- May 2015
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Its insistent question is ‘how does it work?’
methodoloy papers can act as a scaffold but a rhizo analysis shoudl follow its own flight as you map.
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In this paper the author provides an overview of a rhizomatic methodology using illustrations from her doctoral thesis, where she used Deleuze and Guattari’s (1987)
This is a good guide to trying rhizomatic methods.
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mitpress.mit.edu mitpress.mit.edu
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The new skills include: Play The capacity to experiment with the surroundings as a form of problem solving. Performance The ability to adopt alternative identities for the purpose of improvisation and discovery. Simulation The ability to interpret and construct dynamic models of real-world processes. Appropriation The ability to meaningfully sample and remix media content. Multitasking The ability to scan the environment and shift focus onto salient details. Distributed cognition The ability to interact meaningfully with tools that expand mental capacities. Collective intelligence The ability to pool knowledge and com - pare notes with others toward a common goal. Judgment The ability to evaluate the reliability and credibility of different information sources. Transmedia navigation The ability to follow the flow of stories and information across multiple modalities. Networking The ability to search for, synthesize, and dissemi - nate information. Negotiation The ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
skills of participatory culture
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Rhizoanalysis, or rhizomatic cartography, has few precedents in literacy studies (see, however, Alvermann, 2000; Hagood, 2004; Kamberelis, 2004).
How would I map the makes in #walkmyworld?
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have settled on a multicolumn format that includes image–sketches based upon digital video frames (see Appendix).
Need an agreed upon way to look at the data representation.
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This article has emerged from an extended amount of individual and group reviews of different data sets with a focus upon understanding embodied literacy activity in students’ classroom performances
I can then see this as being a tool for distributed research analysis. Will work on a plan.
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blogs.edweek.org blogs.edweek.org
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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.
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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?
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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.
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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.
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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.
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- Apr 2015
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“sub- jects” and their “positions” and not offering a rich enough account of the spaces performed by individ- uals, their bodies, their material practices, and the discourses on which they draw (Gregson & Rose, 2000; Thrift & Dewsbury, 2000).
What does it mean when these spaces become networked? Are we disembodied or new embodied? I know I pace and pull on my hair when I learn in networked spaces.
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Butler (1990, 1993) disrupted dominant no- tions of gender and sexuality by arguing for a nonessentialist perspective on the construction of identity. Identity is something that is acted, repeat- edly, with the body and other forms of discourse, rather than something that “is.”
Need to track down Butler as Leander's work has been so influential in the way identiy is reterritorialized, territorialized, and deterritorialized in literacy research.
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that are more or less destabilizing or stabilizing. Deleuze and Guattari described the four aspects of the more abstract assemblage, including content, ex- pression, (re)territorialization , and deterritorializa- tion, as an abstract “machine” with two axes, which we have represented in our rhizomatic interpretation (Figure 2).
If there is greater deterritorlization in the world should the map not be placed on two axes? should they be unbalanced?
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stability) is secondary to that of deterritorialization. In their view the overriding ten- dency of the world is toward deterritorialization (Patton, 2000).
So progress is always deterritorilzation but at the same time the Web is leading to greater homogenization. We have machinations of stability and distability pushing on the Web. Here I think the machinations of assesmblages do take deliberate effort.
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The notion of deterritorialization
If you remove the territory of both language and content you have to say then they exist on the same plane as if they transverse the same space.
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related to the thought of the machine or as- semblage; a machine has no “home or ground,” no organizing center or subjectivity other than what it does.
Content is defined as the machinations of assemblages so this work around machines having no function to do what they do is interesting.
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he expressions or expresseds are inserted into or intervene in contents, not to represent them but to anticipate them or move them back, slow them down or speed them up, sepa- rate or combine them, delimit them in a different way
NVM D+G do get at the idea of movement being multidirectional.
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described the re- lation of language and bodies (e.g., human bodies, bodies of knowledge) as one of force and interven- tion: “it is a speech act” (p. 86). Language acts to move, combine, and accelerate bodies, just as the ele- ments of language itself are in motion:
I really like this idea that language moves bodies. Gets movement, trajectories and agency built in. Though I could see language being used to decelerate bodies. Agency given and taken with language
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anguage has been understood as somehow “serving” content by representing it, point- ing toward it, or corresponding with it.
I really like this definition of language. Defines agency, but I think language can be used to decelerate bodies as well. Give and take agency.
