This is critical. Habits of online learning and engagement, as well as relationships and trust, develop over time, through repeated practice. In a public school setting this would need to be encouraged by many teachers as youth move from grade to grade.

I wonder if this group has continued to connect annually as the #clmooc group has.

I posted a comment above stating that making these opportunities available should be the focus of an on-going on-line engagement effort, which could be led by students, supported by teachers, parents and/or community volunteers. The #CLMOOC group has used maps, like this, to show participants in its events. Similar maps could be created to show where k-12 youth have adequate access to technology for digital learning and where civic engagement learning is also taking place.

I've not read to the end of this paper yet, but hope there will be some discussion of how to achieve this goal. The cMap that I've attached uses a map at the left to emphasize a planning process that fills geographic areas with needed programs and services. In this case, it would be opportunities for more students in the map area to participate in civic education.

There are thousands of people who are connected to youth in organized tutor/mentor programs every year, meaning millions have been doing this over the past 50 years.

Connecting with those people has been a goal, and a challenge.

This graphic was created by intern in 2007 to visualize the service-learning loop that takes place in most organized tutor/mentor programs. http://tutormentor.blogspot.com/2017/08/transforming-adults-involved-in.html

I can only dream of my articles being shared this frequently!

I've been hosting a directory of Chicago and national tutor/mentor programs since 1993 with the goal that these are examples anyone can learn from. http://tutormentor.blogspot.com/2017/01/what-tutor-or-mentor-programs-are-in.html

Strategy of Tutor/Mentor Connection is to help volunteers connect in organized programs throughout Chicago, to help more people take the same journey I've taken.

I became a volunteer tutor/mentor in 1973, matched with a 4th grade boy named Leo. We've stayed connected over the past 43 years and I've grown my involvement through many leadership roles. My long-term experience has led me into greater depths of involvement.

If more people have a similar experience, and we can connect, then we might do more to help these programs reach k-12 youth in more places.

I've been creating visualizations for 20 years to try to communicate complex ideas. One strategy I've deployed is to try to recruit others who might help make my ideas easier to understand.

One way I've tried to help others understand my ideas was to enlist interns to take some time reading some of my articles than create their own visual interpretations. This graphic can be found here, along with links to many other visualizations done between 2005 and 2015.

This cMap is intended to help people converge on a shared meaning, and commitment to a set of actions that lead to the outcomes we want for kids. See article.

I've used maps of Chicago since 1993 because they focus attention on all of the places in Chicago where great tutor/mentor programs are needed. I used a map in this Thomas Edison inspired graphic to show that we need to constantly be learning and innovating in order to build and sustain great programs in more places.

I've often been told that I'm way ahead of my time, or that I'm so far out in front of everyone else no one can see me.

I don't think those are compliments.

I started out 45 years ago asking myself "What am I going to do tonight when I meet with my mentee (Leo)?" Over 45 years that question has expanded greatly to "how do we fill all high poverty neighborhoods with needed programs and services that help kids through school and into adult lives?" I talked about the growing range of questions and created a couple of cMaps to visualize them in this article.

I used this graphic in articles like this, to show that in order to have great tutor/mentor programs in more places we need to influence resource providers, volunteers, donors and program leaders and staff.

Steve's comment applies.

I started building a library of research articles and program practices in the 1970s. I learned ideas from them to support what my efforts to do better each day than the day before. I shared them with volunteers in the programs I led, and have shared that library with other programs in Chicago and the world since putting it on-line in 1998.

For me, there were a series of "somethings". First was being recruited to be a tutor in 1973, then to be the program's leader in 1975. However, there were many experiences over the next 45 years that turned me into the person I am today....and led me to want to share ideas like this.

I've maintained a list of Chicago non-school tutor and/or mentor programs since 1993 and show on maps like this.

There are nearly 200 programs in my database, and many have multiple sites. Each program needs someone who is "incredibly enthusiastic" about tutoring/mentoring in order to attract and retain students and volunteers.

While I've tried for over 20 years I still find very few people using maps to talk about the need for great programs in all high poverty neighborhoods, and what it takes for programs to be great.

This has been true for me, and I think for others. In this article I include the concept map I've attached, along with a few other graphics, to illustrate how volunteers who are well-supported in a tutor/mentor program will stay involved longer, and that many will grow greater concern and empathy as a result, and thus, do more to help the youth, and the program.

I've always been interested in history. I majored in it in college. Then I was trained in Army Intelligence, during 3 years in the US Army following college. In both cases, I was learning to learn, and learning to use best available information to support decision-making.

When I first became a volunteer tutor in 1973 I knew nothing about tutoring, so began to seek out ideas. When I became the volunteer leader of the program in 1975, I knew nothing about leading an organized tutor/mentor program. I began to seek out other programs in Chicago so I could learn from them.

Over the years I began to understand that our work was more than to provide weekly one-on-one tutoring and mentoring but to build a system of volunteer-based adult support that helped kids move through school and into adult lives. I've used this graphic often to communicate that idea. Here's one example.

This is one of many graphics I've created to communicate complex ideas. It's in this article. I think I can learn a lot from Tim.

I first connected with Steve Whitla, the author of this article, in May 2017, when I wrote about him in this blog article.

I saw the Tim Urban article in my email this morning and started to read it, then saw it again on Linked in, and took time to read the entire article.

As I did, I saw parts that resonated with me, so asked Steve if I could put it in Hypothes.is for annotation. "Yes" was the response.

