tl;dr A short talk about using game design to hack a crappy remediation mandate. Links to resources in this URL http://tinyurl.com/jaxonepic and on my website.
Purposeful Play: Designs for Creative Teaching and LearningCSU, Chico
This document discusses purposeful play and creative teaching and learning. It provides frameworks and examples of designing courses to encourage play, participation, and open learning. Students are given choices in assignments, such as creating book trailers, reviews, discussions or other artifacts to demonstrate their learning. The goal is for students to take on new identities and participate in communities through open-ended, daily work. Courses should ask how they can reduce barriers to students' participation. Learning is framed as a social and participatory process.
Presentation given at the Academia Cotopaxi, Quito Ecuador.
Interested in working with Silvia Rosenthal Tolisano? Contact Silvia via http://www.globallyconnectedlearning.com
The document discusses a vision for innovative teaching and learning focused on collaboration, creativity, and lifelong learning. It emphasizes the importance of turning novice learners into expert learners who know how to learn strategically. It also discusses the need to teach students to respect the past but live in the future, and that educators must train themselves for the 21st century. Emerging technologies like cloud computing, mobile devices, and game-based learning are transforming education. Digital literacy now involves skills like design, sharing, analyzing information, and digital citizenship. Connected learning through networks allows individuals and educators to get smarter by learning from each other.
This document discusses reimagining schools to better meet the needs of students. It advocates for giving students more autonomy, opportunities for mastery, and a sense of purpose. Schools should focus on engaged learning rather than rewards, draw on parental expertise, and make better use of learning spaces. Teachers and leaders must continuously learn and model learning for students. The most important skill is teaching students how to learn. The overall message is that schools must evolve and adapt to prepare students for the future.
Let's talk about LEARNING, not technology! What are some cultural shifts in our fast changing world, that have an impact on our own learning as educators? How can we start thinking differently about learning?
Thank you to Will Richardson for his thought provoking "3 Steps to Start Thinking Differently About Learning"( learning.blogs.nytimes.com/2012/10/25/guest-post-three-starting-points-for-thinking-differently-about-learning/) , Alec Couros for his 5 Answers to Challenges of Teaching & Learning in the 21st Century" (slideshare.net/courosa/taking-on-the-challenge-of-21st-century-teaching-learning) and Steve Hargadon for his thoughts of "You First", which makes so much sense.
MEGT Personalized Learning October 2015Brian Housand
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
Utilizing Technology to Construct Personalized Learning Experiences
Since the dawn of the computer revolution, the promise of PERSONAL Computing has been ever present. Yet, when we simply leave students to their own devices, technology can serve to depersonalize their experiences. This is especially true of their educational experiences. Meanwhile, as teachers we struggle to effectively manage truly differentiated learning environments. However, this need not be the case. Together, we will explore the possibilities and potential afforded by today’s technology and empower you to utilize technology resources to make learning personal, meaningful, and differentiated for today’s connected students.
Conquering the Myths of Technology and LearningGeorge Couros
This document discusses how technology and learning have changed, and challenges some myths about technology in education. It notes that while schools often ban social media, businesses and colleges use it extensively to engage customers. The document advocates allowing students to create their own content and focusing on relationships rather than control. It questions whether schools effectively use available technologies and suggests rethinking learning spaces and allowing side-by-side learning. Overall it promotes embracing technology and social aspects of learning rather than trying to isolate students.
Purposeful Play: Designs for Creative Teaching and LearningCSU, Chico
This document discusses purposeful play and creative teaching and learning. It provides frameworks and examples of designing courses to encourage play, participation, and open learning. Students are given choices in assignments, such as creating book trailers, reviews, discussions or other artifacts to demonstrate their learning. The goal is for students to take on new identities and participate in communities through open-ended, daily work. Courses should ask how they can reduce barriers to students' participation. Learning is framed as a social and participatory process.
Presentation given at the Academia Cotopaxi, Quito Ecuador.
Interested in working with Silvia Rosenthal Tolisano? Contact Silvia via http://www.globallyconnectedlearning.com
The document discusses a vision for innovative teaching and learning focused on collaboration, creativity, and lifelong learning. It emphasizes the importance of turning novice learners into expert learners who know how to learn strategically. It also discusses the need to teach students to respect the past but live in the future, and that educators must train themselves for the 21st century. Emerging technologies like cloud computing, mobile devices, and game-based learning are transforming education. Digital literacy now involves skills like design, sharing, analyzing information, and digital citizenship. Connected learning through networks allows individuals and educators to get smarter by learning from each other.
This document discusses reimagining schools to better meet the needs of students. It advocates for giving students more autonomy, opportunities for mastery, and a sense of purpose. Schools should focus on engaged learning rather than rewards, draw on parental expertise, and make better use of learning spaces. Teachers and leaders must continuously learn and model learning for students. The most important skill is teaching students how to learn. The overall message is that schools must evolve and adapt to prepare students for the future.
Let's talk about LEARNING, not technology! What are some cultural shifts in our fast changing world, that have an impact on our own learning as educators? How can we start thinking differently about learning?
Thank you to Will Richardson for his thought provoking "3 Steps to Start Thinking Differently About Learning"( learning.blogs.nytimes.com/2012/10/25/guest-post-three-starting-points-for-thinking-differently-about-learning/) , Alec Couros for his 5 Answers to Challenges of Teaching & Learning in the 21st Century" (slideshare.net/courosa/taking-on-the-challenge-of-21st-century-teaching-learning) and Steve Hargadon for his thoughts of "You First", which makes so much sense.
MEGT Personalized Learning October 2015Brian Housand
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
Utilizing Technology to Construct Personalized Learning Experiences
Since the dawn of the computer revolution, the promise of PERSONAL Computing has been ever present. Yet, when we simply leave students to their own devices, technology can serve to depersonalize their experiences. This is especially true of their educational experiences. Meanwhile, as teachers we struggle to effectively manage truly differentiated learning environments. However, this need not be the case. Together, we will explore the possibilities and potential afforded by today’s technology and empower you to utilize technology resources to make learning personal, meaningful, and differentiated for today’s connected students.
Conquering the Myths of Technology and LearningGeorge Couros
This document discusses how technology and learning have changed, and challenges some myths about technology in education. It notes that while schools often ban social media, businesses and colleges use it extensively to engage customers. The document advocates allowing students to create their own content and focusing on relationships rather than control. It questions whether schools effectively use available technologies and suggests rethinking learning spaces and allowing side-by-side learning. Overall it promotes embracing technology and social aspects of learning rather than trying to isolate students.
