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.
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.
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.
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.
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.
- english class
- high school english
- social justice and art
- students writing
- writing outside
- art and writing
- connected learning
- personal story
- classroom discussion
- public voice
- civic engagement
- peer mentorship
- community connections
- community engagement
- interest-driven learning
- teacher education
- lessons learned
- Group Process
- Social & Emotional Learning
- authentic audience
- LRNG Grant
- LRNG Innovators
- meaningful audience
- broadcast media
- LRNG Innovator
- digital storytelling
- media literacy
I feel the urge, no the need, to write this post as I stand with metaphorical new shoes to begin my journey to the land of the Big D. It is not to be confused with Gee’s Discourse with a capital D; it is a separate use of the fourth letter of the English language.
I am a writer and a teacher, specifically a writing teacher, so blogging is a natural forum for me to share my lessons and experiences. However, as a writer and a person who needs to write to think, to understand, to reflect, blogging is even more important to me as a lifelong learner.
Usually I blog about writing, technology, teaching, and the many ways they intersect in National Writing Project work, but I’ve been meaning to write about my alternate academic track experience for some time and my usual end of the semester reflection, in true Profhacker 3×3 fashion, seemed the right time.
Why Creative Commons?
We have changed the overall license of the Digital Is website to support creative sharing and distribution of content. We are influenced by the idea of creating community through the establishment of a shared commons of work as discussed in this video above as well as through conversations with colleagues at Creative Commons and P2PU.
How to Associate a License with your Content
As I wrote the other day, I am curious about how to use visual infographics to tell a story. Here, as part of the #walkmyworld project, I decided to map out a typical day of mine (time spent where) and create an infographic of my day. I used an app on my iPad for the creation of it and rounded up and down a bit on the times to make them whole numbers.
I rewrite this post from Kreativitet in support of thinking strategically about how NWP sites might work strategically with local media. As Director of CWP-Fairifeld, I was invited to attend a seminar on media relations with local presses and feel it has the potential to benefit others.
As makers, we often use tools.
A writer might have her favorite fountain pen. A bound journal. Novel writing software.
A carpenter has his favorite hammer. A router. An antique set of files.
A web programmer has her favorite text editor. Libraries of code snippets. Preferred debuggers.
The tools we have at hand affect the making we do.
I am a cook, and for the last five years, I have been in a transitional phase in life during which many of my belongings have been in storage. Now, I am in the process of opening those boxes and rediscovering possessions I haven’t seen in some time. What fun!
A couple years ago, I ate at a restaurant that served savory waffles as a dinner entrée. I vowed that when I got my waffle iron back, I’d try this.
Now I’m in my savory waffle period. Here are a few I’ve made.
TL;DR Version: Welcome to the first "official" week of the #walkmyworld project. Starting this week, and lasting a span of 10 weeks we'll all be sharing content on Twitter. Below you'll find some details from the first week.
I have often reflected at the end of the semester, in true Profhacker fashion, by giving a 3×3 course evaluation, but this semester my experience was much different and so I plan to do two 3×3 evaluations – first, my traditional course evaluation featuring my first experience teaching First Year Seminar featuring the Walking Dead and Superheroes to be followed by my evaluation of my first semester holding an alternate academic (alt-ac) position. I will begin with the Walking Dead in part because I’m in serious withdrawal during the mid-season break so I need to do something to stave off the obsessive blog trolling and in part because I’m still sifting and sorting how I think and feel about my alt-ac job.
I am a connected educator and I love technology. I love to use it, learn with it, play with it, and teach with it, but I am frustrated by the focus of many educators who chase the latest tool or gadget. It doesn’t matter if you are an Ipad classroom or a tablet classroom or a BYOD classroom. Maybe you still only have access to a few desktops in the corner of your classroom. Doesn’t matter. It isn’t about the tool. It isn’t about the technology. It is about the pedagogy. It is about the learning. Cutting edge tech does not make your students smarter (or dumber) and it does not make your teaching better. It is only a tool and like all tools it can be used for good or for evil.
Digital Learning Day
FEBRUARY 5, 2014
One of the mainstays of my creative writing classroom is poetry transcription, a writing exercise I learned from Rob Lockhart, a teacher with the Boyd County school system. I learned PT from Rob in 2004 during the Morehead Writing Project Summer Institute and have used it with every grade, class, and ability level since.
In linguistics, transcription is the act of rendering spoken language into written language. Similarly, in medical transcription, a transcriptionist listens to a doctor’s abbreviated verbal recordings and writes down the information in a patient’s files.
For anyone in the Philadelphia area...[[also considering ways we can sorta MOOC it]]
Inquiry to Action Groups (ItAGs) bring together educators from around the city to explore topics related to social justice in education, and then create an action connected to what they learned. ItAGs take place over a six to eight week period in February and March.
Philadelphia as Classroom: An Inquiry into Connected Learning Experiences: This ItAG will develop ways to partner local institutions and professional communities for student learning experiences beyond classroom walls. We will use the Connected Learning framework, which pushes for more interdisciplinary problem solving, critical thinking, and communication in student learning to inform the dialogue.
What makes some people feel a sense of agency while others do not?
There are people who believe they have power, can make a difference, can affect their world. And there are people who are resolute that they cannot or perhaps don’t even think of the world in those terms.
What makes us feel that we can make a difference? Are we born that way? Are we raised to feel agency? Do we have experiences that shape our sense of power in the world? It is a combination of all that and other unseen forces?
How can educators -- in school and out -- support youth to pursue and document the ideas that matter to them, while simultaneously helping them to use a critical lens?
Join Mimi Ito, Paul Allison, Nicole Mirra, and Stephanie West-Puckett for a Tuesday, July 9, 10am PT (1pm ET) webinar as we collaboratively discuss the intricacies of interest-driven learning.
