The Community

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A profile on the evolution of educator innovator, Joe Dillon, 11th grade English teacher and instructional coach at Rangeview High School in Aurora, Colorado.

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on Dec 6, 2016
by Howard Rheingold
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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.

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on Dec 3, 2016
by Kevin Hodgson
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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.

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on Dec 2, 2016
by Kevin Hodgson
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Keynoting and presenting in a virtual site like Blackboard Connect is sort of like hanging out with roomful of ghosts. They're very friendly and curious ghosts, sort of like Casper if he were to become a teacher instead of just a cute spirit. You feel the presence of participants in the scrolling chat room as you talk to a screen featuring slides you made and know by heart (mostly). Sometimes, they take the mic. Yeah, being a presenter in that kind of screen-based format is slightly odd.

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on Oct 29, 2016
by Kevin Hodgson
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Yesterday was the fourth and final day of the 4TDW digital writing conference, culminating in Kevin Hodgson’s keynote, “A Day in the Life of a Digital Writer”. Kevin blogged about his experience here. As with all the conference sessions, a recording of the session, as well as slides and notes will be available shortly on the 4TDW home page. These are all well worth exploring.

I left a long comment on Kevin’s post then realized it was more blog post than comment. Here’s an expansion of my comment.

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on Oct 24, 2016
by Karen LaBonte
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(This is a post for DigiLitSunday, a regular look with other educators at digital literacies. This week's theme is connected to the upcoming National Day on Writing, which takes place on Thursday with the theme of Why I Write.)

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on Oct 16, 2016
by Kevin Hodgson
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In my experience conversation flows freely when paired with food.  While I wish I could offer my webinar guests an actual snack, the company and conversation that is bound to occur will be rich and rewarding, I'm sure!  

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on Oct 11, 2016
by Amanda Cornwell
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I’ll be honest. I have only played Pokemon Go once or twice, and not even on my own phone.  But I will say that its application of technology illustrates a major concept I want to highlight in my workshop Collaborative Writing 2.0: Learning the Moves Writers Can Make.  It's that our mobile devices have had GPS and maps for several years now, but in that time, they’ve been used as just that: GPS and maps.  The developers of Pokemon Go have given GPS and Maps a new purpose, so that they are a means to a new end, not the end in and of themselves.  As school districts everywhere immerse their students in digital platforms, teachers of writing must think creatively about practices that harness the unique features of digital tools to help students grow as writers.

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on Oct 9, 2016
by Ari Dolid
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When I began my work at the University of Wisconsin-Madison in 2013, I was surprised to find both confusion and concern over teaching with technologies from the millennial preservice teachers I worked with- so-called tech-savvy digital natives. Little coursework and even fewer opportunities in practicum/student teaching placements offered experience planning for or implementing technology in the classroom. Even when I integrated digital writing projects into our methods curriculum, we still faced the challenge of transfer, as preservice teachers needed support diving into the why of designing their own digital writing projects in order to make them manageable and meaningful for their differing classroom contexts. It struck me that these were many of the same challenges facing practicing teachers in the schools I had worked in previously.

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on Oct 5, 2016
by Lindsay Stoetzel

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