06.transform thinking and end.darrowschwirzkeRob Darrow
This document summarizes a workshop on transforming education through technology. It discusses getting teachers to transform their thinking about using tools like the web and podcasting. The workshop covered teachers' transformational journeys and learning networks. It also discussed paradigm shifts in learning models and concerns about institutional change. Contact information was provided for the workshop presenters.
The document discusses engaging students with technology and rethinking education. It addresses how technology can support literacy, community, and assessment. Some key ideas include using technology to personalize learning, connect students in multiple ways, and make assessment a conversation rather than just scores on a spreadsheet. The role of joy in education is also discussed.
Learning How2Learn- Change- Rethink-Amplify
We live in a time and space when it is is truer than ever that "change is the only constant”.
What are some cultural shifts in our fast changing world, that have an impact on our own learning as educators and leaders? How do we adapt to this in a school environment? Can we dwell on our experience and degrees as educators and continue to stay relevant? Learning how to learn might be the most important skill we did not learn when we were in school.
Do you have to be a tech guru to be literate in a digital world? Or are the ones who are self- motivated, life-long learners and the ones who are accepting of and embracing change the ones flourishing in the modern world? We will take a look at the urgency of shifting school culture to a culture of learning how to learn. Let's talk about LEARNING, not technology!
For the Teaching Online MOOC, http://www.wiziq.com/course/62410-teachers-teaching-online Resources at http://Pearltrees.com/shellyterrell/integrating-web-2/id8081935
SXSW Interactive TCU: Learning to Change the World through Technology, Innova...Beata Jones
This presentation describes an honors colloquium offered at a private university in the U.S. which created a socially networked class experience that bridged the classroom with life outside of it. We offered an interdisciplinary, immersive, inquiry-based learning environment around the South by Southwest (SXSW) Interactive conference in Austin, culminating with student research projects and a TED-like event back on campus, after the conference. The course promoted the themes of technology, innovation and entrepreneurship at the university, while strengthening students’ communication skills within an interdisciplinary domain, leading to unique opportunities for the participating students. The course attempted to build a culture of innovation based on collaboration, interdisciplinary inquiry, and intrinsic motivation.
The course built connections between the students and the 30K+ technology, innovation and entrepreneurship community that attends annually the SXSW Interactive festival. The festival brings speakers and startups in the technology, social media, business, and communications fields for five days each spring, providing attendees with a chance to see technology innovation and entrepreneurship in action as new companies are announced, and new products are launched.
In the course, we asked the students to embrace distinct themes of SXSW Interactive so that each student had a unique, inspiring, and highly relevant experience. Students researched their select themes within the framework of technology, innovation and entrepreneurship contexts, heard from speakers, attended an opportunity recognition competition with other entrepreneurship students on campus, planned their conference attendance, attended SXSW sessions all day during the festival, networked with attendees and completed structured interviews, wrote about their experiences using new and traditional media, and organized a TED-like event back on campus, with presentations to faculty and fellow students about the things they learned. All the elements of their experiences were captured in individually themed ePortfolia, available online, which include the final learning reflection and synthesis.
The Globally Connected Educator- Beyond Plugging In Towards Global PedagogySilvia Rosenthal Tolisano
With the increasingly interconnected nature of our global society and the need for a very different kind of literacy for our students, extending teaching and learning beyond the walls of our classrooms is especially vital in this digital age.
If you want globally connected students, you need globally connected teachers who are capable of communicating, collaborating and connecting to experts and peers from around the world. These educators are harnessing the power of global connections for their own learning in order to bring the world to their students.
What does collaboration, communication and connections mean in a connected world? What are the steps in becoming a globally connected educator? How do we move from being consumers to producers and contributors? How do we modernize and globalize our classroom practices while expanding our professional learning network to include colleagues from around the world?
Want to Work with Me? Contact me via http://globallyconnectedlearning.com
Global Learning as Pedagogy, Not as a Project...
It’s time to move beyond the “wow” factor of a global project designed to connect your students with other kids who happen to live halfway around the world. Most of these projects don’t go beyond students working parallel to each other, contributing their perspective, data, or participating in Q & A sessions via synchronous or asynchronous technology platforms.
Global skills, literacies, and capacities need to push our teachers and students to not just talk about the world, but learn, speak, and collaborate with the world. Let’s explore examples and ideas to connect to experts, mentors, and peers from around the world as a way of teaching and learning.
‣ the amplified possibilities of global connections to move beyond your classroom,
‣ a global learning network at your disposal,
‣ using your imagination to bring the world (language and
culture) to your students,
‣ opportunities to support and embed 21st century skills and
literacies in your curriculum,
‣ a showcase of examples from the World Language
classroom.
Want to work with me?
Contact me via http://globallyconnectedlearning.com
Utilizizing Tech to Personalize Learning for Gifted KidsBrian Housand
This document provides an overview of utilizing technology to personalize learning for gifted kids. It discusses exploring interests through questions, aggregating online resources, and encouraging independent investigations. Types of learning activities are defined, including general exploration, methodology training, and independent projects. The document emphasizes cultivating curiosity through observation, thinking, and hands-on doing. It also addresses developing critical thinking as consumers and producers of digital content.
Short presentation regarding the shift in education still needs to be based on building relationships. Social media gives us another opportunity to do this!
This document discusses how to construct a personal, professional learning network (PLN) online. It defines a PLN as a network of professionals where knowledge is shared. It highlights benefits like expanding horizons through more perspectives. It provides recommendations for where to start like Twitter and Ning, and how to find more educators by searching topics, seeing who others follow, and following favorite bloggers. It offers tips for joining conversations without fear, starting conversations by asking questions or sharing links, and keeping up using tools like Twitter Lists, TweetDeck, and URL shorteners.
This document discusses new literacies and designing learning for modern students. It touches on digital literacy, global literacy, citizenship, and collaboration. Ideas presented include using tools like Skype, Google Maps, and crowdsourced projects to facilitate global connections and mindsets. Examples are given of classroom projects between countries. The document advocates developing skills in areas like language fluency, amplification, and professional development to navigate technological changes and embrace positive disruption in education.
