Tag: Blended learning

Thinking Big and Learning Big

Last week, we gathered ThinkBig program heads, educators, partners and technologists in London to run a workshop on Webmaker and open collaboration. We had a lot of goals for this workshop, but my main objective was this one: Accept one another as a valuable ally and feel confident in reaching out to ask for or provide feedback. I wanted to… Read more →

Training with Friends

This weekend, I’ll be leading a Webmaker Training for the National Citizens Service (NCS). NCS is an organization in the UK that provides learning opportunities for young people living in England and Northern Ireland – young people who are encouraged to lead positive change within their communities. For the first time ever, NCS has invited graduates from their programs to… Read more →

New hackable kit prototypes

My colleague Matt Thompson wrote an update on the Hackable Kits. Go check it out: http://openmatt.org/2013/04/30/hackable_kits/ This work has been evolving for a while. Check out these actually related articles: Related articles Hacktivity Kits != Event Agenda, but they sure are close… 1-Pagers and Contributing Hacktivity Kits and Modular Curriculum All the posts where I use the word “hacktivity” Read more →

Mountains of Enrichment

When I was in the fifth grade, I was pulled out of my classes and put into a series of classes called “Enrichment”. It was for “gifted” students, and I remember not really understanding what made me different. On my first day in Enrichment, I recognized the difference between my old classes and Enrichment classes immediately. My new classroom didn’t… Read more →

3 Conclusion 3.1 Conclusion

Although the target group “formal and informal educators” as referenced in this thesis is fairly specific, I propose that considering the different theoretical frameworks outlined in this concept when planning a blended learning program would be beneficial to any target audience. Presumably, adding gamification to curriculum will engage any audience, as human beings are naturally apt to play. Furthermore, learning… Read more →

2.3 Concept

2.3.1 Overview A summary of how this course broadly fits within Kerschensteiner’s seven relevant functions (Scheibe, 1999) of project-based learning follows. The target audience of this program have discovered the “Introduction to Web Native Filmmaking” course organically through independent, informal learning institutions, word-of-mouth, or through the marketing efforts of Mozilla. Adults have their own motivations for trying out the course,… Read more →

1.5 Literature Review

This thesis reviews and draws from a variety of research and articles from media and education specialists and cooperatives. Dr. Doug Belshaws Eight Essential Elements (Belshaw, 2011), Common Sense Media‘s digital literacy and citizenship strands (Grayson, 2011), Scratch’s Computational Thinking connections (Brennan, Chung, & Hawson, 2011), Michelle Levesque’s Web Literacy work (Levesque, 2012) and Jeanette Wing’s Computational Thinking characteristics (Wing,… Read more →


Cyberspace is a transcultural space. With the plethora of subcultures, our society is transforming from “culture for everyone” to “culture through everyone” (Marotzki & Jörissen, 2005). The technical structure of cyberspace is open and decentralized. Therefore, multiple perspectives can interact with each other, making the Web a multicultural transformation space. Through this external networking of cultures, we can work on… Read more →

The #EdTech “Hysteria”

I read this article “Let’s get to the Bottom of the #Edtech Hysteria” and my thought pattern got all jangle jumbled up. Then I read some of the comments, including the exchange between “foresure” and Shaun Johnson and the one from “tultican” that uses the phrase “ridiculous scheme” to describe flipped classrooms. I had to stop doing what I was… Read more →