I've just finished reading the article. Recognizing and unlearning habits that have been learned over a lifetime is a difficult process. Just growing the number of people thinking critically about this to read thousands or millions is a challenge beyond imagination.

However, one suggestion I offer is to set up an on-going annotation of current media stories, so that negative coverage of Black youth and adults could be highlighted within the context of on-going stories? Since there are different media in every city and state, this could be a class project of students in every city. Over time the repetitive highlighting of negative portrayals might create better understanding among more people.

One positive side affect might be that more students spend time daily closely reading print media and watching broadcast news stories.

Such a study might expand to look at music, TV shows, movies, etc.

Is anyone doing something like this.

I was hoping to find this in the article.

As I've read through this entire article I've sense that the burden for understanding and fixing the problem of how Black people are portrayed in media, and how this leads to higher rates of police violence against Black people, is being put on the shoulders of Black youth, which is another injustice.

It needs to be a shared burden.

First I want to thank ℳąhą Bąℓi مها بالي for sharing a link to this on Twitter with an invitation to read it.

I'm not part of a university or a professional researcher, but have been building an information library for more than 30 years, intended to be used by myself and others to create and sustain organized, volunteer-based tutor, mentor and learning programs that reach k-12 youth in high poverty neighborhoods and help them move more safely and successfully through school and into careers.

I've been on the Internet since 1998 and beginning around 2000 have been contacted by people from Africa who say they want to "duplicate" the Tutor/Mentor Connection in their countries.

I created a NING community in 2007 and one of my contacts from Africa set up a group which has 27 members, but never much activity.

If you look at posts I've made in the group you can see that I've encouraged them to collect information from Africa, about Africa, because the information in my library focuses on problems in US cities, and Chicago in particular.

My reading of this article reinforces how important that is, but also how difficult it is for them to take this step. I'll share this link in my Ning group, and hopefully a few of them will come take a look.

It seems that one step toward solutions would be to identify Africa based wealth that can be persuaded to support digital learning and Africa-based research and networking of ideas.

Not easy to achieve, but nothing good is easy to achieve.

I feel that this problem affects the North as well. If publishing is the end goal, who does the work of using the research to solve problems? If money is sucked up by researchers, what's left for doing the actual problem solving work?

This represents a huge challenge, in academia, and other sectors. How do we educate and motivate the rich and powerful to consider how their power negatively affects others?

I suspect this observation could be applied to other sectors, such as finance and banking, where the center still controls much, if not all, that happens in the rest of the world...for their own benefit.

The goals in this conclusion are aspirational. However, the conclusion does not point to places where people are discussing strategies that build and sustain the public will (and legislative votes) to actually implement any of these.

yes!

Here's an article titled "Education Can't Solve Poverty—So Why Do We Keep Insisting That It Can?"

I keep focusing on non-school volunteer-based tutor and mentor programs as a strategy to build "bridging social capital" in neighborhoods with high poverty....as a recognition that schools and teachers cannot do all that needs to be done.

What's the strategy to make this happen?

While this gap is huge it does not include the difference in community wealth available to support students in affluent areas, vs students in poor areas.

Building and sustaining public will for funding these strategies is greatly needed, but I find few places where strategies to do this are being consistently discussed and funded.

Where's the moral leadership? Forcing segregation via court orders does little to address the underlying racism in the US.

If you have not read Putnam's book, I encourage you to do so. If you know of articles that frame this problem in social capital terms please post them to Twitter and include @tutormentorteam so I can see them and add them to my web library.

A GIS map could have illustrated this, and pointed out where in the nation and Northeast this problem is most severe.

This cMap illustrates the many challenges children in high poverty areas might face at different times while growing up. Strategies that only focus on schools don't address these other issues.

Dr. Robert D. Putnam's book "Our Kids: American Dream in Crisis" focuses on this. I wrote several blog articles pointing to that book. This graphic was used in several.

Since 2008 I've been posting map stories on the http://mappingforjustice.blogspot.com site that illustrate this problem. While I've been using GIS maps since 1993 I still find very few who embed maps in their articles, either to show all the places where this is a problem, or to draw needed resources to these places.

Religion has a role in this. Here's a video where the speaker starts out saying "Religion is in the Control Business" https://www.youtube.com/watch?v=wHfSpIIRhFw

Far earlier than the Internet power structures were in place to control people and support the existing power structures.

This is parallel to saying "War is profitable". In both cases...to a few.

I started using the Internet in the mid 1990s and had an overwhelming hope that because of how the Internet enabled people who care about the same issues to connect, learn, organize and do something about it, we would be giving power to those who historically had no voice and might actually move toward some solutions. I'm still hopeful, but many there are challenges.

Current students, alumni, faculty and administration staff represent a rich resource that could be focused on complex problems that impact lives of all involved. This requires long-term thinking and leadership.

I've focused on non-school tutor/mentor programs because of their potential to attract business volunteers who already use these tools in their daily work. Schools can try to attract these volunteers, too. However, in big cities like Chicago, getting workplace volunteers to schools in high poverty neighborhoods on a regular basis is difficult.

Getting those volunteers into on-line discussions has been equally difficult.

Alumni are now making multi million dollar gifts to universities, often with no plan in mind for how the money is being used. I've always felt this was the way to influence universities to adopt the type of strategies that are being envisioned here. Through the Internet these alumni are potentially available to our conversations. In the network analysis that is being done to show participation we need to be learning if any of these types of benefactors are involved. If not, how can we draw them in?

