“Students were trapped in the mess, whether they were choosing to participate or not,” one teacher who’d witnessed the scene recounted in a post on Facebook.

He said the state is already implementing some of its recommendations

"I want to solve the problem in Flint. So that's my focal point," Gov. Snyder said.

Flint residents still want to know when they can again safely drink unfiltered water from their faucets.

his 75-point plan.

And in Flint, some residents are frustrated that the plan doesn't call for immediately removing all lead service lines.

“How do you fight millions of dollars of fraudulent commercials pushing for crooked politicians?”

The fear now is that the avalanche of digital information might push things the other way.

Governments that were digitally blind when the internet first took off in the mid-1990s now have both a telescope and a microscope.

Ever more data and better algorithms, they fret, could lead politicians to ignore those unlikely to vote for them.

But it is beginning to spill out from the ivory towers, and is gradually spreading to other countries.

The internet and the availability of huge piles of data on everyone and everything are transforming the democratic process, just as they are upending many industries.

“I will be using Facebook & Twitter. Watch!”

I suspect a lot of Americans have had enough of 25 years of Clintonocracy, but who knows

Ignore us at your peril.

And there have never been as many Independents as there are right now.

DINO

independent voters

On Saturday, Lewandowski was again caught getting rough on camera, this time with a protester in Arizona, and again the campaign denied it despite visual evidence.

We used to fact-check everything, every day,” another reporter told me, “but it gets hard to keep up.” For a writer filing on deadline an hour after a rally ends, there’s not enough time to thoroughly fact-check the dozens of fabrications that spilled from the stage. It’s also hard to know who the fact-checking is for. At this point, anyone who hates Trump has ample evidence he’s a liar. And anyone who loves Trump doesn’t care.

I ask Hidalgo if she visits news sites or anything political. No way, she says: "I'm paying for this; I'm not going to waste my money on politics."

along with an incident in which a member of the crowd punched and kicked a protester and another that involved Mr. Trump’s campaign manager.

politics news updates

Mr. Trump’s rallies have been anything but usual

the protester was part of a group behind Mr. Trump that had been jeering him as he spoke.

The cameras showed the crowd member being quickly led out by police officers

rally

set up a roadblock

“a disgusting guy,”

Donald J. Trump’s

Less than two weeks ago, Mr. Lewandowski was accused of roughly grabbing a reporter from Breitbart News, Michelle Fields, as she tried to trail Mr. Trump to ask a question after a news conference in Jupiter, Fla. Ms. Fields has filed a police complaint against Mr. Lewandowski, who has not been charged. He has denied that anything happened and has called her “delusional” on Twitter.

In another incident, cameras recorded Mr. Trump’s campaign manager, Corey Lewandowski, and a man who appears to be a member of the security detail confronting a protester.

another in an American flag shirt

People for Bernie, a large unofficial pro-Sanders organization founded by veterans of the Occupy movement and other lefty activists.

Leveraging is an appropriation, and at times, repurposing of structures, tools, concepts, etc. in service of individual and shared interests.

By focusing on the remix moments that rupture existing power structures and impede the neoliberal flows toward efficiency, effectiveness, and individual competition, we can begin to understand how remix functions as an inflection point for developing individual and shared agency among MOOC participants, working together to coproduce knowledge and minimize hierarchies in this community of practice.

remix as a kind of cultural glue

Michael, a CLMOOC participant who had participated in the 2013 CLMOOC and had then spent the school year remixing his classroom space based on newfound desires for creating a learning-centered classroom, tweeted in response that there should be a special in-depth CLMOOC-hosted Make with Me Google Hangout devoted to the conversation. Rather than a space for focused discussion about an idea, Make with Me’s were typically focused on sharing and demonstrating approaches to making and composing. However, the participation structure afforded extended conversations, allowing participants to delve deeply into their shared inquiry questions. In the next tweet, Karen, a CLMOOC facilitator, who had also expressed that she was challenged with the idea of “story” across the weeks, agreed to do the backend work to set up the Hangout through the CLMOOC website. It was then co-hosted by Karen and Michelle with five other participants and facilitators on the screen and several simultaneously tweeting during and after the Hangout. In these ways, they appropriated the Make with Me Google Hangout structure to sustain and grow a participant-driven conversation.

