Day One has come and gone, and we dove right into technology yesterday, with identity/avatar creation via Bitstrips for Schools. As always, my sixth graders were highly engaged, helping each other with questions and answers, and learning quite a bit about how we appropriately use our laptops and how we might think about comics as a tool for writing.
Today, I bring the other three classes into the comic site, too, as we move towards our first project of the year called Dream Scenes.
I’ve been away from blogging for a few weeks as part of a summer tradition, but I have still been writing and creating for August, and that includes making comics. These comics were part of my “anxiety of going back to school” thinking and planning and getting myself ready for another exciting year. We teachers go back on Friday (yikes .. that’s tomorrow) and then students come back for Monday.
These comics were all shared on Twitter but I wanted to bring them all here, too.
Is it Thursday already? Tonight, we will be hosting a Twitter Chat for the Making Learning Connected MOOC (#clmooc) and we invite you to come along for the ride … er, discussion … as we share out thinking about open spaces and public parks and other threads from the current Make Cycle that we are in.
CLMOOC Twitter Chat
When: Tonight (Thursday)
Time: 7-8 p.m. Eastern Time
What to bring: ideas, questions, insights and maybe an image or media to share
Suggestion: use the Tweetchat site as a way to manage the flow of discussion.
And I made this a few years ago:
Haven’t gotten outdoors yet? This handy flowchart might help you make that decision.
And if you missed our Google Hangout/Make with Me the other night, it has now been archived and posted. We talked about youth outreach, the US National Park System, engaging teachers in the outdoors, and the Every Kid in the Park initiative. (The chat roll archive is here, too)
I’ve been up and down with systems thinking all this week in the Making Learning Connected MOOC. What I mean by that is that I’ve had days where I have been playing with a systems thinking approach and other days where thinking about systematic inequities has me struggling with how to address problems that seem larger than me.
The chart above is something I made the day after being a guest on Teachers Teaching Teachers, where our topic of discussion was systematic racism and disenfranchisement. The show had an article adapted in The Atlantic from Ta-Nehisi Coates’s new book — Letter to My Son — that we collaboratively annotated before getting on the air. This led to a discussion about race and the impact on students, and the role we have as teachers to try to make things better.
I was honored to be in the conversation but struggled with my role as a white teacher in a predominantly white school district in a suburban community where so many of students have no reality of the world of black or Hispanic students in urban centers affected by socio-economic issues and police brutality and a political system often set up through gerrymandering to keep their communities out of power.
It’s not that I don’t talk about race and slavery and the ways in which our country is both an amazing experiment in beliefs and one that was constructed on the most heinous of ideas — enslaving others to create a strong economy. But it often feels as if those discussions are not reality for my young white students, and I need to find more ways to bring the experiences of others into my classroom. I need to extend their world from beyond our classroom walls and the boundaries of their small community. I need to do that in a way that respects my students and respects the experiences of those we talk about.
By the end of the TTT show, our collective message of compassion and understanding of those from different experiences than we have, and the need for real conversations about the real world with all of our students, continued to resonate with me. But I was also reminded by Chris Rogers that we need to move beyond talk, and shift into action to make change to the system.
Everything might be broken, but if it isn’t teachers who can help fix it, then who?
Yesterday, I shared out the first steps in taking a poem through its paces, under the banner of “reMEDIAtion” of the Making Learning Connected MOOC. The idea is to see what happens to our work when we move into different platforms, and consider whether the heart of the idea changes or shifts or is transformed.
Is “remediation” just another term for “remix”? Maybe. Probably. Possibly. Maybe perusing those words will be my reflection point later on in the Make Cycle.
For now, I am using a single poem about liminality as my base point. Yesterday, I talked about moving from a handwritten draft to a typed version, and then using a text layout tool to impact the metaphorical presentation of the writing. That was not very dramatic, in terms of remediation of text. Some, but not much.
So, I have turned to audio to see what happens. I wanted to move beyond just podcasting — of just reading the words into a microphone — and dove into the Garageband App (one of the best 5 bucks you will ever spend on an app) to see if I could re-compose the poem.
In the final (maybe) week (spin cycle) of Rhizomatic Learning (roots take hold), Dave (the instigator) asks us to consider (please) adding elements to a crowd-sourced Practical Guide to Rhizomatic Learning that will become sort of a legacy project for the community/network/crowd/swarm.
I’m into that.
So I dove into Bitstrips for Schools (which my students use to make media) to create a comic book version of some advice, using characters of some friends who happen be in the Rhizo15 community already, including a Dave character from some past project that focused on Dave and his Daveness. I don’t quite remember now why I had made a Dave. (Anyone? It might have been a DS106 assignment)
I used a site called FlipHTML5 to create a flipbook version of the comic, which makes it easier to read. You can also see the full comic as a single page (it’s long) over at Flickr, too.
Dave pulls out the metaphor of “invasive species” for the latest round of thinking in Rhizomatic Learning. This has a few dimensions to it, and I will be thinking about this a bit more as we move forward into week. My first impulse was that invasive species are bad. Then, I thought, but not always.
That led to this comic (which, I now realize, is very America-centered in its reference to invasive species … you may have your own where you live) this morning:
The question, on this level, is: How does a rhizomatic concept of learning replicate a positive invasive component, squirreling its way into the core of what we consider learning to be?