This image visualizes this idea. Anyone can invite others to connect and learn, using the book club model, the Sunday school model, and even the traditional classroom learning model. The role of the person sending the invitation and hosting the gathering cannot be undervalued. See the graphic in this article. http://tutormentor.blogspot.com/2017/12/applying-public-health-strategy-to.html

Teams of students, faculty and alumni could build information libraries and host learning and on-going conversations. http://tutormentor.blogspot.com/2017/05/leaders-needed-to-solve-complex-problems.html

This visualization shows how a small group of people can expand to connect people throughout the world. It's part of a network analysis article at http://tutormentor.blogspot.com/2015/05/report-looks-at-tutormentor-conferences.html

I feel the tutor/mentor conferences I hosted in Chicago from 1994-2015 were an example of Layer One work.

This page shows eLearning goals I first posted in 2003 or 2004. Never found partners to fully implement. http://www.tutormentorexchange.net/conferences-and-online-forums/88-e-learning-goals

This was my vision and has driven my on-line work since the late 1990s.

I read the Declaration of Independence last night, and looked at it again today. In no place do I see the word "democracy".

What I see is a preamble, then a list of grievances that relate to the self-interests of the merchant class and affluent in the colonies, then a declaration "That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown" and "they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do."

A lot has been read into this, perhaps aided by the drafting of the Constitution several year later.

This statement in the opening paragraphs has opened the door for wide ranging interpretation.

"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness."

In what ways has that lead to life long actions among day and night students that help create equality and freedom for others in the US and the world? Is a goal of such courses, or civic education in public schools, to propel students into the world as agents for change, or does it only prime the pump, so others might ignite sparks that fuel actions?

I'm now self motivated to read the Declaration of Independence on Hypothesis. See you there.

A year ago I read the History of the Peloponnese War, by Thucydides along with a few others who were scholars themselves (not me). With each chapter someone wrote a commentary that others responded to. Here's one.

There is much from this book that has influence history in the 2400 years since it was written, and continues to influence world affairs in 2018.

Unfortunately, most of these students are just making a visit to the University of Chicago neighborhood and because of the education they receive and the networks that helped them get to the University, they will move on and lead lives where they seldom think deeply about the problems facing the night students and others in the neighborhood. What is the university experience doing to change that?

In 2008 article titled "They are being robbed of their childhoods" I included maps showing hospitals and universities in Chicago and pointed to the University of Chicago and its responsibilities for the neighborhood surrounding it.

What if there were a map showing where participants from these classes came from, or what their backgrounds were. This is #clmooc map from http://tutormentor.blogspot.com/2017/07/mapping-collaboration-clmooc.html

I continue to be honored to participate in these annotations. I'm not a class room teacher. I've spend over 30 years leading non-school, volunteer-based tutor/mentor programs, which bring extra adults into the lives of kids living in high poverty areas.

Through the stories you share I see some great examples of what teaching should be. However, I also sense that most of you are islands within your own school, and that too few others share the same ideas and practices.

As long as it still takes 12 years to go from first to 12th grade, and another 2 to 8 years to move through additional years of formal learning and into jobs and careers (and people will still need support after that), kids will need a full school of great teachers, and a community of support in the non-school hours.

Such systems are needed in thousands of schools across the country.

In this blog article I use this graphic to visualize the goal of spreading ideas like yours to the larger world.

I hope to connect with others who are visualizing ideas of how systems change might be achieved over the coming decades.

I read a New York Times story today titled "The Adopted Black Baby, and the White One Who Replaced Her" It shows that all kids grow up with their own sets of disruptions and influences and that just making it to the adult years does not guarantee life will be smooth sailing after that. https://www.nytimes.com/2017/12/07/us/the-adopted-black-baby-and-the-white-one-who-replaced-her.html

The take away for me is that students need to learn how to build networks of support, in the school, the community, work and in life.

When you join together to walk into the darkness of an empty space, you can only predict that something interesting and worth doing might arise.

That's a strong reason to take the journey.

Thanks for sharing

I'll share this with Jason so that he and his fellow organizers can add their own thoughts, and so they can see how an annotation tool like Hypothes.is might be used to engage members of the community in collective learning.

I use concept maps to visualize "who needs to be involved" and write about using network analysis and GIS maps to show who's involved and understand who still needs to be involved. This is an on-going process that needs to be supported on an on-going basis.

Stanford Social Innovation Review has been writing about Collective Impact for several years, and emphasizes the role of a "backbone organization" and the need for consistent funding. The information collection and analysis that I describe is work that a backbone organizations should be doing. see article

In this article, and many others, I focus on the planning needed to make needed support systems available to k-12 youth and their families in all of the high poverty areas within the Chicago region, or any other defined geographic area.

By coincidence I found two resources in the past week that relate to this:

In a book titled "Diagnosis:Poverty" Marcella Wilson writes about "treating the condition of poverty with a client centered community based continuum of care"

This is a video of a lecture at Harvard by Jeffrey Duncan Andrade, where he talks about educators addressing the conditions of poverty, using social determinants of health similar to what Dr. Wilson was describing.

In both cases they emphasized the importance of HOPE as a force in helping youth and adults overcome the challenges of poverty.

This concept map points to data platforms with information people can use to create maps and visualizations that focus attention on all poverty areas within a geographic area. Included in this article.

While I did print newsletters from 1994 through 2002, and email newsletters from 1998 to the present, I started writing a blog in 2005. Here's from December 2005 where I describe the idea of a learning organization.

