Celebrate the Publication of a New Book of Poetry that Speaks to the Courage to Teach on TTT 5.14 at 9PM ET/6PM PT
matchMAKE, an idea that a group of us started designing at The Spring 2014 Education DesignShop http://edudesignshop.mit.edu/index.html continues to perculate. I have a few new notions to explore with my team in this post, and we would welcome anybody chiming in on this.
Our team, “Magma Chamber” is led by and has four members: , and me,. We call our project matchMAKE because we want to bring together teachers and makers. Imagine an https://ourgoods.org/or a http://www.donorschoose.org/ for teachers and makers to find each other and to do work together.
We started thinking about how to attract makers to the site, and we thought about what value teachers are exchanging with these makers, or at least that’s what I left the DesignShop thinking about.
We also thought about how we wanted to expand the notion of what a maker is, to include a mechanic at the corner gas station or other such laborer as well as artists and craftspeople.
At this point, I’m also thinking how the notion of bartering services begins to imply that a teacher has something of value to exchange. What is this value? Is there anything that a teacher has to offer beyond eager students wanting to learn something important from a maker?
This makes me think of the Forge collaborations between and Ed Martinez http://forage.storyreach.com/eds-blog/ and I’m wondering what the motivation was for Ed and for Fred and was this a bartar of services? Maybe the services that Fred and many other teachers provide is community organizing, part of which is organizing youths to do work with makers.
But even more interesting, perhaps, is the way that Fred has talked about this work as being different from many make projects where the students create “refrigerator door” objects. In this case, they were working on a project that was publicly displayed. They were apprentices to the artist.
So a couple of questions worth paying attention to are: What is the nature of the conversations between teachers and makers when they barter services? How can we move make projects to be more authentic pieces of work with makers/artists?
Another thing that I’ve been questioning is whether or not we might see ourselves as an educators sub-group on OurGoods.org and this would suggest that our next step might be to have a conversation with the co-founders of OurGoods, Jan Abrams and Caroline Woolard. We might ask them for advice, but maybe we are just members of Our Goods with specific tags, for example.
Here are a couple sources to give some background on OurGoods: http://www.ubraintv.com/watch.php?id=715 and http://www.thenation.com/blog/166913/economy-we-want-occupy#
What do you think? How could we make these ideas come to life?
More MOOC talk on TTT @kfasimpaur leads a conversation RE:digitalis.nwp.org/site-blog/geni… at edtechatlk.com/ttt at 9PM ET/6PM PT tonight #NWP
Tonight we follow up last week’s TTT: http://youtu.be/AumWMPtyPO8
Please join us!
A few of us have been talking about the idea of fostering cross-generational participation in cMOOCs lately, and as I think about this my mind keeps coming back to the idea of Genius Hour as a MOOC.
For those unfamiliar, the idea of Genius Hour (also sometimes called Google 20% time) is to give students some dedicated time to pursue their own passions. Whenever I think about Genius Hour, I think “Why don’t we have this for teachers too?”
So how about a MOOC where people of all ages are encouraged to identify and pursue a topic they are passionate about? It could be an inquiry project, a maker project, or something else of their choosing.
- See more at: http://digitalis.nwp.org/site-blog/genius-hour-mooc/6045#sthash.kfqOUg4H.dpuf
Talk MOOCS http://edtechtalk.com/ttt Wed 4.30 9PM ET/6PM PTw/@mkbshu @coordinatortwo @davecormier @verenanz @dogtrax @zakmal @fieldpeaz @nikhilgoya_l @monk51295 @Seecantrill @kfasimpaur @csloan @paulallison #NWP
Please plan to join these MOOC experts, students, and thinkers. Here’s a sense of what we’ll all be learning from each other.
A good place to start, writes:
What’s a MOOC? … The massive, for me, extends beyond the idea of massive in terms of numbers to include, I think, diversity. The openness is not only ‘free’ but also the idea of open syllabus, the space for multiple threads of belief coexisting in the course. The online speaks to the weaknesses and strengths of online connection… both, i think, in the sense that they need to come back to ‘yes/no’ math type connectivity. The course is about structure being applied to the internet. I spent many years working in internet communities… they are the best, but they are also tons of work. A course is like that… just not as cool. Easier to commit to.http://davecormier.com/edblog/2013/10/29/some-things-moocs-are-good-for/
Next, let’s turn to ’s description on the NWP’s MakingLearningConnected #clmooc :
Designed for educators, #clmooc was focused on the ideas of creating things and the do-it-yourself ethos of the Maker Movement. It was open to anyone interested in making and creativity and learning, and the entire experience was grounded in Connected Learning principles. The collaboration was open in all respects—free to anyone to participate, on the open web, and open licensed with a Creative Commons Attribution (CC BY) license.
The experience offered a groundbreaking model for professional learning, and a connected community came together around the MOOC activities. According to Paul Oh, Senior Program Associate at the National Writing Project, “We heard from a number of participants that this was the best professional learning they’d ever been involved with. I interpreted that to mean that many if not most educators aren’t given chances to engage in self-directed learning, in community with colleagues who are also determining their own learning pathways. Our MOOC, essentially, gave educators a chance in a low-barrier and lowstakes way to try something new, iterate and reiterate, and understand that new thing in the context of learning generally—all as they were encouraged by and encouraging others.”
