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Open Learning and Leadership in #Walkmyworld

growing...

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I think that leadership may be mostly a commitment to the constant mediation and care required by love, that place where both individuality and relationship must assert themselves and somehow walk and dance together.

Gardner Cambpell

I have spent the last few months thinking about the role  leadership plays as we transition our learning into the Open. I keep coming back to this definition from Gardner. He was responding to a quote pulled from Leadership on the Line: Staying Alive Through the Dangers of Leading by Ronald A. Heifetz and Marty Linsky. In that quote the authors go on to describe many of the acts we see in open learning spaces:

And every day you must decide whether to put your contribution out there, or keep it to yourself to avoid upsetting anyone, and get through another day. You are right to be cautious. Prudence is a virtue. You disturb people when you take unpopular initiatives in your community, put provocative new ideas on the table in your organization, question the gap between colleagues’ values and behavior, or ask friends and relatives to face up to tough realities.

Leaders Who Teach Me

This made me realize when we create opportunities for open learning we create leadership engines. I see this in the actions of so many people I have come to know and respect through a variety of open learning initiatives. There are too many to list. So I will share the next three that come across Tweetdeck:

Maha Bali

Maha really needs no introduction. I got to know her through connected courses, and rhizo15, and a variety of other online learning experiences.  She, along with Rebecca Hogue, founded virtually connecting. This online space connects on the ground conference participants with virtual buddies. This has expanded conference access to thousands. Maha and Jennifer see this as an issue of advocacy and equity. Conference attendance comes from a place of privilege. The learning that occurs there should not.

Laura Gibbs

Laura needs no introduction…if you are one of Google+’s seven users. I kid Laura, but in actuality no on has pushed my teaching in the open through RSS more than Laura (Jim Groom and Alan Levine aside). I met Laura first on Google+ and maybe through #ds106.

Kevin Hodgson

Kevin, much like Terry Elliot, has always pushed my thinking on the boundaries of storytelling. I actually met Kevin IRL before following his every move online. He has inspired me to rethink what is possible when we allow children to play with meaning.

I have met so many awesome leaders during my journey through open learning: Doug Belshaw, Verena Roberts, Karen Fasimpaur, Emma Irwin, Sarah Honeychurch, Anna Smith, Simon Esnor, Lee Sakallerup, Laura Hilliger and everyone in our Slack channels. They commit as leaders through learning. Through teaching they bring “the constant mediation and care required by love” to help ensure the Open Web remains a place where we can feel safe to put ourselves out there.

I try to make my little donation back to Open teaching through a collective project called #walkmyworld.

Teaching Leaders Teaching Me

I grow as a leader and learner through #walkmyworld. In this annual social media gathering we come together to explore the boundaries of texts and identities. We complete a series of ten learning events and share them with the world. What I have realized is we have also created a pathway to leadership development.

A great turn of events. I now sit back and learn while others lead. Many of our first participants now organize #walkmyworld.

Kate Booth

Kate is one of the most amazing teachers I have ever met. She works in Australia and has participated in #walkmyworld since 2014. She has helped to organize the last two iterations. In looking back at #walkmyworld Kate notes:

I have always felt comfortable experimenting with new digital tools but participating in this project and becoming an organiser has certainly enriched my pedagogy and self-confidence as a teacher. I now have access to a number of ‘literacy experts’ and colleagues that I feel comfortable enough to be quite open and honest with. They support and validate what I am doing, not only with the project, but also with my class and the experiences I am creating for my students.

In her post Kate goes on to note that #walkmyworld has improved her classroom management and what Ryan Rish calls, “pedagogic imagination.”

Stephanie Loomis

Stephanie credits #walkmyworld in shaping her journey into a doctoral program. She took part as local node when Ryan Rish used some of the learning events in his class. She notes:

It was the first iteration of the alternative MOOC-like-thing. The learning events and poetry of Robert Hass made an impression, but for me, the connection between students and professors and teachers across the world was both fascinating and exciting. I barely recall the events of that year, but I do remember the people.