This image shows the many different challenges that face all kids and emphasizes that kids in poverty have fewer resources to help them overcome those challenges.

Expanding the network of resources needs to be the work of every youth serving organization and k-12 school, supported by the business, faith and higher education communities.

I use this image in this article, showing the need for groups of people to support individual tutor/mentor programs in all parts of the city, while other groups support all similar programs in different neighborhoods, and others focus on the entire city.

I've led a volunteer-based tutor/mentor program from 1975-2011 and continue to lead an effort intended to help similar programs grow in every high poverty neighborhood. This idea of "helping people understand that they can learn and grow" is fundamental to this work.

I was introduced to Jason by Gene Bellinger, a Systems Thinking guru who encourages people to use tools like Kumu.io and Insightmaker. In preparation for a Skype call with Jason held 11/22/2017 I found this article. As I read it I saw parts that I wanted to highlight. So I posted it to Hypothes.is.

One person stepping into the void can be the advance scout for an army of concerned people who create a better future for all.

Read

are we all witnesses to the operating room of life?

When do we come to the floor and add our own expertise?

I've been building a web library for past 20 years with links to research and organizations related to helping kids in poverty move through school and into adult lives.

Today Kevin Hodgson shared a link to an Open Education Citation network map

Either of these could be models for aggregating links and building a broader network of ideas and stakeholders.

I wonder what is taking place to encourage more community colleges and 4-year universities to use these text books in their courses, so more kids would benefit. Anyone with information about this?

This would be good, especially if it's a long-term strategy. Kids who start to use technology as they go through school can become parents more able to model its uses as adults.

The challenge, in the initial stages, would be to develop and sustain programs that attract parents and mentors to be learners and role models.

There is a multiplier affect here. Peers of students in affluent communities may have parents with differing levels of tech interests and experiences. As a group, they tend to reinforce and support each other.

The opposite can exist in poor communities. Even if one student has parents who support tech learning, peers many not have this, and may provide negative reinforcement.

Planning a tech learning strategy needs to reflect the 12 years of continuous learning support needed by each youth. The life cycles on hardware and software meant the entire system might need to renew two or three (or more) times every 12 years. The costs for this need to be taken into account.

One reason I've advocated for non-school tutor/mentor programs at business and community sites is that in many cases kids and volunteers can be using technology that the volunteers are updating regularly. I'm not sure how many are taking this into consideration.

This conversation has to expand to include resource providers, from the private sector, as well as government.

I've used this graphic since 1990s to show support kids in high poverty areas need, which are naturally occurring to kids in more affluent areas. Such support can be provided by volunteers from different business and work backgrounds, if there is a safe place that encourages sustained involvement over a period of time. Such support can also be made available in non-school hours, at community locations, and even at business locations.

While many non-school tutor and mentor organizations do exist in cities like Chicago, I don't see a concerted effort from the schools and city leaders to make them available in every neighborhood, or to help each include a digital learning and mentoring component.

Here's a video titled, "Without A Net: The Digital Divide In America" that shows tech inequality in schools. https://www.youtube.com/watch?v=lBAkCgDD-BE&feature=youtu.be

Is anyone doing research, on a school-by-school level, to learn and show where YPAR programs, or something like it, is available? Such research should show levels of engagement, from a few students out of the student population, to different percentages of involvement.

Such maps, with demographic overlays showing the poverty levels of school neighborhoods, would show if these programs are reaching youth in rich and poor areas, or in all parts of the country.

Helping young people learn to visualize and/or articulate their vision for the world, or a local problem being solved, is a way to create a passion, and purpose, that can drive student engagement.

Here's one YPAR web site.

I use hashtags to support connected learning. In this map I aggregate links to a variety of on-line conversations that I've participated in. I can use this to go back to the groups from time to time to see new messages posted, which often contain links to new information that related to the topic.

Lack of internet access still represents a barrier for many youth living in high poverty areas.

Keep making the case and teach youth to do the same. Creating world we want.

I created this map to show that kids in rich and poor neighborhoods face some of the same challenges, but that kids in more affluent areas have more resources to help them overcome those challenges. Included in this article.

Our Kids: the American Dream in Crisis, by Robert D. Putnam, focuses on this.

I've written a series of blog articles based on his book.

Maybe this is an invitation to frame a different message. What if after a police encounter, or shooting, friends and family posted positive images of the young people involved? If enough of this happened, on a consistent basis, would it help change the image?

One of the wonders of this country is how people who have been abused and disenfranchised have continued to give their time, talent and lives to maker America a better place than the reality they themselves have lived.

Looking forward to reading this after watching the livestream of the Obama Summit on Oct. 31 and Nov. 1. The presentations from that event can be found at Description

I used this graphic in an Oct. 2016 article where I pointed to articles I had read the previous few days, and tried to make sense of them.

We need to teach youth habits of reading and thinking about what they read, and connecting with others, like we're doing in this annotation, so that more of them bring this habit with them into adult years.

It is already worth my time of coming to this article just to find and watch this video.

I've never been a classroom teacher so much of this conversation is something "i don't understand". However, because of my relationship with Terry, Simon and others, I make the effort to read, not just ignore.

To me educators are people who spend time guiding learners through a huge library of ideas and information. That can be the Common Core learning standards, or the curriculum to get a Phd from Stanford, Duke or Harvard. Learners don't learn everything in a day. The take 12 years just to get a HS certificate and 2 to 10 more to get post HS certificates. They benefit when they are supported by other learners and mentors.

