Monthly Archives: May 2019

The May is Out⤴

from @ wwwd – John's World Wide Wall Display

A test of snapthread which has been updated to version 2. When I tried the 1.8.1 version I rather liked it. It was then an app to stitch live photos into wee videos on iOS. Version 2 adds a lot more features. I still like it.

This video should not be used to judge the quality of the output, I used ‎CloudConvert to squash the 38MB 1440 × 1080 mp4 down to 4.5MB 1.

My class used the free version, limited to 30 seconds of video, last session a bit, we had a few crashes, but I think it is a promising app. Ease of use, limited time of the free version and lack of stickers, for now 2, are useful for the classroom. My class use iMovie and Clips too, but sometimes we might not want the greater complexity of iMovie or the wacky possibilities of clips.

Unfortunately CloudConvert doesn’t work for me on the school network, I’ve tried a few apps that convert and squash video but no really found a good one for pupils to use. I would like my pupils to be able to do that, to save space on their blogs and to speed up uploading. I am not sure on the official line on posting to silos in North Lanarkshire. Social media, especially twitter, is very popular. That is staff rather than pupil posting, I’d like my pupils to be involved in the uploading of video to their e-Portfolios and the class blog without my interference.

For Glow Blogs, I’d also like the app to change the file type to mp4 or m4v as .MOV files, that are apples favourite, don’t play nicely with all browsers. We made a change to standard WordPress functionality to accept .MOV files as video, but some browsers don’t play them. Strangely, just editing the file extension, from .MOV to .m4v works, at least for Chrome. I can’t find a way to change extensions on iOS but I’ve tested on the desktop.

FWIIW Snapthread’s videos are .MP4 when exported to the camera roll, so only need squashed for my needs.

  1. Thanks to Martin Coutts for the pointer to CloudConvert
  2. Snapthreads developer has a really interesting post about the development of the app: Journey to 2.0: Market Appeal | Becky Hansmeyer

Salt and fanCCy – My autobiography according to twitter⤴

from

Earlier this week Laura Czerniewicz posed an interesting and entertaining question on twitter…

I’ve written on this blog before about the difficulty of explaining what my job as a learning technologist involves, (What do you do? Starting out on CMALT), so I was completely stumped by Laura’s question.  When in doubt, the best course of action is always to ask twitter, and the results, which were clever, enlightening and funny, did not disappoint. Come to think of it, clever, enlightening and funny is also a pretty good description of the learning technology community on twitter 🙂

John’s suggestion refers to the fact that I have the rare honour of being immortalised in the IMS Question And Test Interoperability (QTI) specification.  Somewhere, buried in the voluminous spec documents, is an example of a multiple choice question along the lines of “Lorna is flying home, which airport is closest to her home town?” 

And then there’s Anne-Marie…

Indiana Appathon Credential Data Learn and Build⤴

from @ Sharing and learning

This week I took part in the Credential Engine’s Indiana Appathon in Indianapolis. The Credential Engine is a registry of information about educational and occupational credentials (qualifications, if you prefer; or not, if you don’t) that can be earned, along with further information such as what they are useful for, what competencies a person would need in order to earn one and what opportunities exist to learn those competencies. Indiana is one state that is working with the Credential Engine to ensure that the credentials offered by all the state’s public higher education institutions are represented in the registry. About 70 people gathered in Indianapolis (a roughly equal split between Hoosiers and the rest of the US, plus a couple of Canadians and me) with the stated intentions of Learn and Build: learn about the data the Credential Engine has, how to add more and how to access what is there, and build ideas for apps that use that  data, showing what data was valuable and potentially highlighting gaps.

circles and lines representing entity-relationship domain modelsI was there as a consequence of my project work (supported by the Credential Engine) to represent Educational and Occupational Credentials in schema.org, with the aim of helping  people understand the benefits of putting credentials on to the open web. Cue my chance to reuse here my pictures of how schema.org can act as a cross-domain unifying schema for linked data and how different domains link together from Education to HR.

