Games align with the spirit of the CLMOOC
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Make Cycle #3: Level Up Your Game Design! - CLMOOC 2015 - 0 views
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start with thinking about your favorite game
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reconstructing it using one or more different media
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answering these questions: What are the rules of the game? What are the actions (or verbs) you are allowed to take in the game? Is there a “win” state? If so, how do you achieve it?
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You can start with a drawing, create a flip book, and move to video. You can also take household items and turn them into playing pieces, transforming your kitchen table (or house!) into a game board!
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love to see how you level up or progress through your game. What actions can you take to move forward?
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Don’t forget
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invite you to think about how you can also use your new game design skills to translate, analyze and change a complex issue.
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hope that you will be inspired to explore a new medium, and create new understanding about what it means to analyze (and change!) a system.
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Check Out These Resources
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Books you might want to check out:
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Is It Time to Give Up on Computers in Schools? - Hybrid Pedagogy - 0 views
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The sorts of hardware and software that were purchased had to meet those needs — the needs and the desire of the administration, not the needs and the desires of innovative educators, and certainly not the needs and desires of students.
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we must stare critically at the belief systems that are embedded in these tools.
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The mainframe never went away. And now, virtualized, we call it “the cloud.” Computers and mainframes and networks are a point of control. Computers are a tool of surveillance. Databases and data are how we are disciplined and punished. Quite to the contrary of Seymour’s hopes that computers will liberate learners, this will be how all of us will increasingly be monitored and managed.
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I hope she suggests a solution. #clmooc would be leaders. How to share this perversion of possibilities. The "adjacent possible" of the good became the priority instead of adjacent.
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The latter should give us pause
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I'm pausing. So many things reeling in my head: how can bad be the most powerful? people: identities unaccepted; control; We're supposed to be civilized. But are we -- if this is what we do?
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challenge it
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When we challenge it, we will see HOW the data will be used against us as those controlling it will want to silence us, not find another way to work with people.
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little thought about the Terms of Service,
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I do read the terms of service, and I know that Google wants me to share, so gives me my ownership. Yes, collecting data. Advertising. So how do we as those sharing, work with Google, etc. to to make a better world? What is a "better world" ? Aren't there Google aspects reaching out to help identify environmental and social problems? Is everything here bad? I don't want it to be.
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control over our access to knowledge.
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There it is control. What do you want them to do? What is the people's goal?
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“Do not fold, spindle, or mutilate.”
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I remember. My brother made a keypunch card with "the finger" on it. 1970s I wonder where I put that? His quiet push back.
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you’ve got to indicate to the people who run it, to the people who own it, that unless you’re free, the machine will be prevented from working at all!
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And, again, where is the HOW? How do we push back? The optout movement has started, and the pushback on them is fierce; fierce to keep the testing going. What do "the people" do? This is the alarm. We have no firetruck. Give us some tools. Now. Please.
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ISTE is the perfect place to question what the hell we’re doing in ed-tech in part because this has become a conference and an organization dominated by exhibitors. Ed-tech — in product and policy — is similarly dominated by brands. 60% of ISTE’s revenue comes from the conference exhibitors and corporate relations; touting itself as a membership organization, just 12% of its revenue comes from members. Take one step into that massive shit-show called the Expo Hall and it’s hard not to agree: “Yes, it is time to give up on computers in schools.”
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What are some ways we can evaluate the knowledgeable others who inform our practice, or the organizations that supply the tools we adopt in schools, to always understand the market motivations at work?
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The stakes are high here in part because all this highlights Google’s thirst for data — our data. The stakes are high here because we have convinced ourselves that we can trust Google with its mission: “To organize the world’s information and make it universally accessible and useful.”
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We've convinced ourselves that we can trust Google with its mission because to investigate the way Google might influence us by monopolizing search is beyond most people's ability or inclination to understand the inner workings of the Internet.
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CLMOOC 2015 - Making Learning Connected - 0 views
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Welcome
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Make Cycle # 2!
