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
Open source Archive
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
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
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
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
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,
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
My Year in Review
Hackjam Parking Lot
This past week, we ran a Hackasaurus/P2PU hackjam to implement functional changes to the P2PU platform and create challenges curriculum for Hackasaurus. It was a whirlwind three days. While we had specific goals, we also had a lot of ideas that aren’t in scope for this phase of the Challenges Project. Those ideas deserve some
Failure = Lesson Learned
Today I was finishing up a one page summary called “10 Things that Make a Good Challenge”, a distilled version of Chloe Varelidi’s excellent post, and I read and reread these lines “By tinkering learners feel safe. They’ll try new things and fail multiple times before mastering a skill,” several times. I’m thinking about failure