This document summarizes Dean Shareski's presentation on rethinking learning in a connected world. Some of the main points discussed include how learning has changed with new technologies, the need to move beyond traditional models of teaching, the importance of social and connected learning, and rethinking concepts like literacy, community, and research in education. The presentation advocates for learning that is self-directed, shared, diverse, and joyful for students.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources- http://shellyterrell.com/digitalstorytelling
Where Does It Live: Building Systems and Structures Around What You BelieveChris Lehmann
The document discusses building school systems and structures around educational values and beliefs. It advocates for progressive education using 21st century tools, with a focus on citizenship over workforce preparation. Several models are presented that emphasize inquiry, collaboration, student-centered learning, and connecting learning to the real world. The challenges of creating change and overcoming obstacles to transform traditional classrooms are also addressed.
Going Global: Preparing Students to be Citizens of the WorldLucy Gray
Lucy Gray is a consultant who helps prepare students to be global citizens. Her presentation discusses the need for globally connected classrooms in order to solve real-world problems. She outlines factors driving this need, including new media, 21st century skills, and complex global issues. Gray also provides examples of projects, resources, and tools teachers can use to connect their classrooms globally and develop students' global competence.
# RSCON How To Turn Your Learning Management System Into An Online Playground.Sylvia's English Online
This document discusses using creative learning management systems (LMS) to encourage collaboration and creativity in education. It provides examples of LMS like NINGS, Edmodo, and ClubEFL that allow networking, collaborating, blogging and use of multimedia. Specific features are highlighted like notification systems, collaborative tools and user-friendly interfaces. Activities discussed include artistic book clubs, journaling, poetry, music, citizen journalism and real-life projects. Tools mentioned include Prezi, Eduglogster, GoAnimate, and storytelling apps. The LMS aims to develop empathy, social intelligence and global collaboration through peace projects and lessons that make a difference beyond the classroom.
This document discusses the challenges of making sense of rapid changes in technology and preparing students for an increasingly digital world. It argues that schools need to rethink learning spaces and allow students to create and share content online in order to stay relevant. Students are already leading the way by using technologies like social media, video, and mobile devices in their daily lives. For schools to be indispensable, they must focus on relationships and learning alongside students in a culture of sharing.
This document discusses the importance and benefits of globally-minded educators facilitating online collaborative learning projects. It provides examples of award-winning global projects and their positive impact on students, including developing critical thinking, cultural understanding, and collaboration skills. Recommendations are made for connecting with other educators globally through tools like Skype, blogs, and online social networks. The need for globally-minded educators is emphasized as a key part of addressing issues like illiteracy and providing new opportunities for students.
Information Literacy in Digital Culture for K-12Valerie Hill
Information literacy now requires learners to evaluate in many formats (transliteracy, digital literacy, metaliteracy) and is rapidly becoming top priority for school librarians.
Wikis, Blogs, and Tweets, Oh My!: Creating Avenues for Student Participation ...CSU, Chico
This document discusses using digital platforms like wikis, blogs, and tweets to increase student participation. It describes theories of social cognition and situated learning that view learning as social and participatory. Specific structures are proposed for a writing class, including small research teams, mentors, and varied participation roles. Examples of using tools like Google Docs, Tumblr, and Twitter are provided. The goal is to expand how students participate and tell their stories.
Digital Humanities Panel Discussion at Chico StateCSU, Chico
Dr. Kim Jaxon (English), Dr. Patrick Newell (dean, Library), Dr. Corey Sparks (English and Humanities) and Dr. Daniel Veidlinger (Comparative Religion).
Scholars are increasingly using computational methods and digital media to open up new vistas in our pursuit of humanistic inquiry. In this panel, Dr. Kim Jaxon will share how digital platforms can connect students to communities and how game design can inform course and program design. Dr. Patrick Newell will consider the important conjunctions of scholarly communications, digital humanities, and academic libraries. Dr. Corey Sparks will examine the ways digital media can aid our understanding of ecologies of the medieval English prison. Dr. Daniel Veidlinger will discuss the use of algorithms to search for previously unknown word patterns in religious texts.
06.transform thinking and end.darrowschwirzkeRob Darrow
This document summarizes a workshop on transforming education through technology. It discusses getting teachers to transform their thinking about using tools like the web and podcasting. The workshop covered teachers' transformational journeys and learning networks. It also discussed paradigm shifts in learning models and concerns about institutional change. Contact information was provided for the workshop presenters.
The document discusses engaging students with technology and rethinking education. It addresses how technology can support literacy, community, and assessment. Some key ideas include using technology to personalize learning, connect students in multiple ways, and make assessment a conversation rather than just scores on a spreadsheet. The role of joy in education is also discussed.
Learning How2Learn- Change- Rethink-Amplify
We live in a time and space when it is is truer than ever that "change is the only constant”.
What are some cultural shifts in our fast changing world, that have an impact on our own learning as educators and leaders? How do we adapt to this in a school environment? Can we dwell on our experience and degrees as educators and continue to stay relevant? Learning how to learn might be the most important skill we did not learn when we were in school.
Do you have to be a tech guru to be literate in a digital world? Or are the ones who are self- motivated, life-long learners and the ones who are accepting of and embracing change the ones flourishing in the modern world? We will take a look at the urgency of shifting school culture to a culture of learning how to learn. Let's talk about LEARNING, not technology!
For the Teaching Online MOOC, http://www.wiziq.com/course/62410-teachers-teaching-online Resources at http://Pearltrees.com/shellyterrell/integrating-web-2/id8081935
SXSW Interactive TCU: Learning to Change the World through Technology, Innova...Beata Jones
This presentation describes an honors colloquium offered at a private university in the U.S. which created a socially networked class experience that bridged the classroom with life outside of it. We offered an interdisciplinary, immersive, inquiry-based learning environment around the South by Southwest (SXSW) Interactive conference in Austin, culminating with student research projects and a TED-like event back on campus, after the conference. The course promoted the themes of technology, innovation and entrepreneurship at the university, while strengthening students’ communication skills within an interdisciplinary domain, leading to unique opportunities for the participating students. The course attempted to build a culture of innovation based on collaboration, interdisciplinary inquiry, and intrinsic motivation.
The course built connections between the students and the 30K+ technology, innovation and entrepreneurship community that attends annually the SXSW Interactive festival. The festival brings speakers and startups in the technology, social media, business, and communications fields for five days each spring, providing attendees with a chance to see technology innovation and entrepreneurship in action as new companies are announced, and new products are launched.