Fast forward several months to an unexpected invitation to collaborate with the creators for the second iteration. I was still working on my M.Ed., but suddenly I felt like a valued member of academia. Considering I was just over a year from being told that my background wasn’t good enough to teach high school, I was floored. And excited. I had something to offer that someone actually wanted. It doesn’t get much better than that for someone like me.

Katarina Silvestri

Katarina organizes #walkmyworld after being what she called a “rogue participant” last year. She is drawn to the scholarly aspect of an open research project:

I think technology and the multimodal composing that I’ve done in #Walk and in other projects since has been critical for me really getting to the heart of concepts like visual literacy, modal affordances, and where modes are present in everyday life without digital technology.

She goes on to explain that research community around #walkmyworld has lead to new creative activity:

I’m not teaching a class right now, but I’ve done a case study of the planning and implementation of #WalkMyWorld 2015 for both the LRA annual conference and a class paper around situated learning and communities of practice. I am thinking that #WalkMyWorld 2016 will pair nicely with my New Literacies class this upcoming semester!

Good open communities create pipelines of participation. Leadership emerges from learning. I know when I look back at #walkmyworld I am thankful for the lessons that people like Kate, Stephanie, and Katarina have taught me. I am proud to say we  all walk and dance together.

In Search of Ikigai: Meaning Making as Culture

Meaning making is  not as a cultural process but  culture itself.


flickr photo shared by Vegar S Hansen Photography under a Creative Commons ( BY-ND ) license

In fact this lesson just keeps coming back to me. Recently I catch glances of it in how my own perspectives  and worldviews influence the meaning I encode and decode on the world. Yet my eyes were not always open enough to see my own bias.

Over the last few years  I have been involved in many open learning experiences on the Web. We try out new things and learn out loud. It’s what Henry Jenkins has defined as participatory culture and what Mimi Ito has organized around an emerging perspective of connected learning. In my last foray into open learning I joined a bunch of others socially reading of “Participatory Culture in a Networked Era” written by Henry Jenkins, Mizuko Ito, and danah boyd.

Henry Jenkins early in the first chapter defined participatory culture as:

  • low barriers to expression and engagement
  • strong support for creating andf sharing
  • informal membership
  • sense of belonging, safety, and value
  • degrees of social connections.

Mimi Ito then pushed back a little on the term exclaiming that in all cultures the actor is always participating in some activity to which Jenkins retorted, “different configurations of culture invite or enable different degrees of participation.”

Culture, Worldviews, Comprehension

That got me thinking. Much of chapter one overall was a debate on the role of the individual versus the collective. Early in the first chapter boyd and Jenkins were debating the finer points of Kantian liberalism when Mimi Ito interjected about the influence of our mindsets.  Mimi stated:

This whole issue of opposing the individual to a collective is a uniquely Western pre-occupation that gets in the way of productive social change. As someone who identifies culturally as more Japanese, I never understood why the fulfillment of the collective is thought of as a sacrifice of the individual or individuality.

As I have become much more engaged around the participatory culture of those who want to help others read, write, and participate on the Web I have been exposed to many different perspectives such as Ito’s. In fact Mikko Kontto, who helped us shape the Web Literacy Map, turned me on to the fact that were was no word for argumentative writing in the Finnish language let alone the curriculum.

Here we are in the states and the most critical component of our curriculum, maybe our national identity, doesn’t exist in one of the most lauded school systems in the world. Mainly because it does not exist in the culture.

So through the act of participating I took on a more inclusive mindset. Being exposed to different ontological systems from across the globe makes me a better person. Ans the examples just keep coming

Then later today I was introduced to the term Ikigai. Someone cited and shared the Wikipedia image:

Ikigai-EN-optimized-PNG

Ikigai-EN-optimized-PNG” by en:User:Nimbosa derived from works by Dennis Bodor (SVG) and Emmy van Deurzen (JPG) – https://t.co/TiRhcMD7HP.
Licensed under CC BY-SA 4.0 via Commons.
Worldviews influence how you view the world.

