“P2 is the evolution of the blog for the purpose of working within and across teams.”
Dear educators using @ wix please stop and read the Terms of Service. Did you know you can not export and use your data anywhere else but wix? This isn’t how the web should work. Plenty of easy UI that still rely on a commitment to portability
For the last few years we’ve been hearing a good many people (most of them computer programmers) say that every child should learn to code. As I write these words, I learn that Tim Cook, the CEO of Apple, has echoed that counsel. Learning to code is a nice thing, I suppose, but should be far, far down on our list of priorities for the young. Coding is a problem-solving skill, and few of the problems that beset young people today, or are likely to in the future, can be solved by writing scripts or programs for computers to execute. I suggest a less ambitious enterprise with broader applications, and I’ll begin by listing the primary elements of that enterprise. I think every young person who regularly uses a computer should learn the following:
- how to choose a domain name
- how to buy a domain
- how to choose a good domain name provider
- how to choose a good website-hosting service
- how to find a good free text editor
- how to transfer files to and from a server
- how to write basic HTML, including links to CSS (Cascading Style Sheet) files
- how to find free CSS templates
- how to fiddle around in those templates to adjust them to your satisfaction
- how to do basic photograph editing
- how to cite your sources and link to the originals
- how to use social media to share what you’ve created on your own turf rather than create within a walled factory >
I like that list. A good way to acquire those skills is to contribute to WordPress and other open web projects.
In essence, the open Web, while not free from governmental and commercial pressures, is about as free from such pressures as a major component of modern capitalist society can be. And indeed it is this decentralized organizational model, coupled with heavy reliance on volunteer labor, that invites the model of stewardship I commended earlier in this essay. No one owns the Internet or the World Wide Web, and barring the rise of an industrial mega-power like the Buy-n-Large Corporation of Pixar’s 2008 movie WALL•E, no one will. Indeed, the healthy independence of the Internet and the Web is among the strongest bulwarks against the rise of a Buy-n-Large or the gigantic transnational corporations that play such a major role in the futures imagined by Kim Stanley Robinson, especially in his Hugo Award–winning Mars trilogy.
Some of the people most dedicated to the maintenance and development of the open Web also produce open-source software that makes it possible to acquire the skills I listed above. In this category we may find nonprofit organizations such as Mozilla, maker of the Firefox web browser, as well as for-profit organizations that make and release free and open-source software—for instance, Automattic, the maker of the popular blogging platform WordPress, and Github, whose employees, along with many volunteers, have created the excellent Atom text editor. One could achieve much of the independence I have recommended by using software available from those three sources alone.
Instead of focusing so much on learning to code, children should learn to web.
This isn’t about making sure literature students “learn to code” or history students “learn to code” or medical faculty “learn to code” or chemistry faculty “learn to code.”
Rather it’s about recognizing that the World Wide Web is site for scholarly activity. It’s about recognizing that students are scholars.
Mike talks about the difference between what he describes as the “garden” and the “stream.” The stream are the other threats to the Web, I’d argue – these are Twitter and Facebook most obviously. The status updates and links that rush past us, often stripped of context and meaning and certainly stripping us of any opportunity for contemplation or reflection. The garden, on the other hand, encourages just that. It does so by design.
And that’s the Web. That’s your domain. You cultivate ideas there – quite carefully, no doubt, because others might pop by for a think. But also because it’s your space for a think.
I updated the “Blogging, Domain of One’s Own, and WordPress” section of “Communication is oxygen. Collaborative indie ed-tech.” with selections from “Word Press for Weans 2018 #pressedconf18” on Scotland’s Glow Blogs service that provides WordPress blogs to all students and teachers.
Glow is a service for to all schools & education establishments across Scotland.
Glow gives access to a number of different web services.
One of these services is Glow Blogs which runs on WordPress.
All teachers and pupils in Scotland can have access to #GlowBlogs via a Single signon via RMUNIFY (shibboleth)
Glow Blogs are currently used for School Websites, Class Blogs, Project Blogs, Trips, Libraries, eportfolios. Blogs By Learners, Blogs for Learners (Resources, revision ect), collaborations, aggregations.
A great short video from @johnmaeda that touches on social media, ownership, control, identity, and the why of blogging.
Links to eye-straining presentations and slide shows offered in formats that need third-party tools are features of the communications from our school. Almost of all of this content could be blog posts on class and school blogs
Young children are natural engineers. They enjoy an intellectual relationship with materials, people, and even ideas. They tinker and explore. They test hypotheses and push limits. Engineering is the concrete manifestation of theoretical principles. You test a hypothesis or try something. If it works, you’re inspired to test a larger theory, ask a deeper question, decorate, refine, or improve upon your innovation. If you are unsuccessful, one must engage in the intellectually powerful process of debugging. Traditionally, the only people permitted to have engineering experiences were the students who compliantly succeeded over twelve or fourteen years of abstraction. Engineering is the dessert you enjoy after your asparagus diet of school math and science.