In the course, we asked the students to embrace distinct themes of SXSW Interactive so that each student had a unique, inspiring, and highly relevant experience. Students researched their select themes within the framework of technology, innovation and entrepreneurship contexts, heard from speakers, attended an opportunity recognition competition with other entrepreneurship students on campus, planned their conference attendance, attended SXSW sessions all day during the festival, networked with attendees and completed structured interviews, wrote about their experiences using new and traditional media, and organized a TED-like event back on campus, with presentations to faculty and fellow students about the things they learned. All the elements of their experiences were captured in individually themed ePortfolia, available online, which include the final learning reflection and synthesis.
The Globally Connected Educator- Beyond Plugging In Towards Global PedagogySilvia Rosenthal Tolisano
With the increasingly interconnected nature of our global society and the need for a very different kind of literacy for our students, extending teaching and learning beyond the walls of our classrooms is especially vital in this digital age.
If you want globally connected students, you need globally connected teachers who are capable of communicating, collaborating and connecting to experts and peers from around the world. These educators are harnessing the power of global connections for their own learning in order to bring the world to their students.
What does collaboration, communication and connections mean in a connected world? What are the steps in becoming a globally connected educator? How do we move from being consumers to producers and contributors? How do we modernize and globalize our classroom practices while expanding our professional learning network to include colleagues from around the world?
Want to Work with Me? Contact me via http://globallyconnectedlearning.com
Global Learning as Pedagogy, Not as a Project...
It’s time to move beyond the “wow” factor of a global project designed to connect your students with other kids who happen to live halfway around the world. Most of these projects don’t go beyond students working parallel to each other, contributing their perspective, data, or participating in Q & A sessions via synchronous or asynchronous technology platforms.
Global skills, literacies, and capacities need to push our teachers and students to not just talk about the world, but learn, speak, and collaborate with the world. Let’s explore examples and ideas to connect to experts, mentors, and peers from around the world as a way of teaching and learning.
‣ the amplified possibilities of global connections to move beyond your classroom,
‣ a global learning network at your disposal,
‣ using your imagination to bring the world (language and
culture) to your students,
‣ opportunities to support and embed 21st century skills and
literacies in your curriculum,
‣ a showcase of examples from the World Language
classroom.
Want to work with me?
Contact me via http://globallyconnectedlearning.com
Utilizizing Tech to Personalize Learning for Gifted KidsBrian Housand
This document provides an overview of utilizing technology to personalize learning for gifted kids. It discusses exploring interests through questions, aggregating online resources, and encouraging independent investigations. Types of learning activities are defined, including general exploration, methodology training, and independent projects. The document emphasizes cultivating curiosity through observation, thinking, and hands-on doing. It also addresses developing critical thinking as consumers and producers of digital content.
Short presentation regarding the shift in education still needs to be based on building relationships. Social media gives us another opportunity to do this!
This document discusses how to construct a personal, professional learning network (PLN) online. It defines a PLN as a network of professionals where knowledge is shared. It highlights benefits like expanding horizons through more perspectives. It provides recommendations for where to start like Twitter and Ning, and how to find more educators by searching topics, seeing who others follow, and following favorite bloggers. It offers tips for joining conversations without fear, starting conversations by asking questions or sharing links, and keeping up using tools like Twitter Lists, TweetDeck, and URL shorteners.
This document discusses new literacies and designing learning for modern students. It touches on digital literacy, global literacy, citizenship, and collaboration. Ideas presented include using tools like Skype, Google Maps, and crowdsourced projects to facilitate global connections and mindsets. Examples are given of classroom projects between countries. The document advocates developing skills in areas like language fluency, amplification, and professional development to navigate technological changes and embrace positive disruption in education.
This document summarizes Dean Shareski's presentation on rethinking learning in a connected world. Some of the main points discussed include how learning has changed with new technologies, the need to move beyond traditional models of teaching, the importance of social and connected learning, and rethinking concepts like literacy, community, and research in education. The presentation advocates for learning that is self-directed, shared, diverse, and joyful for students.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources- http://shellyterrell.com/digitalstorytelling
Where Does It Live: Building Systems and Structures Around What You BelieveChris Lehmann
The document discusses building school systems and structures around educational values and beliefs. It advocates for progressive education using 21st century tools, with a focus on citizenship over workforce preparation. Several models are presented that emphasize inquiry, collaboration, student-centered learning, and connecting learning to the real world. The challenges of creating change and overcoming obstacles to transform traditional classrooms are also addressed.
Going Global: Preparing Students to be Citizens of the WorldLucy Gray
Lucy Gray is a consultant who helps prepare students to be global citizens. Her presentation discusses the need for globally connected classrooms in order to solve real-world problems. She outlines factors driving this need, including new media, 21st century skills, and complex global issues. Gray also provides examples of projects, resources, and tools teachers can use to connect their classrooms globally and develop students' global competence.
# RSCON How To Turn Your Learning Management System Into An Online Playground.Sylvia's English Online
This document discusses using creative learning management systems (LMS) to encourage collaboration and creativity in education. It provides examples of LMS like NINGS, Edmodo, and ClubEFL that allow networking, collaborating, blogging and use of multimedia. Specific features are highlighted like notification systems, collaborative tools and user-friendly interfaces. Activities discussed include artistic book clubs, journaling, poetry, music, citizen journalism and real-life projects. Tools mentioned include Prezi, Eduglogster, GoAnimate, and storytelling apps. The LMS aims to develop empathy, social intelligence and global collaboration through peace projects and lessons that make a difference beyond the classroom.
This document discusses the challenges of making sense of rapid changes in technology and preparing students for an increasingly digital world. It argues that schools need to rethink learning spaces and allow students to create and share content online in order to stay relevant. Students are already leading the way by using technologies like social media, video, and mobile devices in their daily lives. For schools to be indispensable, they must focus on relationships and learning alongside students in a culture of sharing.
This document discusses the importance and benefits of globally-minded educators facilitating online collaborative learning projects. It provides examples of award-winning global projects and their positive impact on students, including developing critical thinking, cultural understanding, and collaboration skills. Recommendations are made for connecting with other educators globally through tools like Skype, blogs, and online social networks. The need for globally-minded educators is emphasized as a key part of addressing issues like illiteracy and providing new opportunities for students.
Information Literacy in Digital Culture for K-12Valerie Hill
Information literacy now requires learners to evaluate in many formats (transliteracy, digital literacy, metaliteracy) and is rapidly becoming top priority for school librarians.