It hit just as I was looking back on the quote from Ito and connecting it to what Mikko taught me. In many ways open, or at least my path towards open, is a reason for being. Atleast its good enough for now and one heck of a fun ride.

Counting What Matters: A Semester with Thimble

measuring tape

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The end of the semester, unlike the winter weather,  has rolled on in. Similar to meteorologists we teachers  have to use tools to gather data and make predictions. On their own these readings do not describe much. A climate is so much more than a thermometer reading. Taken together, however, we hope multiple measures of performance can demonstrate some growth in learning.

At the Mozfest session on Thimble, however, I felt we wanted to focus on the tools for measuring. Instead we need to consider the  climate of space that allows learning to thrive. Many of the teachers who attended the session on Thimble immediately requested features that we could loosely label, “testing mode.”

Thimble should not have a testing mode. Any teacher can remix an activity or a teaching kit to have learners move from blank page to published product. I just wonder how much we miss when we base our writing assessments on products of learning and not the processes of learning.

My Semester with Thimble

I chose to do a portfolio assessment for my EDU 106: New Literacies: Digital Texts and Tools for Life long Learning. I don’t think “code quizzes” would be a better approach. There are awesome games to measure those types of learning outcomes. Play CSS Diner or Flexbox Froggy.

I would have missed so much learning if I just used a “final project” approach.

The student who taught half the class how to use Google fonts…would she receive credit?

How about the learners who pinged every corner of social media for help…does this effort not count?

How about the student who struggled but persisted to get an “MVP” published. Should his portfolio be judged on the same scale?

When you teach with Thimble so much of the learning happens as students exchange strategies and designs. When we only use tests or constrained projects  as a thermometer of the class we miss so much of the climate.

Portfolio (99)

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My Portfolio Assessment

I created a task for the class. I tried to Mr. Miyagi my students. Almost everything to be included in the final should have been done. The students then had two templates to choose from. One portfolio uses the basic three page template included on thimble.mozilla.org and the second template was one I hacked together (a lot of broken JS and used CSS in my template).

I offered an optional design studio the last day of class. Many people went from their paper prototypes (I required this) to a basic portfolio by the end of the class. They all used the <3 project on thimble.mozilla.org.

You can check in and follow the portfolio submissions on our class stream.

We cannot use new tools to support outdated paradigms of measurement. We cannot rethink learning without challenging education. We will not develop opportunities for connected learning without rethinking assessment.

I am not saying all measurement is bad. In fact I am rather found of counting things and I am excited about the possibilities of machine learning. With Thimble, for example, I would love a summary pre/post of lines changed, unused CSS, elements changed. Basically I want to know how far a remix deviates from an original template.

Not sure how hard revision history would be, but that would make a powerful source of data for teachers.

This, however, would never be enough.

VOCTEN MULTIMEDIA LEARNING 6

flickr photo shared by nuven_ridel under a Creative Commons ( BY ) license

Assess by Learning

Assessment from a connect learning perspective would mean you assess through your own learning. I am basically staying one breath ahead of my students in terms of Thimble and HTML/CSS. I am completing the same Portfolio. You can see mine here. If you go back to the template you will see I dropped my original side navigation and dropped the unnecssary javascript file.

I am learning! I am assessing. The two can not be separated. I am also documenting my learning through a series of blog posts I share with the class. For example I talked about my struggles with the navigation and the creation of my media page.

A Rusted Development 15

flickr photo shared by Ziki Questi under a Creative Commons ( BY-NC-ND ) license

Assess by Leading

In essence by sharing my work I am teaching by leading. I am also seeing leadership emerge as an important element in the connected learning classroom. There are folks people turned to as their skills leveled up. There were task managers who could keep their classmates on point. So many different roles emerged that helped to contribute to our climate.

