Comic Reflection: Some Final-ish Thoughts on E-Learning 3.0

This sort-of final reflection is for E-Learning 3.0 with Stephen Downes, and the musings of my experience — here in the form of a comic — is part of what may be a final project around “community.” I say “may” because a few of us are trying to discern a path forward with the open-ended element of Stephen’s call.

This thinking all relates to the possibility of how learning and teaching might unfold in the distributed web environment, where trust and a sense of belonging to something larger (even if you are removed from the center) is a key component to the way the future of learning, mostly online learning, might yet unfold. This is why we explored Block Chain, and elements of the Distributed Web, and Identity, as well as Credentials and Badging. Plus other topics I may have already forgotten.

One path towards Stephen’s assignment, suggested by Roland, is to create reflective posts together and those words, bound as they are by a shared purpose, create a sense of community formed around the EL30 experience. Another path, suggested by Laura, is to come to a collaborative consensus to define “community.” I’m happy to explore both ideas, as Jenny notes in her reflection, although I am not sure — as neither is Matthias, I think — either creates “community.”

Either would create connections.

Is that the same thing?

El30 Reflection Comic El30 Reflection Comic El30 Reflection Comic

Peace (in the panels),
Kevin

When You Give Yourself a Badge …

EL30 Badge site

This week’s task over at E-Learning 3.0 is to create and award a badge to yourself, and then reflect on the process. I am still very mixed on the use and effectiveness of digital badging.

I’ve had experiences in open learning spaces like CLMOOC and WriteOut (where we designed a Playlist format with badging as documentation). I still wonder about whether the intent behind badges (documenting learning) is in sync with reality (how are badges really used or they just forgotten afterwards?).

But I climbed aboard the EL30 badge bus and ventured back into Badge List, which is site we used for CLMOOC in the past. I created a new “group” for EL30 and then created a new badge for those who are making comics as critique or questioning or just sharing out learning.

EL30 badge

This is a Badge of One, I suspect, since I think I am the only person doing comics in the mix (see my collection over at Flickr). That’s OK. I am still enjoying it. I went through the process of creating the Comic Critic badge and the criteria, and set it all up. It only took a few minutes.

Then, I went through the process of uploading evidence (a comic) and submitting it for feedback and review.

EL30 Badge Comic

Then, I (as administrator) reviewed what I submitted (as participant), and awarded myself the badge. I was very generous with myself.

EL30 Badge Award

Now what? Well, I did move the new badge into my Badge Backpack. It’s another place I put things to remember, only to forget.

Open Badge Backpack

Peace (wear it proudly),
Kevin

 

 

Engaging From the Margins: A Fake News Studio Visit

Fake News studio visit

The folks at Equity Unbound explored the concept of Media Literacy and Fake News this week with a “studio visit” with two insightful participants — Mike Caulfield and Cheryl Brown. As it turns out, I am working with my sixth grade students this same week on this same topic of fake news and media literacy (through some cool symmetry of curriculum overlap), but I missed the hangout.

I popped the hangout into Vialogues (which allows for conversations about video), so I could engage with the discussion from the margins. You are invited, too.

Visit the Vialogues: Studio Visit on Fake News

And while thinking of Caulfield’s work around Digital Media Literacy, such as his Digital Polarization Project, I was pondering his conceptual framework of the Four Moves of determining the veracity of news, from his ebook Web Literacy for Student Fact-Checkers. Somehow, in my brain, I had this idea of the Four Moves of fact-checking for students being re-conceived as Dance Moves. I know, it’s strange.

Thus, a comic:

Dancing about the Four Moves (of media literacies)

Peace (moving forward),
Kevin

 

 

 

On Beyond Like (The Place Where Conversations Happen)

On Beyond LikeI was sifting through a magazine article about the ways that social media make it easy to interact with text and how this has unfolded through sharing via the “like” and “plus one”Β  and “thumbs up” and “boost” buttons (and others with different monikers — choose your context). That got me thinking about how I, too, use those easy avenues for interaction, too, but also, it reminded me of the opposite — of how I often do try to add a comment, a question, spark a conversation.

Maybe I don’t do it enough but I try. If I read a blog post, for example, I try to leave some words for the writer, if only to plant a flag of “I was here with you.” Sometimes, I’ll grab a centering phrase. Or create a found poem. Or ‘take a line for a walk’ with reflection. If I see something interesting in a tweet, I’ll respond and wonder out loud. Many times, that’s where the conversation ends. Not always, but often.

Perhaps too often.

The above comic was an attempt to distill this idea of shifting away from the “read-and-run” mentality of online spaces, and maybe spend a little more time with a text or sharing. Engage the writer/creator in a conversation. Wonder out loud. Ask questions. Probe the topic.

Is there any doubt that the world would be a little better place if we took the time to talk, even in digital spaces, with each other? A “like” or a “plus one” or a “boost” or whatever is something, to be sure, but is it enough? Does it have depth? Nope. I can’t even remember what I liked yesterday and I bet you can’t either.

In Dr. Seuss’ not-well-known On Beyond Zebra, he imagines endless letters beyond our traditional English alphabet, spaces where creativity and imagination take hold, in Seuss-like ways, of course. The letters beyond Z were always there, we just never saw them.

Until we did.

This post is titled On Beyond Like because I am thinking that maybe, like the Seuss story, we have not yet gone beyond what the technology companies have designed for us. Remember: the likes and thumbs and all that are merely ways to gather data about what we like and don’t like, so they can push content and advertising our way. We are voluntary giving them tracking data on us. Imagine that.