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compose within
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un-introduce ourselves
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Tar River and UNC-Charlotte Writing Projects
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This American Indian Dungeons and Dragons lets you weave powerful stories - Boing Boing - 0 views
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What's 'Value Added' About Tech Tools in the Classroom? | DMLcentral - 0 views
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More than any other aspect of digital texts, this sense of malleability is what I find most exciting as an educator because it helps us expand the definition of what constitutes writing and it reminds us that writing, just like all forms of creation, is a social practice in conversation with others in the world around us.
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If all forms of creation are a social practice how do we facilitate and highlight the social aspects of the creative work we do in #clmooc, a space designed for collaboration and connecting.
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Teaching Beyond Tropes: Quicksand, Ellipses - 0 views
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trailing off,
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my thoughts have been...
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Quicksand, Ellipses
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neuronal emersion
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violet tenderness
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And wait...
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Tweedy Impertinence - 0 views
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lagniappe
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"the 13th donut"--lagniappe as service attitude that bespeaks love and promotes it in the world, any world.
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Even if, today, all they want to grow into is someone whose Moodle gradebook works right.)
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You’ve got a friend in me
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“Today my jurisdiction ends here.”
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A world of “reclaimed” pedagogy is necessarily going to involve more interactions like this.
Teaching/Reading Nick Sousanis' *Unflattening* | HASTAC - 0 views
Spin Weave and Cut | process - 0 views
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Chapter Two of Participatory Culture in a Networked Era - Impedagogy - 0 views
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Youth Culture, Youth Practices
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If we are going to make meaningful interventions here, we have to go well beyond the myth of the digital native, which tends to flatten diversity and mask inequality. We need to engage more closely with the very different ways that young people encounter new media in the contexts of lives that are defined around different kinds of expectations and norms, different resources and constraints, from those encountered by youth raised under more privileged circumstances.
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Coming of Age
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“boy culture,” the process of peer-based masculine socialization, used to take place outside of the home and was structured around boys escaping the control and supervision of their mothers
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Tutor Mentor Institute, LLC - 0 views
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Career Ladder - Helping Inner City Youth Through School to Careers by Daniel F. Bassill
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I am reading Henry Jenkins, et al's latest book, Participatory Culture. Everything I see here fits what I have read so far. And also asks the question: how do we get youth to participate in this particular culture--the one that moves them through poverty and into careers. I will have to make this one of the core questions as I read Participatory Culture.
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"What Will it Take to Assure that all Youth Born or Living in High Poverty are Starting Jobs and Careers by Age 25?"
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Trying to imagine what this meant to me in my life. I don't think it was the skills so much that my parents gave me as the attitude to keep on.
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the ideas exchanged by participants, and the relationships created, are as important as the learning that takes place.
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the "c" in cMOOC stands for 'connectivism', a learning philosophy that argues that connection is the secret sauce the element in the play that makes learning inevitable. Part of that connection is exchange (what I call reciprocation) and relationship (the fruit of reciprocation).
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Last night the hangout focused on a platform called Youth Voices, where youth from around the country are connecting and sharing ideas and reflections.
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I feel badly that I have not made a better attempt to connect/facilitate between others. That's why I tried to get Daniel and Simon together in a Hangout.
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encourage him to use concept mapping tools like Kumu
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I found one under the topic of "How Can We Reduce Costs and Still Get the Care We Need?"
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A valuable tool. Here is a quick response: https://farm1.staticflickr.com/741/23114808664_5298e18c36_b.jpg
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They could be learning many new skills and habits (see article about passionate employee).
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This has always been an issue in education--where is the best leverage for improving learning? where the best place to use any resource to get the most value? Is this too narrow a way of looking at the problem? too bottom line? Seems to value "cost" efficiency over all other values? So...do we need to be putting our magic into tutors/mentors and teachers or into learner/employees?
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This process could engage youth in thousands of locations, focusing on many complex problems, not just health care or poverty.
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I have always been for the idea that learners need to be more responsible for their own learning. They should begin to be responsible for the problems they generate in their own lives and the ones they see generated around them. It is the distribution of these problems and the relative inequity of this distribution that is most troubling. Those who have the greatest opportunity to face the most difficulty problems are also those who are given the least resources to deal with them. How fair is it to ask children to deal with the large issues of safety, health care, and poverty around them?