Wikis, Blogs, and Tweets, Oh My!: Creating Avenues for Student Participation ...CSU, Chico
This document discusses using digital platforms like wikis, blogs, and tweets to increase student participation. It describes theories of social cognition and situated learning that view learning as social and participatory. Specific structures are proposed for a writing class, including small research teams, mentors, and varied participation roles. Examples of using tools like Google Docs, Tumblr, and Twitter are provided. The goal is to expand how students participate and tell their stories.
Digital Humanities Panel Discussion at Chico StateCSU, Chico
Dr. Kim Jaxon (English), Dr. Patrick Newell (dean, Library), Dr. Corey Sparks (English and Humanities) and Dr. Daniel Veidlinger (Comparative Religion).
Scholars are increasingly using computational methods and digital media to open up new vistas in our pursuit of humanistic inquiry. In this panel, Dr. Kim Jaxon will share how digital platforms can connect students to communities and how game design can inform course and program design. Dr. Patrick Newell will consider the important conjunctions of scholarly communications, digital humanities, and academic libraries. Dr. Corey Sparks will examine the ways digital media can aid our understanding of ecologies of the medieval English prison. Dr. Daniel Veidlinger will discuss the use of algorithms to search for previously unknown word patterns in religious texts.
This document discusses the connections between making and composing/writing. It explores how the ancient Greek word "poiesis", meaning "to make", relates to modern concepts of poetry and the creative arts. Keywords are listed that relate to making and writing spaces. Similarities are noted between making as an action that transforms the world and writing as a means of communication and expression. The document suggests making connections between different types of making and composing to continue transforming and repairing the world through creative works.
Kim Jaxon "Digital Platforms for Networks, Community, and Participation"CSU, Chico
This document discusses using digital platforms like Twitter to facilitate professional communities and participation. It examines Twitter's advantages as a public, immediate and multi-layered medium, but also its shortcomings as something that is short and ephemeral. The document also explores how to use hashtags and following each other on Twitter to help build a community, and questions how to expand participation across multiple platforms and share curation responsibilities.
The document discusses using digital platforms and technologies to facilitate networking, community building, and participation for an organization called the English Council. It describes the group's current communication methods like biannual meetings and emails, and proposes expanding to new digital texts and practices. The rest of the document explores ideas for how social media like Twitter could be used to engage members, share resources, and build the community.
This document discusses personal learning networks and personal learning environments. It defines personal learning environments as systems that help learners take control of and manage their own learning by setting goals, managing content and processes, and communicating with others. The document outlines how social media and Web 2.0 tools can be used to create personal learning environments and personalize learning. It discusses advantages like persistence, identity, and copyright control for learners. Policies are needed to support learner-controlled personalized learning through communities of practice and digital literacy.
No Yin Without Yang: Community Needs Civic Intelligence to be CompleteDouglas Schuler
This was presented at the Community Now conference at the Jewish Museum in Berlin in February 2015. http://community-infrastructuring.org/wp-content/uploads/Community_Now_Program.pdf
Heroes and Villains - Social media (in)activity in Higher EducationPeter Bryant
Social media has the potential to transform higher education but its use remains limited. It poses challenges as people's behaviors and identities online are different, and institutions are still focused on control rather than learning benefits. However, social media can enhance learning through social interaction, collaboration, and knowledge sharing if implemented properly. The document advocates for a pedagogical approach that leverages social media's interactive and engaging qualities by focusing on questions, community, and connectivity to drive learning rather than limiting its use. Action is needed to resolve tensions and integrate social media for learning enhancement.
This document discusses encouraging creativity in students and proposes a community project called the Youth Art Expressions Project (YAEP). YAEP exhibits student artwork in a mall to encourage creative solutions to community problems related to substance abuse and violence. The goals are to engage youth in civic dialogue and action through artistic visualizations of solutions, and link schools, universities, and community groups to support youth development into creative, civic-minded citizens. The project uses the public space of the mall as a forum for social issues and community identity building.
The teacher aims to create a comfortable classroom environment where students feel free to express themselves and question the world. They believe in inspiring critical thinking over memorization by having students question historical facts and consider why events happened. The teacher uses 21st century teaching practices like collaborative work and technology integration to prepare students for their futures. They strive for students to think independently and take action based on their own views.
This document discusses the importance of media literacy education. It provides definitions of media literacy, visual literacy, and transliteracy as the ability to read, write, and interact across various platforms and media. It notes that while media saturated our environment, students are not being equipped with critical thinking skills to navigate it. The document advocates for media literacy instruction across disciplines and calls on educators to acknowledge digital and media literacy as key skills. It explores how to teach media literacy through analyzing images, advertising, and moving images.
Cognizant's Making the Future initiative seeks to inspire K-12 students to pursue STEM disciplines through hands-on learning opportunities. It does this by advocating for STEM education reform, supporting nonprofit STEM programs, offering scholarships, and launching an after-school and summer program where students complete hands-on projects. The flagship program will launch in 10-20 locations in 2012 and aims to develop skills like creativity, collaboration and problem-solving to prepare students for future careers and challenges.
The document discusses how social media use can potentially get someone fired if inappropriate or personal information is posted online. It notes that establishing an expert presence online is good, but sharing too much personal information has a negative connotation. It specifically mentions that posting inappropriate content like cursing or pictures with alcoholic beverages can lead to losing one's job.
The document discusses how social media use can potentially get someone fired if inappropriate or personal information is posted online. It notes that establishing an expert presence online is good, but sharing too much personal information has a negative connotation. It specifically states that posting inappropriate content can lead to losing one's job.
The document discusses how social media use can potentially get someone fired if inappropriate or personal information is posted online. It notes that establishing an expert presence online is good, but sharing too much personal information has a negative connotation. It specifically states that posting inappropriate content can lead to losing one's job.
This document outlines the agenda and goals of a workshop on developing multicultural competency in the classroom. The workshop will be held at Beaver Country Day School and include an overview of the school's diversity initiatives, a panel of department heads, breakout sessions where teachers share curriculum examples, and a closing discussion. The overall goals are to strengthen how social justice education is integrated into the curriculum schoolwide and to help teachers develop lessons that promote critical thinking about issues of identity, perspective, and social inequities.
Why Schools Should Be Like a Family RestaurantAlec Couros
Schools should embrace social connectors and technology to become more like a family restaurant. This means understanding students' interests and tastes, being visible leaders, continuously assessing what is being "served", and allowing individuality and social learning. Privacy may no longer be possible, so schools need transparency and to allow for forgivability as students develop identities online. The focus should be on relationships, catering to unique needs, having fun, and crowdsourcing mentors rather than relying only on a prescribed curriculum. In the end, schools need to realize students have choices and work to maintain positive reputations.