I’ve been involved in a few events where the idea is to try to get people together to learn/discuss/make, and I know it is really difficult to get the right balance between structure and flexibility. Too much pre-planned activity and delegates don’t get to do what they want, too little and they are left wondering what they should be doing. So I want to emphasize how hugely impressed I was with the event organization and facilitation: Laura Faulkner and colleagues at Credential Engine and Sonya Lopes and team at Learning Tapestry did a great job. Very cleverly they gave the event a headstart with webinars in advance to learn about the aims and technology of the credential engine, and then in Indianapolis we had a series of  activities. On day one these were: cycling through quick, informal presentations in small groups to find out about the available expertise; demos of existing apps that use data from the Credential Engine; small group discussions of personas to generate use cases; generating ideas for apps based on these. On day two we split into some ‘developer’ groups who worked to flesh out some of these ideas (while the ‘publisher’ group did something else, learnt more about publishing data into the Credential Engine, I think,–I wasn’t in that group), before the developer groups presented their ideas to people from the publisher group in a round-robin “speed-dating” session, and then finally to the whole group.

I went wanting to learn more about what data and connections would be of value in a bigger ecosystem around credentials and for the more focussed needs of individual apps. This I did. The one app that I was involved with most surfaced a need for the Credential Engine to be able to provide data about old, possibly discontinued credentials so that this information could be accessed by those wanting more details about a credential held by an individual. I think this is an important thing to learn for a project that has largely focussed on use cases relating to people wanting to develop their careers and look forward to what credentials are currently on offer that are relevant to their aspirations. I (and others I spoke to) also noticed how many of the use cases and apps required information about the competencies entailed in the credentials, quite often in detail that related to the component courses of longer programs of study. This, and other requirements for fine detail about credentials, is of concern to the institutions publishing information into the Credential Engine’s registry. Often do not have all of that information accessible in a centrally managed location, and when they do it is maybe not at the level of detail or in language  suitable for externally-facing applications.

This problem relating to institutions supplying data about courses was somewhat familiar to me. It seems entirely analogous to the experiences of the Jisc XCRI related programs (for example, projects on making the most of course data and later projects on managing course-related data). I would love to say that from those programs we now know how to provide this sort of data at scale and here’s the product that will do it.., but of course it’s not that simple. What we do have are briefings and advice explaining the problem and some of the approaches that have been taken and what were the benefits from these: for example, Ruth Drysdale’s overview Managing and sharing your course information and the more comprehensive guide Managing course information. My understanding from those projects is that they found benefits to institutions from a more coherent approach to their internal management of course data, and I hope that those supplying data to the Credential Engine might be encouraged by this. I also hope that the Credential Engine (or those around it who do funding) might think about how we could create apps and services that help institutions manage their course data better in such a way that benefits their own staff and incidentally provides the data the Credential Engine needs.

Finally, it was great to spend a couple of days in sunny Indianapolis, catching up with old friends, meeting in-person with some colleagues who I have only previously met online and doing some sightseeing. Many thanks to the Credential Engine for their financial assistance in getting me there.

Photo of brick build building next to corporate towers
Aspects of Inidianapolis reminded me of SimCity 2000
White column with statues
Monument in centre of town
plan of a city grid for Inianapolis
The original city design plan (plat)
Photo of indoor market
One of the indoor markets
Fountain and war memorial
The sign said no loitering, but I loitered. That, in the background, is one of the biggest war memorials I have seen

 

The post Indiana Appathon Credential Data Learn and Build appeared first on Sharing and learning.

#SeaTurtlePirates Recruitment – @TolleyA and Serious Fun⤴

from @ Edu Tech Stories

This post is about my dear friend Andrea Tolley and the awesome and extremely important role she plays in any group conversations.

In June 2017 when planning a #FlipgridFever pre-ISTE celebration (Which, as a direct result of group dynamics, didn't happen), I met a truly remarkable lady for the first time but who, today, I am fortunate enough to call a very dear friend.

You won't see a great deal of engagement on social media between us... But privately on Skype and in private group text  and 1:1 conversations, you should see the fun we have while getting stuff done!

On #MentalHealthAwarenessWeek it's perhaps worth highlighting how tough 

EdTech is (Check out how the first cohort of Imagine K12 companies have faired)
Startups are (The psychological price of  entrepreneurship), and 
Life in Scotland can be at times (Some areas, including Nicola Sturgeon's own constituency, have big child poverty issues) 

Add them all together and it can be a pretty lonely days and can tend to go through some rather miserable experiences too.

If you'd like an example of how confusing and contradictory this all can be... The Scottish Government's Education Secretary is praising the London EdTech scene in a document that praises the use of Skype. 

The 'Scotland's Voice Will Not Be Ignored' party has been studiously ignoring projects that would address issues like 'Empowering Educators' and plans for a Skype Edcamp and Connected Educator Appreciation Day for well over a year now.

