Six Ways to Build Girl-Inclusive Makerspaces
Nikole Collins-Puri, CEO of TechBridge Girls, explores her organization's mission and outlines six key strategies for for building makerspaces that are girl-inclusive.
Maker Education Initiative, #techquity, equity, maker education, Making
Transitioning from Conventional to Connected Teaching: Small Moves and Radical Acts
This collection shares resources created by educators across the Educator Innovator network who are working to transform their teaching in order to promote connected learning.
LRNG Innovators, connected learning, DML, LRNG
Opening the Walls of the Classroom and the Boundaries of the Park
Resources in this collection have emerged from a growing partnership between the National Park Service (NPS) and the National Writing Project (NWP) designed to bolster connected learning opportunities within the national parks and reach more young visitors and educators.
National Parks Service, National Writing Project, connected learning, professional development, teaching writing, writing
Making our worlds: Hactivism in middle grades English Language Arts
This collection features the work of three Teacher Consultants from the UNC Charlotte Writing Project who explored and reflected upon how a "maker" approach to teaching English Language Arts worked to empower students in the classroom and connect them with the community.
hacking, Maker Movement, activism, #connectedlearning, make
From Professional Development to Professional Practice: The SEEDs of Connected Learning in a High Need Middle School
This collection of resources demonstrates the ways that middle school teachers at a high needs middle school in Eastern North Carolina are transforming their professional learning and teaching practices with Connected Learning frameworks.
interest-driven, Open Networks, connected learning, MOOC, professional development, tar river, TRWP
Textual Power on Our Own Terms: Remixing Literacy in Out-of-School Spaces
What does it look like when young people are writing on their own terms, in spaces outside of school? What new ways of composing do digital media tools open up for us, and what does that mean as it relates to literacy pedagogy and writing instruction inside of schools? This collection features resources written by Hip-hop & spoken word artists & entrepreneurs who work first-hand with youth on initiatives that center youth production and literacy.
21st century literacies, digital literacies, connected learning, hip hop, spoken word
Featured tag
If our students care about who reads/sees their work, they will put more effort into making it the best work possible. While we teachers like to think we are an important audience, the truth is that the opinions of peers are often far more important...
by Laura Bradley
on Jul 13, 2017
Funded in part by a LRNG Innovator grant, students in a Northern California middle school run a daily news broadcast. They produce all the content and operate all the technology for the show, building valuable career, technical, and digital litearcy...
by Laura Bradley
on Jul 13, 2017
“I need someone to be the victim.” Laughter echoes through the elementary STEM lab on a frosty Saturday morning in Grand Haven, Michigan. Two girls giggle, surrounded by wrinkly chart paper full of messy writing, as they attempt to recruit actors...
by Christopher Working
on May 16, 2017
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The Community
blog
This past semester, I invited several folks who participated in the past to come and share with my current class about their work and reflections on Connected Learning and teaching. I also had a chance recently to hear from several of past ED677ers in a panel discussion at Arcadia University in relation to a meeting on Connected Learning in Teacher Education. Below then is a set of compiled thoughts, notes and quotes from this work and those discussions.
on Jul 17, 2017
by Christina Cantrill
resource
on Jul 17, 2017
by Kate Fox
resource
If our students care about who reads/sees their work, they will put more effort into making it the best work possible. While we teachers like to think we are an important audience, the truth is that the opinions of peers are often far more important to our students than a teacher’s grade.
on Jul 13, 2017
by Laura Bradley
resource
Funded in part by a LRNG Innovator grant, students in a Northern California middle school run a daily news broadcast. They produce all the content and operate all the technology for the show, building valuable career, technical, and digital litearcy skills. Resources here detail ways that you can bring media literacy to your students, with or without a studio program.
on Jul 13, 2017
by Laura Bradley
collection
This collection shares resources created by educators across the Educator Innovator network who are working to transform their teaching in order to promote connected learning.
on Jul 12, 2017
by Nicole Mirra
collection
As a collection, Years in the Making with Connected Learning seeks to offer lessons on the evolution of Connected Learning through the vantage points of mentors, community collaboration, and interest-driven learning. By no means is this meant to suggest that the examples and resources included in the collection are the gold standard by what it means to create a connected learning environment. However, each one of the projects involved in this resource does offer a perspective on what it means to work within the tensions of everyday educational practice and the power of community networked learning ecosystems. I invite you all to browse through these resources and check out the stories contained within them. Let’s keep the conversation going!