I used ThingLink, which I learned from #clmooc folks, to map a learning path map that I created to guild people through the information and ideas I've been sharing since 1993.

That's a long intro. My point is, in this Manifesto I don't see any mention of the body of information and ideas that educators want learners to read, discuss, share, etc.

The Internet makes the world's knowledge available to anyone with www access. Formal and informal educators are just using digital as well as F2F opportunities to draw learners to this knowledge and help them draw from it on an on-going basis.

Am I missing something?

Has anyone read the which was first circulated in the late 1990s?

Would like to see that annotated with a goal of comparing it's ideas to this Manifesto for Teaching Online.

A noble goal. Thank you Terry Elliott of the #clmooc group for bringing this to my attention. I'll add it to my library with hopes people in the non-school space will also read it.

While it might be ideal for teachers in every classroom to be trying to implement these ideas, that seems very redundant. How can colleges who prepare teachers and update their skills regularly form affinity spaces to encourage development of these skills? I suspect the lead will come from education technology companies who take a lead in developing learning games that are as challenging and fun for learners (of all ages) to play as are the games described in this book.

Maybe we need an affinity space to discuss ways to make this form of learning available in schools and in out of school time locations, especially in high poverty areas where it might be most difficult to get such ideas into schools.

Countering this will be one of the great challenges of the 21st century.

I propose that volunteer tutors and mentors who meet with youth in organized site based tutor/mentor programs, or via on-line mentoring programs, can help young people from high poverty areas learn to navigate and thrive in this on-line space. While we had computers at the tutor/mentor program I led in Chicago, and volunteers often took this role, there is no data that I know of actually shows how much this is happening or where.

While this document seems focused at k-12 educators and it seems most comments come from that field, these skills need to be taught to adults who are experiencing a rapidly changing work environment and don't have the habits to "learn and rearrange" their skills or build and market themselves in expansive networks.

Important. While 24% of African Americans and 21% of Hispanics live in poverty in US., for each category this is fewer than the number of White people living in poverty. White 22.3 million; African American 10.3 million; Hispanic 12.1 million. Thus the issue of race is a high priority for minorities because of the large percent, but the issue of class is even greater importance because so many White people are also living in poverty. Data from US Census and Kaiser Family Foundation.

In this article I include a concept map with links to many social capital articles that relate to this idea.

We named our new web site tutormentorexchange.net in 1998 with this idea of an affinity space in mind. Never was able to attract sufficient and on-going capital and talent to develop its potential. Still trying.

Skills and habits that need to be learned over a period of years.

Very difficult for people who grew up within one company to market their skills this way.

This where the gaps between rich and poor families and communities is of concern.

In my own experiences I've seen a growing universe of affinity spaces that each seeks to be the center of it's on solar system. Few link to each other the way the RTS space seem to do.

Furthermore, few have a single focus of "the game" which has it's own team of developers and markers working constantly to draw users to the game and to the various affinity spaces.

In reading this complete list an over arching theme is the motivation that drives people to participate in this space.

This describes what I've been building for almost 20 years. This article points to the many different sections of the Tutor/Mentor web library. Many of these sections include links to dozens of additional web sites, who each have links to even more web sites.

People have asked "who is the customer" for the www.tutormentorexchange.net and www.tutormentorconnection.org web site? I respond, "anyone who wants to help inner city kids move safely and successfully through school and into adult lives, jobs and careers."

The game is rapidly responding to millions of players located around the country. Compare this to how well, if at all, the education establishment is responding to millions of learners in classrooms throughout the US, or the world.

multiple modes of interaction

From reading the previous sections I can see how the gamers world creates multiple spaces for interaction, as well as motivation to engage on those spaces.

Some learners need more time at different stages to figure things out, before they go to the next stage. The amount of time on a horizontal stage would differ for each learner and the environment, or support system, would influence that.

Understanding this and building the public will to make it a reality are vastly different challenges.

I created this concept map to show the challenges facing all children, and additional challenges facing kids in poverty. I emphasize that kids in more affluent areas have more resources to help them overcome their challenges than do kids in poor areas. See article.

As we think of culture and process consider how families and communities stay connected to youth from the time they are born till they are adults, in jobs, and living on their own (even then they stay connected). The public school system passes kids from teacher to teacher on an annual basis, and even from school to school as they move from elementary to middle then high school. What sort of relationship continuity and influence does this offer?

As we relate this back to discussions of the experience and opportunity gap between rich and poor students I encourage reflection on the role of adult mentors in organized non-school youth organizations. Such programs can expand the range of experiences youth have, through the volunteers and their own backgrounds.

I heard the CEO of Motorola speak to a group of educators in the late 1990s. He said "you'd do better if you'd treat kids and parents as customers". One person stood up and said "but they don't teach us that in education schools".

I've heard some belittle this comparison of students to customers, but the core comparison is that if youth are not interested and motivated they won't learn very well.

Educators need to figure this out.

In this article I point to a concept map with many different data maps. We need a similar collection of maps that show education performance indicators, at the zip code level, and by age group, race, etc. Only then can we really understand "who" is not faring well and focus on different solutions for different problems.

Can anyone point to some platforms that visualize this data effectively?

The "Our Kids: American Dream in Crisis" book by Dr. Robert D. Putnam, emphasizes this gap, which widens as kids grow older. I wrote about the book here.

