#clmooc Starts Monday June 16

clmooccorinnethomsenmemesquarplc1It’s Monday (or almost) and time to play!

Build your personal learning network.

Lurk and learn from others who are creating and making.

Join in and make yourself or make together.

Share and use ideas in the Make Bank.

Read what others are doing.

Learn Connected Learning Principles:

Openly-networked, Interest-powered, Shared-purpose, Academically oriented, Peer-supported, Production-centered Connected Learning Massive Open Online Collaboration  #CLMOOC

What does this mean?

 
From Kevin Hodgson [ Dogtrax ] on Flickr CC 2.0:

Join the fun! How? Walk with me…

 

Or take a stroll through Blendspace:

clmooc14.003connectedlearner

In Real Time Data Moves Forward Add Yours with #clmooc

In Real Time: Click to see data move forward this second…

Click the animation to open the full version (via PennyStocks.la).

[Sources at bottom of linked page.]

What do we do with so much data?  Make sense of it, and add your own little bit!

As Steve Hargadon says:

SteveHargadonbit

Photo Credit: Denise Krebs (@mrsdkrebs) as part of our Extend the Conversation presentation where we added a few bits of our own. We both tweet and blog to share what we learn.

So  think about it: the world is a much bigger place, and a much smaller one. We can connect with others anywhere in the world with Internet access. We can learn and remix the ideas of others, innovating and collaborating together. Together, we can make the world better.

One way to begin is to join a community such as Connected Learning Massive Open Online Collaboration: CLMOOC.  It’s a welcoming community for anyone to drop in, see what we’re doing, lurk, comment, create in ways that fit your needs and time. Click on the links below for more information.

What is Connected Learning?

What are the goals?

How do I sign up?

When is it?  Remember, you can participate in many ways, big and small, at any time.

Where is the community? [ Google Plus ]

How do I follow? #clmooc Twitter?

Connected Learning helps us make sense of all the information and ground it in our daily lives.

How are you making sense of the information?

What are you adding?

Will you join #clmooc and help us learn together?

 

Cross-posted at Sheri42

Go boldly and scatter seeds of kindness…
Reflect curiosity and wonder…

Live to make the world less difficult for each other. ~ George Eliot

#teachtheweb Connected Learning

knots.034

Open. Connect. Learn.

In #teachtheweb Explore Course, my first make is to explain “What is connected learning?” Thanks to FuzzyFox’s work which I remixed.

I thought and wondered what in a few words could connected learning mean? What image [left] would inspire a definition?

What did I miss? What would you add?

Connected Learning

 

United

In spots, like knots holding together, stronger.

In threads, spread in warp and weft

In design, combined from one and many

Separate and Together

For a time,

United.

 

Learning together

Back and forth

Try and fail

Struggle and share

Share and improve

Reflect and enjoy

United

In spots, like knots holding together, stronger.

In design

combined from one and many

Separate and Together

For a time,

United.

Writing: Collaborative Learning #clmooc #makecomp

hardfun

“Writing is hard fun.” Donald Murray

Throughout the last century, writing instruction has evolved from basic handwriting to five-paragraph-essays to writing workshop to writing process to digital writing with media. Writing teachers build on the work of James Moffett, Jerome Bruner, Lucy Caulkins, Donald Graves, Donald Murray, Janet Emig, Peter Elbow, Judith Langer, Nancie Atwell, Ralph Fletcher, Robert Marzano, Ken Macrorie, Harvey Daniels, Will Richardson and Troy Hicks.

Their work in writing is rooted in social learning and educational psychology through the eyes of John Dewey, Lev Vygotsky, R. C. Anderson, Jean Piaget, Paulo Freire, and Seymour Papert.

As the internet became interactive, social, and productive, David Warlick, Marc Prensky, Daniel Pink, Henry Jenkins, Pew Research Center, and the National Writing Project contributed to extending writing into a broader literacy: communication literacy through text, image, audio, visual, and social interaction.

What came before is now evolving. The Common Core State Standards embeds this communication literacy with online media throughout its document.

What does this mean?

 

Getting Started

Consider your own writing (and reading) in a normal day. Have you:

  • Checked and responded to email?
  • Texted?
  • Checked and responded to Facebook?
  • Check and responded to Twitter?
  • Checked and responded to a Google Plus community?
  • Googled?
  • Received a YouTube video link?

 

If so, you are “communication literate,” or at least passively. 

If you are a teacher, consider this: 95% of all  teens use the Internet. Students of lower income families have less opportunities to do so.  See Pew Internet Research on Teen Internet Use.

 

What does this mean?

If you are a teacher, this means your students expect to use the Internet, socially, interactively, creatively. If you teach in schools with students in lower income brackets, your teaching with technology helps them close the equity gap.

 

What does this mean for writing?

writingristablog

Another Framework

Liz Stephens and Kerry Ballast (Liz Stephens and Kerry Ballast (2011). Using Technology to Improve Adolescent Writing: Digital Make-Overs for Writing Lessons) present a new paradigm for writing lessons that includes four frames, four lenses to view process writing and assignments.

Four Frames

  1. Inside Writing: investigating and discovering a topic by connecting with text, images, sounds, videos, etc.
  2. Responsive Writing: communicating face to face and online to collaborate through interactions and feedback to make sense of a topic by defining, labeling, questioning, challenging, and validating topic information
  3. Purposeful Writing: investigating and presenting one’s own interpretation of the topic for an audience to review
  4. Social Action Writing: exploring and collaborating to create a multimedia production to move others to action using persuasion with digital tools that emphasize the message

four_frames

A Comparative Visual

As a teacher of digital learners, I see how this paradigm for writing compares with previous writing strategies: writing process and six traits of writing. I also see how it fits with design theory and connected learning. How do these various “frames for writing” fit together?

comparative_strategies

Over the past two years I have noticed that I start with connecting students to topics — to engage their interests in the ideas about which we will write (inside writing). As we draft ideas and responses, we share ideas and compare information and vocabulary, adding or revising as necessary (responsive writing). With ideas in hand over different days and topics, students choose something of interest to explain to a chosen audience using elaborative strategies and precise vocabulary (purposeful writing). In seventh grade especially, we practice persuading others to take action on a topic, usually a prompt practice for our state test (an attempt at social action writing).

With this framework from Stephens and Ballast, I can now refine our lessons and choices and reflect on the process and results. I can continue the “connected learning” strategies from the #clmooc and further efforts to add to #makecomp.

clmooc Summary of Report

Have you experienced the four frames for writing in this way? What has been your experience?

Bibliography

Liz Stephens and Kerry Ballast (2011). Using Technology to Improve Adolescent Writing: Digital Make-Overs for Writing Lessons

Connected Learning

Design Process

PEW Research

Six Traits

Writing Process