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Since reality is constructed language does not represent reality but it co-constructed with it. There is nothing to be represented so therefore language can not be separated from stuff.
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Second, language has been (ill) conceived as entirely separate from content, from the “machinic assem- blage of bodies, of actions and passions, an intermin- gling of bodies reacting to one another” (Deleuze &
D+G definition of content.
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For example, in literacy studies, we might ask how “reading,” as an assemblage, may have been organized in an entirely different way, with different configurations of social bodies, human bodies, and textual materials
This assumes humans are not organized to maximize and seek out different affordances and tools. Maybe the assemblage that emerges is the most logical.
I refer then of course to verbocentric definitions of reading as Leander & Rowe put reading in quotes. I do think you can read any encoded text. I draw a line there between universal sign systems and what we read in nature versus texts encoded through human activity.
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ndless circuits; these connections among bodies draw off pleasure. Social machines or assemblages organize “partial” investments (e.g., the infant’s pleasure at the mother’s breast) into larger assem- blages—organized institutions such as “motherhood” or “the family” (Colebrook, 2002, p. 82).
Seeing connections to Blake here. This idea that everything is born of desire. I contrast this though with Kristeva's focus on the abject or aversion. As if meaning is antithetical to desire. Is one a more feminist interpretation of intertextuality where one class finds aversion in the desire of others? Where pain is a byproduct of someone else's desires?
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Deleuze and Guattari (1987) are empirically committed to considering how the bits of social life are connected and thus form assemblages.
This would mean we should be examining for assemblages of our content in our analysis. So we could look for assemblages of identities, textual knowledge and uses etc.
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Lines of flight (also called “lines of deterritorialization”) are leaks, escapes, or departures from the territories drawn by dominant systems of signification.
Key definition. There is the idea that connections and ways of being more important than the identification.
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Every rhizome contains (oversignifying) lines of segmentari- ty, according to which it is stratified, territorialized, organized, and signified. Lines of segmentarity (also called “customary” or “molar” lines, Deleuze & Guattari, p. 203), produce stasis, rules of organiza- tion, and center–periphery relations (Kamberelis, 2004).
This is what the "in-crowd" feeling that some of the "introverts" to which I will now mislabel as "hesitant to enter" creates.
By rushing into the complexity we are stratifying the chaos in ways that organize the learning space.
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onnection and heterogeneity (Deleuze & Guattari, 1987), which, in the case of literacy performances, offer us a means of thinking about the nature of movement and alignment within the flow of bodies, texts, ta
Anyone using this article as a guide for rhizoanalysis, which you should never do (make up your own), should substitute their own work here and think about each of these four terms.
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n ap- proach to the active potentials of performances to create something new and unpredictable.
Here I struggle as well. Things are predictable. That is a basic function of humanity. We can look at patterns of past histories and pick from predictable futures.
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different expres- sions of relations shaped by lines of desire, multiplic- ity, and creation
Identity is abound here.
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the unexpected—the surpris- es produced in multimodal and multispatial relation- ships.
The unexpected takes a skill level though to be truly unexpected. If you look at enough pieces long enough a pattern does emerge.
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spective on the immanence of social life, the world of objects, persons, and language are on the same plane—all are signs that interact and form new rela- tions.
Key definition. I can get behind this intertextually but in terms Immanence as if reality were a projection with ever shifting centers...above the pay grade.
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uperimposition of points of perspectives, a tangle of points of view, a coexistence of moments which essentially distort representation.
This does get at what I have loosely been calling socially complex texts.
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world of differ- ence....
Variants are important in defining reality. So are patterns. Equally so.
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he associates nonrepresentation, including rhizomatic relations, with difference and becoming
This is the key. I always struggle with the post modern idea of nonrepresentation. You end up unwishing yourself into being. Like the teenage subcultures a new conformity is born,
but thinking of texts as becoming.. There is something to that.
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performance has no organizing center, frame, single meaning, or static pivot, but rather evolves and splin- ters in multiple directions
Tis just means I am thinking about my unit of analysis wrong. Stop thinking about it as separate events attached to one identity. Look at the performance of the Learning Event in its entirety.
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Rhizoanalysis transforms our focus on the interaction as a stable “text” to be “read” and in- terprets it as a constantly moving configuration that is ripe with potential for divergent movements.