on May 22, 2017
by Christopher Rogers
blog
“I need someone to be the victim.” Laughter echoes through the elementary STEM lab on a frosty Saturday morning in Grand Haven, Michigan. Two girls giggle, surrounded by wrinkly chart paper full of messy writing, as they attempt to recruit actors for their anti-bullying video. A third girl rushes over, and the trio huddles around an iPad. The space is fairly noisy, maybe more so than a typical classroom, with pockets of kids spread out around the room. Looking beyond the mess and the noise, you might notice ten third and fourth grade students all highly engaged in learning. You might also notice a few adults coaching kids and asking questions. What you would have a hard time seeing is who is in charge.
on May 16, 2017
by Christopher Working
blog
I thought I'd mark the occassion. This year marks my 2nd year in Writing Project World. I'd just returned to teaching. My thinking at the time was, How long am I doing this? Am I in it for the long-term? Then the National Writing Project led me to understand that there was a way to marry my love for writing and creation to teaching. Now I'll be a learner all my life.. and nothing, absolutely nothing will get old in my classroom... I'm very happy to be here, and I look forward to being an active member of this community. It's taken me 2 years to find you.. for me, it's a relief to be among friends. :)
on May 16, 2017
by Veronica Estrada
resource
In the publication Teaching in the Connected Learning Classroom, Nicole Mirra challenges deficit narratives to “remind us that children are complex beings who are not simply interested in childish things; instead, they are citizens in the making who offer sophisticated observations and critiques of the inequalities and injustices around them that educators need to honor and build upon. We have an urgent need to utilize students’ voices and interests in order to help them develop expertise and agency.” Building upon this critical insight, I have compiled recent examples of strong interest-driven projects that cultivated a deep commitment to youth choice and voice, as meaningful ingredients to transformative learning experiences.
on May 10, 2017
by Christopher Rogers
resource
The work of Detroit Future Schools grew out of grassroots collaborations with educators and community activists, flowering multiple projects that seek to bridge the gap between education and community change. A recent iteration of this work can be found in their “No Water, No Life” project led by students and carried into the internationally-renowned Allied Media Conference.
on May 10, 2017
by Christopher Rogers
resource
Almost 50 years ago from this moment, Grace Lee Boggs began to reflect on the power of education as it relates to the power to shape community. In Education: The Great Obsession, she argues that schools need to embrace their role as centers of the community and that the community’s needs and problems must look to take a central place within the curriculum. Boggs continues, “Through the solution of real community problems, students discover the importance not only of skills and information but also of the ideas and principles that must guide them in setting and pursuing goals.” In this resource around community collaboration, we return to Detroit to see how educators have put these ideals into practice, as well as expand beyond Detroit to see how teachers in other parts of the country are partnering with local communities to extend the scope of student learning and impact.
on May 10, 2017
by Christopher Rogers
resource
“Brother Mike” Hawkins served as a beacon of light during his time with the Digital Youth Network and the YOUMEDIA space at the Harold Washington Library.
on May 10, 2017
by Christopher Rogers
blog
I’m a science teacher. I didn’t immediately embrace this identity, as I began my career a passionate English teacher. It didn’t take long before I was bouncing back and forth between English and science classrooms, and I quickly grew to love both equally. ... I am always looking for opportunities to incorporate new literacy skills into my science classroom.
on May 8, 2017
by Carrie Nobis
blog
via http://van-life.net/ I don't know what to make of the piece by Rachel Monroe in The New Yorker about #VanLife, which focuses on people who have taken to living in their vans (mostly VW vans) for all sorts of reasons -- economic, lifestyle, etc. These #VanLife folks then share their travels and world via social media, often with the hashtag of #VanLife, and mostly on Instagram. That's fine. Our world is one built on sharing and community practice (yes, there is a #VanLife network of people) but where I started to shake my head and wonder is when the article shifted to the money being made by those who are living in their vans.
on Apr 29, 2017
by Kevin Hodgson
blog
A funny thing happened on my way to the Rhizome sometimes last year ... the hashtag got switched. Now, normally, this would not be a big issue. But I have come to realize more and more how much I rely on the columns of my Tweetdeck app (sorted by hashtags) as a place to keep connected to various projects. So, when someone switches a conversation from one hashtag (say, #rhizo16) to another (say, #resilience16), I suddenly feel disorientated. Lost. And I depend on the kindness of strangers. A few rhizo folks had made some initial tweets with both hashtags (which is quite generous because together, they take up a good portion of the 140 characters to begin with, you know?).