My thinking about assessment and Thimble has really been informed byJay Lemke, Robert Lecusay, Michael Cole and Vera Michalchik Documenting and assessing learning in informal and media-rich environments. We should not be looking to create the perfect measurement stick.

The spaces we create matter just as much as the people who fill them.

Live blog from #lra15 Imagining Beyond the Domesticated “New”: Creative Remixings of Literacies, Community, and Place

Michele Knobel:

I like to do a literature review to orient myself to learn what I can contribute and who are the names

 

Michele Knobel:

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From the 1920-1970 creativity was an “elite” discourse. Montessori then came in and it was individualistic

then in the contemporary creativity discourse we started to note that literacy was a social practice.

there was also the technoogical advances Musicians did not need to know how to read music. Video makers did not need video

Then in the 80’s the economic drive of creativity aligned

A new creativity discourse emerged in 19902

The more diverse a community the more creative it is.

There is a connection to JPG’s affinity spaces.

IMG_20151204_090827499

new literacies is a socially recognized remix of creativity. JPG’s Appreciative systems. Remix takes rules and norms

You have to be recognized as a member of that practice through those norms

Michele Knobel:

Seeing idea remix is becoming a title, meaning on multiple levels, DIY transmedia artifacts, tap into affinity spaces,

Looking at remix tells us how youth are being creative and we can bring that into schools

Donna Alvermann:

our project is a journey beyond and between the planes of “reality” -a journey of becoming

Greg McVerry:

I am seeing many connections between remix and #walkmyworld. Everyone in this session should play in #walkmyworld

Donna Alvermann:

Kevin Leander wrote a fragment. You only see a small part of a poem.

@cb717 was at a Yoga pad meditating and thinking and she grabbed lines from Kevin poem

We use squarespace as our data source. We use their analytics as the main data source.

Greg McVerry:

define a unique visitor as being a different user or same user after 30 minutes. That is a pretty inflated view of unique

They also use Facebook. I am not a fan of the silos but maybe I need to go where people are.

Crystal Beach:

we started with Goldhaber’s attention economy, but it didn’t work out for us that well. There is some tension like with L33t

One of the fragments I put up changed my lens. What caused people to comment.

 

Greg McVerry:

@digitalvermann and @cb717 I need to teach you more about Google Analytics so you can do deeper dives into your content

Crystal Beach:

Looking at how my work was remixed made me challenge my own assumptions and stances.

there is an intimacy and exchange with remixing.

remix challenges the static notion of democratization. By allowing different perspectives it creates a field of equality

we can become a breathing element of democratizartion

Kevin Leander:

I told @netgrrrl that I was going to change my title and talk. She was not surprised

IMG_20151204_092825862_HDR

“words and things is the entirely serious title of a problem-Foucalt

This is a concept paper that we need to renew new literacies. new starting point, new discursive practices.

I know someone in this rom is playing Minecraft right now…I saw it

Greg McVerry:

@kevtweet shows off what his son Mitchell plays its a game within Minecraft. Plays on his phone. Terriaum I think is game

IMG_20151204_093152839_HDR

Kevin Leander:

Cites Barad 2007 discursive practices do not stand in relationship to externality but intra-activity.

We need to get into what types of matter. Its not virtual matter. It is matter

we have worn out starting points (words, knowers, and things). discourses are worn out, language being materialized worn

artifacts in the game embedding meaning is worn out (modes, media value power)

Final worn out out “discourses become transformed into habitus”

It is not a replacement economy. It is a matter of uses the real and the digital are the same.

We need a new middle way of being with/in material discursive practice

A reconsideration of boundary-making practices (as types of apparatus)

Judy Kalman:

World of digital hit Mexico like a storm, but the lessons are “enteractive” not interactive. All the user does is hit enter

There is very little that is different when multimodal translates to the classrooms. Its even more reductionist

The Mexican government is handing out tablets to all 5th and 6th graders. But we didn’t realize every year there is new kids

They did not think of the ongoing expense. We are in crisis as the cost of oil has collapsed. They find a map and copy.

teachers appropriation of digital technologies through practice

We had 20 junior high school teachers across Mexico City. Some techies some n00bs. Soe teachers got their first email.