The addition of intensely personal and playful pursuits like computing and engineering democratized science and mathematics learning while affording children the chance to do real math and science. Students should be scientists and mathematicians, rather than be taught math or science, especially when that curricular content is increasingly irrelevant, inauthentic, and noxious.
On Twitter, that’s one line standing alone. On a blog, a reductionist aphorism can show its work.
Equity Literacy and Structural Ideology
- Equity Literate Education: Fix Injustice, Not Kids
- Design is Tested at the Edges: Intersectionality, The Social Model of Disability, and Design for Real Life
- Tech Regrets, Structural Ideology, and the Addiction Metaphor
- structural ideology > deficit ideology
- Bringing Safety to the Serendipity in Digital Pedagogy
- Classroom UX: Designing for Pluralism
- Projects, Teams, and Psychological Safety
- Affinity Groups, Psychological Safety, and Inclusion
Behaviorism and Mindset Marketing
- Mindset Marketing, Behaviorism, and Deficit Ideology
- Behaviorism, Compliance, and the Subversiveness of Autistic Pride
- Inspiration Porn, Mindset Marketing, and Deficit Ideology
- Cambridge Analytica, Mindset Marketing, and Behaviorism
- When Grit Isn’t Enough
- We don’t need your mindset marketing.
If I had a desert island EdTech, it would be blogging, and that is not just in a nostalgic sense. No other educational technology has continued to develop, as the proliferation of WordPress sites attests, and also remain so full of potential. I’ve waxed lyrical about academic blogging many times before, but for almost every ed tech that comes along, I find myself thinking that a blog version would be better: e-portfolios, VLEs, MOOCs, OERs, social networks. Sometimes it’s like Jim Groom and Alan Levine have taken over my brain, and I don’t even mind. I still harbour dreams of making students effective bloggers will be a prime aspect of graduateness. Nothing develops and anchors your online identity quite like a blog.
No other edtech has continued to develop and solidify (as the proliferation of WordPress sites attests) and also remain so full of potential. For almost every edtech that comes along—e-portfolios, VLEs, MOOCs, OER, social media—I find myself thinking that a blog version would be better. Nothing develops and anchors an online identity quite like a blog.
Blogging is durable, open, and democratic indie ed-tech.
As Ryan indicates, the planet-like features that OPML subscriptions provide are immensely valuable in general, but also solves a tough problem that some of the best minds in the educational tech space have found perennially problematic.
Indie ed-tech link bomb:
Bringing Safety to the Serendipity in Digital Pedagogy
Communication is oxygen. Build a districtwide collaboration infrastructure and an open by default culture.
Mindset Marketing, Behaviorism, and Deficit Ideology
Default to Open: Open Education, Open Government, Open Data, Open Web, and Open Source
Hyperlinks and Education in the Disinformation Age
Feed Readers, Micro.blog, and Digital Pedagogy
Bring the backchannel forward. Written communication is the great social equalizer.
We also believe the path to becoming a better reader relies on becoming a writer. Children excel in production based literacy environments. The critical evaluation of online sources is no different. Any classroom exercise around sourcing must involve readers reflecting on their process and interacting in social spaces for reading. We believe the best way to do have students understand how the web shapes meaning is to use the web to make meaning. Part of any intervention should embrace students publishing on their own domain with parents and students in control of their privacy.
We also believe teachers should be central in educational research. Part of any intervention must encourage educators to build, share and remix resources while reflecting on their learning in the open. We can not tackle critical evaluation alone. Furthermore we must recognize that our teaching corps requires a basic understanding of how you read and write on the web and the lack of skills in our teachers is a national crisis. Students will never be ready for computer science classes in middle school and high school if they are taught by educators who can’t add a link in an email let alone build a web page. By encouraging teachers to network through the use of OER sharing we can address the lack of skills.
And one of the things I came away with from that talk was that there was a counter cultural ethos to the ways things were being done more broadly in ed-tech, and that was often linked to blogging and personal spaces on the web. We wanted faculty and students to own their work, and by extension their data, and we wanted that work to be connected in some real ways to both the web and the institutions we supported. So rather than the great purging of personal university webspace and re-branding efforts of Web Communication departments that gentrified the EDU web, we kept alive the spirit of the university as a space where the personal web mattered and was valued. Not sure if this is just more retrospective self-congratulation on my part-it very well could be, and I certainly have a unique tolerance for such reasoning-but it does resist my own tendency to remember that everyone in ed-tech from 2004-2016 was simply caught up uncritically in the social media orgy that was Web 2.0.
Source: Uncanny EdTech | bavatuesdays