Knowledge Archive

Part 2: Machine Learning & Serendipitous Communication

Disclaimers: the Summit and Mozfest are pretty much back to back, so please excuse me for not being faster with these posts. Did you read Part 1? Part 2 is kind of long, as this post is a bit philosophical. I don’t know the answers or implications – I’d love to continue the conversation though. [&hellip

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The Road to [Term TBD]: Semantics are fun.

Everybody knows that the shortest distance between two points is a straight line. There’s proof. But sometimes point A and point B are so obscured from each other that you have to use a series of straight lines that navigate through all the crazy between the two points. In this blog post, point A is [&hellip

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Hacktivating Educators

Recently there have been some gentle shifts in the Learning Team at Mozilla. The ebb and flow of changing the world through the educational hacktivism we duly named Webmaker, revealed an underwater cave of…ok, I’m going to nix the poetics and get to the point. This year, we’ve done A LOT of stuff. We defined [&hellip

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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 [&hellip

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Embrace the BORING then get CREATIVE

You know what? Writing curriculum is freaking BORING. You know why? Because educators are taught that learning requires specific activations in the brain. Long-term memory encoding happens through meta-cognitve processes. For information to be truly learned, various centers in the brain need to be activated. Educators are aware of the psychological strides needed for a [&hellip

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Web Literacy Micro-Models

On Friday I posted the macro-model here, the thing that encases all the Webmaker Skills. This will give you a general overview of how Mozilla should likely organize it’s learning content (from a pedagogic point of view, which may or may not interest anyone). This post goes one step further and begins defining micro-models. A [&hellip

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