Teach the Web: A Remixable Credo

teachtheweb project

I am dipping into this year’s Teach the Web by Mozilla. I took part last year and learned a whole lot. This year, I might not have as much time, but I love how they have really broadened the inquiry along a few different lines. One of the introductory activities is to do a Make with one of the Webmaker tools, so I took Chad Sansing’s Planet Project and remixed it into a sort of belief idea around Connected Learning.

Come see what I did (and feel free to remix it yourself)

Peace (in the world),
Kevin

Slice of Life: Making CLMOOC Game Cards

WRITE a slice of life story on your own blog. SHARE a link to your post in the comments section. GIVE comments to at least three other SOLSC bloggers.

I’ve been having a blast making teasers for this summer’s Making Learning Connected MOOC (Massive Open Online Collaboration). This is the second year of the CLMOOC, and last year was so much fun, we are doing it again –with various wrinkles to allow last year’s folks to keep playing with learning and enough entry points for new folks to come on board and have fun.

I am one of the facilitators of the CLMOOC, leading up the “support team” that will make sure folks feel welcomed and assisted as they move their way through the Make Cycles of possible activities and reflection. But as we move towards the “hard launch” of the CLMOOC, I’ve been tinkering around with various means of “teasing” folks to sign on up (it’s free! lurkers welcome!)

Alan Levine, over at DS106, recently shared out an online generator for creating your own Monopoly game cards, and I thought: Gotta use that! So, I’ve been creating Chance and Community Chest cards with a CLMOOC bent, and sharing them one at a time on Twitter (our hashtag is #clmooc). I decided to move all of the cards into a comic, too.

CLMOOC 2014 COMIC TEASER

I invite you to join our Making Learning Connected MOOC this summer. It’s sponsored by the National Writing Project and it is part of the Educator Innovator Network’s Summer of Make, Play and Connect. The MOOC is designed to get you playing, learning and reflecting, and connecting with other educators in a stress-free environment (hey, it’s summer). The whole thing kicks off in mid-June and goes until August, although you should feel free to enter and exit as your schedule permits.

I’m already making things …. come join me.

Peace (in the slice of MOOC pie),
Kevin

 

Making a #CLMOOC Zine

CLMOOC Zine
Once again, my friend Chad Sansing has created a cool remixable project via Webmaker that I just had to check out and remix myself. Chad made a ‘zine template with Thimble, which you can adapt for your own area of interest, print out, fold up and hand out to friends.

How cool is that?

I went in and made a little zine for the Making Learning Connected MOOC, which launches into its second iteration this coming summer (Come sign up and join the fun!). If you hit the remix button on either Chad’s or my #CLMOOC zine project, there are all sorts of helper notes in the code that Chad has written than will walk you through the process of coding the page.

After making the #CLMOOC zine, I printed it out (this took a few trial and errors to get the setting right on the page — I went landscape, at 60 percent, with my Firefox browser), and folded it up, and then shot this short Vine piece of the zine.

Peace (in the zine),
Kevin

 

Should you #CLMOOC? You Should.

I’m in a flowchart kind of mode these days as part of creating teasers for this summer’s Making Learning Connected Massive Open Online Collaboration (that’s a mouthful, so we just say CLMOOC). Last year, we had fun. This year, we’ll have a blast. And you are invited — all of you.

We’re still in a “soft launch” mode — just getting started and we will be ramping things up in the coming weeks. You can sign up for news already at the CLMOOC main hub site. But if you need some help thinking it through, here are two flowcharts for ya.

First:
Pathway into the CLMOOC

And then (adapted from a teaser from last year):
2014 Making Learning Connected flowchart

And now? Come sign up for the CLMOOC experience, which kicks off in June and goes for six weeks of making, learning, playing, exploring and connecting in ways that will have you think closely about your own learning experiences.

Peace (in the CLMOOC),
Kevin

 

The Return of Making Learning Connected (aka, CLMOOC)

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We’re starting our planning for this summer’s Making Learning Connected Massive Open Online Collaboration (notice how we don’t say “course” — that’s important) or CLMOOC. We’re in a very soft launch mode right now, but you can visit the FAQ page and add your email to our update lists.

Basically, it will be a summer of play and exploration and learning, all under the umbrella of Innovator Educator‘s Summer to Make, Play and Connect. We had great success, and a blast, last summer and we’re working to build on that experience for Round Two. Making Learning Connected runs from June 13-August 1, 2014 and we use the Twitter hashtag #clmooc.