Greg McVerry:

@klbz I am trying to live blog the sessions I attend using noterlive.com post go up when session ends. #lra15

About of third of the students in middle school leave junior high befor 9th grade. Students are the only statistcis

Judy Kalman:

teaching with technology is more about the teaching than the technology

In Mexico the curriculum is national. testing craze is in full swing.

Finished with a quote from Einstein. Lets not do things over and over aging but think about children

Rebecca Black:

Creative Literacy Practices in Transmedia Storyworlds

IMG_20151204_095628607

transmedia stories are whn text, platforms, spaces and activities cut across these

“Agents local or distant, concrete or abstract, who enable, support, teach or model) Brandt, 2010 literary sponsors

The offical sponsors create scripted and constrained spaces.

The games that the official sponsor Scholastic made are shockingly bad. They should have used the money and donated books

The Lionsgate as an official channel promotes the movie but it is much more immersive

I want to look at Literacy in the Wild to see what fans are working on.

The user generated content is much more engaging than official sponsors

Lionsgate tried to shut down unofficial channels. They lost as fans mobilized

Drillable and Spredable forms of literate engagement-drillable delves into story world spreadable allows them to adapt

Greg McVerry:

Also think we can’t just “nerd” out Fantasy Football IMO is the largest MMORPG in the world. wearing a jersey if cosplay

We are trying to make point that we can’t force kids into content silos where they dot no own their identity. #indieweb

 

 

 

 

 

 

An English Only Web is Not an Open Web. #TeachTheWeb in Your Tongue.


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

To help fuel  the next wave of open we must recognize that cultural hegemony threatens the web as much as any content silo or data surveillance programs. When languages are lost cultures are silenced. As part of our  mission of keeping the Web open we must empower  missing voices.

Localised Content


flickr photo shared by are_ruiz under a Creative Commons ( BY-SA ) license

We have received feedback on the Participation team’s recent efforts to have leaders share their story of the Mozilla Festival. Many people noted that they did not complete the #mymozfest challenge because they were uncomfortable writing in English.

You should be uncomfortable. We need efforts to diversify the web content and not greater efforts to conform. English is the default setting of the Web. It is up to people like you to ensure that global citizens who share your history and culture can read, write, and participate on the web.

Local content will lead local opportunities to #teachtheweb. Localised web resources will be an economic engine.

As participation leaders we want to increase involvement across all of Mozilla. Know your audience. If you will draw more volunteers in different languages please do so. The Open Web has to have linguistic diversity.

Use Pictures


flickr photo shared by othree under a Creative Commons ( BY ) license

Some people noted they are excited to try blogging to practice their English skills. Others, as stated avoiding English because of their skill level. My first tip is to think about avoiding words all together. A photo montage, with a caption or two in your language of choice can tell any story.

It is Your Web


flickr photo shared by Sue Hodnett under a Creative Commons ( BY-NC ) license

We get the Web we help to build. If you want a Web full of content your grandmothers, cousins, Moms, Dads, and friends can read than help to create content in your first language. Most importantly to help draw in leaders who will ride the next wave of open we need to recognize an English only Web is not an Open Web.


 

Reflecting on #MyMozFest

I learn so much by volunteering my time as a teacher for Mozilla. This year I attended my first #MozFest.  As a participation leader I want to help my team. We want to get you more involved as a contributor to Mozilla.


flickr photo shared by mozillaeu under a Creative Commons ( BY-SA ) license

Being a Better Teacher

MozFest is like no other conference you have attended. Its hackability becomes apparent as soon as you walk into Ravensbourne College. We power our sessions with post it notes not Powerpoint.