I start to take slight issue with many post-modern theorists. Here. I agree with Kress on the issue that while nth interpretations of readers exist authors use the affordances of text to constrain these possibilities.
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What effects (and affective intensities ) are being produced through the relations of these images
I see how this can play out in the analysis of performance. Wonder if performance can be followed a map created from the #walkmyworld data we have.
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hizoanalysis sees everyday life as “chiefly concerned with the on-going creation of effects”
What does this mean in terms of texts? Do we analyze them solely in terms of the purpose? Can they be analyzed once separated from the act of creation?
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This mode of thought may be described as moving from identifying what is present or contained within an interaction to analyzing the interaction as a process of producing difference .
identifying what is present means counting. Does the latter involve counting?
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We read Deleuze and Guattari (1987) as a cri- tique of representational logic and related approaches that dominate literacy studies.
The concept of research and though being non-representational begs the question, "What's the point?"
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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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Deleuze names four cri- teria of representation: identity, resemblance, analo- gy, and opposition
Critiques of representations. This is essential in understanding rhizoanalysis.
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From within this position, we recognize the contradictions inherent to our present project because we use verbal and visual representations, and reductive ones at that, to argue for the inadequacy of representa- tion itself.
Is this the truth with any retelling regardless of mode?
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esearch representa- tions only partially and inadequately capture the vi- brant life and dynamism of performances.
This is bound to happen to matter the methodology. We are naming things by exploring variants in phenomena.
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rich means of understanding social inter- action as emergent, dynamic, and dialogic (Bakhtin, 1981; Goffman, 1981; Hanks, 1992; Scollon & Scollon),
Read these. Have read some. Track down the rest.
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A second key interpretive problem we have been concerned with involves different prac- tices of identity.
Identity as being central to meaning making and literacy practices. Yet these are mandated practices what does that mean?
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stance, in the segment above, Terrayel and his part- ners have used linguistic text but also cartoon-like images to represent their interpretations of The Jungle (e.g., feet and a finger in a jar). Terrayel and the oth- ers point to these
Leander is still exploring embodied meaning. he and his team have a study group at the Literacy Research Association.
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A conventional reading of the perfor- mance might analyze how meanings are contained, in- dexed, and related by different bits of the interaction
Discourse analysis?
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www.thesummitprep.org www.thesummitprep.org
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Gosh. Spending more of my time stopping and actively experiencing sunrises and sunsets might just be considered a subversive act. A complicated shorthand for how to live.
Truth. Art. Simple words. Complex Meaning.
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blog.webmaker.org blog.webmaker.org
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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.
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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.
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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,
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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.
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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.
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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.
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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.
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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).
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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.
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to find jobs, to learn, or to grow their business
to play?
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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).
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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.
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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?
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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?
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www.preservenet.com www.preservenet.com
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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
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webmaker-dist.s3.amazonaws.com webmaker-dist.s3.amazonaws.com
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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.
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www.zythepsary.com www.zythepsary.comOpen Fluency11
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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.
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“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"
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’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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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.
Tags
Annotators
URL
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www.huffingtonpost.com www.huffingtonpost.com
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However, accountability is and has been inescapable.
Just because accountability is inescapable does not mean it has to be done incorrectly.
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CAEP is a gift to teacher education.
Says nobody ever who has had to waste countless hours doing SPAR reports.
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These regulations are an effort to accomplish what teacher education has failed to do. The real need is for teacher education to clean its own house and set accountability standards for the profession.
Because we do not already spend in ordinate amount of time and treasure on accreditation?
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As would be expected, the regulations were greeted with rejection by many teacher education programs and with organized opposition by the trade associations
Yes because we are all bad and hate improvement. More blame the teachers stuff.
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Late last year, the U.S. Department of Education issued draft regulations for the oversight of teacher education. They took this action only after convening a broad panel of educators, which met over an extended period and proved unable to reach agreement on accountability measures
So the leading experts on measurement could not agree on how to hold schools of education accountable for student learning and the government went ahead and did it anyway? That isn't inevitability that is stupidity.
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www.wlwv.k12.or.us www.wlwv.k12.or.us
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s u b s t a n c e o f a r g u m e n t s i s a l s o a n i m p o r t a n t c o n s i d e r a t i o n f o r j u d g i n g t h e q u a l i t y o f i n d i v i d u a l s t u d i e s .
I would argue Way more important. The text structure provides important cues to signify meaning to the audience but I would rather read a poorly argued substansive study than an empty but well structured study.