This document provides an overview of research conducted by scholars in Cornell University's Ronald E. McNair Post Baccalaureate Achievement Program and OADI Research Scholars Program between Summer 2012 and Spring 2014. It contains abstracts summarizing the research experiences and findings. Topics studied include the effects of socio-mnemonic influences on working memory, how sense of purpose impacts perception of geographical challenges, an expressive writing intervention for adolescent girls undergoing puberty, and the relationship between default network activity and cognitive control. The document also outlines the missions of Cornell University, the Office of Academic Diversity Initiatives, and the McNair Scholars Program.
This document discusses transdisciplinary research and different perspectives on its definition and goals. It provides definitions and descriptions from several sources:
1) The International Centre for Transdisciplinary Research (CIRET) defines transdisciplinarity as semantically and practically unifying meanings across disciplines and developing open-minded rationality.
2) Transdisciplinarity can be a moral project aimed at changing values to address fragmentation and establish unity amid diversity. It brings together different fields to better understand complex problems.
3) Another view is that transdisciplinarity exists in the space between and across disciplines, beyond what is considered by classical thought. UNESCO defines it as an "intellectual outerspace" requiring an open
This document discusses the development of inclusive e-learning content that is bias-free, pedagogically flexible, customizable, and accessible for all learners regardless of their background. It recognizes that all content inherently contains biases and examines different types of biases that can exist in educational materials like ageism, ableism, nationalism, racism, and religious biases. The document emphasizes that inclusive content must consider learners' social and economic realities to be truly accessible. It argues that addressing exclusion in education is urgent given data showing high dropout rates and low literacy skills in Europe that could limit future employment opportunities without intervention.
1) The document discusses the concept of anticipatory knowledge, which is knowledge developed from thinking about possible futures.
2) It argues that youth have a problem accessing and using their tacit, or implicit, anticipatory knowledge.
3) The author proposes a model called "Leapfrog Forward" and "Leapfrog Backward" to help youth unlock their anticipatory knowledge by focusing school and youth programs on promoting anticipatory thought and practices, and allowing youth to explore possible futures and alternative presents.
This document discusses the Creative Partnerships program in the UK which fosters partnerships between schools and creative professionals like artists and scientists. The program aims to inspire students, teachers, and professionals to challenge their work and try new ideas. It promotes creative learning through developing skills like questioning, problem-solving, making connections between subjects, exploring ideas, and critical reflection. Creative learning focuses on formulating good research questions and having students take ownership of their learning. The program may influence information literacy by creating opportunities to deepen inquiry-based learning through information handling skills. Overall, the document examines how the Creative Partnerships program uses creative learning approaches to develop important skills for students.
A Guide to Gaining Knowledge about:Cultural and/or Economically Diverse Gift...March28th
This document provides resources for learning about culturally and economically diverse giftedness, including several websites that contain articles, resources, and discussions on identifying and supporting gifted minority students and students from low socioeconomic backgrounds. The Neag Center for Gifted Education and Talent Development website is recommended as a starting point for researching giftedness. Characteristics of gifted Hispanic American children are also outlined.
Similar to Composing Play: Epic Learning in Literacy Spaces (20)
Fresno State Workshop: Teaching Writing in Large ClassesCSU, Chico
This document discusses strategies for teaching writing in large classes. It proposes organizing students into small, permanent research teams and assigning mentors from more advanced peers. A variety of participation structures are recommended, including using social media and digital platforms. Key questions are posed to guide course design, such as how to highlight student work and make the instructor less central. Small working groups of 10 students plus a mentor are proposed, with each larger group further divided into teams of 5. The goals are to consider new roles for teachers and students and strengthen connections between peers.
National Writing Project Annual Meeting: Composing ScienceCSU, Chico
This document provides an overview of a workshop on scientific writing and inquiry. It discusses the uniquely challenging aspects of scientific writing, including its concealment of rhetoric, use of grammatical metaphors, role of evidence, addressivity to other scientists, and integration of multiple modes. The workshop will explore how to engage students in scientific practices like defining terms empirically and using notebooks. Examples from a course on scientific inquiry show how students negotiated definitions through discussion and experimentation. Developing a rubric for notebooks based on examples from famous scientists will help students participate in scientific practices.
This document summarizes materials and activities from a workshop on scientific writing. It includes:
1. An overview of the workshop structure and topics to be covered, including background on composition studies and what makes science writing uniquely difficult.
2. Examples of activities used in related science courses, including using annotated Google Docs to read and discuss texts together.
3. A discussion of the challenges of scientific writing and how participating in scientific practices can help students develop literacy skills.
4. A description of an activity where students worked in groups to explain a light phenomenon on whiteboards and then provided each other feedback.
Composing Science: Using Writing Effectively in Science ClassroomsCSU, Chico
1. The presenters will use Google Docs during their workshop presentation and the materials can be accessed on the Composing Science website.
2. The session will include background on composition studies, examples from the presenters' course, reading text together, using whiteboards to develop ideas, providing peer feedback through "silent science," and a final discussion.
3. The presenters will discuss key hallmarks of scientific writing including concealing rhetoric, using grammatical metaphors, the role of evidence, addressing other scientists, and integrating multiple modes of representation.
Scientific writing as emergent from scientific activityCSU, Chico
The document discusses scientific writing and how it emerges from scientific activity. It notes that writing in science takes many informal forms like lab notebooks, whiteboards, emails, and sketches, which allow scientists to work through ideas with colleagues and receive feedback. Formal papers represent a more developed final form of scientific thinking, but are preceded by these various informal types of writing that support the scientific process and help build understanding. The document argues that writing instruction in science courses should engage students with these same informal writing activities that mirror scientists' real work, rather than focusing only on final papers.
Dr. Kim Jaxon: Digital Designs for Teaching & LearningCSU, Chico
Digital platforms can be used to enhance teaching and learning by offering students multiple ways to participate, helping them create a professional digital identity, professionalizing their workflow, giving them agency over their learning and design aesthetics, and connecting them to communities of practice. A study from 2013-2016 with 806 students found that freely available platforms like Google Docs, Wordpress, and Twitter were effective for these goals.