Products are perceived, prototyped, and pushed in days. That is what struck me most. I watched Matt Thompson, Phillip Smith, and Darren Mothersele push GitDone from just an intro session on project management with Git. More so I participated in the design.

To me that is #Mozfest. We (re)Design future possibilities.

GitDone is a project management tool. I must admit I was a GitHub naysayer when MoFo (Mozilla Foundation) transitioned that way last year. I work with teachers who volunteer for Mozilla. Our time is limited. I want any time educators have to offer to be remixing curriculum not trying to figure out what a repo means.

Yet what I saw were developers recognizing a community need and solving the problem for non-developers like me.

This experience made me a better teacher.

Open Teaching

I was also presenting for the first time at #Mozfest. I and a group of open scholars tried to hack together what it means to play in open spaces as teachers and learners.

It started with a PechaFlickr session. Slidedecks are so much better when you have no idea what will come next. Then we did a live demo on how not to make awful instructional videos.

So we tried to brainstorm what instructional design means from a #Mozfest perspective. This is what we determined would be relevant.

We first started with a discussion of traditional instructional design:

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We then examined a bunch of Open classrooms such as #ds106, #walkmyworld, #rhizo15, and #clmooc. That lead us to this:

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We took the lessons learned (such as RSS being the backbone of push/pull learning) and then tried to apply a #MozFest lens. This is what we came up with:

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Passion. That’s the key difference with Mozilla. We want production based learning that drives people to the web because it is a place of passion.

Participation Team

My goal as a participation leader is to help improve the professional development and leadership training offered by Mozilla. This is a goal of both the Corporation (MoCo) and the Foundation (MoFo).

Step one is helping people tell there #MyMozFest story. We learn and teach best when we do it in the open and our open course safari noted that the most successful online classes empower people to learn on their own space and then they push/pull the participants across many different Web.

Step two (scratch that making this step one) is thanking the amazing people who made MozFest possible for the Participation Team.

Christos
Thanks Francisco!

I just met so many amazing people who want to change the world. It will take me quite some time to say thanks to them all.

Want to help?

Whether you were a remote or on the ground attendee tell your story about MozFest and share across the Web using the #mymozfest hashtag.

Heading to #Mozfest and thinking about leadership and advocacy

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flickr photo by Ziki Questi https://flickr.com/photos/zikiquesti/5812713881 shared under a Creative Commons (BY-NC-ND) license

 

We will come together at #mozfest to celebrate the new mission of Mozilla.

Unleash the next wave of openness and opportunity in online life — where people are empowered, safe and independent even as the complexity and scale of the Internet grows around us.

I am excited to cross the pond and join so many people who want to help build a better web. As the Internet as matured traditional power strucutres have arisen and networks have been closed off. I was selected as a Participation leader to help ensure that new doors open for the next billion to come online. Our goal is to increase the contributions people make across Mozilla. My specific focus as a participation leader is to think about leadership, learning and advocacy.

 
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flickr photo by mozillaeu https://flickr.com/photos/mozillaeu/10511543316 shared under a Creative Commons (BY) license

Building Leaders

Learning is leadership and we lead best when we teach well. Mozilla, given a revitalized charge charge of fueling the next wave of open, need to think deeply about the relationship between leading, learning, and advocacy. This will take a collaborative effort between those who tinker on the web and those who teach the web. Those who do both will lead.

Thus leadership and advocacy require a global classroom. Someone asked, it was in some slide deck I think, “Do we want to turn teachers into Mozillians or Mozillians into teachers?” The answer is clearly both.

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flickr photo by Eldkvast https://flickr.com/photos/fabolous/13822807314 shared under a Creative Commons (BY-SA) license

I want to bring things skillsets together. To open new doors. Mozilla is a philanthropic entrepreneurial activism engine, and we need to fuel the Open web through leadership and advocacy. We need people to level up their technical abilities while they sharing the lessons they have gleaned about learning. Meanwhile developers and self-taught programmers can share cool tools and tricks while learning to teach. Data from the #teachtheweb campaign, clearly indicated people turn to Mozilla for professional development. We can learn together in the open.