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f r a m e w o r k f o r e v a l u a t i n g t h e s t r e n g t h o f t h e a r g u m e n t a d v a n c e d i n a p a r t i c u l a r s t u d
Never thought about argumentative grammars as a method to evaluate research.
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a r g u m e n t a t i v e g r a m m a r . H e d e f i n e s a n a r g u m e n t a t i v e g r a m m a r i s “ t h e l o g i c t h a t g u i d e s t h e u s e o f a m e t h o d a n d t h a t s u p p o r t s r e a s o n i n g a b o u t i t s d a t a ”
Key definition of argumentative grammar.
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A r g u m e n t s a r e m a d e t o p e r s u a d e p a r t i c u l a r a u d i e n c e s .
Claiming all research is an argument, basing lens on Toulmin, I wonder if this act reinforces the dominant narrative in educational research. What if research was meant to not persuade but inform or enlighten?
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D i f f e r e n t m o d e s o f i n q u i r y a r e w e l l s u i t e d f o r s o m e k i n d s o f c l a i m s
In other words, let your RQ's drive your methods.
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n f o r m e d b y p r e s u m e d s h a r e d v a l u e s o f t h e a u d i e n c e ,
Do claims also silence or implicitly ignore other narratives and storied truths?
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H o u s e ’ s ( 1 9 7 7 , 1 9 7 9 ) n o t i o n o f e v a l u a t i v e a r g u m e n t s i n e d u c a t i o n a l r e s e a r c h
I need to read this.
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T o u l m i n ’ s ( 1 9 5 8 ) m o d e l o f p r a c t i c a l a r g u m e n t s ,
Getting to the point where you can't turn without bumping into Toulmin.
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e d u c a t i o n a l p s y c h o l o g y o r l e a r n i n g s c i e n c e s
Even the need to put edpscyh and learning sciences in the same sentences separated by "or" shows the power of grammar. Why was the legacy field of psych put forth? Are these two equal field?
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m u l t i p l e m o d e s o f i n q u i r y t o a n s w e r d i f f e r e n t k i n d s o f r e s e a r c h q u e s t i o n s .
And VERY specific modes if there are funding desires behind the research
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hypothes.is hypothes.is
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$40,000
Maybe break off a small piece of this pie for an educator innovation fund.
$250, $500, or a $1,000 dollars goes a long way for teachers. Devs make constraints. Users push their limits.
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web.hypothes.is web.hypothes.is
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If this were a screencast,
Why leave me with the idea that your post is less than optimal?I would either revise this sentence or add a screencast.
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opening up the extensions settings
Annotate the image. Add an arrow pointing to the hamburger menu.
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surprised to learn that Hypothes.is can annotate PDF
Ecstatic is more like it!
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blog.webmaker.org blog.webmaker.org
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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.
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aking and learning tools in Firefox (MakerFox)
Go Team Tiger. Excited to see what comes out of this.
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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.
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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.
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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
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aspire to and feedback loops t
Reminds me of Gee's Cycle of Reflective Inquiry
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‘open source learning’ (my term) or ‘creative learning’ (Mitch Resnick’s term, which is probably better :)).
iterative learning? networked learning, connected learning?
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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.
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Mozilla Academy? Mozilla University? Something else?
Webmaker Academy brought to you by Mozilla Learning, which fits nicely with Hive brought to you by Mozilla Learning, insert anything brought to you by Mozilla Learning
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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.
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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.
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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
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- Mar 2015
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blog.mahabali.me blog.mahabali.me
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I think they usually bring up blogs and give them “makeover” suggestions? While today it seemed more of a convo about the ideas of connecting thru blogging?
I love the play on gender roles here, either intentional or not. The sister bloggers came in and broke up the blog brothers "make over" show.
Alan clutched his wrench like Kathy Lee and Hoda hold wine bottles on "makeover" days
(Famous American morning talk show hosts who talk too much and drink too little).
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In response to a trend in public schools toward zero-tolerance discipline policies, restorative justice practitioners employ “circle processes” to support youth in schools and surrounding communities who have experienced harm, as well as those who caused the harm, in a restorative dialogue.
Circle process versus zero-tolerance brings students into the process of setting standards of behaviors.
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heater arts as a way to reintroduce themselves to family, peers, and society, I also learned how theater arts builds community and supports marginalized youth as they build and sustain literate identities.