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touches of sense...: Fallow. - 0 views
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The field
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"Field" is a construct, a word that gives us fake leverage. If we call it one thing so that we can manipulate it, the handle on a skillet, the hook for hanging a coat up, It is not one thing. It is a desperate many things that live within one thing. It is fox, not the hedgehog. via GIPHY
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empty
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I suppose at the subatomic level there is more empty than not. At the neuronal level, all of the neurons are firing and wiring and firing and wiring. At a farmer's level, the ground level, he knows that there is no container to be empty. There is only the turning of Gaia on a tilted axis and the flow of root and branch, leaf and rhizome in a sweet slow dance, a timelapsing dervish. via GIPHY
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intents and purposes
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close cropped
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the aftermath: a definition aftermath (ˈɑːftəmaːθ, æ-) Also aftermowth; [after- 6 + math mowing.] 1.1 Second or later mowing; the crop of grass which springs up after the mowing in early summer. Also attrib. (See also aftergrass, aftercrop.) 1523 Fitzherbert Surveying 2 Yet hath the lorde the Edysshe and the aftermathe hym selfe for his owne catell. 1601 Holland Pliny (1634) I. 506 The grasse will be so high growne, that a man may cut it down and haue a plentiful after-math for hay. 1631 G. Markham Way to Wealth iii. ii. vi. (1668) 149 Eddish, or After-math-cheese. 1673 Marvell Rehears. Transp. ii. Wks. II. 251 The after-math seldom or neuer equals the first herbage. 1834 Southey Doctor cli. (1862) 391 No aftermath has the fragrance and the sweetness of the first crop. 1856 Patmore Angel in House (1866) ii. iv. iv, Among the bloomless aftermath. 1860 Farmer's Mag. LII. 242/1 Thus treated I would calculate on a good after⁓math, to be either sold or used in the yards. 2.2 fig. Esp. a state or condition left by a (usu. unpleasant) event, or some further occurrence arising from it. a 1658 Cleveland To Mr. T. C. 22 Rash Lover speak what Pleasure hath Thy Spring in such an Aftermath! 1851 H. Coleridge Ess. & Marg. II. 13 The aftermath of the great rebellion. 1878 Masque of Poets 135, I am one that hath Lived long and gathered in Life's aftermath. 1946 W. S. Churchill Victory 5 The life and strength of Britain‥will be tested to the full, not only in the war but in the aftermath of war. 1958 M. L. King Stride toward Freedom vi. 102 The aftermath of nonviolence is the creation of the beloved community, while the aftermath of violence is tragic bitterness. 1960 C. Day Lewis Buried Day ii. 41, I remember, too, its aftermath-the triste, enervated feeling which the cold kiss of the dew spreads through one's whole body. 1979 A. Storr Art of Psychotherapy x. 107
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Aftermath BY HENRY WADSWORTH LONGFELLOW When the summer fields are mown, When the birds are fledged and flown, And the dry leaves strew the path; With the falling of the snow, With the cawing of the crow, Once again the fields we mow And gather in the aftermath. Not the sweet, new grass with flowers Is this harvesting of ours; Not the upland clover bloom; But the rowen mixed with weeds, Tangled tufts from marsh and meads, Where the poppy drops its seeds In the silence and the gloom.
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I can do no more for now.
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fallow
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fallow wait idle linger malinger suspend abey follow shadow attend conform adhere abide support Avoid a void
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stuff of life.
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Fallow.
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filled to the brim with harvest.
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Right Now - hackpad.com - 0 views
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come out
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Friday
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Friday
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Friday
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it’s all pointless
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a teacher
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How Thomas van Linge Mapped Islamic State - SPIEGEL ONLINE - 0 views
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touches of sense... - 0 views
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Are we developing: "a practice that involves a break with the familiar, the routine ways of seeing, hearing, feeling, understanding things so that the organism may become receptive to the potential forms of a nonaggressive, non-exploitative world." ?
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TaniaScreencastSnagIt - YouTube - 0 views