More information (and periodic teasers) to come …

Peace (and play),
Kevin

 

 

eBook Review: Teaching in the Connected Learning Classroom

Let me disclose a few things:

  • I know a lot of these editors and writers through my connections in the National Writing Project;
  • I hung out with the editors in Seattle as they were working on their drafts (and I was working on some resources for the Making Learning Connected MOOC). I knew they were up to something cool, even as they worked in other rooms;
  • Last spring, I had only a vague idea of what Connected Learning was (other than I like having connections and I am a big fan of learning … thus, Connected Learning sounded like something I should know about);
  • And, finally, I stole a paper copy of this ebook from the table at the Digital Media and Learning Conference when NWP friend Christina Cantrill turned her back. (I am sure she didn’t mind).

All that said, I highly recommend a read of this important collection around teaching and learning.

Teaching in the Connected Learning Classroom is in many ways a classic National Writing Project production through and through: Teachers sharing their classroom experiences (successes and trials) through the lens of inquiry and writing, all viewed through the overarching frame of Connected Learning principles. What are those principles? These ideas emerged from extensive research done by Mimi Ito and others on the ways that young people are learning in this digital age, and center on a few main concepts (better seen in this infographic).

Connected learning is:

  • interest-powered
  • peer-supported
  • academically-orientated
  • production-centered
  • openly-networked
  • shared purpose

Watch this video:

Which is all good  and everything but what does that mean for the classroom teacher (like me)? Editor Antero Garcia and the fabulous writers and curators here try to answer that question by focusing the lens on classrooms with stories from teachers grouped around those themes, with curation editors framing those specific stories in the light of inquiry.

“I believe connected learning principles can provide a vocabulary for teachers to reclaim agency over what and how we best meet the individual needs of students in our classroom,” Garcia writes in the introduction. “With learners as the focus, teachers can rely on connected learning as a way to pull back the curtain on how learning happens in schools and agitate the possibilities of classrooms today.”

And so as educator Christopher Working shares how his third graders took blogging to new levels, and how their writing flourished as a result, other teachers (such as Chuck Jurich, Gail Desler, and Danielle Filipiak) explore the dynamics of multimedia production and global audiences and collaboration for student work that goes above and beyond expectation.

“… I was able to see firsthand how centering production afforded opportunities for students to construct affirming identities, make authentic connections to classroom texts, and develop new and specialized technical skill sets,” writes Filipiak, of  projects undertaken by her students that merged media and culture together for a social justice message.

Still others are pushing boundaries, even if they are still grounded in literacy. Jason Sellers has his elementary students creating interactive fiction games and stories, mixing in the overarching lessons of programming with the lessons of writing stories. “The unforgiving nature of programming languages was a frustrating but valuable experience for some students, ” Sellars admits. “Small mistakes in a line of code often would render their games unplayable” and yet, lead to revision and iterative design.

One of the more fascinating projects here is the Interactive ‘Zine project, and Christian McKay’s insights into the merging writing, publication and fabrication/maker techniques to create bound collection of writing that has electronic elements built right into the design (with Makey Makey circuit boards and Scratch programming systems). “The Interactive ‘Zine provides opportunities for learners to consciously engage in the creation of their artifact for a public audience, ” writes McKay. “The public entity is developed through the written word that the students share — at a minimum, within the classroom, and more broadly, through public sharing of their Scratch projects at the Scratch website.”

There’s more, much more, that I could share here, but I think you’d be best to get your own copy. And you won’t need to pilfer it from the table off an unsuspecting friend, as I did. Teaching in the Connected Learning Classroom is a free PDF and a relatively cheap ebook for Kindle right now.  It is published through the Digital Media and Learning Hub.

Oh, did I mention that just about every article here has a link to a media resource at the National Writing Project’s Digital Is site? That alone is worth the free price of admission. Links are embedded right into the ebook itself, allowing you to see student samples and teacher resources and more, so what are you waiting for? Get connecting.

Peace (in the book),
Kevin

 

Emergent Ideas from the #CLMOOC

CLMOOC Emergent Branches
One of the themes of our presentation about the Making Learning Connected MOOC at the Digital Media and Learning Conference in Boston last weekend was the planned learning versus the unplanned, or the emergent, learning. I found it incredibly exciting over the summer when the unexpected happened. It was something we facilitators hoped might happen but when you are planning, you can only lay some groundwork. You can’t force unknown ideas to emerge.