As I read through this paper I hope to find uses of maps to focus conversation on strategies that actually reach youth in all poverty areas of the US and the world.

I'm not an educator, but have led volunteer-based tutor/mentor programs connecting inner city Chicago youth with adult volunteers for over 30 years. Finding ways to bring non-educators to articles like this is one of the challenges I focus on.

I've already learned something new, re: headless relatives and naked infinitives.

What's the link to this page and the podcast?

Thank you again for sharing this on Hypothesis. I read it as I would have read a printed report, and highlighted passages that resonated with me.

Here's a page on my web site where I show my own interest in social network analysis and share some articles and links to work I've had done by myself and interns.

CLMOOC has changed since 2013, both from an evolution and maturity perspective, and due to change in available resources to support the planning and communications of activities.

It would be great to find a university that is teaching network analysis who would take a long-term look at CLMOOC and on-line communities, showing growth and change over a period of years.

I also think more needs to be done to understand the value of "likes and retweets" and how they help build visibility and reputation and can help the group grow.

In addition, an analysis of how blogs are being used by members to share what is happening, what is learning, and to reach others who may not be active or LPP members, or who may not be using the platform that you're using to measure participation.

Lots to do. A benefactor is needed.

I hope this becomes the norm.

An analysis would need to compare groups on the three platforms to determine how many use all three, or two, or only one.

It would be interesting to expand this analysis to look at the member map for 2016 and 2015. I think there were more on the 2015 map. However, what I noticed that there was small participation from bigger cities like Chicago. I would expect with a larger number of students and educators, the cities would have greater participation.

Does time available to participate differ in cities? Or, to more opportunities to connect f-2-f reduce motivation to connect on-line?

From 2007 when I started following some of the cMOOC originators the ideas of "you can't do it all, so do what you can" was a common mantra. Not feeling a failure for lack of time or not "doing everything" gave freedom to participate when and how often anyone wanted to.

I hope this research becomes longitudinal, looking back to 2010 and 2011 and forward into an unknown future. The dramatic changes in platforms, and how well they support user interactions, would probably influence community participation. Unless on-going mapping of participation is done, this type of analysis is not possible.

Most of the CLMOOC participants were educators and much of what was discussed related to their work with student learners at the k12 or college level.

I try to focus this process to engaging adults in learning about local and global issues which affect their lives, and which require their understanding and involvement, if the problems are to be resolved. This also might apply to a business or social enterprise where a group is learning in order to capitalize on an opportunity.

Using SNA tools like Mention Map researchers could look at the Twitter network for each LPP to get an idea of how large their network is and of who they connect with. Such analysis would likely show how the information being shared in the group is potentially being passed on to a much wider network of people.

a positive perspective

How about EARS (Engaged, although rather silent)?

Sarah, did your group look at the evolution of on-line communities from list serves in the late 1990s to the cMOOCs of today? On list serves there were far more people following, and hopefully reading, than there were who were actively posting and engaging.

Does learning only happen if it can be tested and measured? Question appies for on line and off line.

The middle ground between these two definitions, might be groups formed with the goal of bringing people together in actions that lead to more formal actions to solve community problems.

Even if they are not active they are validating the work of the group by how they spend their time looking at content and posts shared by others.

While I track visitors to my web sites and blogs, I really don't know someone has visited the site and used the information unless they tell me. I had one person say to me many years ago "we built our entire organization based on information from your web site". I only learned this via a chance encounter.

From a financing and fund raising perspective, this has always been frustrating.

I take this role as part of an ongoing effort to draw more attention and resources to all of the non-school tutor/mentor programs operating in Chicago. I try to model a set of behaviors that others will duplicate, for the same purposes, since my actions alone are too small to dramatically influence the actions of volunteers, donors and others in a huge city like Chicago.

I am more active in some communities than in others.

I guess this partially answers the question I posted above.

I'd ask one more set of questions, such as "is lurking" a negative term? Is there a label being applied that might discourage some from even taking a first step into the on-line community?

As I read further I hope to see graphics that illustrate change over time. When I joined CLMOOC in 2013 I was an outsider, and mostly a lurker, learning from what others were sharing. I still am in that role most of the time, but over four years I've developed some strong relationships and participate in many ways, such as reading this paper and commenting in the margins.

The abstract is translated into five languages! Wonder how many other published papers do this.

This is something I've been interested in for many years. Look forward to seeing how it's used in this paper.

Here's the CLMOOC homepage.

This is the CLMOOC G+ page.

I saw this article posted on Facebook by Sarah Honeychurch and started to read it. I did not get very far before I was thinking of taking out my yellow marker to highlight sections important to me. That prompted me to ask Sarah if she'd be willing to open this for annotation, using Hypothes.is. She did, and that's what made it possible for myself and others to read, reflect and comment in the margins. Thanks Sarah and her co-authors.

If you browse articles tagged "influence" on my blog you'll find this graphic in the first one, under a headline of "So you're trying to duplicate what kids have in affluent areas?"

I missed this article when you first posted it in May, but today as I used inoreader to see the latest articles you, Kevin and others have posted, I saw your reference to this, and thus took a look.

One of the challenges I feel blogs present is that articles written a few weeks ago, or a few years ago, may be as valuable as ones written today. Finding ways to encourage others to look back into the archives is something I look for daily.

This list is how hope my library is used not just by students, but by civic groups, business, faith groups, etc. or anyone concerned with poverty, young people and similar issues that I focus on.

