88 Matching Annotations
  1. Jun 2015
    1. communication operates as an organizational process that may replace or supplement familiar forms of collective action based on organi- zational resource mobilization, leadership, and collective action framing

      I find it hard to believe you can have communication as a process without mobilization and leadership. They all enable each other.

    2. The Logic of Connective Action explains the rise of a personalized, digi- tally networked politics in which diverse individuals address the common problems of our times

      I believe the need to #teachtheweb to ensure the Web stays Open and a source of empowerment around the globe is a common problem of our time.

  2. May 2015
    1. like this sketch

      I like the graph. I have to follow the roots of this unlearning literature. Feeling a legacy of Piaget in this sense of "crisis" or "discomfort" that is required for deep learning.

      I know I throw things when writing, yet there is also a sense of elation and drive.

      I find the or strange. I wonder if It should be and. Many students put in time without effort and get no where.

      I also think you can reach understanding instantaneously (though I think Sam refers to more designed learning than natural learning). I think about Kristeva and the abject. It isn't so much unlearning but a reversion.

      My dabbling in this makes me wonder if we would need tools in the chart or the activity...wait we would be stuck with Engstrom's triangles again.

    2. know more at precisely the same moment that you understand less.

      Or is this a recognition that you have so much more to learn? Is understanding from this framework nothing more than the motivation from greater knowledge?

    3. while not yet being able to meaningfully connect it to things you already know.

      This puts deep learning in the hands of the individual I am beginning to wonder if understanding is something that belongs to the collective. It is too subjective in the individual.

    4. The inability to connect a new piece of information with the world as we already know it--this is a classic problem of the unlearning that is required for deeper learning

      It could be just not encountering enough variations across multiple case studies.

      I also see many parallels to the idea of what we are calling synthesis here.

    5. knowledge while losing understanding

      I agree with this statement but I do not by into the science of unlearning. You are not "unlearning" when your perceptions shift. It is a movement or trajectory.

      I need to explore this more but the field of research in misconceptions is much stronger in the hard sciences. I am not too comfortable with it, but ill-defined and well-defined domains do behave differently. Oops I just anthropomorphized knowledge. Mistake?

      To me the idea that of starting with the learner is wrong is wrong. Deeper learning does not have to begin from here.

  3. Apr 2015
    1. We draw on the work of Deleuze and Guattari (1987) as a means of mapping or “animating” (Slack, 2003; Stivale, 1998) our data.

      I am seeing some connections to what what [Laura de Reynal] (https://twitter.com/lau_nk) and Michele Thorne are doing with the #webjourney. They invented a really cool methodology. I call it reflective network design.

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    1. How can mentorship, and eventually leadership, be a more explicit part of a web journey?

      This has more to do with people than it does brand and product. We can not lose sight of that.

      I borrow heavily from Gee's affinity spaces when thinking about web spaces for learning. I also steal his circuit of reflective inquiry when thinking about what makes us smart.

      Finally we are striving for the Network Fluidity outlined by Castells and Cardosa and they call for self-programmable learners.

    2. As web literacy skills and competencies increase throughout a learner’s journey,

      Lets add another stage. Maybe the data is not there yet but hopefully when you return in the year the need will be there to add Teach and Advocate as stages.

    3. How can this nuance be illustrated and made more intuitive?

      We are limited by the affordances of print. We have gotten a lot of pushback around the web literacy map being displayed in a grid format. Literacy researchers called us out for reinforcing deficit metaphors rather than recognizing the continuum to which you refer.

      Down the road we should think about the design challenge of displaying both the map and the journey in non-linear ways,

    4. with steps of engagement outlined in the Web Journey.

      Instead of "steps of engagement" I think we have to focus on building communities of support across the web journey. In the web journey community is the content. Connections are the curriculum.

    5. ertain skills may be more necessary for some stages

      Just as important will be the club captains and mentors who will enculturate learners into the discourse practices of the open web.

    6. For example: Is there a list of skills that people need to acquire to move from “Basic use” to “Leverage”?

      This will be critical to identify. Once we do I think the basics in the Club Curriculum should cover all of these before we get into different pathways.

    7. framework outlines five stages

      This is a minor detail and more of a personal preference but I think you should try for parallelism when naming constructs.