on Apr 29, 2017
by Kevin Hodgson
Pages
blog
This past semester, I invited several folks who participated in the past to come and share with my current class about their work and reflections on Connected Learning and teaching. I also had a chance recently to hear from several of past ED677ers in a panel discussion at Arcadia University in relation to a meeting on Connected Learning in Teacher Education. Below then is a set of compiled thoughts, notes and quotes from this work and those discussions.
on Jul 17, 2017
by Christina Cantrill
blog
“I need someone to be the victim.” Laughter echoes through the elementary STEM lab on a frosty Saturday morning in Grand Haven, Michigan. Two girls giggle, surrounded by wrinkly chart paper full of messy writing, as they attempt to recruit actors for their anti-bullying video. A third girl rushes over, and the trio huddles around an iPad. The space is fairly noisy, maybe more so than a typical classroom, with pockets of kids spread out around the room. Looking beyond the mess and the noise, you might notice ten third and fourth grade students all highly engaged in learning. You might also notice a few adults coaching kids and asking questions. What you would have a hard time seeing is who is in charge.
on May 16, 2017
by Christopher Working
blog
I thought I'd mark the occassion. This year marks my 2nd year in Writing Project World. I'd just returned to teaching. My thinking at the time was, How long am I doing this? Am I in it for the long-term? Then the National Writing Project led me to understand that there was a way to marry my love for writing and creation to teaching. Now I'll be a learner all my life.. and nothing, absolutely nothing will get old in my classroom... I'm very happy to be here, and I look forward to being an active member of this community. It's taken me 2 years to find you.. for me, it's a relief to be among friends. :)
on May 16, 2017
by Veronica Estrada
blog
I’m a science teacher. I didn’t immediately embrace this identity, as I began my career a passionate English teacher. It didn’t take long before I was bouncing back and forth between English and science classrooms, and I quickly grew to love both equally. ... I am always looking for opportunities to incorporate new literacy skills into my science classroom.
on May 8, 2017
by Carrie Nobis
blog
via http://van-life.net/ I don't know what to make of the piece by Rachel Monroe in The New Yorker about #VanLife, which focuses on people who have taken to living in their vans (mostly VW vans) for all sorts of reasons -- economic, lifestyle, etc. These #VanLife folks then share their travels and world via social media, often with the hashtag of #VanLife, and mostly on Instagram. That's fine. Our world is one built on sharing and community practice (yes, there is a #VanLife network of people) but where I started to shake my head and wonder is when the article shifted to the money being made by those who are living in their vans.
on Apr 29, 2017
by Kevin Hodgson
blog
A funny thing happened on my way to the Rhizome sometimes last year ... the hashtag got switched. Now, normally, this would not be a big issue. But I have come to realize more and more how much I rely on the columns of my Tweetdeck app (sorted by hashtags) as a place to keep connected to various projects. So, when someone switches a conversation from one hashtag (say, #rhizo16) to another (say, #resilience16), I suddenly feel disorientated. Lost. And I depend on the kindness of strangers. A few rhizo folks had made some initial tweets with both hashtags (which is quite generous because together, they take up a good portion of the 140 characters to begin with, you know?).
on Apr 29, 2017
by Kevin Hodgson
blog
Colleagues of mine from the Philadelphia Writing Project asked me recently if I had suggestions about ways that they might think about extending their Summer Institute (SI) beyond the summer and into spaces, on and offline. The goals were to allow for beyond-the-summer discussions as well as to support others in joining in and participating beyond that particular SI cohort. Below are a set of Whys followed by a list of Hows ideas that I put together for them; sharing them here as a resource for other writing project sites and colleagues across the country. Feel free to add to an editable version of this list!
on Mar 9, 2017
by Christina Cantrill
blog
Starting something new is perpetually a complex endeavor: exciting and challenging; confusing and frustrating; fun and eye-opening; and important and mysterious --- think first day as a freshman, think mid-week of the first week of the Summer Institute (as part of the National Writing Project), think first day on the job. Being a member of this team of teachers (see links, below) working on creating curriculum for Youth Voices was just as amazing.