Some of the informal, loose collaboration groups that I've been involved with have been great fun... others less so, all have managed to 'Get Stuff Done!'

Some of the people in these groups say publicly and privately that #YouMatter or that 'We are life long family friends' only for you to find out they are no where to be seen when you need a friend.

One of the things that make these groups especially fun while getting stuff done, is when my dear friend @TolleyA has been active in these group conversations.

She has always been there when I've needed a friend to speak to. Anyone who is organising an Edcamp or Teach Meet, needs a @TolleyA on their team, and I now have the article to prove why this is key.

I was never able to articulate why this was until I read this article on a recent visit to Levendale Hospital... Miss out having a @TolleyA in your team at your peril.
Adolf Lindstrøm, the cook; he was a key figure. If you read Amundsen’s diary, he writes that Lindstrøm was basically the most important person on the expedition.

Why Was That?
Lindstrøm was the comedian. He didn’t actually go to the South Pole, but you’ve got to remember that the walking expedition was a small component of the overall time that they were on the ice. They were there for well over a year, waiting to walk to the Pole. They had to wait during the winter and it’s a very tense time when people are idle, without a lot to do. Lindstrøm played an essential role in keeping the peace in the group when there were tense moments.

What makes people like Lindstrøm different from the rest of us?
People like Lindstrøm have a high social intelligence. It’s hard to know exactly what went on – diaries are not necessarily a good indication because people may want to portray a different version of events – but I do know that during tense moments, Lindstrøm would do something funny to get everybody to laugh, which would break the tension.

If we’re trying to select this type of person for a mission to Mars, what sort of qualities would we be looking for?
There are individuals who have these certain innate abilities that you want to be able to recognise and include when you’re putting together groups that are going to be isolated, such as those going into space. There’s a number of different roles that we’ve discovered are important, but one of them is somebody who has humour. That’s clearly important.

So, you’d want to have somebody like Lindstrøm, somebody who is not only good at what they have to do (he was a very good cook) but who also has another skillset over and above what’s in the job description. You would want the same thing to be true for any kind of expedition to space. It could be comedians, it could be story-tellers, it could be peace-makers… It has to do with the emergent properties of groups.

We can put people together thinking that they’re going to work together in a certain way, but over the course of time we get these emergent properties, particularly with these informal roles, that are difficult to predict, particularly when there’s a crisis. I think we can do a better job of putting people together that will do better over the long run.

Some of these things are latent in the sense that they don’t come out and surface until they’re needed. That’s what happened in my research with the fishermen when the strike happened. The comedian role emerged and it went away when the strike was over. These are the kinds of things that make groups more adaptable and help them function better, and I don’t think enough attention has been paid to them.

You can think about it in terms of atoms: when you put different elements together, they produce different kinds of things. It’s the same with people. They may have their own characteristics, but when you put them together, they’re going to create a different kind of situation and we want to have a better idea of what that might be.

@TolleyA will you join the #SeaTurtlePirates on an adventure?
The King of the Sea Turtle Pirates recently got 2 people to join his crew... Not to be out done I added another two people and one more so our friendly recruitment competition is at 3-2 to me.

We'll be racing to Skype with you to see who can reach you first to see if Agent Hamburger will help this crew to have some serious fun.

Social engineering⤴

from @ wwwd – John's World Wide Wall Display

Private school woe over rise of state pupils at Oxbridge | News | The Times

The recruitment by Oxford and Cambridge of more state pupils has led to private-school parents claiming that their children are being edged out by “social engineering”, a leading head teacher has said.

My jaw dropped when I saw the front page of The Times in the paper shop this morning. Unfortunately, or fortunately, I can’t read the whole thing online as it is behind a pay wall.

It is the social engineering bit that got me. A whole class paying for their children to be schooled differently 1 may not fit the exact description of social engineering but it an huge effort of that class to shape society and keep itself on top.

  1. along with a huge network of connections, private tutors, being able to pay for internships…

Resources available in Gaelic which support First Minister’s Reading Challenge⤴

from @ Education Scotland's Learning Blog

The National Museum of Scotland and the Scottish Book Trust have produced two resources, available online, which support the First Minister’s Reading Challenge. To access these resources please follow the links below:

Cuir sgeulachd ri chèile san taigh-tasgaidh – This resource can be used at any museum across the UK.

Leugh do shlighe timcheall Taigh-tasgaidh Naiseanta na h-Alba! – This resource is for use at the National Museum of Scotland.

