#clmooc Adjacent Possible and Embodied Learning

Adjacent Possible, Embodied Learning,  and Verbal Learning:


Connected Learning Principles and Values 

Reflection inspired by Terry Elliott

Note: Connected Learning Principles

ConnectedLearning_report.pdf. (n.d.). Retrieved July 7, 2014, from http://dmlhub.net/sites/default/files/ConnectedLearning_report.pdf

Interest Powered

“When a subject is personally interesting and relevant, learners achieve much higher-order learning outcomes.

Interest: I wanted something I could use with my class, so I invented the Poetry Tag activity. Others seemed interested in this as well and joined in. From that we learned new apps and connected. We found play in the remix. At the same time, Kim added several poetry/photo games, which added to our growing venue of poetry games to hack for our classrooms. From these we learned about tools to enhance the learning: Notegraphy, Painteresque, Google Storybuilder.  https://storify.com/grammasheri/poetry-tag

Peer Supported

In their everyday exchanges with peers and friends, young people are contributing, sharing and giving feedback in inclusive social experiences that are fluid and highly engaging.

Poetry Tag and Photo/Poetry contests: Lots of contributing and sharing in many ways, with choice being for the creator [ Google Plus, Blogs, Twitter, Notegraphy ] I think feedback came in the Google Storybuilder hacks of the poetry — the message from the poetry game was a shift in paradigms, emphasized by both Storybuilders.


Academically Oriented

Learners flourish and realize their potential when they can connect their interests and social engagement to academic studies, civic engagement, and career opportunity

Kim’s blog shows a blend of personal and career activities related to her passions: photography and poetry.
Janis Selby Jones added civic engagement to our Game Week with Litterati

Some of Kim’s #wabisabi combined the out place with nature, which could be related to Litterati.

The poetry, photography, interests, games, and posts/tweets demonstrated digital literacies: drafts, presentation, media, design, reflection, social action. That’s a lot of academics, and we didn’t post any objectives on the “directions.” We simply suggested; participants acted; we all learned. [adjacent possible]

Production Centered

Digital tools provide opportunities for producing and creating a wide variety of media, knowledge, and cultural content in experimental and active ways

Maha and Shyam reminded us of cultural differences.
Maha Bali 
Shyam Sharma

We produced to share: blogs, twitter, notegraphy, GPlus, tackk.com, hackpad, Storybuilder, Fold a Story

Openly Networked

Online platforms and digital tools can make learning resources abundant, accessible, and visible across all learner settings.

See production-centered

If we shared, we were networked.
Some were hackable; some like Poetry Tag, we hacked lines and carried them into the next iteration.

We gathered as in Storify.
We can use hashtags #clpoettag #clmooc #middleschool #25wordstory to gather our openly networked productions.

Shared Purpose

Experiences invite participation and provide many different ways for individuals and groups to contribute. when educational opportunity is available and accessible to all young people, it elevates the world we all live in.

I think  that Joe Dillon’s tweet presents our shared purpose: “identify entry points for play and learning for all. ‘’ We are reaching back for that joy of learning in play and purpose. Each activity blends academics and play; we explore language through our creations; we share language through our reflections and conversations. We are connected learning – embodied.


Experiences invite participation and provide many different ways for individuals and groups to contribute. when educational opportunity is available and accessible to all young people, it elevates the world we all live in.

Equity in Opportunity. With such a plethora of choices, those who lurked, observed and did with that on their own; those who were interested, chose and shared. We don’t really know the effect, but we do know in the sharing, that interest creates action; action inspires sharing; sharing builds connections and iterations; connections spawn conversations, reflections, and revisions. The equity is in the opportunity to participate; it is up to participants and those who know who the lurkers are to encourage participation through invitation and relationship.

In the Poetry Tag, people chose GPlus, Twitter, Notegraphy, Visual Poetry to share — choice.

Social Connection

Young people are provided with multiple learning contexts for engaging in connected learning—contexts in which they receive immediate feedback on progress, have access to tools for planning and reflection, and are given opportunities for mastery of specialist language and practices.

Perhaps so far we haven’t conveyed feedback, except in the participation of the activities and in #f5f and reflections. As teachers, we need to be cognizant of this and plan for it. But, once again, students need to explore through observation of those ready to reflect and critique before they participate in it themselves. Our feedback is in the positive: emphasizing what worked for each of us so that others may try. It builds relationships and possible ideas for our next attempts. Positivism gives us strength and courage to continue. As we build our strengths, we prune our weaknesses. We are evergreen and growing.

Full Participation

learning environments, communities, and civic life thrive when all members actively engage and contribute.

Here we see flux, according to our needs and time. I think the keys are caring, relationships, choice, autonomy. People need to know they are cared for and about, they need to relate to [interest] the situation, they need choice in actions, and they need the autonomy to do it in their way as their contribution to the larger picture.

Learning participation is a continuum of actions, skills, and progress.

Theses? Antitheses? Syntheses? *
A place for string to small to save or ideas out of network, perhaps an unknown unknown that has come to light. 


Tellio from Vialogues: “You must live in the world the language is about for the language to make sense.”

Yoda: The key, passion is.  Yeesssssss.

Our current education system was designed for a factory of skilled, repetitive workers. Today’s world needs the passion of multi-talents to solve our world issues. Students learn through their passions. Isn’t that why “interest-powered” is first?


on “#clmooc Adjacent Possible and Embodied Learning
2 Comments on “#clmooc Adjacent Possible and Embodied Learning
  1. You are way ahead of me on this. My question is this? Do you understand the manual better now having lived in the world the language is about? Seems so. I will have my part one of thios reflection done later this afternoon. Thanks so much for sharing.

    “People need to know they are cared for and about, they need to relate to [interest] the situation, they need choice in actions, and they need the autonomy to do it in their way as their contribution to the larger picture.” I love this and I assume that by people here you mean all peeps. Yes, I thought so.

    • Yes. All peeps. We have pushed the pendulum too far to data’s edge, and we’re swinging back to number one: Us. The learners need to be back in charge. And how do they learn? Immersing themselves in the passion of their interests, becoming experts to share with others and offer insights others, not interested, would not find. We help each other this way. For instance, Amy shared a post about “Hacking Research” with students finding links. Had she not shared that post, I would not have gotten what I had missed earlier — we were supposed to add links. Seeing it, working with it helped me understand the potential of that activity — the learning goals that could accompany the “doing/living” the language/process. I see this in her situation and adapt it to mine. That’s what kids do in games — see others’ strategies and rework them for their own, all the while learning more skills needed to succeed. I think we finally get John Dewey and Vygotsky

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