on Mar 6, 2017
by Aram Kabodian
blog
I had been writing about diving into the world of Twitter Bots for Networked Narratives, and my interest in creating my own Twitter Bot, if only to understand the process of how it is done. Well, I did it. Check out the PeaceLove&Bot bot. Every six hours, the PeaceLove bot will send out a new tweet that begins with the lines made famous in the Elvis Costello song (but written by Nick Lowe) with random word replacing "Understanding" in the lyrics. I've included the #NetNarr hashtag in the code, too, so that the tweets get sent into the NetNarr twitter stream. Phew.
on Feb 11, 2017
by Kevin Hodgson
blog
This past summer I attended our local chapter of the National Writing Project, Red Cedar Writing Project, leadership meeting. During the meeting, we were given the opportunity to join projects that were either in progress or just starting up. I found myself intrigued by the description of both YouthVoices.live and LRNG.org. I decided that these two projects sounded interesting and fulfilled my need to combine learning with technology.
Little did I know what an awesome team I would join. There are seven of us, and our leader has taken to calling us the Magnificent Seven (but without all the violence, of course). I have to admit that never in my wildest dreams did I expect this team to be as productive and driven as it has proven to be. So what has it been like for me?
on Feb 10, 2017
by Dianna Baldwin
blog
Langston Hughes said it best when he expressed his feelings in the masterpiece, “I, too”:
Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
Then.
Besides,
They’ll see how beautiful I am
And be ashamed—
I, too, am America.
on Feb 8, 2017
by Jessyca Mathews
blog
Sometimes innovation is about having a sense of the big idea, then paving the way one step at a time. Creativity and exploration certainly is part of the learning process.
As an engaged digital literacy educator, I invite my students into powerful opportunities to engage in conversation with other learners across the country through the Youth Voices Community. Through this professional learning space, several dedicated teachers, including National Writing Project teachers, engage students in conversation through written discussion and video conferences, as well as support with guides for writing and learning with shared curriculum.
on Feb 8, 2017
by Dawn Reed
blog
A profile on the evolution of educator innovator, Joe Dillon, 11th grade English teacher and instructional coach at Rangeview High School in Aurora, Colorado.
on Dec 6, 2016
by Howard Rheingold
blog
For the CLMOOC Pop-Up Make Cycle for #DigiWriMo, we invited people to help annotate an interview of Troy Hicks about digital literacies. The Edutopia article by Todd Finley is a few years old, but holds up remarkably well, I think. We have been using the Hypothesis annotation tool, which allows you to collaboratively add comments and media in the margins of a web-based article. It's a great way to "think out loud with others" in the margins of the Web. It's also invisible, to some degree.
on Dec 3, 2016
by Kevin Hodgson
blog
I don't claim to understand all of the data analysis that goes on when people research and examine all of the elements of our social interactions in places like Twitter and beyond. Here, for example, is what the Innovator's Mindset MOOC looked like from a data analysis viewpoint.
on Dec 2, 2016
by Kevin Hodgson
Pages
resource
on Jul 17, 2017
by Kate Fox
resource
If our students care about who reads/sees their work, they will put more effort into making it the best work possible. While we teachers like to think we are an important audience, the truth is that the opinions of peers are often far more important to our students than a teacher’s grade.
on Jul 13, 2017
by Laura Bradley
resource
Funded in part by a LRNG Innovator grant, students in a Northern California middle school run a daily news broadcast. They produce all the content and operate all the technology for the show, building valuable career, technical, and digital litearcy skills. Resources here detail ways that you can bring media literacy to your students, with or without a studio program.
on Jul 13, 2017
by Laura Bradley
resource
In the publication Teaching in the Connected Learning Classroom, Nicole Mirra challenges deficit narratives to “remind us that children are complex beings who are not simply interested in childish things; instead, they are citizens in the making who offer sophisticated observations and critiques of the inequalities and injustices around them that educators need to honor and build upon. We have an urgent need to utilize students’ voices and interests in order to help them develop expertise and agency.” Building upon this critical insight, I have compiled recent examples of strong interest-driven projects that cultivated a deep commitment to youth choice and voice, as meaningful ingredients to transformative learning experiences.
on May 10, 2017
by Christopher Rogers
resource
The work of Detroit Future Schools grew out of grassroots collaborations with educators and community activists, flowering multiple projects that seek to bridge the gap between education and community change. A recent iteration of this work can be found in their “No Water, No Life” project led by students and carried into the internationally-renowned Allied Media Conference.