 

An EduBlether with Ian Eagleton from The Reading Realm⤴

from @ EduBlether

Ian Eagleton has taught for several years and is an English Co-ordinator. He has a passion and enthusiasm for motivating children to read and write. He is also the man behind the fantastic Reading Realm website full of great interviews, reviews and resources.
His new app ‘The Reading Realm’ has just been released and it is fantastic.

Hello Ian, can you tell us about your passion for developing children’s enthusiasm for literacy? Where does this come from? Why did you decide to focus on this aspect of learning?

 Reading and writing has always been an important part of my life. I have very fond memories of my mum reading to me, every night. I remember Alfie and Annie-Rose and Garth Pig and the Ice-Cream Lady. I remember joining in with the story. I remember my mum drawing pictures for me every night of children’s book characters and leaving them out for me to colour in – I still have the scrap book we filled up together.

However, it wasn’t until Year 6 that I actually began to enjoy reading for myself. Reading up until that point involved practising sight words, which were kept in my Grandad’s old tobacco tin. Reading also meant ploughing my way through a very dreary reading scheme. In short, I really despised independent reading time!

Luckily, in Year 6 I had a wonderful teacher called Mrs Perry. She pointed me in the direction of her well-stocked class library and I found the Supergran books. I was off! I suddenly began to read voraciously, every night, until the early hours of the morning. I whizzed through Supergran and all the Roald Dahl books and then began exploring other books and series. There’s something comforting and familiar about reading a series of books when you first begin your reading journey, especially as a nervous child who thought I wasn’t very good at anything!

Mrs Perry also encouraged lots of creative writing – she wold often give us a starter and then just leave us to write away. Or she might give us some characters and challenge us to weave them into an exciting story. I loved listening to her read very day, on the carpet. I remember vividly giggling away to Rebecca’s World by Terry Nation. I also fondly remember being sat at the Listening Station, headphones on, escaping into the world of The Enchanted Horse. There was also lots of drama, plays, acting and art in her class, which I loved and freedom to create – one day, Mrs Perry allowed me to write a story for the younger children in the school on the new school computer. She applauded my use of repetition and the next day I waited with baited breath as the computer painfully, slowly, gradually coughed my story out, over the course of an entire day. What a feeling!

In my own classroom, I have always dreamed of re-capturing this magic. The magic of creativity and escaping through books into far away worlds, full of adventure, excitement and new friends.

What advice would you give those working with children to encourage a love of reading and writing? How do you develop this with individuals as well as at a whole school level?

Read every day. That’s my main one. Sometimes I’ve heard the excuse, ‘But we don’t have time…’ Reading to your class is arguably the most important, effective means of raising literacy standards and inspiring a life-long love of reading in our children. It creates an amazing community feel – for a brief moment you are swept away together as a class on a journey and everyone is exposed to challenging, exciting vocabulary, complex storylines, jokes and fun, dilemmas and wonder. It has always been my favourite thing to do during the day.

I have also tried to include a wide-range of books when I’ve read aloud to my classes – fiction, poetry, non-fiction, short stories, animations of stories, audio books and so on. The app very much aims to replicate this. I’ve tried to include a range of lots of different genres, from lots of authors and publishers around the world.

I often feel that if we can invite children on this reading journey with us and share a special part of ourselves through the books we choose, that they will see the importance and value of reading for themselves.

The Reading Realm app looks fantastic. Congratulations on creating an app! Can you tell us all about it please? Who is it for? What does it do? Why should we download it? 

Thank you! The Reading Realm app is for children aged 5 to 13. There are extracts and passages from classic and contemporary children’s fiction, non-fiction and poetry. With each passage there is a discussion guide and a range of spelling, grammar and word games. I’ve tried to keep the questions in each discussion guide as open-ended as possible – this is not about answering questions for a test or exam preparation! The discussion guides are there to encourage children to explore their opinions and ideas about a text. The games include lots of interactive fun and all the spelling and grammar is linked to the text – this was very important to me.

There are a number of high-profile authors, poets and publishers involved in the project, who have kindly allowed me to use passages from their books. These include Abi Elphinstone, Sinead O’Hart, Eloise Williams, Kathi Appelt, Neal Zetter, Karl Nova, Guy Bass, Holly Webb, Saviour Pirotta, Jackie Marchant, Flying Eye Books, Maverick, Stripes and Lantana.

The tagline is ‘Journey into a world where stories come to life…’ which may give you a flavour of what the app is trying to achieve.

I think the app will provide teachers, parents and children with lots of engaging stories and expose children to new authors. The app also has a variety of weekly Reading Challenges and suggestions, the key aim being to encourage young people to visit their local library and spend some time poring over its bookshelves.

I hope The Reading Realm offers children something special and, with the click of a button, gives them the opportunity to escape from the comfort of their chair, just for a little while, into a magical word where words shimmer, stories weave their magic, characters come to life and exciting, strange and new adventures wait for them.

I wonder if you could also tell us about the process of designing an app. Where do you even start with something like that?

It’s very long and very complicated and very tiring! I think the last time I slept properly was last October!

The app began when I started teaching whole class reading lessons to my children about four or so years ago. I was struggling to find enough books for the children to all access. I was struggling to find books that would engage everyone in the class and I was getting fed up of all the reading worksheets on offer! Luckily around the same time, I became involved in, and led on, a whole school project to improve Reading and Writing across the school. This eventually led to me completing my NPQSL, which focused on raising whole school standards in English.

I started by reading lots of books about reading, writing and vocabulary: Aiden Chambers, Michael Rosen, Doug Lemov, Donalyn Miller, Daniel Willingham, Margaret Meek, Jane Oakhill, Maryanne Wolf, Mem Fox, Teresa Cremin, Timothy Rasinski, Isabel Beck, Steven Pinker and many other great writers have helped shaped my ideas and views.

I also signed up to the Research-Rich Pedagogies website and began exploring what else was going on in schools and searching for examples of good practice. I found Jon Biddle’s work on Reading Rivers really useful and began reflecting upon my own identity as a reader and exploring where the gaps where in my knowledge – I wanted the app to include as wide a range of stories and poems as possible.

I then set up for a few years a Parent and Child Reading Group, after-school, for children in my class and trialled a lot of the resources, games and ideas I was making for the app, as well as exploring how the resources might work in small groups and in whole class situations.

When I was sure that the resources were of a high-standard, I contacted a brilliant app developer called Doug and began talking to him about my ideas. There were lots of scribbled drawings sent over and we talked about what would work and what wouldn’t be possible – at this stage I had quite a few ridiculous, out-landish ideas!

I then spent an awful lot of time contacting authors and publishers and talking to them about the app and what I was trying to achieve. To my amazement, they were all really impressed and a huge number of them agreed to work with me. From there, it was sorting out copyright and permission agreements, which took around four months! I discovered that the world of children’s publishing is an incredibly friendly, supportive place and that lots of authors believed in what I was trying to achieve.

The initial suggestion that the app would take four weeks, didn’t quite go to plan! There was so much to do and so many more authors and publishers had gone on board that I ever dreamed of, that the app ended up taking about six months to create. During all this time, the app developer (Doug) and I were in weekly, sometimes daily, contact – he has been phenomenal! Patient, hard-working and full of creativity.

My husband, who creates databases and software and is an IT consultant, also helped hugely. We were often up until midnight testing ideas, choosing colours, designing games and arguing! My Dad even came over one weekend to help copy and paste thousands of lines of code into spreadsheets.

The app then went out to trial and lots of teachers, children and educators got the chance to feedback and give their views. Things were amended and changed and eventually the app has been released. It can be downloaded via the Apple Store and sells for a one-off payment of £2.99. There are plans to release a second version of the app next year, which focuses on non-fiction, and also plans to write even more original material for the app, but I think we all need to sleep first!

It’s certainly been a challenging, exhausting journey but I think we have produced something that is very special and I’m incredibly proud of the app.

Can you finish up by giving us your top recommendations for the next books we should read? What books are coming out that are getting you excited? 

There are so many! This really is the ‘golden age’ of children’s fiction. I’ve particularly enjoyed Asha and the Spirit Bird by Jasbinder Bilan, The Fox and the White Gazelle by Victoria Williamson, The Wolf Wilder by Katherine Rundell, Julian is a Mermaid by Jessica Love, Emmett and Caleb by Karen Hottois and Delphine Renon, Scavengers by Darren Simpson, The House with Chicken Legs by Sophie Anderson, The Star-Spun Web by Sinead O’Hart, The Peculiar Peggs of Riddling Woods by Samuel J.Halpin,  and Kate Wakeling’s beautiful collection of poetry Moon Juice.

Before recommending some new books that are coming out, I think I’d also like to recommend some old favourites! Supergran by Forrest Wilson, The Enchanted Horse by Magdalen Nabb and Rebecca’s World by Terry Nation are all fantastic and should not be over-looked!

I think I’m most looking forward to Abi Elphinstone’s Rumblestar (I was sent a proof-copy and it’s quite something! Funny, exciting, thrilling and moving and I’d say her best yet!), The Scarecrow by The Fan Brothers and Beth Ferry, Tad by Benji Davies (my favourite children’s author/illustrator) and High-Rise Mystery by Sharna Jackson (I love what Knights Of are doing!).

There are so many exciting children’s books coming out and already out! I love hearing people’s recommendations and opinions on them all. Talking about books is possibly my favourite thing to do!

Visit The Reading Real website for some great interviews, reviews resources and more.

Follow Ian on Twitter – @reading_realm

Download the app here

Creative playfulness⤴

from

I submitted a draft of my PhD discussion chapter yesterday. It’s over 7,000 words, so I won’t post it all here! I can never remember the actual title of my thesis – but I am looking broadly about how peer interaction helps to support learning, and I am using CLMOOC (and a bit of DS106) to think about the question. My draft thesis statement at the moment is this:

CLMOOC is best conceptualised as being an affinity space, or affinity network, in which the principles and values of connected learning support and facilitate a participatory culture of lifelong learners who engage in reciprocal and collaborative practices such as remix. This ethos of creative playfulness leads to meaningful learning because members of CLMOOC perceive themselves to be in a safe space where they can experiment and learn new skills without fear of ridicule or censure, and can ask openly for help and advice as they need it. Much of the learning that occurs in CLMOOC is emergent and thus unplanned in one sense, and the structure and ethos of CLMOOC are carefully designed so that they support and facilitate this emergent learning. However, although this structure is carefully designed, this design is not immediately obvious.

I’ve done various types of analysis – some social network analysis (using TAGS), and a textual analysis of some CLMOOC tweets. To do this, I focused on the 2016 summer pop-up, as looking at the 40K tweets I have in my TAGS database would have taken me years. My summary of that analysis is this:

CLMOOC is a highly connected, non-hierarchical community of lifelong learners with an ethos of social justice who support each other and learn through creative play. In summary, CLMOOC has the following features:

  • Connected community: the social network visualisations in particular show that CLMOOC is a highly connected community of learners, and the thematic analysis shows that many members feel a sense of belonging and being connected to each other;
  • Communicative conversations: the content analysis shows that many of the conversations in CLMOOC are more than just informal chit-chat. They are:
    • highly cognitive and meta-cognitive: members talk about teaching and learning and consider how to apply what they are learning to their own teaching practices;
    • highly social and supportive: members praise each other, are not afraid to show their feelings for each other and their appreciation for what others are doing;
  • Creative and collaborative: the thematic analysis shows that CLMOOC is a maker space where participants engage in reciprocal creative play and that this leads to serendipitous and surprising happenings and emergent learning.

I am calling CLMOOC an affinity space, or affinity network, based on my reading of writings by James Paul Gee and Mimi Ito (especially the book some of us recently read together), and characterising the interactions that we engage in as HOMAGO. In order to explain this, I’m adding some examples of the sorts of collaborative and reciprocal activities we play around with. I’m also adding pictures to make it look pretty (all CLMOOC designed with CC licences, of course. At the moment my examples are:

  • Off the cuff play: I’ve used our giffing around as an example here,
  • Volunteer suggestion: I’ve used the badges from CLMOOC 2016, and Ron’s artwork,
  • Shared practice: I thought Silent Sunday would be good here. with a collage of a few pf the pictures,
  • Collaborative: I’ve chosen Story Jumpers for this, with a pic of Miss Direction,
  • Transcending the virtual: well, the postcards have to be mentioned, don’t they? I have a pic of my pin board to illustrate this,
  • I have not added this yet, but I will write something aboutdaily rituals – either the daily creates from DS106, or the daily doodles some of us have been drawing.

I’m also suggesting that the broad values we subscribe to are those of connected learning: that is, learning that is socially connected, interest-driven, and oriented towards educational opportunity.

In the next section, I’m going to look at the design of CLMOOC, using papers written by Anna, Christina, Mia and Stephanie as a starting point.

So what do you think? Does this sound like CLMOOC to you? What have I missed out? What would you want me to say about CLMOOC?

Episode 13 – Professional Learning⤴

from

Listen to this episode on spotify, apple podcast, soundcloud or any other podcasting app. You can also click on the picture above to listen to this episode.