    8. Leverage

      In the graphic leverage and creation are put on equal footing but they sound like different stages in your writing. Are they on equal ground? Clarify.

      I also think it should be Aha Moment(s) it is a gradual transition from basic use (unless the data pointed to avery specific and unique moment across your cases).

    9. From the tinkerer to the web developer, creators understand how to build the Web and are able to make it their own

      To assume that creation isn't going on every step of the journey is wrong. In the basic use I might be making photo montages, curating good reads etc. You can create for the web without being a web developer. Maybe builder (possibly maker) it is a better construct here. Whether you are a "user" or a "builder" you are still creating meaning and identity.

      Creating meaning and identity within larger discourses is the essence of literacy practices.

    10. to find jobs, to learn, or to grow their business

      to play?

    11. stuck in the “social media bubble,

      I get the negative connoation and trying to fight the idea that "Facebook is the Internet" but you are downplaying the identity work that happens in Basic Use (and across the Web Journey as a whole).

    12. Therefore, the updated Web Literacy Map includes competencies like privacy, remixing, and collaboration.

      I agree. We have been discussing this in #rhizo15. The map contains more subjectives rather than objectives. We recognized and were blatant in the values we want to teach.

    13. What skill levels and attitudes encourage people to learn more about web literacy?

      Skill levels are often more subjective than the dispositions and affective states of learners. I wish I knew the answer to the question. Do the skills build the dispositions or the dispositions build the skills? Is it both?

    14. rejection

      There is more to this rejection around gender. It is a deliberate reinforcement of inequality. It isn't no access but access being blocked. I believe the ending of poverty begins with empowering women. How can we help?

    1. A good educational system should have three purposes: it should provide all who want to learn with access to available resources at any time in their lives; empower all who want to share what they know to find those who want to learn it from them; and, finally, furnish all who want to present an issue to the public with the opportunity to make their challenge known.

      I think this sums up the goals of Teach Like Mozilla and the #mozacademy

    1. The web can improve my life

      I take slight issue here. The Web can improve my life can happen with the social elements of basic use.

    1. leadership in our context requires fluency in specific competencies – the highlighted ones on the web literacy map above.

      I really like what you did here, but there are things that are missing. I would draw on Gee's Circuit of reflective inquiry. There also needs to be something in terms of assessment, and reflecting.

    2. “fluency”

      I think I am a little adverse to the term. Fluency (same reason I don't like literacy) is dichotomous. You are fluent or you are not. For me its more of an Open Mentor Continuum or "The Teach Like a Mozillian Continuum"

    3. ’d love to hear thoughts on this approach to placing a lens on the Web Literacy Map. Please ask questions, push back, give feedback to this thinking-in-progress.

      I think you have gotten far in the unique characteristics of effective blended teaching. Specifically the online stuff.

      There are other fundamental elements there could be missing. I also wonder if the grid approach if most beneficial. There maybe better heuristics to represent what it means to be a webmaker mentor or leader.

    4. Last week in a team call, we talked about my first attempt to use blunt force in getting the Web Literacy Map

      Are these archived. i could see myself geeking out on those.

    5. Webmaker Training (and before that the original Teach the Web MOOC).

      I have been arguing this has to be a distributed classroom and not a destination classroom. If the Mozilla Academy is everywhere we will need Kraken like tentacles all of the interwebz.

    6. There is a lot of content for professional development around teaching Web Literacy.

      Add a link to the GitHub Issue. I'd have to search my email or notifications to find it.

    7. I have some theories on specific competencies a leader needs to be considered “fluent” in open source and participatory learning.

      Try to define your key terms for you readers as soon as you use them rather than a few sentences down.

    8. What do we need to cognitively understand? What behaviors do we need to model? How do we unite with one another locally and globally?

      Lot of overlap there. Maybe because understand is such a soft word that is so clear to everyone we all try to avoid it. Much in this column takes modeling. Especially the open thinking and participation.

      Also we don't have to limit ourselves by writing in threes. There may be more knowledge,skills, and dispositions of teaching like a Mozillian

    9. What makes them sustainable?

      Do not underestimate the power of community here. We are focusing on a humanistic view of the individual. Maybe we have to build a network first or better yet build the leaders while we all build the network.

    10. What do the leaders and passionate people in our community have in common?

      I could feel a focus group and case study going here. Depends of course on the timelien of delivery on the project., but why identify and ask them what they have in common.

    11. What does it mean to be “trained” by Mozilla? Or be part of Mozilla’s educational network?

      I like the second sentence much better. Learning is something people do rather than have done to to them.

    1. My argument: the web is at an open vs. closed crossroads, and helping people build know-how and agency is key if we want to take the open path.

      We also need to build the know-who. In fact we are the know-who, and those who know more than us in our networks.

    2. aking and learning tools in Firefox (MakerFox)

      Go Team Tiger. Excited to see what comes out of this.

    3. There is also a piece that includes ‘leadership’ — a commitment and skill level that has you teaching, helping, guiding or inspiring others.

      This is critical. We do not speak enough to the role leadership plays in classrooms centered on agency and choice.

    4. Literacy: use the web and create basic things Skill: know how that gets you a better job / makes your life better

      These two levels seem quite similar.

    5. This is important both for motivation and for actually having the impact on ‘what people know’ that we’re aiming for.

      This is where human capital and social capital are key. You need an audience to make real shit for and help you care about excellence

    6. aspire to and feedback loops t

      Reminds me of Gee's Cycle of Reflective Inquiry

    7. ‘open source learning’ (my term) or ‘creative learning’ (Mitch Resnick’s term, which is probably better :)).

      iterative learning? networked learning, connected learning?

    8. Mozilla’s web literacy map

      I am really excited where we landed with Version 1.5. I think we built in the values @msurman discussed.

    9. using our product and marketing

      I know that the Mozilla Learning efforts are tightly entertwined with the product expansion, especially in developing nations, but this does raise a few eyebrows.

    10. presupposes we want to engage primarily

      I think the target audience is people who want to #teachtheweb let them do the groundwork of finding the folks who want to learn.

    11. common approach and brand for all our learning efforts: something like Mozilla University or Mozilla Academy.

      I liked the webmaker brand, sad to see it being used for the larger mass-market efforts. It was an awesome overarching brand. I guess its just the ways things go with new initiatives. You can't have a new initiative without a new name

  4. Mar 2015
    1. Respecting community norms when expressing opinions in web discussions

      Here we tried to get at the idea that different spaces have different discourses. We went with community norms not to sound wonky. Participation means respecting those norms.

      Discourses of different groups are how we shape our identities.

    2. Managing and shaping online identities

      There was a lot of debate early on whether identity should be its own competency. I am glad we did not go that route.

      Identities and literacies can not be separated. We project our identities out into the world and the world projects back on us.

      In many ways though Privacy is a subset of identity rather than the way we represent it. Still I will take it. especially since we are talking about web literacy.

      You are an active agent who encodes and decodes meaning on the world. Use these tools to empower yourself and others.

    1. In many cases, the ultimate measure of success is when this work is done by the team rather than by me for the team.

      I need to finish reading before I annotate. You answered many of my questions/concerns.

    2. The numbers should be for navigation, rather than fuel

      stealing this. I always use the temperature doesn't tell you the climate but its a really useful indicator over time so thermometers help.

    3. A/B style testing practice has a significant

      I agree. Iterative design drives mass audience, but I sometimes giggle at the statistical testing is done when simple descriptives will do the trick.

    4. metrics (i.e. measures of success) before, during and after after each project.

      A lot of philosophical differences between click counters (analytics) and kid corralers (curriculum) on what can and should be measured. Be cognizant.

    5. Every contributor (paid or volunteer) knows at any given time what number they (or we) are trying to move, where that number is right now, and how they hope to influence it.

      Sometimes we don't even know what the numbers mean. Took me for ever to learn what a KPI was. I know I could Google it but be really clear in what things like KPI, Active users, Q1 mean

    1. ndividual learners and neglect group-level learning and project-level or organization-level learning

      This would be something interesting for the club curriculum to try and get at.

    2. that simple declarative knowledge is only one valued outcome of learning and is too often overemphasized in assessment designs to the exclusion or marginalization of other equally or more important outcomes.

      this is often the case when we think in terms of practicality, efficiency, fidelity, and reliability.