on May 10, 2017
by Christopher Rogers
resource
Almost 50 years ago from this moment, Grace Lee Boggs began to reflect on the power of education as it relates to the power to shape community. In Education: The Great Obsession, she argues that schools need to embrace their role as centers of the community and that the community’s needs and problems must look to take a central place within the curriculum. Boggs continues, “Through the solution of real community problems, students discover the importance not only of skills and information but also of the ideas and principles that must guide them in setting and pursuing goals.” In this resource around community collaboration, we return to Detroit to see how educators have put these ideals into practice, as well as expand beyond Detroit to see how teachers in other parts of the country are partnering with local communities to extend the scope of student learning and impact.
on May 10, 2017
by Christopher Rogers
resource
“Brother Mike” Hawkins served as a beacon of light during his time with the Digital Youth Network and the YOUMEDIA space at the Harold Washington Library.
on May 10, 2017
by Christopher Rogers
resource
High school English teacher Scott Glass at Glenbrook South in the suburbs of Chicago had always been interested in art and creating, but didn’t do a lot of it himself until he started teaching a humanities class.
on Mar 13, 2017
by Howard Rheingold
resource
While I think the goal of providing equitable access to educational technology is laudable, I am consistently amazed at the lack of foresight demonstrated by districts when it comes to what teachers and students should do with the devices once they have been distributed. As I have ranted before, the devices do not magically transform learning — strong pedagogy does that. And, I do not see much evidence of sustained, meaningful professional development being offered to teachers so that they can create strong, technology-enriched pedagogy.
on Jan 14, 2017
by Nicole Mirra
resource
This post was written by all the teacher-leaders in Sandboxes for Learning who attended the meeting described below December 9-11, 2016: Paul Allison, Christina Cantrill, Joe Dillion, Jenny Lockie, Jo Paraiso, Dawn Reed, Shantanu Saha, Chris Sloan, and Trixie Smith.
on Dec 17, 2016
by Paul Allison
resource
For the past several years, PhilWP has partnered with the Independence National Historical Park to offer a two-week summer program for students in grades 9-12, giving them the opportunity to explore the history of their city, think critically about American history, and use their experiences to inspire their writing and art. In addition, the partnership provided an opportunity for middle-school students to explore the importance of creating arguments using evidence as part of their ongoing learning. In 2015, the Philadelphia Writing Project, the National Writing Project and Independence National Historical Park completed a video called The Power of Argument, featuring Philadelphia eighth-graders and highlighting the Declaration of Independence as an argument.
on Nov 14, 2016
by Diane Waff
resource
Fun and play can create a more engaging learning environment. One of the units in eighth grade science that exemplifies learning through creative, playful, engagement is the Rube Goldberg unit. A Rube Goldberg device is a machine that uses a chain reaction of steps to accomplish a simple goal in a complex and whimsical way. At Friends’ Central School (FCS), the eighth grade students, in groups of 2-3, build Rube Goldberg devices to learn about energy.
The prompt for the Rube Goldberg device project is as follows:
“Your device must have at least five different steps.
on Oct 18, 2016
by Patricia Zaradic
resource
With a 2013 NPS Japanese American Confinement Sites grant, the National Japanese American Historical Society in collaboration with the Bay Area Writing Project, the Golden Gate National Recreation Area, and the Tule Lake Committee used newly accessible primary documents, secondary sources, photographs, oral histories, and artifacts to develop a web-based inquiry curricula for grades 4-12.
on Oct 12, 2016
by Grace Morizawa
resource
on Aug 12, 2016
by Christina Puntel
resource
YOUmedia is a teen learning space in various libraries, museums, and afterschool spaces throughout the country. This Case Study focuses on the flagship in the Chicago Public Library’s downtown Harold Washington Library Center. YOUmedia is dedicated to the interests of young people, and supported by librarians and mentors with expertise in digital media production.
on Feb 26, 2016
by Connected Learning Alliance
Pages
collection
This collection shares resources created by educators across the Educator Innovator network who are working to transform their teaching in order to promote connected learning.
