Open source Archive

This Week in Webmaker Training: Exploring

Over at Webmaker Training we’re working together to learn how to #TeachTheWeb. On Monday, May 12th, we launched the first course on Exploring the methodologies behind Webmaker – including Making as Learning, Connected Learning and the Open Web. This is how YOU can participate: Here’s how others are participating I strongly encourage you to go [&hellip

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Webmaker: An Open Educational Ecosystem (OEE)

Often it’s difficult to get contributions to open projects because some people aren’t quite sure what contribution means or how to go about doing it. Other folks don’t know what “Open” means, and thus they don’t know they can contribute at all. Perhaps it’s the nomenclature of “Open” that confuses people. Perhaps it’s just an [&hellip

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Making, Curating and Sharing Resources

Last year I started the /Teach wiki and filled it with a bunch of links out to resources, curriculum, descriptions and other useful tidbits of content designed to support the teaching of digital literacies and spread all over the web. The wiki became my own personal dumping ground to save resources authored by the budding [&hellip

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the Mentor Community Says…

Last month a group of us at Mozilla scheduled a series of interviews with people in the Webmaker community who are engaging on the level of what we call “mentors”. These are the people that are actively participating in spreading the Movement. People who are running webmaking events, trying out ideas, giving feedback and making [&hellip

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A Hivesque Network of Educators

This past week Doug and I attended the European Children’s Universities Network‘s conference (co-hosted with SIS Catalyst) #Technucation. Children’s universities, museums, YMCAs and other youth focused groups and organizations make up the very Hivesque EUCU network. This is a network of over a hundred different organizations all over the world. It’s called the European Children’s [&hellip

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2.4 Evaluation Methodology

2.4.1 Introduction As mentioned in Chapter 2.2.4, content creators (Mozilla) and pilot audiences (formal and informal educators) work together to create interest-based curriculum while the target audience improves their own web literacy skills. Because the curriculum and activities are modularized and co-designed, the evaluation of the content used in learning situations is ongoing. The various [&hellip

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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 [&hellip

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Declaration and Copyleft

Declaration This thesis is the sole and original work of Laura Hilliger. Copyleft This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041,

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1-Pagers and Contributing

In the course of conceptualizing our modular Hacktivity Kits, we decided to create simple, visual 1-pagers for activities. Here are some prototypes (that are crappily compressed and impossible to read :P): We’re also putting assessment stuff into 1-pagers, cheatsheets in 1-pagers, everything in 1-pagers. Why are we doing this? Because it makes sense to give [&hellip

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My Year in Review

Seems like I should follow suit and do a “Year in Review” post. I do so like to comply. I was moving around quite a bit this year. This post took me forever to put together. January: Ran the first New York City version of the Producer’s Institute for New Media Technologies, started working with [&hellip

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