  5. Feb 2015
  6. www.cassiemcdaniel.com www.cassiemcdaniel.com
    1. We will finally begin to talk about aesthetics and interactions as they relate to our brand and user interface/s.

      Interesting here how aesthetics and interactions come last in the design process? What does this mean for the web literacy map?

      We kept interaction out because it is listed in the next competency specifically in coding/scripting.

      Where does it belong?

    2. sweltering room to finish our paper prototypes, write testing scripts, and continue to quickly refine and interate to prepare for the tests.

      |Improving user experiences through feedback and iteration

    3. We brainstormed ideas around “webby”-ness. We wrote our brief – what was the problem we were trying to solve?

      Do we get to brainstorming in collaboration? Is co-creating web resources too broad? I think it is better broad to capture all the modalities out there.

      It seems to be essential to the work the design team does. Most of Cassie's post share artifacts.

    4. We don't speak to brainstorming and if you go through Cassie's blog much of what the desing team is doing is brainstorming.

      Is collaborating to create web resources to broad? Is a broad brush better so all modalities captured?

      Do we need something in the design competency about design being a process, a cycle? Is improving user experience through feedback and iteration. What about when your just designing for an audience of one. Your

    5. designers gathered in Toronto to both broaden and deepen the realm of possibilities for a new Webmaker tool.

      Connecting-collaboration.

    1. things online

      And offline. You build servers and home computers all the time...in many ways though your physical tinkering is designed to serve your online playing.

    2. how did I build

      how did I or how do I?

    3. I thoroughly believe that there is nothing special that separates me from you. I blog,

      Maybe the small differences matter. We aren't that different but mindsets matter. We hack around and bounce through knowledge spaces intentionally. For many connected educators this is our passion.

      That is always the hard part, and maybe the answer is we shouldn't, but how do we shift mindsets for those who don't want to live and learn in the open?

  7. Jan 2015
    1. “naming of things” as it applies to this work with the web literacy map. In the call, Marc Lesser shared a post from Clay Shirky that discussed why ontology is overrated.

      This "naming of thins" is the heart of academic endeavors. It is hard.

    2. After that, I urge people to drop the map, and dig in to the real meaning in the web literacy work. I think you should dig in and consider some of the learning pathways (and develop your own). I think you should dive in and

      This is great advice and gets at remixing the curriculum right away. The image doesn't even show the skills below the competencies.

    3. In my opinion the web literacy work is comprehensive, but not complete. What we need now is to run the competencies in the wild, test it in classrooms, develop badges and badge pathways, etc. I want to see what people really think about it.

      I agree. That is why I am glad we went with a 1.5 version. Let's let the webmaker clubs write and test the curriculum. Let's get the badges in the wild.

      The efforts of the webmaker clubs and the badges have to be driven by the map. The three can iterate together but we needed a launch point.

    4. grokkability

      I will never in my life use this word. Just never a fan of highly specialized language that is only designed to signify membership in very elite groups.

    1. ut if web literacy, including web programming, was adopted by every school as a fourth basic literacy, kids would not only learn how to code, they would learn about interactivity, collaboration, the melding of the artistic and the scientific, creativity, and precision.

      I get what Davidson and Surman are doing here by calling it a fourth literacy (or R) but I struggle with this. Web literacy isn't so much a fourth literacy but you can't read, write, or calculate it without it.

      A fourth literacy makes teachers cast this as someone else's job. It isn't a fourth literacy it iS literacy.

      Yet at the same time do we need to draw the line between the front end and back end? Is it about making spreadable media or the tools that make media spreadable?

      Especially in terms of design. Where does concept of design and the fourth literacy collide? Can they be separated?

  8. commonspace.wordpress.com commonspace.wordpress.com
    1. e web belongs to all of us

      This sums it all up. This is why I stay involved in the #teachtheweb movement. For most of my life I took the Internet and then the web for granted (my Twitter handle traces back to my old AOL handle zenith1106).

      I want to help build a better web as the three five billion come online.