We have to recognize the arts as pathways to literacy and liberation.
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in Writing Instruction in the Culturally Relevant Classroom is the lack of a more nuanced discussion of what Paris ( 2012 ) refers to as a “culturally sustaining” pedagogy or a pedagogical stance that seeks to value a multiethnic and multilingual experience
Something interesting here. Could be the classroom is part of the problem and teachers are fearful to critique the system that pays them.
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These student poets used the Power Writing circle to build com- munity while reading original compositions aloud in an open mic format, much like the venues I observed in Northern California, and engaging in giving and receiving feedback. In the con- text of these literacy communities, Poppa Joe and his guest teachers taught by modeling.
Gets back to the sense of community of writers.
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Gutierrez’s ( 2008 ) concept of “sociocritical literacy”—that is a “historicizing literacy” that privileges the lived experiences and legacies of participants—provided the much needed space to analyze the activities of both classes against the backdrop of a history of Black poets and writers.
Gutierrez's work has recently tried to reframe relevance and rigor in educational research to align with these goals.
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The Black Arts Movement unapologetically sought to incorporate a Black aesthetic into visual and performing arts along side the Black Power Movement, which advocated self-determination and self-definition among Black Americans
Purpose and interest driven, liberation based pedagogies and practices.
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ADPLCs, as literacy or literary-centered events outside of school and work communities that combined oral, aural, and written traditions through an exchange of words, sounds, and movements that privileged a Black aesthetic
Key definition: I like the term black aesthetic but I wonder if hip hop culture is not a better fit.
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I introduced the educational research community to the phenomenon of exchanging writing and voices at open mic events using ethnographic research methods and in-depth interviews with an inter- generational community of poets, writers, and event organizers in the aforementioned venues.
Pretty bold statement, maybe in the contect of Africa Diaspora Participatory Literacy Communities but there must have been other studies of poetry before this moment.
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Like other open mics, POSA, is an invitation to both novice and seasoned poets to share their writing in a space that promotes reading, writing, thinking, and activism, as well as collabo- ration among elders and children. V.S. Chochezi and Staajabu, the mother daughter poetry duo also known as Straight Out Scribes (SOS), begin with saying “hello,” in several languages punctuated with a decidedly urbanized “What’s up!”
Speaks to the sense of belonging to a much larger discourse and community.
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they along with conscientious teachers have forged a collective “third space” to present their literate selves and cultivate their literate identities.
The sense of the third space here is almost as if the students seek refuge of the dominant narrative in public education.
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performing literacy” in particular (Fishman, Lunsford, McGregor, & Otuteye, 2005 )
I need to go and read this. Can literacy be literacy without production?
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beyond school settings?
Here Winn is making a clear distinction between out of school and in school inquiry.
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jgregorymcverry.com jgregorymcverry.com
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Here, I offer a retrospectiv
Now my annotations are on two different files. I need to figure out how to make sure folks stay on same version. Sharing link best option?
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blog.webmaker.org blog.webmaker.org
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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.
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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.
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Yet, these are not certain, and the future of the ecosystem as I hope to shape it depends upon a growing core of influencers who are genuinely committed to and uncompromising about the value of the commons.
Lets expand this beyond badges and commit to an protecting an open web.
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democratizing technology and authoritarian technology.
I wonder how tool is separated from technology. Is technology different from a tool or is every tool a new technology? And i f we mean that is the case does that mean every tool we have ever touched either has a democratizing technology or an authoritarian technology?
And if is every tool we have touched is the tendency in the tool or is us?
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There are inherent affordances and limitations to the technology that make some things possible and other things more likely. At the same time, there are complex individual and societal forces that impact how it develops, especially the power structures that develop alongside a given technology.
getting at the definition of technology.
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but they are instead examining how it developed in a give context.
Reaffirming a tool is used is defined by affordances, agent, and context.
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We saw this happen with Microsoft. It started out with a big vision: How do we get a PC on every desk and in every home? It was profoundly democratizing.
This is not true. Closed and proprietary was baked into microsofts DNA since Day.
Though Microsoft today proves Bull's thesis. As they have become a loser, or less of a winner they have started to shake things up. Windows 10 maybe kinda free. Office Apps everywhere.
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adamlofting.com adamlofting.com
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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.
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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.
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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.
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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.
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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
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jgregorymcverry.com jgregorymcverry.com
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Open Web Literacies Map
This is too much of a mouthful. While technically true it just hurts the ears.