Building Learners

By creating a distributed learning network we create incidental moments of learning that cut across time and spaces. When you #teachtheweb you empower others to learn for themselves. You design opportunities for community members to level up as self-programmable learners. I have never taken a web design class but I can mark up my way into new problems all the time. I can’t code but I have taken apps from paper prototype to the production server. I have done this because I turned to Mozilla to #teachtheweb.

We need to offer programs on designing these spaces. There are enough case studies of successful open classrooms for us to design content. We can support professional development across Mozilla. Teams can create and run programs on basic instructional design. ..so we can learn to hack them in fun and interesting ways. For example let’s take principles of multimedia learning and turn it into a puppet show. In other words lets remix the lessons we have learned about how to #teachtheweb and share with the next billion coming online.

Sometimes the hardest part of joining the open web is finding something to say. We need to run programs that lets the art of the web flourish. We want to push the boundaries of how we express ourselves, our learning, and our values on the web. Mozilla builds must offer creative pathways in their spaces of learning. The data from the recent webmaker study in Chicago illustrates this point clearly. The majority of the mobile generation sees themselves as digital artists not as coders.

tool shed
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Building Tools

In order to be a global classroom Mozilla needs to create a federated learning space that would be distributed across the web. We need to connect advocates for Open Education Resources with Developers of the Open Web. Mozilla is the natural synapse. In fact Mozilla just announced a million dollar initiative to support the development of open source and free software. The global classroom needs Mozilla to support efforts to stop the deprecating of RSS.

RSS powers the best learning spaces on the web as it allows learners to be empowered to own their domain. In fact the best open courses on the Web run on RSS and it feels as if content silos are deprecating a basic and fundamental feature of the web. I fear a future where teachers can not pull content into a class hub and learners can push it out into the world. We need someone to build an RSS reader with learning as the essential design feature.

Mozilla’s open source tools also needs to focus on Digital Media. The loss of Popcorn, while understandably necessary, was devastating. Just when the Webmaker program was scaling up it was rebranded and favorite tools disappeared. Mozilla felt like any other edtech content silo.

The pain of losing Popcorn was also because of open wounds. A few months earlier the developers of Zeega were bought out by Buzzfeed and the tool was shut down. We found ourselves lost creatively. No tools to remix audio and video. The recent webmaker data from Chicago and New York illustrate that video matters. First time web users want virality not code. I hope some money flows to someone trying to solve this problem.

Mozilla needs to help build tools for learning and creativity. I hope to offer some perspectives on this issue. People find agency through artistry.

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flickr photo by JohannesLundberg https://flickr.com/photos/johanneslundberg/4749264031 shared under a Creative Commons (BY-NC) license

My Plans As a Participant Leader in 2016

I want to create a course module that can be hosted on Thimble and Github. Much of this already exists and a design effort was launched by MLN. We need to continue this work and bring it across Mozilla.

I want to build a global learning experience focused on judging the credibility of web resources. I have piloted and tested a program of credibility with the Mozilla Web Club I facilitate, the Elm City Webmakers. I want to scale this up and run as a distributed networked class.

I want to run a global Pechaflickr challenge. I would love to have some fun, and discuss the similarities between open learning and improv, by having the crowd choose a key term for a random set of Pecha Kucha slides using Alan Levine’s pechaflickr tool.

I’d also like to sit around with a group of people and hack together a Mozilla Web Club kit on Thimble. This could be a template website that clubs could remix on Thimble and then export to their own site if their skills and members level up.

I want to think about the types of professional development opportunities Mozilla should offer. Here we should simply reach out to those surveyed and ask, “What kind of professional development do you want?” Then we should take those answers, embed lessons in web literacy, and design programs built on the values of Mozilla.

Finally I want to continue working with Chad Sansig, Robert Friedman and hopefully a robust MLN mentor community to keep cranking out curriculum.