- See more at: http://digitalis.nwp.org/MOOCs#sthash.uiRcosOH.dpuf
So, what’s it like to be part of such a huge community that exists only in virtual space? Chaotic, to say the least, but also amazingly rich and rewarding in many ways. There were so many unexpected sharing and learning experiences that we did not anticipate, and that unknown learning made for interesting twists and turns along the way.
Since our MOOC was not credit-driven, educators came and went as their time and interest allowed. Some weeks, we had hundreds of teachers involved in sharing across multiple online spaces: Google Plus, Twitter, blogs, YouTube, Google Hangouts and more. Other weeks, a few dozen chimed in. Our activities ranged from using digital tools to introduce oneself to the world to hacking toys to reimagine purpose to developing a credo and belief system about learning and more. And weeks later, teachers are still sharing in the MOOC, which continues to exist online even if the formal five-week structure is over.
Like many of the hundreds of teachers who took part in the CLMOOC, I find the challenge now is to determine how to bring what we learned and experienced over the summer back into my classroom. I find myself thinking through more ways to make connections to the artistic community now and how to make stronger ties with other teachers.
I am working with other teachers from other parts of the world to develop more ways to connect my Southampton sixth-graders with other students in meaningful online spaces for authentic learning experiences.
Next, Let’s bring in ’s thoughts about bringing MOOCS to K12:
*MOOCS are great if I am interested in learning more about something in a more systematic way than simply going on some random Google search. They are great if I am interested in learning more about something and I want to create or join a community of other people who share that interest. They are great at providing me a logic structure in order for me to learn about something I am interested in learning more about. However, as a method of formal education there is little to no support provided to learners (beyond what they seek out themselves). There is little institutional affiliation or connection for learners. Simply put, there is little reason for students to complete the MOOC beyond sheer interest and determination, and a lot of personal self-directed, self-responsibility skills._http://virtualschooling.wordpress.com/2013/07/08/k-12-online-learning-and-moocs/
And here’s 's answer to the question, How could MOOCs be applied to High School?
A student created MOOC on a specific topic - Wouldn’t it be incredible to see high school students create a MOOC about how to learn? education in general? What could make schools and learning better?
A group of classes from around the world could follow a course together. They could be one giant “course” doing their own learning together - in the open. Parts of the giant course could be creating projects together openly.
Using youtube - create a weekly video series that encourages a group of people to consider the importance of youtube and videos in learning today. It could be called, “All I ever really learned, I learned on youtube”
Join a MOOC that is already out there and apply it to what you are already doing.
And finally, for now, I’ll leave you with some of ’s reflections on MOOCS:
[perhaps moocs could be like city as school - in the sense that they are seeking to widen the pool, open up the adjacent possible, enough, so that serendipitous synchronicity is 100%. every day. today. open community as open curriculum in order to get our optimal - and often not-obvious interconnetedness out. ness.]
perhaps we have two problems:
1. our focus is on marketables (getting rich, earning a living, performing)
2. because of #1 we are missing remarkables (indispensable people)
what if the intent of a mooc – or any open connecting/gathering – is simply because you are doing something that matters (to you). people are simply drawn together – no agenda/cost/gate/commitment.
Join all of these people AND MORE (2 youth leaders and ) on TTT#393 The Question of MOOCS. We’ll be live at http://edtechtalk.com/ttt and you can join a chat with us there during the webcast.
KQED’s Do Now http://blogs.kqed.org/education/category/do-now/on http://edtechtalk.com/ttt Wed 4.23 at 9PM ET/6PM PT. Join and in a conversation about this community of teachers who use Do Now to “engage students with current issues using social media tools.”
Do Now is a weekly activity for students to engage and respond to current issues using social media tools like Twitter. Do Now aims to build civic engagement and digital literacy for young folks.
Come learn how you might join this exciting community of teachers and students. Join us on Teachers Teaching Teachers at 9PM ET/8PM CT/7PM MT/6PM PT at http://edtechtalk.com/ttt
And if you already use Do Now, we’d love to hear how this works with your students. Just let us know and we’ll invite you into the Hangout On Air
Join @carrie_james @misssball on edtechtalk.com/ttt RE: teaching @outofedenwalk/@PaulSalopek’s 7-yr walk 4.9.14 - 9PM ET/6PM PT #NWP
has begun to introduce the Out of Eden Walk to his students, and mine are soon to follow. We want to learn more, and we invite you to do the same on Wednesday at 9PM ET/6PM PT on http://edtedtalk.com/ttt
We’ve invited and to help launch our work with students into learning with the amazing resources that and many others have been gathering around the
Carrie James is an team member at Project Zero, Harvard Graduate School. She is an expert on young people’s digital lives and has a forthcoming book called Disconnected: Youth, New Media, and the Ethics Gap (The MIT Press).
Until recently Brenda Ball was the Head of Social Studies at Crofton House School in Vancouver, Canada. This fall she took up the the position of Assistant Principal at Bodwell High School, also in Vancouver.
