DML 2014

While I’d love for this to be a deep, profound reflection on the learning that happened at the 2014 Digital Media and Learning Conference, I think the reality is more that this will be a brief cataloging of resources I picked up that I don’t want to forget. Such is the effect of exhaustion and overwork. A couple of themes ran through the conference, but the most prominent was the presence of Connected Learning principles. In a nutshell, the Connected Learning principles are: interest-driven learning, peer supported learning, academic-oriented teaching, production-centered classrooms, openly-networked teaching and learning, and shared purposes among teachers and learners.

First, a couple of thank-yous are owed. Jayne Marlink, the Executive Director of the California Writing Project, invited to me to attend the conference and covered most of my travel costs; without her help, I wouldn’t have been able to attend. I’m grateful. I also want to publicly thank my colleagues from around the National Writing Project who put up with my company over the course of the conference: local Writing Project site folks Kim Douillard, Joe Dillon, Mia Zamora, Anna Smith, Kevin Hodgson, and Paul Allison, and NWP staffers Christina Cantrill, Paul Oh, and Elyse Eidman-Aadahl. It was so rewarding to have so many people to think with as we HOMAGOed (HOMAGO = hang out, mess around, & geek out).

Now, onto a few things I want to remember. Most of these came from sessions I attended:

There was much more than this, but as I said before, this post is mostly a selfish attempt to help me remember a few key resources that are likely to play into professional development work later this spring and summer with the Northern California Writing Project.

#Mozfest Reflections

TL:DR version: Mozfest was a crazy, cool conference that challenged my ideas of what professional learning can look like.

Last weekend I had one of those “Holy crap, I get to do this for work?” opportunities; I was invited to the Mozilla Festival at Ravensbourne College of Design in London. Just take a look at the interior space we had at our disposal:

Amazing, right? Nine floors, all with open floor plans for making, learning, sharing, and teaching each other. I spent most of the time on the sixth floor, where we were working the Teach the Web/Build the Web strands (facilitated by the remarkably smart and energetic duo of Laura Hilliger and Kat Braybrooke), but I was pretty intrigued by the Open Badges work on the seventh floor and the Make the Web Physical group on floor two. I would have needed seven or eight clones to have even a chance at glimpsing all that was on offer.

Before the conference began, I worked with Christina Cantrill and Paul Oh from the National Writing Project, along with Stephanie West-Pucket from the Tar River Writing Project at Eastern Carolina University, to propose and plan for sessions and scrums; Elyse Eidman-Aadahl and Chad Sansing joined us at the festival. The session I ran was nominally on intersections of remix and coding, using illustrations from comic books to to code the emotional content of stories people told about how they got to Mozfest. I say nominally because the intent and plan isn’t quite the way it worked out. I don’t think the session went badly, as far as it went; however, I don’t think it ended up being a great fit for Mozfest. The results produced were interesting and led us into a good conversation about ways to support student writing, but there seemed to be less energy than I’d hoped involved in the endeavor. Of course, it was also at the end of the day on Sunday, and if everyone else was as tired as I was, that could be a contributing factor.

The make I led as part of the Digital Storytelling scrum was more successful. In case you’re reading this and wondering what a scrum is, read the Scrumfest etherpad. The task was to create a set of annotated videos of digital stories that could be used as a teaching resource for anyone interested in making a digital story. At the Saturday morning lightning talk (a 1-minute description of the task given to all the people in the Teach/Make the Web group), I got some good responses from people who work with digital storytelling. Philo Van Kemanade of Popathon appreciated that I identified as a problem the fact that many first attempts at digital storytelling aren’t all that great, and liked that my make was trying to address this issue. Tom Wills and I had a great conversation about his work with NovaraMedia and ways of helping newbies learn to craft effective journalistic reports. Chad Sansing added a load of possible videos for annotating to the scrum’s etherpad, and Khin Tye learned how to annotate videos using Popcorn and created an annotated version of “Unlocking the Truth.” While the remaining tasks in the make were left incomplete, I’d say that the great conversations and connections made this a success.