We'll have a follow-up Twitter Chat on Thursday, July 11, at 10am PT (1pm ET) using the #literacies hashtag.
During the month of July, the National Writing Projecct is hosting a four-webinar series on Connectedlearning.tv.
The series, Writers at Work: Making and Connected Learning, had a fantastic kick-off this Tuesday, July 2.
Above is the archived video from the webinar. You can see this video, as well as an archive with resources and key questions/comments here.
I recently heard a woman rant, loudly and publicly (to a large audience as a part of a public speech on some other topic) about her child’s school.
It really, really pissed me off.
I know nothing about her situation, of course. I don’t know anything about the public school she spoke of. I don’t know her son. I don’t know the teacher or the constraints she is under.
But somehow it didn’t matter to me.
What I know is that most teachers want to serve their students the best they can. Most are under incredibly burdensome and restrictive guidelines as to what they can and can’t do in their classrooms. Most know this isn’t right but feel powerless to change things.
And despite all this, the stories that are most often being told – as was the case with this woman, in the media, and elsewhere – are of teachers who aren’t serving students well.
How do we reverse this incredibly destructive tide?
When NWP staff contacted me back in April to ask if I’d be interested in working to help create and facilitate the Making Learning Connected #clmooc, I blindly and enthusiastically jumped at the opportunity. Over the last few weeks I collaborated in real time and in lag time with my fellow facilitators in calendars, hangouts, documents, dashboards, chats, and communities with NWP staff and #clmooc facilitators to make a vision and make a plan for this massively open online collaboration.
Today at 10am PT (1pm ET), the National Writing Project is kicking off a month-long series of webinars & Twitter chats on how connected learning provides a framework for innovation across learning contexts.
You can find more info about the month's series of events, "Writers At Work: Making and Connected Learning."
The first webinar features Elyse Eidman-Aadahl, Nichole Pinkard, Andrew Sliwinski of DIY.org, and Bud Hunt as we focus on "Writing As Making/Making As Writing". Check out the webinar page for more info about how you can participate in realtime.
This past week was filled with unconferences for me. THATCamp describes the “unconference” like this:
An unconference is to a conference what a seminar is to a lecture, what a party is to a wedding, what a pick-up game of Ultimate Frisbee is to an NBA game, what a jam band is to a symphony orchestra: it’s more informal and more participatory
Now that sounds pretty exciting, right? A wonderful opportunity to exchange ideas, debate and discuss, and no one sitting around listening to someone reading from a pre-packaged paper or Powerpoint that drags on so long there is no time for questions let alone discussion.
(This is reposted from my blog)
Note from Kevin: I need to add a few disclaimers here before I start my review of Crafting Digital Writing by Troy Hicks. First of all, I know Troy and have presented with Troy and consider him a friend and colleague through the National Writing Project and beyond. Second, he sent me this book for free because one of my students and her work is featured in a chapter. I am also mentioned as her teacher. Third, I am a huge fan of Troy Hicks as a writer and thinker, and I appreciate his views on the world of digital writing. Personally, I would scoop up anything he has to say.
So, this is not an unbiased review.
(reposted from my blog)
Yesterday, as I was reading the newspaper on Sunday morning, I had one of those “make epiphanies” that come as a result of being part of the Making Learning Connected MOOC. I had the Sunday Comics in my hand and I began to wonder what it would be like to remix the comics. What if I cut out frames and then put them back together, creating a new narrative? I dove with with scissors and tape, but I have to admit: figuring out how to tell a story with assorted parts from other stories … that was difficult and the thinking took me quite a bit of time.
I have been teaching language arts to 7th and 8th graders for 10 years. I love teaching, and for the mosty part, I think my students enjoy my class. But I know I need to get on board and integrate more technology into my teaching practices. I will be taking a course this summer called Google Tools for Schools. I am apprehesive- technology use does not come easily to me- and I am jealous when I see how easily it comes to younger teachers. But I am going to push forward... I think!
Every Thursday night for the next six weeks the National Writing Project's Making Learning Connected #clmooc (Connect Learning Massively Open Online Collaboration) will be holding a twitter chat using the hashtag #clmooc.
This is the story of the first chat on Thursday, June 20th, 2013.
Let me start my reflection by explaining a German term I picked up from Otto Scharmer's visionary work on leadership, Theory U. He calls it the Feldgang or field walk.
Make Cycle 2 of #clmooc is off to a great start. See the Newsletter prompt and information about this cycle below.
Making Stop Motion Movies is a detailed, how-to guide created by middle school teacher and Western Massachusetts Writing Project Technology Liaison, Kevin Hodgson, that showcases the reading and writing elements of film literacy and utilizes a popular medium in a way that is entertaining and educational. This guide creates activities and resources and highlights student work that reinforces how to use this technology successfully and efficiently.
It started with a quandary. As a veteran writing teacher, I was struggling, feeling caught in the middle between my responsibility to prepare my high school students for the traditional academic demands of college and the prevalence of compelling technology in their lives. Although, I recognized the need for computer literacy, I was not willing to trade rigorous academic work time for frivolous computer projects. So, my quandary led to my inquiry: Is it possible to teach academic writing as digital composition? What happens to writing instruction and student learning when we go digital?
This video documents my work supporting students to use digital voice recorders for "book talks" that allowed them to be active participants in their own processes of inquiry and learning. Sharing their "smart thinking" with each other, and hearing their own voices in the recordings made such a difference in the kind of inquiry and learning process we went through together.
While the term "digital storytelling" has been used to describe a wide variety of new media practices, what best describes the Center's approach is its emphasis on first-person narrative, meaningful workshop processes, and participatory production methods.