You can, however, notice it and focus the spotlight on it.

For our session, I went in and created this visual, showing what we planned (the trunk) and what emerged naturally (the branches) from each of the Make Cycles of the CLMOOC. I like that this kind of illustration allows me to document and remember the emergent ideas from participants, and values their innovative ideas.

Peace (along the branches),
Kevin

Making Maps, Making Meaning

map collage
We had folks in our workshop session at the Digital Media and Learning Conference in Boston “making maps” as part of our presentation around the Making Learning Connected MOOC. It was so cool to see the different approaches to ideas and to representing pathways of discovery. Some folks created flowcharts of their conference learning. Others did mind maps of where they want to go next with some ideas. A few built three-dimensional representations of their online worlds and connections.

Since I had already done a learning map the other day, I went into another direction: representing my affiliation with bands that I have been in over the years. (that’s mine, on the right). This is my learning map:

My Immersion Map

The image on the left is the collection of maps from participants, as we lined them up together at the end, stitching together our learning into one larger map. The pattern on the rug helped …

I guess maps are having a moment, right now. In my RSS feed yesterday, I found two interesting links around mapmaking as learning. The first showed maps as an example of “digital empathy” and the other focused in on sharing of maps as the new meme.

Peace (along the lines),
Kevin

Slice of Life: My Immersion Learning Map

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(This is part of the Slice of Life Challenge with Two Writing Teachers. We write about small moments each and every day for March. You come, too. Write with us.)

This morning, after I blog, I am heading out for the drive into Boston, for the Digital Media and Learning Conference. I am co-presenting a session around open learning, with the focus on last summer’s Making Learning Connected MOOC (CLMOOC), and how the philosophies and ethos of the National Writing Project and Connected Learning Principles helped us create and facilitate learning opportunities. I was one of the facilitators, and enjoyed every minute of it as we engaged hundreds of teachers in making, creative fun and inquiry.

I’ll share more in the coming days, no doubt, but one of the activities in our session is a Mini-Make, in which we are going to be asking folks to make a learning map. What they choose to illustrate in their map is up to them, but the idea is to chart out and probe deep about aspects of learning, and represent it in a map format of some kind.

I decided to do my own, using Coggle, an online mind-mapping tool. It worked great (and I think I owe Ian a shout-out for using it this summer and sharing the tool with CLMOOC). This map shows “my immersion” into open learning and networks over the past year or so, and some of the offshoots that have occurred as a result. It’s not a perfect representation, but it does capture a lot of footholds of my learning life.
My Immersion Map

What would be on your learning map? How would you design it?

Peace (in the mapping),
Kevin

The CLMOOC Reverberations

More Education Podcasts at Blog Talk Radio with NWP radio on BlogTalkRadio

Last night, I took part in a National Writing Project radio show about our summer’s Making Learning Connected Massive Open Online Collaboration. With my friend Paul Oh at the helm, the hour-long discussion was less about how the MOOC came to be (although NWP Program Leader Christina Cantrill and I did that) and more about how the CLMOOC experience has come to impact teachers and writing project leaders.

I did my part and then listened as Jenn Cook, of the Rhode Island Writing Project, and Michael Weller, of the Los Angeles Writing Project, and Rosie Slentz, of the Redwood Writing Project chatted about how their experiences over the summer have come to inform their teaching and their work with other teachers.

As one of the facilitators, it was not just gratifying to hear these stories on the radio broadcast; it was touching in a way that I can’t quite express here. We spent many hours planning the CLMOOC and many, many more hours helping to facilitate it. With hundreds of teachers involved, we knew folks were engaged in our Make Cycles. And I suppose we assumed that there would be some residual benefits after the summer ended.

But here, Jenn and Michael and Rosie brought to light stories of those experiences, and with Paul’s masterful questions, we come to see how CLMOOC continues to live on in spirit. Not that it wasn’t an interesting enough experiment, but hearing personal stories really does bring the whole adventure of the MOOC back to life, and — not to get too sappy — warmed my heart as I listened. I suspect my co-facilitators would say the same thing. The MOOC had an impact. We sort of knew it but to hear it makes that observation real.

And of course, we want others to remake and remix our MOOC.

Peace (in the appreciation),
Kevin