Composing Play: Epic Learning in Literacy SpacesCSU, Chico
I adopt Jane McGonigal's framework of "epic scale" to talk about elements of epic learning in and through the teaching of writing (Reality is Broken, 2011). It may be that no writing course can ever match the intensity of a campus wide tournament of Humans vs. Zombies or the sheer scale of World of Warcraft, but the language helps us think through ways that we use game design, paired with writing and writing pedagogy, both to make large class spaces feel intimate and to encourage small classes to feel empowered over their learning. This talk shares the design and success of two large "epic," game-based college experiences: the design of a "jumbo" writing class that infuses game design and play within the activities and structures, and an augmented reality, quest-driven, adventure game created for incoming freshmen called Early Start: EPIC. Data drawn from these game-based course designs show that the spaces provide contexts for action as a form of service to larger, shared goals, encourage wholehearted participation, and provide mechanisms for the exchange of expertise.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
1. Composing Play:Composing Play:
Epic Learning in LiteracyEpic Learning in Literacy
SpacesSpaces
Epic Learning in LiteracyEpic Learning in Literacy
SpacesSpaces
Kim Jaxon @drjaxonKim Jaxon @drjaxon
California State University, ChicoCalifornia State University, Chico
kimjaxon.comkimjaxon.com
Link to resources: http://tinyurl.com/jaxonepicLink to resources: http://tinyurl.com/jaxonepic
2.
3.
4. ““the term participation describe[s] the socialthe term participation describe[s] the social
experience of living in the world in terms ofexperience of living in the world in terms of
membership in social communities andmembership in social communities and
active involvement in social enterprises”active involvement in social enterprises”
--Etienne Wenger--Etienne Wenger
--Etienne Wenger--Etienne Wenger
--Etienne Wenger--Etienne Wenger
5.
6.
7. Jean Lave & EtienneJean Lave & Etienne
WengerWenger
Etienne WengerEtienne Wenger
Learning as Social, as ParticipationLearning as Social, as Participation
8. communities in which they participatecommunities in which they participate
Shifts the unit of analysis away from a focus on the individualShifts the unit of analysis away from a focus on the individual
mind and towards social and material conditions that influencemind and towards social and material conditions that influence
learning and meaning makinglearning and meaning making
Shifts the unit of analysis away from a focus on the individualShifts the unit of analysis away from a focus on the individual
mind and towards social and material conditions that influencemind and towards social and material conditions that influence
learning and meaning makinglearning and meaning making
Shifts the unit of analysis away from a focus on the individualShifts the unit of analysis away from a focus on the individual
mind and towards social and material conditions that influencemind and towards social and material conditions that influence
learning and meaning makinglearning and meaning making
Shifts the unit of analysis away from a focus on the individualShifts the unit of analysis away from a focus on the individual
mind and towards social and material conditions that influencemind and towards social and material conditions that influence
learning and meaning makinglearning and meaning making
Shifts the unit of analysis away from a focus on the individualShifts the unit of analysis away from a focus on the individual
mind and towards social and material conditions that influencemind and towards social and material conditions that influence
learning and meaning makinglearning and meaning making
Shifts the unit of analysis away from a focus on the individualShifts the unit of analysis away from a focus on the individual
9. ““knowledge and cognition is distributedknowledge and cognition is distributed
across objects, individuals, artifacts, andacross objects, individuals, artifacts, and
tools in the environment”tools in the environment”
--Ed Hutchins--Ed Hutchins
--Ed Hutchins--Ed Hutchins
10.
11.
12.
13.
14. ““And the chance to do somethingAnd the chance to do something
you’re good at as part of a largeryou’re good at as part of a larger
project helps students build realproject helps students build real
self-esteem among their peers”… “Notself-esteem among their peers”… “Not
empty self-esteem based on nothingempty self-esteem based on nothing
other than wanting to feel good aboutother than wanting to feel good about
yourself, but actual respect and highyourself, but actual respect and high
regard based on contributions you’veregard based on contributions you’ve
made.”made.”
(McGonigal,(McGonigal, Reality is BrokenReality is Broken, p., p.
130-31).130-31).
, p. 130-31)., p. 130-31).
15.
16. The Early Start programThe Early Start program
requires CSU campuses torequires CSU campuses to
“design a program for incoming“design a program for incoming
freshmen to develop proficiencyfreshmen to develop proficiency
in mathematics and/or Englishin mathematics and/or English
before they enroll asbefore they enroll as
matriculated freshmen.”matriculated freshmen.”
1616
22. Our goal: Make it not teh suck.Our goal: Make it not teh suck.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34. than 80% had comments.than 80% had comments.
Faculty evals were high: 4.47/5.00Faculty evals were high: 4.47/5.00
Students were asked to complete enoughStudents were asked to complete enough
Quests to earn 150 points: all studentsQuests to earn 150 points: all students
went well beyond this minimum. 90+went well beyond this minimum. 90+
students earned more than 300 points andstudents earned more than 300 points and
12 students earned over 1000 points.12 students earned over 1000 points.
Students have stayed connected to theirStudents have stayed connected to their
peers.peers.
tl;dr Talk about using game design to hack a crappy remediation mandate. Links to resources in the URL http://tinyurl.com/jaxonepic and on my website.
Just to give me what I hope is some street cred: I do identify as a gamer and a geek, although with the some of the crowd here I’m probably a 6 on a scale of 1-10. I don’t have a Steam account, for example, but I do know what Steam is, I mainly play on the PS4, and by mainly I mean playing the Ratchet & Clank series over and over, or I play old school…Atari, Centipede, Ms PacMan, Pengo, Pong…which we own. The Centipede was a birthday gift last year from my awesome spouse. Atari cartridge proposal. And SF Giants’ Legos. Because Giants. And Legos. Geek cred.
For the past few years, I’ve thought carefully about course design and building participation into the ideology of the design. The way we make use of a term like participation is in need of rescuing: moving away from a limited view of participation as it is often linked to motivation, engagement, or hand-raising and toward the view that participation as a concept is more generative when connected to the idea of…
membership in communities of practice, which I borrow from Lave & Wenger. Reviewing syllabi in many of the GE courses on our campus, participation is often listed as 5%, 10%, or in rare cases, as high as 50% of the grade in a course. But I find this to be an odd way to think about participation:
Demonstrating engagement by hand-raising and talk are fairly limited views of participation, and in fact, these ways of being are more connected to performance—acting like a student—than participation. We certainly want students to participate more than 10%, of even half, of the time. Are they participating when they are listening and pondering the ideas of their peers? Yes. In thinking about course design, I consider how students become members of our classroom community, the university, and our discipline. Starting from some basic things about being human: Everyone wants to be seen and heard and that they are needed to make things work.