This process is similar to what I've done since 1998 as I've built the web library that I point to at http://tutormentor.blogspot.com/2017/05/list-of-articles-that-i-point-to.html

In that spirit I thank you Terry for for reaching out in 2014 to interview me and welcome me into the #clmooc. http://tutormentor.blogspot.com/2014/06/connecting-network-building.html Since then I've come to know and admire work that you, Kevin and others are sharing and I've a growing list of "tools" that I use daily, including this annotation, that I would know know about otherwise.

I think I honor this the most by how often I try to connect others to this network so they can start the same journey for themselves.

We each enter a conversation space with different expectations, based on our own goals and experiences. With such a broad term as 'digital citizenship' it's not surprising that many visitors may have different expectations that those of others, or the organizers.

I tend to disagree. I've followed the articles Terry, Kevin, Sheri and Sarah have been writing, and that led to the Digg platform and this annotated blog and more places than I've found time to visit, or yet even know about. Accumulated hospitality, and trust, motivate me to take steps on this journey. Without someone first setting up the #digdiz domino affect, much of what I've seen in the past few weeks would not have happened.

I posted this graphic in article at https://tutormentorexchange.wordpress.com/2017/06/17/joining-in-on-digciz-discussion/ to show a different goal of #digciz

I have continued to venture into these spaces because the newspapers keep reminding me of a problem that has never been solved.

This map shows participation in May and November 09 Tutor/Mentor Conference held in Chicago. It's part of article at http://kalyanimisra.blogspot.com/2010/10/social-network-analysis-of-may-09.html

The volunteer who did this work was only with me for a short time. I have never been able to get anyone continuously involved in doing this work. Thus, I've also never been able to do more to help those attending the conference connect with each other off line, or on-line, or to collect information that could demonstrate if it is, or is not, happening.

I wrote an article this morning, before reading your article, that shows my goal of bringing Chicago tutor/mentor programs together on Twitter. It's not happening that I can see. http://tutormentor.blogspot.com/2017/06/engaging-chicago-tutormentor-orgs-on.html

I've been interested in mapping participation in events for almost 10 years. Here's a set of articles from my blog that show this. http://tutormentor.blogspot.com/search/label/network%20analysis

I draw ideas and relationships from a wide range of resources (horizontal network) which I apply in a focused effort (vertical) aimed at changing futures for youth born or living in high poverty areas. Would love to see articles like this focused on specific issues, like climate crisis, poverty, public health, etc.

I created this cMap to show entry points into information related to poverty, inequality, etc. See at http://tutormentor.blogspot.com/2017/01/drill-down-into-maps.html

I started thinking of "vertical" and "horizontal" networks in the late 2000s. This article focuses on that. http://tutormentor.blogspot.com/2014/09/knowledge-based-problem-solving-what-is.html

In past few years I've become paralyzed in a way because I understand that the massive amount of information I've aggregated in my web library and blogs is just too much for most people to comprehend in just a few sound bytes or elevator conversations. People's eyes glaze over when I'm introducing myself to them. That tends to make me fearful of making such introductions.

As I read this I think of this tag cloud that show categories of ideas on my http://tutormentor.blogspot.com blog

I see this as a two sided problem. On one side is the complexity that lessens most people's access and on the other side is the increasing costs of access (hardware, software, fees, etc.),

I came to this article by reading a post by Simon Ensor, who I met as a result of joining the #clmooc in 2013 and staying engaged since then. I'm not a traditional educator. I've led non-school, volunteer-based tutor/mentor programs in Chicago since 1975. Part of that time I was a volunteer myself holding full time retail advertising jobs with a large retail corporation. Thus, I'm part of the "outside world" I think you're referring to. I enjoy the freedom of being able to learn from this and other articles, on my own time, and for my own purposes. I hope that others who are not traditional educators will learn to do the same.

I've 10 years of articles at http://tutormentor.blogspot.com that I'd love to have people post to Hypothesis and start discussing.

I see this potential and am disappointed that I don't find more people in the non-school ecosystem using Hypothes.is to engage with each other, and with donors and other supporters.

I was introduced to Hypothesis and annotation by Kevin and Terry Elliott in January 2016 and I've joined in the margins on several conversations, such as this. However, I've been cautious about launching an annotation of someone else's blog, not knowing the etiquette. Just a week or so ago I saw an article posted in the #ds106 site and as I read it, had the urge to want to comment on ideas I was reading. I tweeted to the author and encouraged the article to be set up on Hypothesis, but have not seen that happen. To me, that's a loss, because I felt the ideas in the article deserved to be viewed by more people. I did not feel comfortable with posting it on Hypothes.is myself.

This is why I post, and what causes me to assume that others post for the same reason. I've found that this is not the case for many.

With so much negative pressure, it's a wonder that more youth are not being radicalized than there are (or that we're aware of). In the video about the Black experience in America, that I posted above, there are several hundred years of oppression that could have radicalized African Americans. Yet, that does not seem to have happened...yet.

The power of the American experience, as opposed to the experience of Muslims in Europe, seems to provide a sense of hope and optimism, that keeps people working to be accepted and thrive in this society. Let's hope that remains true.

I wonder if the rise of ISIS since the late 2000s is an even larger contributing factor than 9/11.

Unfortunately, as I'm reading this article, I feel I'm only at the beginning of a story that has many unwritten chapters that will play out over the next few years and decades.

This is a role that needs to be learned, and can be taken by many who fall in the range between "activists" and "not involved". Anyone who shares a link to this story on social media, a blog, or a conversation is taking this role.