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We believe that it should be a system of activities and practices over time; these include the actions of individual learn - ers as well as the roles of other participants, such as mediating tools, semiotic media, and local conditions directly relevant to and supportive of (or obstructing) the learning activities
Well that sounds scalable. Geez?
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Conventionally, an (occasionally naïve) attribu - tion of a valued condition to some specific cause (e.g., to an intervention). Rarely, however, are valued learning goals the outcome of discrete, identifiable causes.
Getting at the idea that traditional outcomes based assessment is shallow.
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Assessment, evaluation and research all build on documen - tation but may require different modes and foci of documen - tation. In more traditional terms,
An important distinction
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Know-that matters only insofar as it is mobilized as part of know-how; know-how (cultural capital) matters for career futures and social policy only when effectively combined with know-who (social capital).
Know -that, know-how, and know who. Interesting way to define knowledge. the latter two being based on capital. As if knowledge is something we build up to spend?
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Learning that matters is learning that lasts and that is mobilized across tasks and domains
Again you see the idea that learning as action is the major goal.
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Second is the improved ability to act collaboratively, coor - dinating and completing tasks with others, assisting them, and productively using affective sensibilities in doing so
Here the group learning is put ahead of the individual. It goes back to it isn't learning if it isn't acted upon and acting in a group not only make learning visible but is also the goal.
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First is the personal increase of comfort with, and capacity to partici - pate in, activities that involve inquiry, investigation, and repre - sentation of phenomena in a widening range of domains.
Interesting that comfort with the domain and listed before knowledge of the domain.
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emphasize the importance of taking into account in assessment design the incorporation of relevant knowledge about the history of the project, the community, and the partici - pating organizations and knowledge of the current wider insti - tutional contexts
Interesting take on the importance of historical knowledge influencing assessment of informal spaces.
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Equally important is our social-emo - tional development in learning how to use our feelings—our emotional relations to others and our emotional reactions to events—for constructive purpose
Interesting sentence structure here. Pure conjecture but I am sensing a tension among the theoretical underpinning and priorities of the authors.
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“Know-who” is as important as know-how in getting things done.
I am stealing this when discussing social search and networked learning spaces.
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As an aspect of human development—at the individual, group, or organizational level—the learning that mat - ters is learning that is used.
So this line here reveals a lot about the theoretical underpinnings of the authors. Then again so did their names.
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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.
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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.
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Informal learning experiences, in contrast, build on the diverse interests and curiosity of learners and support their self- motivated inquiries.
Contrasting to formal education. I feel sometimes that formal education cab be vilified in the literature as being void of intentional learning.
That just isn't true. Many students have complex reasons for wanting to succeed or not in school.
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ond, to offer program staffs, project funders, and other supporters recommendations of good practices in project assessment and identifiable needs for devel - oping improved assessment techniques.
So more future looking. What do we have to develop?
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first, to offer to those who design and assess informal learning programs a model of good assessment practice, a tool kit of methods and approaches, and pointers to the relevant literature
point away. This fits well with efforts in Mozilla Learning to try and develop friction free assessment.
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to reviewing the literature, the authors convened three expert meetings involving a total of 25 participants to dis - cuss key issues, identify successful approaches and outstanding challenges,
This is a very interesting methodology to add to the traditional literature review.
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many sig - nificant learning outcomes may be unpredictable in advance of the learner’s participation
and this basically sums up what makes assessment of informal learning so difficult.
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learning goals pursued by participants are generally open-ended, dependent in part on available resources and on repurposed ways to use those resources
I like this idea of repurposing resources as a way to reach open ended goal, though sometimes informal learning spaces are joined for goals unrelated to learning or for very specific ended outcomes
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“Informal learning” is both a broad category and shorthand for a more complex combination of organized activities in face- to-face or online settings other than formal schools in which particular features are especially salient.
Key definition of how the paper defines informal learning.
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what works in informal learn - ing and what doesn’t
We also have to define success before we can start to measure it.
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knowledge base of science 2 Introduction learning in informal environments (Bell et al. 2009
I need to go and read this.
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jeffreykeefer.com jeffreykeefer.comHome1
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& development, healthcare quality, and research projects in New York City.
Tracked down your bio after #ccourses. You are doing some pretty cool stuff. @wiobyrne and I have submitted (never funded) NIH and NSF grants with the state of New Jersey.