    1. c i t i z e n s   o f   t h e   w e b   l e a r n   t h e   m o s t   i m p o r t a n t   s k i l l s   o f   o u r   a g e :   t h e   a b i l i t y   t o   r e a d ,   w r i t e   a n d   p a r t i c i p a t e   i n   t h e   d i g i t a l   w o r l d

      I enjoy this sentence. It does not recreate a false dichotomy between our offline and online places, spaces, and identities.

      This is where I struggle the most when trying to envision the web literayc map. Where do traditional reading,writing, and participating end and where does reading, writing, and participating on the open web begin?

      Of course this isn't a permanent border. Where these two elements of meaning making meet ebb and flow depending on contexts and purpose.

    1. inline span is the standard inline element. An inline element can wrap some text inside a paragraph <span> like this </span> without disrupting the flow of that paragraph. The a element is the most common inline element, since you use them for links.

      So I think I am figuring <span> out. You use it when you want to do something different than the a rule is telling the element to do.</span>

    1. * { -webkit-box-sizing: border-box; -moz-box-sizing: border-box; box-sizing: border-box; }

      The star makes the resizing universal on the page...These are my notes....My thoughts could be wrong

    1. relative behaves the same as static unless you add some extra properties. </div> <div class="relative2"> Setting the top, right, bottom, and left properties of a relatively-positioned element will cause it to be adjusted away from its normal position. Other content will not be adjusted to fit into any gap left by the element.

      Use the relative adjustments to move around one element inside another

      <div>.

      </div>

    1. pre-defined ontologies

      Can ontologies not be pre-defined? We name and classify things at almost a biological level. I have to go back and read Shirky's post.

    2. representing literacies, we should probably think more about this.

      We move to web literacies map or open web literacies map instead of THE web literacy map that will appease most critics.

      A little front matter on the design principles and values will seal the deal.

    3. understand and represent the skills and competencies required to read, write and participate on the Web.

      I see it more than just understanding and representing the skills and competenecies I believe in the communities effort of building a better web.

    4. allows users to tag resources they find around the web using competencies from the Web Literacy Map.

      I concur. I think the organizing and curating information on the web is a competency missing from the map.

    5. Finally from Jess

      I would like an @toolness knitted MentorNoob scarf/hat set please.

    1. agency, skills and know-how they need to unlock the full power of the web.

      Glad to see the focus (I am not against writing in threes) begin with agency. The links to #connectedlearning have drawn me into the web ltieracy movement.

    2. read, write and participate in the digital world.

      subtle shift here in focus to the digital world instead of the web I also wonder if the focus of Mozilla Learning should be to read, write, and participate in the world.

    3. Three-year vision By 2017, Mozilla will have established itself as the best place to learn the skills and know-how people need to use the web in their lives, careers and organizations. We will have: Educated and empowered users by creating tools and curriculum for learning how to read, write and participate on the web. Gone mainstream. Built leaders, everywhere by growing a global cadre of educators, researchers, coders, etc. who do this work with us. We’ve helped them lead and innovate. Established the community as the classroom by improving and explaining our experiential learning model: learn by doing and innovating with Mozilla.

      More writing in the threes. I have always wondered if this speaks to us on some biological level.

    4. us for many decades

      Imagine what the web will be like in many decades. The first three have been amazeballs.

    5. but will be relaunched in 2015 t

      Looking forward to the relaunch. A little anxious about the deprecation of Thimble and Popcorn...well not so much Popcorn, great tool but got slooow and the youtube pre-roll messes up everything.

      Most excited about is making webmaker.org gallery useable. It is a navigational mess.

    6. scope and scale

      I think this is such an important point. Coiro, Knoble, Lanskear, and Leu remind us that no tool for literacy has spread with the scope and scale of the web. Glad to see Mozilla keeping pace.

    7. will we contribute to Mozilla’s top-line goals? In 2015, We’ll measure success through two key performance indicators

      So that is what KPI means? Glad to see an almost jargon free post for the public. For the longest time I thought MoFo was a snarky subversive term for employees, till I stumbled on to all the other acronyms.

    8. cities

      and towns and villages. I know it makes sense for #Hive to exist in cities (go where the people are) but lets not leave our rural communities undeserved.

    9. Webmaker Clubs

      Super excited for web mentor clubs. I am trying to start one with libraries at school. Though I will be spending my time trying to figure out how to fork clubs for formal learning spaces.