I can't imagine the level of paranoia and fear these youth face on a daily basis, which is only heightened by what's happening on the world stage, and by the leadership we now have in DC.

"one where there is a considerable gap between voice and influence.”

This map shows distribution of Islamic population in the US. From http://www.dailymail.co.uk/news/article-2138365/The-changing-face-religious-America-Number-Muslims-U-S-doubles-9-11-Mormonism-spreads-East-Coast.html

I just listened to the webinar and heard Sangita Shresthova talking about this, and how the concern extends to Hispanic heritage youth as well. I expect to be challenged by what I read in this chapter and in the margins.

My work has focused mostly on African American youth, who face many struggles, and mistrust by others, but I don't think they face the same type of potential surveillance in online space as do these youth.

Maybe there is some common ground in this.

After participating in a group annotation last November I created a story map to show who I was connecting with. Do you have any plans to map participation in this week's efforts? http://tutormentor.blogspot.com/2016/12/mapping-week-of-learning.html

It's great to see how you are using Twitter, webinars, annotation to engage stakeholders in this discussion of education inequity. I'm listening to the webinar now.

In 2011 the Board of Directors at the organization I founded in 1992 and led 19 years decided to discontinue support for the Tutor/Mentor Connection, due to huge financial challenges and their own limited understanding of how the T/MC had contributed to the growth of the site based tutor/mentor program we had also created in 1992. I was invited to 'retire' so a younger person could take the lead, but was given ownership of all T/MC assets.

I did not have a team of volunteers and leaders to create a new non profit structure, so created the Tutor/Mentor Institute, LLC, using the site at http://www.tutormentorexchange.net as its home page.

That site had been created in 1998 in an emergency when the T/MC site crashed just prior to a volunteer recruitment campaign launching. We used it to share our list of Chicago tutor/mentor programs. In the years since, I used it to share illustrated PDF essays that showed the ideas and strategies of the T/MC.

Those PDFs are aggregated at http://www.tutormentorexchange.net/library but they are embedded in articles in every section of the web site, in my blogs, and in my Tweets and Facebook posts.

This strategy was developed in 1993 with help from a Chicago public relations firm and has been followed for over 24 years. It's still relevant. Needs many more leaders and supporters.

Scroll down and see a PDF presentation that shows the goal of collecting and sharing information as part of building a network of peers, partners and supporters.

This section shows how the Tutor/Mentor Connection started in 1993 as a result of network building and learning from peers that I started in 1975 when I first became the volunteer leader of a tutor/mentor program in Chicago....while holding a full time retail advertising job with the Montgomery Ward corporation.

Thanks for writing this. Can you include some links to a couple of VC articles that talk more about this? How is Virtually Connecting different than a cMOOC? Do you find any who are using Google maps to show participants in a VC event? Our using social network analysis maps?

In one section of my web library I post links to "education innovations, MOOCs and Learning/Networking sites. I'd like to add a link or two to VC related sites.http://www.tutormentorconnection.org/LinksLearningNetwork/LinksLibrary/tabid/560/agentType/ViewType/PropertyTypeID/7/Default.aspx

I wonder how many past public conversations are now being held in Slack. I'm part of a couple. As this grows not sure it's a good thing. Creates new "silos" of "insiders" vs "community". Depends on how easy it is for new people to join.

This is role I've taken in the education MOOC community since 2012. In doing so I've built some strong and growing relationships.

Are teachers incorporating service learning into their efforts?

The term "Personal Learning Networks (PLN)" has been spreading via the Internet for a few years. Here's one article that I've included in my web library. http://idreflections.blogspot.com/2015/01/personal-learning-networks-for-ongoing.html

Do you know of any intentional effort to engage university students in this process, with the goal that they apply the ideas as parents, volunteer tutors and mentors, and during non-school hours in organized youth programs, in addition to traditional schools?

Amen.

I continue to share links to these annotation projects and blogs written by #clmooc educators with people in non-school programs because they can also modify the ideas for use by volunteer tutors and mentors. Unfortunately, I'm not yet seeing a response. What about in your communities?

Absolutely critical to solving problems/challenges that occur throughout adult life.

I saw article recently about disengaged students, with map that shows this problem is distributed across the country, and affects rich and poor. http://www.theedadvocate.org/disengaged-students-part-1-how-did-american-anti-intellectualism-begin/

As ideas are shared for helping students develop habits, we need to figure out better ways to motivate students to become active learners.

I also read Terry's blog and listened to this fable. I've long believed that there has been a pact between the rich, the powerful and the religious intended to keep them in positions of power by keeping the masses happy with the scraps made available to them. Browse my hackpad notes from reading Thucydides' history of The Peloponnesian War. https://hackpad.com/Notes-on-The-Landmark-Thucydides-history-of-The-Peloponnesian-War-ExmZmbAHham

Educators have been under attack for more than 20 years. The people making the rules are politicians who respond to special interests, and have short term focus on complex problems requiring long-term solutions. What are educators doing to reach out and educate the public, and change the political landscape, other than through teacher unions, which have their own agendas.

Publishing this document and inviting me and others to read and annotate is one example of what could be happening all over the country, in an effort to build alliances with the workplace, colleges, faith groups, and others who are concerned with the same issues.

Building a large enough mass of participation that results in different political realities will take time, but that's what Dewey is suggesting. I'll continue to share work you're all doing with non-school folks in my own networks. I encourage you to do the same.