Brenda writes in a “Walk to Learn” blog post http://walktolearn.outofedenwalk.com/author/misssball/:
My students and I got involved in the Out of Eden project because even though it meant “straying” away from our specified curriculum, the project focuses on things that will be important for students – citizens – to know ten years from now, when they have long since left school. Students are more likely to remember stories, human and personable, than they are the “Google-able” content of their curriculum. And following Paul’s walk involves listening to stories that are both old and new.
Along with Paul Salopek and his Web partners on http://www.outofedenwalk.com, our students are “beginning to explore the latest multimedia technology, new digital mapping tools, exciting social media experiments about global affairs and the rewards of ‘slow journalism.’ “
Please consider joining us on this adventure as well on Wednesday 4.9.14 at 9PM ET/6PM PT at http://edtechtalk.com/ttt.
Here are a few sites where you can learn more:
The National Geographic site for Paul Salopek’s Out of Eden Walk: http://outofedenwalk.nationalgeographic.com/about/
Out of Eden Learn site – the community where youth take part in our “learning journey”:http://learn.outofedenwalk.com/
Walk to Learn – the Out of Eden Learn blog: http://walktolearn.outofedenwalk.com/
Join @monk51295 @kfasimpaur @paulallison on http://edtechtalk.com/ttt 9PM ET/6PM PT Wed. 4.2.14 RE: listening, networked individualism…
Over the past several years, has inspired many of us to wake up to the power of listening to youths and to a “quiet revolution” that allows young people to “be you.” You can follow some of Monika’s journey on these links:
About six months ago, Monika’s journey took a turn. She resigned from her teaching position after hearing this comment by Jane Costello at a panel talk about “her amazing work with indigenous people in the mountains of North Carolina”:
"It’s most unethical to screen people for a condition if you don’t have the services in place to treat them."
This led Monika to resign her position as a teacher and to focus more intensely on “getting the mechanism in place” that would give youths (and all of us) freedom from prescribed curriculum, assessments, and more.
"The time might be right to finally indulge in the unthinkable/unbelievable dance… of ongoing/perpetual/emergent conversation/communication with/in both self and (the entire) community/world."
On this Wednesday’s TTT and will be joining Monika in her “ongoing/perpetual/emergent conversation,” and we invite you to join us as well at http://edtechtalk.com/ttt at 9PM ET/6PM PT.
Please plan to join us!
Hear Me is a platform that gives prominence specifically to youth voice. Hear Me empowers schools, after school programs, community organizations and event organizers with the tools, technology and know-how to elicit authentic and meaningful stories from youth. Stories are curated through the website and distributed to public audiences in order to engage them in recognizing youth as crucial members of and contributors to the community.
Please consider joining these guests on Teachers Teaching Teachers http://edtechtalk.com/ttt on Wedensday, 3.19.14 for an Open Badges Update and conversation: @leahatplay, @mozzadrella, @slgrant, @mmmooshme, @jenormoyle, @soletelee, @ottonomy, @poh, @onewheeljoe
Join us at EdTechTalk.com/ttt on Wed. 3.19.14 at 9PM ET/6PM PT. We’ll embed the Hangout On Air at top of a TitanPad where you can chat during the live conversation.
On http://edtechtalk.com/ttt 3.12.14 at 9PM ET/6PM PT celebrate Open Education Week http://www.openeducationweek.org/ with:
Karen Fasimpaur https://plus.google.com/u/0/104568675700472295751/about
Verena Roberts https://plus.google.com/u/0/108390509469829218014/about
Greg McVerry https://plus.google.com/u/0/+GregMcverry/about
Ian O’Byrne https://plus.google.com/u/0/111576401886299659895/about
Nate Otto https://plus.google.com/u/0/+NateOtto/about
We’ll be talking about open learning and open educational resources in K-12 education. We’ll discuss the benefits and challenges of open resources, the new K-12 OER Community of Practice, and how online spaces like this and others might be used to support educators in opening up their practice. Join us at http://edtechtalk.com/ttt at 9PM ET/6PM PT
youthvoices.net teachers on edtechtalk.com/ttt Wed 3.5.14 at 9PM ET/6PM PT Find out why, in an inquiry, students post often. #NWP
Join us as we talk together about how doing research and inquiry has changed since we’ve been having students connect on Youth Voices, our interest-powered, peer-supported, academically-oriented community.
We’d love to have you. join us! We are welcoming two new teachers to Youth Voices, +Kaitlin Pearce and +Lisa Rothbard, introducing them to some of the other teachers whose students are doing research projects on Youth Voices. +Chris Sloan, +Johanna Paraiso, +Amal Aboulhosn, and +Shantanu Saha (with more invited) will talk about the different processes, assignments, and modes of connecting we practice on Youth Voices and in our classrooms when our students are doing research. +Paul Oh and +Karen Fasimpaur will also be with us to help us keep track.
Please join us on TTT#385 Teaching Research and Inquiry with Youth Voices. You can watch the conversation and join a chat athttp://edtechtalk.com/ttt at 9PM ET/6PM PT.