We built in components of health literacy online. We should get together for a hangout or chat to swap tales.
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www.edjustice.org www.edjustice.org
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know that quality teaching is the most important factor influencing student achievement
This line is untrue. Any of the "economic" statistical models being pushed on education recognize the small but significant contribution teachers make is only after controlling for all other external elements. While technically true (again after poverty, language, parental income, parental education, etc) the contribution teachers make in predicting student performance explains only a little variance and this fluctuates greatly.
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justywk.blogspot.com justywk.blogspot.com
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guided instruction may work better for some than minimal guidance.
This gets back to the false dichotomy of PBL and DI or DI and contructivism. This idea that direct instruction plays no part in networked learning is hogwash. Every youtube tutorial out there is succint (the good one atleast) DI.
The important point is being able to recognize when you need more guidance and knowing how to find it.
As teachers we have to be able to quickly adjust our instruction, no matter how open, when we see students need greater guidance.
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How long would my intrinsic motivation sustain me if the process of constantly negotiating in the zone of change/discomfort/liminality
I have been thinking if #ccourses can work with fresh fish. We had a great time but many of new how to co-exist in open learning spaces.
Be interesting to compare #ccourses engagement with other connected courses such as #youshow15 and #walkmyworld that are full of n00bs.
I wonder how active folks will be next semester, next year?
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Angela Duckworth's research on grit. Do I have the characteristics of grit to overcome the negotiation of ambiguities?
Yeah someone citing Duckworth and not brining up eugenics. While "grit" does take on some racial charge as it is promoted in segregated charter schools and the even more segregated neighborhood schools they leave behind I thought Duckworth got a bad wrap.
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Twitter probably facilitates this, if one can juggle the multiple threads to the same topic. Twitter forgets though that cognitive overload is a challenge for some people.
I also wonder if reading as performance changes the act of meaning making itself.
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justywk.blogspot.com justywk.blogspot.com
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Coming in with those positive experiences, I'm thus of the opinion that reading in advance helped me to learn and participate better
I agree. The idea of not reading first seemed silly. It also raises accessibility concerns and can leave out those with dyslexia.
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researchers f
The link goes to a press release about the studies.
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© Autonomous Nonprofit Organization “TV-Novosti”, 2005–2015. All rights reserved.
This says this is the organization. A Google search suggests it may be a Russian publication. Need to investigate org more.
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World faces 'insurmountable' water crisis by 2040 – report
I see no author in the report.
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www.rollingstone.com www.rollingstone.com
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Let it be known there is a fountain that was not made by the hands of men
Robert Hunter's favorite line he has ever written and it is part of Ripple. A song written in London and put to music on the infamous 1970 train festival
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pardalisfallingforward.blogspot.com pardalisfallingforward.blogspot.com
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Plus, getting to know some of the people you meet "through the screen" face-to-face makes the "community" piece of PLC a little more real.
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mmy Sapia in his session on Digital Literacy stated that "kids should be content creators." Allowing choice among technologies as to what content they create helps to build a classroom of unique creators where creativity and curiosity run rampant. Technology or no technology, we all have the opportunity to allow for a variety ways for student voice to shine through and for students to choose how to demonstrate what they have learned.
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content. I couldn't agree more. Showing students that you care about the "person" instead of the "content" or the "data" or
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- Feb 2015
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www.cassiemcdaniel.com www.cassiemcdaniel.comPlot 47A6
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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?
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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
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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.
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You can connect tiles, combine them to form larger tiles, link tiles or content within the tiles, even use specific tiles to house code that affects all the other tiles
Design-Creating device-agnostic web resources
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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
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designers gathered in Toronto to both broaden and deepen the realm of possibilities for a new Webmaker tool.
Connecting-collaboration.
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docdrop.org docdrop.orguntitled3
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designed” to enhance a fit or mesh among ourselves, our goals, and the world
This is similar to the use of (re)Design in the New London Group work.
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What I am suggesting is that when we humans act in the world (in word or deed) we are “virtual characters” (i.e., taking on specific
So identities themselves are ephemeral constructs that fade and brighten with intentions as our embodied selves act on and get acted upon the world.
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So, here is what I mean by “taking a projective stance” to and in the real world: First, we look at the real world, at a given time and place, and see it (i.e., other people and objects in the world) in terms of features or properties that would allow and enhance cer- tain patterns of actions in word or deed. Second, we see that these actions would, in turn, realize the desires, intentions, and goals of a human actor who took on a certain sort of identity or played a certain sort of role (and not others).