This morning, I saw that Charlene had responded to my initial sharing of the comic. She asks a good question.

And I don’t know the answer. While my impulse is to say yes, do away with the buttons, the reality is that this would take away much of the way people show appreciation and interact. There needs to be some middle ground, perhaps, one that I don’t yet see.

Do you?

Peace (beyond like),
Kevin

 

 

 

A Comic Reaction to the Data Visualization

DS106 Non-Analysis Comic

Greg kindly shared out a data visualization of some #DS106 connections.

Although I didn’t quite know what it all meant — even though the focus of the E-Lit 3.0 course that I am watching from afar is all about data tools and data analysis, so much of it is beyond me right now — Greg’s visualization looked pretty cool.

After looking at it for some time, I thought, this is a game board. Then I thought, this needs to be a comic.

So I made a comic, for Greg. The game might yet come …

Peace (in the frame),
Kevin

Comics … On Kids, Technology, Algorithms, and Openness

Kids today .. it’s all perspectiveI’ve continued to make comics as a sort of reflective response to some of the discussions going on in the Equity Unbound course, where I pop in an open participant from time to time, mostly via Twitter. The comic above was my attempt to think of the confidence that my students have with technology and then, how overwhelmed some of them become with the choices and the possibilities. Who’s in control of our tech use? For adults, it’s difficult. For kids, it’s even trickier.

Hiding Behind Words

This comic was from some frustration of the limitations of online endeavors — where sometimes we use big words as a way to grapple with difficult topics, and the words water down our actions. This is not pointed to anything in particular, just a critique of academic spaces (including my own).

Occupy the Algorithm

Someone in the #unboundeq hashtag used the phrase of “occupy the algorithm” and something about that resonated with me. It’s about taking ownership of your own experience, of knowing where your data is being used (or trying to grapple with it), of pushing back on the Googles, the Facebooks, the Twitters of the world. It’s not yet clear if that is a losing battle.

Where you at?This comic also stems from watching a discussion unfold, where the idea of “country of origin” seems to juxtaposition against the “place where we are.” I was also attuned to a reference to Facebook, asking the question of “country where you were born” and using that information to geo-locate you in the platform. I find this unsettling, for a lot of reasons (privacy, location data, advertising, etc.)

Knock knockFinally, for now anyway, I was paying attention to the tension that happens when any open networked project works to keep an open door but sometimes ends up closing the door. I think any of us who run open learning networks know the difficulty of this balancing act, of how to protect a space for conversation while also inviting more voices into the mix.

Peace (in the open),
Kevin

 

 

Celebrating the National Day on Writing

Tomorrow is the National Day on Writing, now in its tenth year (I believe), through the support of the National Council of Teachers of English and other organizations, like the National Writing Project. But tomorrow is a Saturday.

Today is when I will do some activities with my sixth graders. I had hoped to try to do a Zine project, but I dropped the ball on my planning and worries about time necessary to do a quality job. So, I am pushing the Zine idea out further into the year. (I connected with our city library, which runs a Zine project for teens, and they have some examples and resources I can borrow.)

So, I am going to do a version of what I have done other years, which is to have my sixth graders write about why they write (the theme of NDOW is Why I Write), and then share their ideas in the classroom. From there, students will volunteer to do an audio podcast (when I mentioned this the other day, they were excited about it), and then we’re going to use Make Beliefs Comix site, turning the writing piece into a comic.

Here’s mine:

Why I Write 2018 Comic

I hope to have a Wall of Comics about Writing in my classroom by the end of the day and to have student voices released into the #whyiwrite world, too.

These are voices from last year:

And a few years ago, I asked my colleagues at the Western Massachusetts Writing Project, why do you write? This is what we said.

What about you? What will you do? Why do you write?

Peace (writing it down),
Kevin

 

We’re In This Room Together

At our recent Western Massachusetts Writing Project conference, the keynote speaker was educator Kelly Norris, whose new book — Too White — explores her identity and her story through the lens of race, bias, empathy and social justice.

Here, she reads some of her recently published book:

Interestingly, during the Q&A period, Kelly responded to a question about addressing difficult issues like these while working in a relatively insular school community, and Kelly mentioned how difficult a role that can be. Particularly, she noted, when she always seems like “that person in the room” who raises questions and challenges assumptions and bias.

Then, while watching the video archive of a Studio Visit for the Equity Unbound course, I heard the same phrase by some of the guests, noting that they often feel like “that person in the room” and put on the spot.

Which led to a comic. We’re in the room together.

Spark change

Peace (and understanding),
Kevin

Writing for the Reading Zine: In Praise of the Locked Room Mystery

Summer Library Zine Project

It was early in the summer when I saw a little notice at the local library about a reading book Zine they were putting together, and if anyone wanted, they could submit something. Of course, I figured: I’ll make a comic! So I did – I created one about locked-room mysteries, as I was reading Waste of Space by Stuart Gibbs.

I sent it in and forgot about it.

Locked Room Mystery Comic

Well, I got an email last week, saying the Zine was out, and that I had won a free movie pass to a local independent movie place, and a copy of the Zine was waiting for me. I went and perused the tiny stapled publication, and I absolutely love the variety of art and writing. They way they call it a Literary Magazine is also a nice gesture.

I even saw a neighbor’s 10-year-old daughter had a short story in there — a lovely piece about the sun and the moon — so I congratulated her for her writing, and she beamed.

I love the simplicity of Zines and the connection to the library as a public space.

Peace (zine-ing it),
Kevin