Undeterred, both Amy and Terry responded saying that they were not offended or disrupted. Amy tagged Vera again stating that she wasn’t offended by the comments and hoped that the sharing of images would promote a discussion of perspectives on those images. Terry rejoined similarly with, “No exception taken by me here. So glad to see folks engaging”. He then continued to interrogate the United States’ border actions, linking the anti-immigrant tide to issues like the Common Core State Standards, as a sorting and privileging function. He ended with an invocation to elaborate on images because “like quotes, they don’t speak for themselves”. Encouraging participants to come to voice and develop positions and stances that must be articulated in nuanced ways. Amy then posted a comment that agreed wholeheartedly with Terry’s invitation. Next, Vera shared a link to a petition for child refugee resources and a blog post she composed herself in response to this interaction that curated new posts, news, petitions, activism, and blog rolls around both adjunct labor conditions in the academy and immigration issues. Original blog author Ava rounded out the discussion by thanking participants for taking up her work and detailed a para-curricular workshop she taught with undocumented youth which engaged them in analyzing multimodal texts and producing compositions that worked at the intersections of image and words to articulate experience and promote reflective and empathetic connections.

a livestreamed Google Hangout which was called “Make with Me”

authors

Stephanie West-Puckett

Anna Smith

Christina Cantrill

We can imagine how professional learning communities might embrace or even cultivate historical rupture to open moments of possibility for professional learning by leveraging active, collaborative, multimodal knowledge remixing as a pathway for co-creating critical approaches to technologies and new literacies.

n CLMOOC, the teacher is first and foremost a creator

Thus, it was not Vera’s remix move alone that created new learning opportunities for participants; rather, the turning happened as a relational function of artifact sharing and dialogic exchange, exchange that included both novice and experienced participants, each imbued with different kinds of power, that allowed a more critical learning pathway to emerge and subtly refigure the operational logics of the space.

the CLMOOC professional development experience was marked by bursts of collective creativity.

bursting or a “burst effect”

Screenshot of a portion

The pursuit of possibility is, perhaps, the key component in CLMOOC’s orientation toward professional development designed for potential rather than outcomes.

Joe

bursting

openly networked, production-centered, participatory learning collaboration for educators

Through open annotation, students in Games and Learning are appropriating contexts not designed for play – including graduate education, online learning, and asynchronous text-based discussion.

Do you think Caveparents freaked out when the Caveteens figured out how to make fire for the first time? Probably! But then the caveteens were probably like, “Hey, wild idea, but what if we cracked these weird orbs coming out from under the chickens over the fire and then tried eating them?”

1. The “Why Do Teens Sext? Probably Because They Are So Sad From Meeting All Those Craigslist Killers On Facebook” category. These are the stories that paint teens as reckless drones who are helpless in this new frontier of technology and social media. 2. The “While Other Teens Were Playing Angry Birds, This 14-Year-Old Invented an App That Cures Cancers” category. These stories are inspiring tales of ingenuity but make other teens out to be lazy for, like, just using the internet to unwind by looking at memes.

Annabelle, 16

Once I made internet friends, making friends in real life became much easier,

It’s how I met my closest friends when I felt isolated from people who shared my interests.

Decisions like ending Pell Grants for prisoners, for example.

Programmed instruction doesn’t simply fix the content; it fixes the relationship between learner and instructor (whether machine or human). There is no reciprocity there, for starters. And there’s little opportunity to express oneself outside the pre-ordained — the programmed — design.

The content could not be “delivered,” because our analysis of political violence had to be constructed and deconstructed and negotiated, with full recognition of those who were in the class and had experienced, enacted forms of political violence — whether those students were in the pen or not. The class — connected through telephony — was networked, as in turn was the learning.

We do not want to leave the school system behind. We need to keep driving toward where we want everyone to be versus waiting until everyone is ready. The end goal will involve the Internet, and there needs to be a framework for it.