Taking Monday off. I’ve found taking a few long weekends over the summer (giving me 3-day working weeks) has meant I’ve kept on top of stuff. It also means I keep more PTO/holiday days for later in the year when I really need them.
Next week I’ll be observing the Summer Bank Holiday – except for 4-5pm when I’ll be hosting the Web Literacy Standard community call. Other than that, it’s a pretty quiet week just getting ready for normality when everyone goes back to school in September!
Driving up to Edinburgh on Friday afternoon with my family for the Nesta event.
Running a workshop with thirteen 12-15 year-olds (7 boys, 6 girls) on Saturday. I still miss teaching, dammit.
Next week it’s Easter Monday so I’ve got a four-day working week. I was going to be running an Open Badges workshop for the BBC in Salford on Friday, but that’s been pushed back to be outside of the Easter holidays (so more people can attend). I’ll be planning my keynote at the PELeCON conference the week after next – which I’m entitling A History of Open Badges through the medium of animated GIFs. 😉
Tidying up my article on ambiguity. I find myself referencing a 2011 article I wrote with my Ed.D. thesis supervisor Steve Higgins fairly regularly. It’s now available at http://dougbelshaw.com/ambiguity. Comments welcome!
Talking to companies about Open Badges. This week included a large media organisation, the people behind one of my favourite video games of all times, MOOC providers, and people who make stuff for railways. Badges for everything!
Confused about meeting times. It’s that time of the year when the US enters Daylight Savings. Everything will be up in the air again when we do likewise in the UK at the end of March!
Submitting titles and abstracts. The organisers of both OER13 and the PELeCON conferences both wanted more details on my upcoming keynotes. One of them will have a Wild West theme and the other one will feature more animated GIFs than you can stick a shake at. 😉
Travelling to Chicago. It was a fairly uneventful trip – oh, apart from the four and a half hours I spent in the immigration queue. Tired Doug is/was tired.
Technology is shaping our world, yet most people still only consume it. To harness its potential, learners need to understand how it works and what is possible. Going beyond theoretical instruction, young people can be empowered to gain new digital skills by making things they are passionate about – from web pages to robots. So how do we encourage a generation of young people to be digital makers?
In the UK, Mozilla, Nesta and Nominet Trust are working with partners to spark a digital-making movement.
To connect existing opportunities and amplify impact. To make more activities available to learners. Most importantly, to change perspectives on what we learn (digital skills are more than coding), how we learn (not just transmitting theory) and where we can learn (anywhere!).
Sharing experiences from this collaborative work-in-progress, we will bring participants into a lively discussion on how digital making can become a core educational experience for youth everywhere.
You can find out more about the Digital Makers programme on the Nesta website with additional commentary on the Nominet Trust and Mozilla blogs. Also, check out the short video montage I created from some of the application videos:
Last week I keynoted the DeFT OER dissemination conference. I enjoyed the event, received good feedback afterwards and thought it was well-received. Certainly no-one raised any major issues either in the opportunities for question-and-answer, nor during the rest of the day when I was visible and around to talk to those in the audience.
That’s why this blog post (on the official JISC-funded project blog) caught me by surprise. Now, I know that what I probably should do is ignore or perhaps downplay it. But I’m not going to, because I’m actually outraged that the author feels like she can get away with misrepresenting me in this way. You can find out what I actually said (I recorded it) by going to my conference blog.
I now have the ‘my mother test’. My mother reached the grand old age of sixty a few months ago and now if I can explain it to my mother, then I think that the average person can understand it. So I thought how could I explain ‘openness’ to my mother in a way that she could understand? Because ‘Open Educational Resources’ is kind of a supply-side term.
Note that I equate my mother with ‘the average person’. The author fails to quote me at any time in the post, claiming that I’ve ‘dissed’ my elders (particularly my mother). Why, she wonders, did I use a female example here?
I’ll tell you why.
I used my grandmother as an example of a digital refusnik because both my grandfathers died before I was five, and she’s the only person of that generation that I know well enough to comment upon. I used my mother as an example not because she’s female but because my father has perhaps slightly more advanced skills than others of that generation. I also showed a video at one point showing the (male) rapper DMX as an example of someone who’s less than digitally literate. But he’s black, so presumably I’m a racist as well as a misogynist.
Using the not-so-subtle device of rhetorical questioning the post goes on to ask whether it was fair that I implied that my mother was intellectually challenged. Really? Is this not just a case of someone getting on their hobby horse and riding it off into the distance (whilst I’m left stranded on a scapegoat)? I’m genuinely shocked that, if they felt so strongly about the issue, they didn’t raise it with me on the day.
So I’m not overly-deferent to my elders. So I don’t venerate academia. So I don’t engage in hand-wringing over the gender of the examples I give.
Yesterday I emailed some people who I thought would be interested in the Mozilla Festival. But then I realised, pretty much everyone who reads my blog would be (or should be!) interested in it.
Seeking Educators Who Get the Web: Let’s work together at MozFest!
If you’re an educator, instructor or student working at the intersection of learning and the web, Mozilla wants to work with you at MozFest. Education and digital literacy are a key focus of this year’s Mozilla Festival in London, Nov 9 – 11.
The goal: unlock the full educational potential of the web, help learners move from digital consumption to digital creation, and grow a global movement for teaching web literacy to the world. You can learn more or register at http://mozillafestival.org/
Contribute your educational expertise to MozFest themes like badges, mobile, coding for kids, hackable games and digital literacy.
Bring your existing digital literacy projects, curriculum and content. Connect with colleagues and leaders to refine your project, further your educational goals, and share resources.
2) Bring students and youth
This year’s Festival includes an entire theme of sessions and activities just for youth, including a game arcade and content from Hive NYC, WYNC’s Radio Rookies, DigitalMe, O2 Think Big, Global Action Project and more.
3) Help build Webmaker tools and resources
Collaborate with Mozilla. We want to build a “big tent” of like-minded edudcators to teach the world the web.
Learn more about and help shape the future of Webmaker tools, projects and curriculum.