Participation and Community frameworks arise from Lev Vygotsky, the Russian psychologist, and Neo-Vygotskian scholars who research situated learning and distributed learning.
The research discussed in these texts is not focused on schools. Lave & Wenger set out to rescue the idea of apprenticeship.
The connections from Situated learning to the ideas embedded in games and game theory are not difficult to make. Ideas from scholars such as Gee, McGonigal, Bogost, Squire resonate with me because of the focus on play, participation, person-directed learning, failure, risk—all part of similar and connected frameworks.
A couple of years ago I started playing with the idea of Epic learning. Jane McGonigal often talks about this in relation to WOW …collaborating with people we like… to do something big.
I started thinking about how we seek out epic events…like going to a concert where 10,000 other people are screaming the same lyrics at the top of their lungs. We don’t want to go to a Pearl Jam concert alone. I started to think: Wouldn’t a classroom be amazing that had a lot of people who were interested in working on a shared goal. And the arguments that are often made about class size fell away for me. It’s not about a class being large or small; it’s about having structures and activities in place to support the size and the goals. I would imagine many of us have been in awful grad seminars with 8 people…not the size, but the means of participation. Thinking of learning in terms of the “epic” gave our writing program a mechanism to bring all of these conceptual elements together.
In Reality is Broken, Jane McGonigal argues that the best online and face to face games, far from being transitory bits of meaningless fun, create deep learning experiences in which players voluntarily work together within a set of rules to establish goals and give each other practical feedback on their performance (also see Gee, 2007). In these scenarios, she argues, the satisfaction we receive from carving out meaningful moments of play, and perhaps being successful, form strong bonds between us and other people that enable future action. What McGonigal calls “epic scales” are those moments in which we recognize that the projects and actions we engage in and environments where they take place seem “bigger than ourselves” (p. 98).
While many examples are drawn from online games like Portal and Halo, her argument extends to crowdsourcing and “real life” applications like Foursquare, or distributed computing platforms that create protein-folding simulations to search for actual cures to Alzheimer’s or Huntington’s disease. Epic scales provide contexts for action as a form of service to these larger goals, encourage wholehearted participation, and—perhaps most relevant to our goals in designing classrooms—provide mechanisms for the exchange of expertise. When systems are designed to help people share their interests and goals, she argues, people can be called upon and are motivated to do work they excel at.
It may be that no writing course can ever match the intensity of a campus wide tournament of Humans vs. Zombies or the sheer scale of World of Warcraft. But in terms of writing instruction, the language helps us think through new ways to make large classes feel intimate and to encourage small groups to feel empowered. This attention to games as authentic spaces for learning focuses us in on the issues of participation and community that often fail to take root in college classrooms.
Our most recent “course” actually grew out of barren soil. In 2010, the California State University system (comprised of 23 campuses) received an unfunded mandate from the Chancellor’s office asking all the campuses to create programs, course, activities for incoming freshmen in need of remediation.
A couple of things about many of us who work in composition and literacy: we are not fans of “remediation.” Mainly, the testing that leads to these claims is not a good indicator or who might need support. All writers need support. All of us can use help particularly when we move into new genres (grant writing...anyone). We believe that students should be doing the work of college in college, particularly the literacy work of college. You have to be in the community of practice that uses literacy in particular ways, remember. And even if we did, the mandate requires 15 hours in the summer…not sure what we can do with literacy in 15 hours. And last blow: students have to pay for it: $182. We resisted. We wrote memos and position statements. And all of us just finished our third year running early start programs.
For the first two years and this last summer, we ran a two-week online course for Early Start. I decided to go a little rogue in the efforts. So last spring, I took my 400 level course for students who want to be writing mentors in our program—mainly juniors and seniors and some grad students—and asked them if they would be interested in designing a version of Early Start with me.
I showed my writing mentors—these juniors, seniors, and grad students, Rafi Santos Ignite talk from DML 2012. He connects hacking and maker culture. And he talks about hacking the ideologies that are built into to digital platforms. And he, and Max Tempkin—the designer of CAH and Humans V Zombies, both talk about baking in ideologies that matter to us in game and education design.
The students read McGonigal and a ton of resources on game design. We played games, we made games, we backward designed games, we gave quick presentations on design
And when we were ready to start designing Epic, on the white board I wrote one goal and we rewrote it each day of class: “make it not teh suck” After about 5 weeks of learning theory and theories in tutoring writing, the 25 students who had read voraciously in game theory created Early Start: EPIC.
Still trying to name the thing we made: Quest-based, sort of an alternative reality game in that the game was woven into activities students were already participating in on campus, not very good at the storytelling part of ARG, not voluntary in many ways like games should be to play, options for mobile portion of the game through Tale Blazer app, so sort of Augmented Reality components…
Number one thing that keeps students in college is connections—to peers and campus. Peer connections that are academic and not simply social. Could we help them make those connections through a course that had an emphasis on play? We also thought about literacy very broadly, as connected to identity…develop “ways of being” that matter to college success. The mentors interviewed and surveyed freshmen, and they thought through their own recent college entry, and thought about what they “wished they’d known.” We borrowed from Lave & Wenger and asked “what does it take to move from newcomer to old timer on our campus—what makes a student successful?” And how might we create quests that embodied those ways of being and valued campus ideologies?
Example Twitter and Facebook posts follow.
Then, when they got to campus—two days before start of fall semester—they continued on quests. Eventually, they used the quests as data collection resources and put them together to create resources for other incoming students. Examples are on the EPIC website
I had said to the mentors early on that my hope was we would create something so awesome and meaningful that other incoming freshmen, who were not required to do early start, would say “how did you get to do that” And they’d answer, “I failed the English Placement test.” Kewl.
When I speak with colleagues, you often hear people talk about all the constraints: I can’t do that at my site for x,y,z reason. And of course there is truth here: nothing is transportable in wholesale from one site to another, even if the department of ed would like us to believe that by highlighting best practices. But, we can think about the affordances of the designs we share. What can we use? What frameworks can be borrow from that could drive the particular details of the practices at our local sites? How can we take shitty mandates and constraints and hack them—do what we want anyway? Ask forgiveness not permission, show the awesome work students did after the fact, and convince administration and policy makers that students are brilliant once we decide to get out of the way.