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Åke Nygren

Maker Party 2014: Resources for Libraries and Learning Spaces | The Webmaker Blog - 0 views

blog.webmaker.org/-libraries-and-learning-spaces

makerparty webmaker library learning

shared by Åke Nygren on 21 Jul 14 - No Cached
  • At the heart of the Maker Party campaign, Webmaker tools/resources, and Hive Learning Network is the Web Literacy Map which outlines what we think are the important skills and competencies needed to be literate on the web
  • Hive Learning Network, a project of Mozilla, is comprised of organizations (libraries, museums, schools and non-profit start-ups) and individuals (educators, designers,  community catalysts and makers). Together, they create opportunities for youth to gain digital and analog skills to learn within and beyond the confines of traditional classroom experiences, design innovative practices and tools that provide opportunities for greater impact, and contribute to their own professional development within an active community of practice.
  • understand how the web works.
  • ...4 more annotations...
  • Maker Party events around the world help catalyze and deepen what Hive and Webmaker tools and resources are all about and serve as a way to understand and build upon connected learning, web literacy and digital skills for event hosts as well as participants.
  • Tip Sheet for hosting Maker Party events in your varied learning spaces–libraries, community centers, after school programs, schools or museum exhibition floors.
  • 23 great Webmaker activities for libraries Mozillarian blog, dedicated to exploring intersection between Mozilla and library world Reset the Library: What can I do to boost online privacy in my library community? Webmaking with Library Patrons
  • Webmaker Training MOOC.
Åke Nygren

IFLA/UNESCO Public Library Manifesto 1994 | IFLA - 0 views

www.ifla.org/...-public-library-manifesto-1994

unesco public library manifesto

shared by Åke Nygren on 20 Jul 14 - No Cached
  • supporting both individual and self conducted education as well as formal education at all levels; providing opportunities for personal creative development; stimulating the imagination and creativity of children and young people;
  • ensuring access for citizens to all sorts of community information;
  • facilitating the development of information and computer literacy skills;
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  • The public library shall in principle be free of charge
  • It must be supported by specific legislation and financed by national and local governments. It has to be an essential component of any long-term strategy for culture, information provision, literacy and education.
  • Cooperation with relevant partners - for example, user groups and other professionals at local, regional, national as well as international level- has to be ensured.
  • Collections and services should not be subject to any form of ideological, political or religious censorship, nor commercial pressures.
Åke Nygren

Media and Information Literacy - 0 views

portal.unesco.org/...=DO_TOPIC&URL_SECTION=201.html

MIK media unesco medialiteracy

shared by Åke Nygren on 21 Jul 14 - Cached
  • Information and media literacy enables people to interpret and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right.
  • An essential element of the strategy is the integration of libraries into the programmes as they provide an environment with resources and services for free and open learning and play a key role in people’s life-long learning.
Åke Nygren

Webmaker Training: Teach the Web | Building | Concepts - 0 views

training.webmakerprototypes.org/...concepts

connectedlearning building

shared by Åke Nygren on 07 Jul 14 - No Cached
  • Building on the Web
  • Open Educational Resources (OER)
  • The Web is a massive, shifting repository of human knowledge. We should empower learners to engage this ecosystem and make the Web they want to use. Mozilla developed the Web Literacy Map to help you do just that.
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  • The Design Process
  • authentic assessments
  • experiential learning
  • In "Design Challenges" learners select a problem, conduct research with users, prototype a solution, give and receive feedback, and iterate to produce a final project.
  • Feedback is the glue of the Web
  • Constructive Criticism
  • Feedback is the basis for open source culture
  • Giving constructive criticism (and receiving it) is something that takes practice. We adhere to “if you can't say something nice, don't say nothing at all” because we don't believe that our opinions are necessary. We forget that criticism doesn't have to lead to complete redesign or reformulation.
  • delivering feedback
  • We also tend to spend time focusing on our own things, rather than looking at other people's ideas and thinking about making them better.
  • We ask for feedback and expect to get some, but we rarely give our feedback freely – we wait until our specific feedback is requested or until the work directly affects our own. We all know how fantastic it is to get good, constructive feedback on something we're working on. What if we all took more time to give feedback like that to others? What would happen?
  • the Web is, by its nature, collaborative
  • the power of the open Web comes from our ability to share. In the learning experiences we design, when we create spaces to share our work with each other, we model the way the Web works. These complex social spaces encourage freedom of expression and honesty.
  • Collaboration builds empathy
Sheri Edwards

Beyond Rigor - Hybrid Pedagogy - 0 views

www.hybridpedagogy.com/...beyond-rigor

hybrid pedagogy rigor connectedlearning participation openly-networked interest-powered peer-supported social

shared by Sheri Edwards on 23 Jun 14 - No Cached
  • What is rigorous, then, is not process but our curious examination of the (unforeseen, unexpected) results and their effectiveness.
  • Engaged: Meaningful work
  • Dynamic
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  • Curious: A rigorous curiosity underpins the most fruitful work scholars do.
  • Better that we model our passion to know something thoroughly than to merely transmit content or knowledge.
  • a series of iterative experiments.
  • a resolution to the inquiry
  • Derivative
  • Critical: We can’t be afraid to critique our own circumstances, our own context.
  • attentive and alive, responsive
  • Cormier suggests rhizomatic education — constructing and negotiating community knowledge through a series of interdependent nodes — as a pedagogical solution within quickly changing fields of information. In other words, by connecting to each other, no matter our expertise or station, knowledge grows.
  • We may provide the content, but this is no different today than scattering LEGOs on a table: what happens next is not up to us
  • from a traditional model of schooling to one more compatible with the realities of the digital landscape. Experimentation, inquiry, and play are both the research tools we must use to create online and hybrid classrooms, and also the methodologies best employed within those classrooms.
  • Testing and canonical content are less vital to the new media landscape than interactivity, play, and relevant application.
  • that students “show up,” be curious, collaborate, and contribute.
  • The digital has reminded us that learning happens unexpectedly, and so should our approach to learning be unexpectant. We must return play to education, to pedagogy, and to all scholarly practice.
  • Field Notes for 21st Century Literacies: This book was produced by graduate students in a course with Cathy N. Davidson. The text of the work is itself rigorous, but what we find most intensely rigorous is the way the reader is brought into the book’s ongoing creation through simultaneous publishing on communal platforms like Rap Genius, HASTAC, GitHub, and Google Docs.
Åke Nygren

Connecting Youth Interests Via Libraries | DMLcentral - 0 views

dmlcentral.net/...ting-youth-interests-libraries

connectedlearning

shared by Åke Nygren on 01 Aug 14 - No Cached
  • Connecting Youth Interests Via Libraries
  • Connected learning is learning that is interest-driven, socially connected, and tied to school achievement and real world opportunity. And, libraries are smartly becoming hubs for such learning.
  • Libraries, which have long been centers of community activity, are uniquely situated to become a nexus of connected learning because their mission centers on personalized and interest-driven learning. They are another space, besides school and home, that allows activities and practices to meld together. As guides to online information and technical literacy, librarians often already are guides to connected learning
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