The first two steps in taking a projective Stance. You will note how the intentions of the agent influence how the agent interprets patterns she sees in the world.
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jlambert56.wordpress.com jlambert56.wordpress.com
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In the end, I am ME. Despite all of the titles and roles I may undertake, in the end they are all the things that make ME the ME that I am. And I like ME a lot
Are you ME or MEs? Who gets to define ME? You or We?
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mrsloomis.wordpress.com mrsloomis.wordpress.com
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In a sense, #walkmyworld became a portal to an affinity space (Gee) wherein participant made new connections based on a common interest.
Is #walkmyworld the portal or the affinity space? Can the two be separated? @mrsloomis draws on Gee's affinity spaces here. For more on affinity spaces check out the sock puppets.!
If you get a chance check out how Gee shifts his definition of affinity spaces in between the book @mrsloomis cited and his newer ant-educational era.
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docjsmitchell.wordpress.com docjsmitchell.wordpress.com
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“You can’t be friends with your students on Facebook.”
I am friends with some ex-students. Most are well into their twenties by now. Few surface in Facebook's algorithm. It is amazing how much work it takes to shape the spaces where we do our identity work.
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I share with them the quest of representing a digital identity to the world.
@docjsmitchell sumps it up and heads for the door.
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arefully constructed identity of “teacher” has been artificially created to serve the
In many ways all identities are artificial. We project our stance on the world given the siutation and our intentional goals. This projection is then read by others. Our identities dance somewhere in the middle.
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Connecting my life with my students’ lives has a potential to disrupt so called “norms” of teaching. I can’t recall a single textbook with the words, “Be their teacher, not their friend,
These are the collapsing contexts students face. I remember many veterans repeating this mantra. There is some truth to it. There will always be a power dynamic between teachers and students. I think of it not so much as a friend but a mentor.
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wiobyrne.com wiobyrne.com
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audience I was writing for
I am going to take a break from thinking about audience (if that is truly possible) and just write for an audience of one, me.
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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.
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how did I build
how did I or how do I?
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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?
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- Jan 2015
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hrast.pef.uni-lj.si hrast.pef.uni-lj.si
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o the extent that novices can be engaged in pushing the discourse toward definition and clarification, their role is as important as that of those more knowledgeable.
The role of novice.
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knowledge-building discourse more knowledgeable others do not stand outside the learning process (as teachers often do), but rather participate actively.
co-learning
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Negotiating the terrain around ideas is marked by complex interactions with others, using purposeful and constructive ways (a) to engage busy people, (b) to distribute work among members, (c) to sustain increasingly advanced inquiry, (d) to monitor advances of distant groups working in related areas, and (e) to ensure the local group is indeed working at the forefront of their collective understanding. There is also a great deal of opportunistic work, often in small groups (as opposed to legislated schoolwork of the conventional kind in which students are working individually but all doing the same thing or are subdivided in some arbitrary fashion).
Sounds like connected courses to me.
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focus is on problems rather than on categories of knowledge or on topics.
Again I think short burst of direct instruction is not bad nor do I believe in the total rejection of ontology.
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knowledge-building discourse into three categories: (a) focus on problems and depth of understanding; (b) decentralized, open knowledge environments for collective understanding; and (c) productive interaction within broadly conceived knowledge-building communities.
depth of understanding as background knowledge. I think knowledge building communities have a library of direct instruction content. Experts just help to curate this material.
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plenty of discourse in schools, but it bears little resemblance to the kind that goes on in knowledge-building communities.
A contrast of in-school and out of school spaces?
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knowledge-building communities, we mean schools in which people are engaged in producing knowledge objects that, though much more modest than Newton's theory, also lend themselves to being discussed, tested, and so forth without particular reference to the mental states of those involved and in which the students see their main job as producing and improving such objects
Definition of #makered?
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scientific practice is more like politics - an effort to marshal support for one's position.
What are the implication for disciplinary literacies and argumentative writing?
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We strongly prefer our own term, knowledge-building community. It suggests continuity with the other knowledge-building communities that exist beyond the schools, and the term building implies that the classroom community works to produce knowledge - a collective product and not merely a summary report of what is in individual minds or a collection of outputs from group work.
This fits with the open/closed scale for judging learning environments.
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