LRNG Innovators, connected learning, DML, LRNG
on Jul 12, 2017
by Nicole Mirra
collection
As a collection, Years in the Making with Connected Learning seeks to offer lessons on the evolution of Connected Learning through the vantage points of mentors, community collaboration, and interest-driven learning. By no means is this meant to suggest that the examples and resources included in the collection are the gold standard by what it means to create a connected learning environment. However, each one of the projects involved in this resource does offer a perspective on what it means to work within the tensions of everyday educational practice and the power of community networked learning ecosystems. I invite you all to browse through these resources and check out the stories contained within them. Let’s keep the conversation going!
community engagement, interest-driven learning, connected learning, mentors
on May 22, 2017
by Christopher Rogers
collection
The 4T Virtual Conference on Digital Writing is a satellite of the annual 4T Virtual Conference (teachers teaching teachers about technology), which is sponsored by the University of Michigan Schools of Education and Information and Oakland Schools. The 4T Virtual Conference on Digital Writing focuses on the research, pedagogy, and tools of writing in digital spaces in the K-12 classroom.
4T Virtual Conference on Digital Writing, 4TDW, digital writing, virtual learning
on Nov 23, 2016
by Delia DeCourcy
collection
Resources in this collection have emerged from a growing partnership between the National Park Service (NPS) and the National Writing Project (NWP) designed to bolster connected learning opportunities within the national parks and reach more young visitors and educators.
National Parks Service, National Writing Project, connected learning, professional development, teaching writing, writing
on Oct 25, 2016
by Judy Buchanan
collection
This collection of case studies features three communities who build on fan interests and engagement to unite, inspire, and drive social change. These communities include Harry Potter enthusiasts, StarCraft gamers, and wrestling fans who use their shared passions as springboards for creative production and building peer-supported communities of learning.
case study, CL.tv, connected learning
on May 16, 2016
by Connected Learning Alliance
collection
This collection of seven personal stories showcases educators who are trying to reimagine both the role of educators as learners and develop new methodologies for teaching students in this increasingly digital age.
CL.tv, connected learning, personal story
on May 11, 2016
by Connected Learning Alliance
collection
This collection of ten personal stories features individuals who use their personal passions to engage with their communities.
CL.tv, connected learning, personal story
on May 4, 2016
by Connected Learning Alliance
collection
This collection of six personal stories documents the different ways that educators are utilizing aspects of both design and play in their curriculums. Their hands on approach to learning allows students to physically manifest their ideas by constructing, designing, and executing a plan to create something new either on their own or as a collaboration.
CL.tv, connected learning, personal story
on Apr 29, 2016
by Connected Learning Alliance
collection
This collection features four case studies which showcase a range of spaces where learners are pursuing their interests and passions alongside peers and mentors. These case studies, which showcase the work of both schools and community organizations/collaborations, were originally featured on Connected Learning TV, which now airs on NWP's Educator Innovator.
on Apr 29, 2016
by Educator Innovator
collection
This collection of five case studies features a selection of schools, organizations, and collaborations focused on using a connected learning approach to educational and social outreach. This collection spotlights communities of learners and educators developing unique programs that can expand educational experiences beyond the four walls of the classroom.
case study, CL.tv, connected learning
on Apr 27, 2016
by Connected Learning Alliance
collection
This collection draws together blogs and resources that follow my experience implementing the 20 Time project, Innovation Hour, in my high school classroom.
LRNG Grant, 20 time, genius hour, project-based learning, student choice, student-centered classroom
on Aug 27, 2015
by Carrie Honaker
collection
This collection features the work of three Teacher Consultants from the UNC Charlotte Writing Project who explored and reflected upon how a "maker" approach to teaching English Language Arts worked to empower students in the classroom and connect them with the community.
hacking, Maker Movement, activism, #connectedlearning, make
on Jul 30, 2015
by Steve Fulton
collection
This collection highlights six case studies centered on evidence the authors have uncovered through teacher inquiry and structured conversations about students’ digital writing.
digital writing, protocols, #lookingclosely, connected learning, inquiry, student work, teacher inquiry
on May 13, 2015
by Troy Hicks
collection
How are we bringing the #BlackLivesMatter movement into our classrooms?
#BlackLivesMatter, conversations, curriculum, racism
on Feb 10, 2015
by Paul Allison
collection
At the 2014 NWP Annual Meeting, a group of us participated in a "messing around and geeking out" session on Playing with Open Designs for Professional Learning.
The idea of this session was to think about how connected learning meets professional learning through open play experiences.
clmooc, connected learning, open, professional development
on Nov 22, 2014
by Karen Fasimpaur