While my session and the scrumming kept me mostly on the sixth floor–which, frankly, is where the coolest people were, anyway 🙂 –I did have a chance to sneak down to the second floor and attend Ricarose Roque‘s super-cool session on combining Scratch and puppets wired up with Makey Makeys. Both of these were things I’d wanted to learn more about for ages, so I was psyched to get the chance to learn about them through playing and making. What was even cooler was that one of the other participants in the session, Marc Grossman, found me later in the afternoon and gave me a great tutorial on Scratch; having taught it in after-school programs for the past 5 years, he was a patient and thorough teacher and I am definitely in his debt!

Steph and I also had the chance to attend part of a session Doug Belshaw led focused on badges and the new Mozilla Web Literacy Standard. I think Steph and I were both hung up on the use of the word “literacy,” as the way the standard represents web literacy is strictly skills-based; we are both accustomed to thinking of literacies as more complex than a set of skills. An understanding of literacy as an “identity toolkit” (to use James Paul Gee’s term) never isolates “skills,” but instead situates them within social contexts. We only had a few minutes to ask Doug about this, but he reported that a white paper he’d written would be forthcoming that explained why these “meta aspects” (as he named them) ended up being removed from the final version of the standard. I look forward to reading it.

One of my regrets is not having the chance to hang around the badging people more, but at least I had the chance to earn some badges. Jeannie Crowley from Bank Street created a set of badges for each of the scrumfest’s make strands, and I earned ones for Low Fi, Remix, and Digital Storytelling. So that made me happy.

I feel a little like this post is a disjointed jumble (unlike Chad’s coherent reflection on his take-aways from Mozfest), but I think that’s because Mozfest was so unlike any other conference (or, indeed, any schooling/learning experience) I’ve been lucky enough to attend. It challenges so many assumptions about professional learning that I’m still trying to process it and turn it into ways that the Northern California Writing Project might use to expand our work with teachers and students in our service region. With time and experimentation, I hope to come to some more clarity. For now, I’m just grateful that I was able to be part of Mozfest.

#SummerofMake: Making with Technology

The Northern California Writing Project held two different Maker Day events this summer. The first had a Making with Technology focus. Lou Buran (@ljangler) led participants in thinking through the reasons why kids (and adults!) need to know how to code, and then we had the opportunity to put our ideas to work as we played with Mozilla’s Thimble website. If you haven’t seen it before, Thimble lets a user write html and css in a pane on the left side of a browser window, while the rendered text appears in a pane on the right side. Hints and troubleshooting are built-ins, helping users identify trouble spots.

We spent most of the day hacking away at html and css, figuring out how to do things with code to make our online texts look and behave the way we wanted. There were a few frustrated “arrghs,” but even more jubilant exclamations of “Yes!” It was a really fun, productive day. One of the biggest indicators of how engaged everyone was: even when the lunch of delicious Chipotle burritos arrived, I had to practically drag people away from their screens to eat!

Local Inquiry, iPad Style

On our second full day of iPad inquiry, we’re going local. What’s up in the community of Chico that’s interesting enough to conduct an inquiry? Good question. These links may help us figure that out before we head out the door and do some digging ourselves.

Some useful links to places or organizations that may be of interest:

iPad Inquiry

The Northern California Writing Project is hosting a year-long inquiry group focused on using iPads to teach the new Common Core standards in literacy (get the whole standards document, including appendices, in a single PDF file). Approximately 20 teachers, from primary grades through college, will be collaborating, cooperating, playing, testing, reading, thinking, and otherwise engaging in the kinds of work that generally goes along with inquiry. In preparation for our first meeting (here’s the agenda for our first day), I’ve compiled a list of some online resources where people are thinking and writing about the place of iPads in schools. In no particular order:

We’re hopeful that all of the participants, armed with iPads, will get some good composition hacking done in the 2012-13 school year!

Oh, and just in case anyone was wondering why we’d need to do this in the first place, this video may have something to do with it: