Category Archives: Community

Community, Content and Commodity

I remeber being nervous and stingy and naive when I first joined Flickr nearly five years ago on February 3rd 2007. I knew little about networks or online sharing or photography or copy right or Creative Commons, or much of anything. I was, believe it or not, more self-obsessed than I am even now, and I felt that my ideas and my work and my photos were more valuable than they were. I had at the time sold a few photos at some coffee shop, and I remeber thinking, if I post them online then anyone can take them and do whatever they want with them. I contemplated watermarks and other such silly things.

I am not sure what changed my thinking, but the shift was simple: I understood that the photos, like much of my work would be more valuable, would reach a wider audience, would have a richer life if they did not belong to me, and were set free–so to speak–to roam the Internet. Perhaps, through osmosis or early contact I began to understand and appreciate the concept of the commons.

I don’t think my work is anything special. I do not want to own it. I am not interested in commercial gains from what I share online. I have a salary. I am a teacher. Everything else is who I am online. I share my work, because it brings me in contact with amazing human beings and ideas. So since that day in 2007, I have posted nearly 2000 photos on Flickr. I have since learned about Creative Commons and licensing. It’s pretty straight forward:

You are free:
to Share — to copy, distribute and transmit the work
to Remix — to adapt the work

Under the following conditions:
Attribution — You must attribute the work in the manner specified by the author or licensor
Noncommercial — You may not use this work for commercial purposes.
Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one.

In short, it’s yours. Use it, do what you like with it, just don’t make money off of it, and please let people know where it came from. As simple as that sounds, Facebook and Instagram’s new terms of service are quite different. Sounds more like this:

We will use what we want, in order to make money for our selves and we won’t tell anyone where the images come from especially now you.

I have had a love/hate relationship (haven’t we all) for years now. I have written at length about the many times I have deleted my account. If reading pages and pages of ripes and excuses about Facebook is not your thing, here it is in short form:

I don’t like how sneaky Facebook is about the content I produce or what they might do with it. I don’t trust them. Who cares? You might be asking. Didn’t I just say that I am no longer attached to my work? The issue here is not the content per se, but the comodification of our communities, of our lives, of our experiences beyond our control.

I thought I had solved my Facebook problem. I decided to simply post updates to stay in touch with friends and family and never post any content. This was great especially when a young start-up names Instagram came to the neighborhood. Sure she was vague about ownership and licensing too, but she was sleek and sexy and look at all those filters! I could post my pics on Instagram and cross post to Facebook, without FB getting their hands on my content. Or so it seemed.

What was even better was the dynamic and organic community that was forming around photos on Instagram. It was perfect. I loved it. Until Facebook bought up my “favorite place online.” Like most people, I knew they would ruin it, and it was only a matter of time. There are already countless articles about What Instagram’s New Terms of Service Mean for You and Facebook’s Extensive Network of Worldwide Affiliates, but here is the heart of the matter:

You agree that a business or other entity may pay us to display your username, likeness, photos (along with any associated metadata), and/or actions you take, in connection with paid or sponsored content or promotions, without any compensation to you.

or

We will use what we want, in order to make money for our selves and we won’t tell anyone where the images come from especially now you.

Now that doesn’t sound very nice. That doesn’t sound at all like the things I was saying at the top of this post. So… I am deleting my Instagram account, not because I am afraid the pictures I take of clouds and my dinner will end up in some commercial, but because I just don’t like how Facebook does business. I don’t want people doing business with what I love, with what I create and share openly. I invest a lot of time and energy and love into these communities. They are valuable to me and I hope to others, but it is clear that our communities are also valuable to companies like Facebook. They want to know where we eat, what we do, what we like etc… I for one am choosing not to give it to them for free.

The Internet and the communities we build on? In? Through it, belong to us, and we should be able to choose how and where they are shared and on what terms. For me, at this time Flickr and Creative Commons are the best choice. They have both been around, relatively unchanged for a while. I like that I pay for Flickr. When services are “free” they are most likely bleeding you dry from some place you might not see. I will pay my yearly $24.95 and I will use the beautiful new Flickr App to try and rebuild my community where I started.

As a tool it is not perfect. It is a bit slow and not as comfortable as Instgram, but isn’t change why we are all in this game? To be adaptable and fluid?

I know that it is scary to leave a community you have built and in which you feel comfortable. That is what Facebook is banking on. That you won’t leave, but if a community is valuable and truly connected, it should be connected beyond a single app or tool. Thee more time I spend online, the more I see that we cannot, should not invest too many of our eggs in single baskets. Especially the one basket that seems to be buying all the other baskets.

I know I will miss certain people and events and expereinces being away from Instagram, but hopefully the people I care about will find me and who knows I may meet someone new. What are you waiting for? Are you leaving too? Do you have similar reasons? Better ones? Are you staying? Am I over reacting? Let’s turn the comments into a dynamic conversation about community, content and commodity.

What It Might Be- Authentic Student Blogging

24 Replies

I started writing, blogging, whatever you want to call it nearly seven years ago. I started with some important questions,

What if we are English teachers and we talk all day about why writing is important and we want to prove that by actually doing it? What if we tell or students that writing helps us learn how to think? It helps us break down the world and recreate it in a way that makes sense to us? What if we believe that writing is the last form of communication, and that the freedom on the Internet and Blogging may help us connect with ideas we never knew possible? What if we believe in the honesty of the Blog as a venue to connect and share? What if we are tired of cynicism? Read more

I’m not sure if I’m closer to finding any answers, or if I have become lost or more deluded. Sometimes it feels like I have been spewing the same sermon for nearly a decade? Perhaps, but I still believe– I still believe in the power of Internet; this power of sharing. I still believe in fostering creativity, empowering students and creating spaces where they can shine and share and connect and grow.

The problem is that student blogs don’t always achieve this utopian wonderland of blissful connected learning. As a matter of fact, blogs often become dull, boring, dead spaces weighed down by the institutionalization of school environments. Dumping grounds for forced reflections, glorified worksheets, and poor writing no one but the teacher reads– these potentially vibrant spaces are transformed into vacant shells of what they might have been. So how do we create authentic spaces for students to reach their potential? This is a question I have been trying to answer for seven years, but never more urgently than now, as I prepare for a webinar later this week and a presentation next month on this very topic. I hope this post helps me narrow my focus and gain some clarity for myself and for you.

As soon as I saw the potential for in blogging as a tool for myself, seven years ago, I began experimenting with student blogs. I began under the tutelage of Kim Cofino and since then I have worked with Edublog, WordPress and now Blogger in a variety of schools and platforms. But not until this year, have I felt so excited about where my classes are heading. Things seem to be happening. I am not sure what is happening exactly, or where we are headed, but something feels different this year. I don’t want to jinx it, because like a young sprout our program is still very tender and potentially susceptible to failure, but many people have been asking me what is different about this year.

This post is meant to highlight some of what we have been doing and why it seems to be working. The following ideas are not ranked by importance and may not even be fully thought out or accurate. This list is that I came up with as I brainstormed the reason why we are finding success this year.

We Are A Team On The Same Page

I chose the word we, when I referred to some of the things we are doing intentionally. I have been on teams before, all wonderful in their own ways, but this is the first time in a long that I am in a group of teachers who are not only passionate about online sharing, digital citizenship, blogging, but skilled and well-versed as well. What’s more we understand that we, as a school, are at the early stages, at least when it comes to blogging, so we are not encumbered by system-wide guidelines or restrictions. We are free to experiment and let the dog loose on the leash so to speak. Furthermore, our skills and expertise are spread out across the school. Some of my most successful bloggers have had exposure to many of the ideas and values surrounding blogging earlier in their schooling. They were taught things like Creative Commons, design principles, and online etiquette by Keri-Lee and Louise in our Junior School. When they get to us, they are well versed in the basics. I cannot overstate how important this early exposure is for students, if you want them feeling comfortable sharing online.

Here in the middle school, I feel blessed to work closely with Paula, as we begin to lead the vanguard forward. It is crucial to have a few peers with whom you can exchange ideas. We also have Ian, who is new to blogging, but along with his enthusiasm brings a critical eye to help make sure we are blogging for the right reasons. I have spent so much time being the only person on a team trying to change minds and convince others of the value of blogging. It is so important to have a few team members who get it and are ready to push the possibilities. We also have an amazing librarian resource in Katie who helps us both on and off line create a literate and text rich world. . Add to this mix a tech coach who is not only on board, but can make things happens with the higher ups, and one who allows you the freedom to run, unafraid that you might trip up once in a while, for that we have Jeff! Finally we have an administration who trusts us and is steered by the excitement and potential of blogging and not held back by the fear or anxiety. I could go on and on, (Sorry if I forgot anyone) but staffing and like-minded teams really help.

It is difficult to succeed when you are the lone voice in the wilderness. A supportive vertically spread-out team and a supportive administration are key components to a successful student blogging initiative.

Personal Experience

I get blogging. I know how to do it. I understand the purpose of commenting. I know the value of RSS and can set up 22 feeds in reader with my eyes closed. I understand design. In short, I have been doing this for a while. At any given time I am administrating four to five blogs at a time. This experience comes with time. It is difficult to build organic student blogging environments, if you don’t have at least a few people on your team with this experience. I am not saying you can’t do amazing things when you are just starting out, but it takes time to get to a point where the small hiccups do not become major obstacle to your success. It takes time and practice to to gain this invaluable experience.

The best way to mentor others is to do yourself. If you want to create a student blogging environment you HAVE TO blog yourself. Write, read, immerse yourself in the blogosphere and play. The fact that you are here is a great first step, now join the conversations. Leave a comment, get involved. Your students will not blog successfully if you yourself do not blog!

Expectations vs Possibilities

Don’t start with what a blog must be or what it can’t be, but focus on what it might be. Give students freedom at first, let them drift and open up and build faith and trust. Don’t even mention the word portfolio. Instead exploit their natural tendency to share in other social network sites like Facebook, Twitter, and Instagram. I explain to my kids that a blog is just a deeper version of what they already do. Teach them to take time in explaining why they share photos or video clips.

Blogging is about trust. Trust takes time. Students must feel safe to become vulnerable and open up. This trust is not built online, but in your classroom, when you are together, as a group, face-to-face. It is built through effective classroom discussions at the table and understanding the power of commenting and conversations. It is building offline spaces that are fun and creative and open to new ideas and projects. It is built by sharing as much of yourself with your students as you can. Share your music, your ideas, and texts that move you. Share your contacts and friends and model what you teach. Use your network to show the power of networks. Before you know it your students will be writing about all kinds of things:

Home– a poem by Myra
Blogging is Like Minecraft– by Kaymin
Illustrations– by Wendy
Japanese History– by Keito
F1 Fever– by Ananya
Focus Africa– by Max
Slam Poetry and another one on Imagination – by Aditi M
What Am I Doing With My Life– by Aditi P.
Basketball– by Glen
Music is My Life– by India
Sharks– by Pavitra
Mad Dogs (Book Review)- by Shashu
Food Questions– by Rohan

If you want your students to blog effectively, give them the freedom to experiment and write about what interests them. Stay away from portfolios and forced reflections on their learning, at least until they get the hang of it. Wait until they find a voice, find an audience, and become involved in the conversations around ideas, before you push your agenda of meta-cognition and reflective learning.

cc licensed ( BY NC SA ) flickr photo shared by Daniele Rossi

Playground vs Classroom

Kids play on playgrounds. They take risks out there– jumping off monkey bars, going down slides on tummies. They bully each other and form friendships. They get dirty. They have fun. They learn to stand in cues or get in fights. They learn not to go up the slide. It is not always easy being out there, but they stretch and learn and grow. Kids need playgrounds. Sometimes these spaces are supervised. Sometimes they are not.

I see social networks as digital playgrounds. Our students are out there. They are playing and experimenting. They are learning social norms: bullying and forming communities. They are sharing with positive and negative results. Sometimes these spaces are supervised. Most often they are not. Just as we need “real world” playgrounds, we need these online spaces as well. Kids need to have places where they socialize and learn without supervision. They need to jump off the monkey bars and figure things out on their own.

But they also need a classroom space to unpack and articulate their playground lessons. I see the blog as this space. While they play on cyber-playgrounds like Tumblr and Facebook, they need a middle ground to process what they do. I try and convince my students that they need a space of their own to explore their thinking and get constructive feed back from the community we are trying to build. We all play with our own friends out in the playground, sometimes crossing paths, but we meet in the classroom. We share, expand and really open up on blogs.

Students need to understand that there is value in an online space where they can have some structure in order to learn how others socialize online. A place they can practice lessons on digital citizenship and build community. They need to understand the role of the blog before they are asked (forced) to share. I find this playground and classroom model is a good way to get my head around it.

Space of our Own

Student understanding of the why of blogging is vital to successful student blogs. They will often think that blogs are just another school chore they must complete to appease the teacher. Another hoop to jump through. Another place to dump homework. I mentioned earlier that we did not start with portfolios or reflections or anything mandatory this year. Instead we are selling the kids on the values I have mentioned above. We are trying to build an understanding of the value of constructing an honest and authentic digital footprint. I think Jeff P. said,

We visit other places online, but a blog is your home where you invite people on your terms. You decorate and entertain and store yours stuff there. You live there. Without a blog you are cyber-homeless, simply wondering or couch surfing.

I love this image. We have found that helping students understand the homely feel of a blog has been invaluable. We encourage kids to share and find their voice and to house it on their blog–a place they hopefully feel comfortable.

cc licensed ( BY NC ) flickr photo shared by herefordcat

There you have it. I am by no means an expert, but experience has taught me some lessons that I have shared with you. I am not sure where our blogs will go this year, but things are happening and we are excited. I just hope we don’t over-think them. I feel like they are young saplings at this time, I just hope we don’t over water them.

What have you done to create authentic student blogs or online spaces? What questions do you have? Let’s start a conversation and see here it goes. See you in the comments.

If you are interested in this topic, please join us this week at , Authentic Student Blogging: Empowering Student Voice in the Social Media Age. I could not be more honored and humbled to be presenting with Alec, Jim, Bud, Melanie, Alan and Howard. I am thrilled to be involved in this event with my heroes and mentors. You want experts? I am sure they will have a lot to say on this topic. See you there.

The Table

6 Replies

Before the year began, I planned to write a post outlining my goals for this school year. Because of a healthy does of laziness, procrastination, and the need to get it just right, that post never materialized–and now it feels too late.

Let me share one goal, however–one exploration, one success, one reason for excitement. One of my main goals this year has been to teach less, talk less, instruct less, deliver content less, and to guide more, listen more, give more voice to my students. I was very excited at the beginning of the year, when my amazing new colleague Paula, suggested we use the Harkness method for discussions.

Okay! So we don’t have oval tables and our groups are clearly too big, but the main idea, as I see it, is to give ownership of ideas to students. I have been having at least one discussion in every class, each lasting anywhere from 30mins to an hour. We have been exploring understandings and sharing ideas on such topics as: Blogging, social media, peer editing, global political struggles, why we share, marriage and more.

Here is what I have learned so far:

If you give kids a chance to speak they will.
If you don’t jump in and answer your own questions kids will do it.
They will surprise you with what they know.
Kids learn routines and rise to responsibility.
Seventh grade boys can sit still and listen and participate, give them a chance.
Silence is okay; it means people are thinking.
You don’t have to fill every silence with your expertise.
Allowing students to get lost in tangents can be more fruitful than pulling them to your destination.
Not every class need end up in the same place
Sometimes you end up in places you never expected.
Content is moot. Ideas matter.
Let the students guide where they want to go.
I need to learn how to question better, not spout answers.
Asking questions to which you do not have answers makes for a good conversation.
At the table we are equals.

I could go on and on, but you get the point. This method has been great. Paula assures me that, we are only at the early stages. Soon we will begin to assess and monitor the way students participate. I hope to help the quieter ones gain confidence. I am doing my best to change my style and learn from the lessons I mentioned above. It is not easy. My natural inclination is to steer and control the conversation.

You can see the guidelines we have been using here. I’ve been trying to keep the method very simple to start. Someone makes an observation or assertion, or maybe they ask a question, then others can affirm the statement or challenge it. We are learning to build meaning by synthesizing, summarizing and combings what each member adds to the conversation.

Resources:

You can access some image cards I created to help visualizes these guidelines on this Flickr set, feel free to use, share or modify.

Last week, while we were discussing blogs a student said

Sounds like our blogs are like the table. It can be a space where we can continue our discussions.

How can I not be excited? How do you run discussions in your class? What strategies do you use to create an environment that fosters student inquiry and critical thinking?

We are open. We reach out. We trust.

4 Replies

I just had one of those lessons. You know the kind– the ones that leave you buzzing, because it was all so organic, authentic, and the kids leave giving you hi-fives. The best part about it, was that it was a last minute audible. Let me give you some context before I continue:

I am all but done for this term. I have enough scores and assessments to determine student grades; I have written my comments and all the bureaucracy of learning has been dutifully accomplished. I have, however, challenged my students to do one last unit–one that will not be assessed, graded, marked, evaluated…whatever you want to call it. It won’t count. There is no test. We are doing cuz it is fun, we are learners and that is what we do.

Surprisingly, or maybe not, the kids are on board. They are working just as hard and we are having some very low-pressure fun at the end of the year.

Grade 10’s are watching and reading Romeo & Juliet and planning a 10 minute live action highlight role-play of the play.
Grade 7’s read Freak the Mighty and are creating an anti-bullying campaign. Short slips, posters etc…
Grade 6’s are preparing short role-plays about life in middle school to prepare the 5th graders.

This post is about the grade 6 class. They have been working in groups to find out what the grade 5’s want to know We have an open Google Doc where the grade 5’s have asked questions and the grade 6’s have collaboratively answered them. We had a day where they met and chatted about their ideas, my kids took notes and began planning their skits.

These are Language B students, so we have some shy low-level English speakers. Last week, I noticed that they are getting bogged down in script writing and planning. I want them to focus more on different ways they can convey ideas and information through drama and movement. I started experimenting with some improv activities, that to be honest were uninspired and fell flat. I was going to google more improv activities, when I thought I would ask Twitter first. Here is where the magic usually begins…

Katie Hellerman sent me a DM:

Which as you will see led to her teaching an improv lesson to my class from Chicago at 10:00pm her time. We quickly cleared the classroom, I explained to my students what was happening, they took it in stride. We chatted a bit with Katie and she took over. I stood back and let someone who knows more about acting take over and deliver my content. At first the kids were shy and awkward, but after a warm up and a few activities, they were loving it.

One activity Katie had them do, was exactly what I was looking for, when I first thought to Google this idea. She asked for a group of four volunteers and had them do a quick impov in one minute. She told them to focus on movement and to react to their fellow actors. Then, they were asked to do the same exact skit in 30secs, then 15 secs, then 7. It was perfect, because it showed the kids that too much time is ripe for awkward silences, while going too fast causes chaos and silliness. A few groups nailed some great improv skits at around 30 seconds. We will definitely use this activity again as we prepare our role-plays.

Take a look at some quick clips I captured while Katie worked with the kids:

So how does this happen? Many teachers new to networked learning will either think that things like this lesson are impossible or super simple. The truth is somewhere in the middle. It takes years of working within a network environment to find people you trust. I have know Katie for sometime now. We share photos on Instagram, follow each other on Twitter and read each other’s blogs. I know through our personal interactions that she is a kindred spirit, a silly and goofy middle school teacher, who would be great in my classroom. When she tells me she does Improv, I am not surprised, but I know that I can count on her to Skype into my class at 10:00 pm and do a great job. These relationships are what Twitter is about. This trust is why the line between personal and professional is always blurring.

I have Skyped into countless classrooms, sharing my expertise on various topics in the same way. We are moving beyond networks of shared information and data and building communities of trust and sharing. It this is world of open possibilities to which I want to expose my students. Earlier this year when we were studying Afghanistan, my students Skyped with the Afghani blogger, Nassim Fekrat, who I met through a mutual friend on Twitter. I want my students to see that the Internet is not about pure data. It is interactive and through responsible use a wonderful tool for learning–from people, not just websites. . I want them to see that there are people out there who can help them when called upon. We must model this behavior and show them that it is common to interact with people when we need help.

One more quick example, by now most of us have seen Caine’s Arcade. I am so excited that on Monday, we will have the creator of the film, Nirvan, Skyping into my grade 7 class to talk about film making. This group of 7th grades are the same kids who made these amazing films, and wrote poems based on Caine’s Arcade. We hope to speak with Nirvan about telling stories and how to gain leverage through the web to share our work. We hope to get some advice for our Anti-bullying videos. How did this interview come about? I Tweeted Nirvan and asked. He put me in touch with his office, and after weeks of negotiating time (he has been swamped) we agreed on Monday.

For teachers getting started, who ask how do I do something like this? Or for people asking where the tech is in all this? The answer is I don’t know. We create online spaces. We build online identities. We create content. We build communities. We make friends. We share. We are open. We reach out. We trust. We experiment. We are not afraid to fail.

Let’s Form An Alliance

29 Replies

It’s hard to believe the chatter about #beyondlaptops continues. For those of you involved in the conversations, you know how intense and hopefully fruitful it has all been. I hope that, like me, you have been challenged and pushed and forced to think, defend and articulate your ideas. More importantly, however, I hope we can agree it is time to move on. Time to look at the now what. Or like Adrienne said,

Sitting and talking and planning and sharing is great, but what comes next?

I have been hoping to clarify some of my ideas all week, and so here I am to do it. Before I begin, I have three disclaimers:

This post and the ideas it is proposing is not meant to be a debate about the merits of said idea. If you feel that what I am about to propose would not be useful for your school, then please simply ignore it. I see no need to re-hash this conversation. If however, you would like to get involved and help shape what it can become, then by all means please push, pull, criticize and help make it what we all want/need it to be.
I am moving to a new school and my role as educational technologist and decision maker will be greatly diminished. I am not even sure that I will be able to implement any of the ideas I am about to propose. I have yet to speak to my new team. (New team: if you are reading this, please don’t feel the need to comment now, just use this idea as a starting point for conversations next year.) I have a very faint idea of what is on the ground at my new school. I could show up and realize that nothing I am about to say is relevant or even possible. Having said that, I’ve never found relevancy or possibility important enough obstacles to impede the dreaming and brainstorming stage.
Most of what I am proposing is for international schools in Asia, I hope that others will benefit from our conversations, but in order for it to work, we really need to have a small group of schools from similar backgrounds and working with the same sort of students. Perhaps this idea will be useful in a framework that mirrors your own and you can follow the process.

Okay, enough stalling. Let’s get to it.

I am proposing an Alliance–an agreement or friendship between two or more parties, made in order to advance common goals and to secure common interests. I am hoping we can create a confederation of international schools in Asia to share ideas, create shared resources and develop a broad understanding of what it means to use technology in existing 1:1 environments. These ideas, resources and understandings will be co-created and shared under an umbrella for all members to use, adapt or modify for their own individual schools.

Nuts and Bolts:

What can this look like? Where would it happen? Kim has suggest that we make the Beyond Laptops blog collaborative. I think this is a great idea and fine starting point, but I was thinking a bit more in terms of wider use of tools under the “Brand” of whatever we call this thing. (Thanks to Kim for offering the blog, but because of the sensitive nature of previous conversations, I am not presuming to use the #beyondlaptops tag) I would love to keep going with #beyondlaptops or #waybeyondlaptops, which has risen to the top of the dialogue, but the name is unimportant right now, what is important that there is a name to our alliance and our work is tagged and curated accordingly.

Perhaps we have:

A shared Google collection where a variety of (group created) documents, that are in progress, can be shared and stored.
A Google site or Wiki to keep track of completed documents, presentations, and other useful resources
A blog, like Kim suggested, for reflection on the process and discussion

Let’s stop for an example:

Many of the people I regularly speak to are blogging at their schools. Some are using blogs as ePortflios, some are using them to help build community, others to create authentic audiences for their young writers. Different schools use blogs for different reasons, but there is a core understanding that blogs– should do something. We have a shared understanding of what a “good” blog should include. I am suggesting that rather than individually create these understandings, scope and sequences and rubrics of an effective blog, we create them under the banner of this alliance.

We have causally done this sort of collaboration, in the past, with disparate Google Docs, (remember the Blog Alliance) but why not have a K-12 blogging scope and sequence, complete with permission slips, rubrics, expectations etc… in a shared collection, on a wiki or a site for all of us to use. We create it together. Set up action plans and timelines. Delegate responsibilities and timelines and build it. These resources need not be one-size-fits-all. If an adjustment needs to be made for an individual school, then so be it.

The blog is just one example. I am sure we can brainstorm several other common goals and interests, that would be fertile ground for collaboration. We share many common goals and interests, and by sharing what they are, we can help each other create something, someplace, useful. Some other ideas:

Digital Citizenship materials*
Professional Development materials
Community building and Cultural materials

* materials can include: documentation, posters, scope and sequence, standards, criteria, letters, rubrics, media, presentations etc…

As I mentioned earlier, I am not even sure if I can be involved with something like this at my new school. I need to get on the ground and get a lay for the land, but I have had too many casual conversations about something just like this at every conference I have ever attend. I think there are a core group of schools that could benefit from an alliance.

If you are interested, please leave a comment on this post or email me directly. I will compile a list of people who are interested and get back to you next year. Perhaps Learning 2.012 will be a good time and place to sit and layout a framework. We can consider Brady’s model or work out a different one. Maybe this is still too vague for you and you will wait till something more substantial is in place. Fair enough. Just, think about it over the summer, and let’s regroup next fall. Maybe you simply feel this is not for you or your school. Fair enough. This is my pitch, if you are interested, please get in touch.