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My quick thoughts, back stage, and rants as I try to Teach kids about the Web while learning how to help others build a better Web.

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Greg McVerry

Why We Need A "Why?" - YouTube

The Big Why's: vocation, citizenship, and "how to enjoy life"

Mike Wesh 17:54

Greg McVerry

Capturing and describing the "why" of connected learning - YouTube

purpose rather than conent driven

Mimi Ito 48 seconds

Issues of power and authority come up immediatley

Bill Penuel

Joint endeavors for the community. What are the outcomes of groups we can measure

Bill Penuel

Literacy as a tool for salvation.

Vera Michalchik

Greg McVerry

Greg McVerry

What is interesting about this year's class is for the first time people are joining the communities they study. Many have done groups where they were members before, but this is first time students are documenting their journey into communities like and

Greg McVerry

In my class we do an analysis of communities. I need to revise the assignment and include an analysis of codes of conduct or make this a different assignment altogether.

Greg McVerry

I get to teach High School classes!! #GearUpWorks #NHV #connectedlearning

2 min read


flickr photo shared by Hldrmn under a Creative Commons ( BY-ND ) license

We held Β ourΒ first session ofΒ Power and Passion-Writing for Change as part of . I am always inspired by the scholars who join us.

This semester Gear Up New Haven is offering after school academic programs on our main campus. New Haven Public Schools has donated the transportation and SCSU has donated the faculty time to run classes in math, English, and the Arts.

As literacy and technology coordinator I curate the learnign opportunities in the literacy strand. Mainly I just show up and learn.

In our first session we completed a challengeΒ in the "Letters to the Next President" series. Specifically we completed a "Do Now" that had students define what it meant to be politically enaged. We recorded our definitions using iPads and I will be remixing these into a video.

Next week we will have two tasks:

Words have power. They are shaped by those with power to mantain a narrative and words provide power to the powerless. In our class this semster we are asking youth, "How will you use your words?"

Greg McVerry

Part 2: Participatory Culture in a Networked Era #digiwrimo

6 min read

Read Bottom Up

The first post in this series is here.

Greg McVerry

Participatory Culture in a Networked Era #digiwrimo

3 min read

Read Bottom Up

Greg McVerry

Live Blog from: Making stuff and sense at #lra15

4 min read

Ian O'Byrne:

We need to open up publishing by connecting to the

Β 

Christina Cantrill

Has playdough, pipecleaners, and rubber bands for us to make and play

Β 

Β 

Phil Nichols<

Phil then moves into finding publics as a part of making

There are different ways to finding publics. The more authentic the student driven the audience the more motivation

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Phil Nichols

For some students doing thing you have to do for school was their only resonation. The audience was still the teacher

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Greg McVerry

I am using noterlive.com to live blog from session on making

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Amy Stornaiuolo

Publics as "opportunities" to participate.

making publics is not about the space. are not inherently liberating. Need to account for histories.

the promise of makerspaces has to be read through the history of schools

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Phil Nichols

making publics is about relevance. Students have to find publics meaningful. Authenticity is not universal

Β 

Jessica Parker

who are the maker educators?

We have ten years of maker as a label and it was from a corporation and ignored youth culture.

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Jessica Parker:

The Maker Certificate Program is three mini-courses 50-seat hours. They turn in a maker portfolio. Open to tangible.

We send you a maker kit such as paper circuitry and then ask people to reflect on their making. They define making.

We host our classes in K12 makerspaces.

juxtaposition of rapid prototyping and slow looking.

80% of the attendants were 80% teachers. It was heavily skewed K-8. High school was math, science, digital media, art

40% of the educators were over 40 and 55% had taught more than 11 years, 23% over 20 years.

79% all self reported that their families were makers.

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Greg McVerry:

this is interesting. Yet if they were reporting as being from a making family was the program already reaching makers

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Jessica K Parker:

Cardboard and glue gun, and hand tools were in the top four (3d printer) was third. Low barrier of entry.

The teachers are saying it isn't a binary. Making is not low tech or high tech.

teachers self reported that building agency was the greatest benefit of integrating maker education.

26% reported that engagement, fun, and excitement were the greatest benefits.

another theme was valuing process & iteration

@jessicakparker: collaborating, tinkering, reflecting on their work, prototyping were the best benefits noted by teachers.

time, space, money, materials and support were the greatest challenge

This isn't unique to makerspaces. This is true for any initiative.

Β 

Antero Garcia:

escaping from teacher pd through games and game design

This primarily going to be a story propelled by an engine of teacher inquiry

there are six elements associated wtih but we need a racialized lens to look at it.

two assumptions: there are powerful learning when playing digital games, people can be pretty terrible to each other

think about so I use the metaphor of a table.

this took place in Schools for Community Action

principles: schools need to be student centered, innovative, community collaboration, social justice, and sustainability

teachers called it an escape from PD

I used storium an online storytelling game. Created cards based on different roles of participants.

the PD was in an escape room. You have an hour to get out of the room.

In June they hosted the game jam. Could make traditional or digital games.

Game jamming is a professional practice. At schools its hard. You have to modify to make sure they were over by 5:00pm

Students note that there is space for critical reflection, and student and teacher growth.

The students came together when students were shot. It is really hard to be in a game based environment in this context

how are teachers given the space and time to read the contexts of classrooms and communities?

How is the ecosystem of (de)professionalism being challenged?

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Christina Cantrill:

As you know we (NWP) are a peer based educator community and we are increasingly working w educators outside of school

NWP came together when teachers realized they had to write themselves. I see this (1970s) as the beginning of making

We jumped in and claimed writing as making.

What are the ways we communicate. We use a broad sense of what is writing.

In thinking about this discussion we wanted to think about you all.

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Greg McVerry:

Signing off now to go make.

Greg McVerry

Engaging in Discourse About Your Work

6 min read

I have searched high and low for the magic sauce. I haven't found it yet. I want the ingredient that makes community flourish in the online classes I teach.

I blamed the LMS. Studnets just worked through assignments and if you said post and respond twice. That is exactly what they did.

I realized it is in't the LMS that suck it was me.

I tried every configuration of tools to try and crowbar "social" in. No matter the format my class ended up looking like a pinterest board of student assignments. I could have just taught via email.

I realized what my students were missing was a model of federated and distributed discourse. In the class I give no minimums of how many posts and how many replies. It seems contrite. So this iteration I have told my students I expect interaction. They simply will not do well if they just post their completed assignments. Engagement is required...but I did not provide support.

That is the purpose of this post. Look at how social media engagement occurs in the wild

In the tweets below you will find the conversation threads surrounding this post.

Here are my tips to engage with others:

  • Be proud of what you write and make
  • Share it out across networks. It is okay to share posts beyond class
  • Invite discussion (But don't end posts with "What do you think? Just leave a comment." That's cheesy)
  • Share more than a link. Tell my why your post is important. Why should I care.
  • Pictures included with social media increase engagement.

You want to not simply post your work but live it. Have an emotional attachment to your ideas and your words. Discuss what you write and watch it travel.

I then pinged people in my network I knew who would be either interested or willing to challenge my ideas. Hopefully both.

Some left comments on the blog.

Then some folks really wanted us to annotate the piece.

This brought in the interest of the Hypothesis Team

Some people then shared their own work to back up their claims or challenge my claims.

We discussed research and assessment methods

We debated the boundaries of action, thought, knowledge, and assessment.

We kicked people off the boat