed universally-designed teaching tools at CAST.org, and developed in-person and online writing courses at the University of Massachusetts, Boston. She holds a BA in Latin American Studies from Pomona College in California, an MFA in creative writing from UMass Boston and a graduate certificate in instructional design also from UMass Boston.</p>
<h4>PAUL SHUEBROOK - COMMUNITY TEACHING ASSISTANT</h4>
<p>Paul (edX username: shuebrook) is an educational technologist at Havergal College, an independent K-12 girls’ school in Toronto. He has over 20 years’ experience teaching and developing curricula in a variety of contexts, ranging from undergraduate courses and middle school classes in music to technology-related courses in Montessori and corporate settings. As a past participant in Launching Innovation in Schools and other MITx MOOCS, Paul was able to immediately apply the course methods and ideas to innovative projects he has initiated in his local community. Paul also develops small private online courses (SPOCs) for faculty, staff and students using the Open edX platform. He holds a B.Mus. and an M. Mus. in Composition from McGill, and recently enrolled in the Master of Educational Technology Program at the University of British Columbia (UBC).</p>
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<h2 class="hd hd-2 unit-title">Credits</h2>
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<p><img src="/assets/courseware/v1/e8c9e79d0212e5688bd9568e050797f6/asset-v1:MITx+11.154x+3T2018+type@asset+block/TSLlogo.png" alt="" type="saveimage" target="[object Object]" preventdefault="function (){r.isDefaultPrevented=n}" stoppropagation="function (){r.isPropagationStopped=n}" stopimmediatepropagation="function (){r.isImmediatePropagationStopped=n}" isdefaultprevented="function t(){return!1}" ispropagationstopped="function t(){return!1}" isimmediatepropagationstopped="function t(){return!1}" width="516" height="54" /></p>
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<p><strong>Video Producers:</strong> Garrett Beazley & <a href="http://www.freshcognate.com/" target="[object Object]">FreshCognate</a> (Aimee Corrigan, Denez McAdoo, Daymian Mejia, Doug Pietrzak)</p>
<p><strong>Engineer for the Forums:</strong> Brandon Hanks</p>
<p>Music composed by <a href="http://zevburrowsmusic.com/" target="_blank">Zev Burrows</a></p>
<p><strong>Key Team Members at MITx:</strong> Sarah Davis & Shelly Upton</p>
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