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First a few notes about myself, just to make sure you don&apos;t get the wrong expectations: don&apos;t expect this to be a presentation by a librarian, because I&apos;m not. I have no library degree. But I consider myself to be a library maker. I&apos;m not a researcher either, but I am a lifelong explorer. And I&apos;m not a coder. Since this is a presentation about connected learning and coding is sort of embedded in this pedagogical approach, I thought I&apos;d make this clear: I am not a coder. But I am a language learner: I am learning code, which probably will be one of the most important languages of the future, and everyone needs to know to speak at this language, at least at an intermediate level. And finally, I&apos;m not a teacher, but I am a connected learner.
The values of Connected Learning are: EquityEducation opportunities shall be available and accessible to all young people and bridge the gap in informal learning opportunities that exists between youth in wealthy and under-privileged circumstances Full participation“Learning environments, communities, and civic life thrive when all members actively engage and contribute.” Social connectionLearning requires a sense of belonging, it is “meaningful when it is part of valued social relationships and shared practice, culture, and identity.”
Connected learning is based upon three learning principles and three design principles.
These are the learning principles of connected learning: Interest poweredConnect to the learner’s innate and developed interests. Starting point: the learners passion in life, whatever that might be. E.g. soccer, knitting, Minecraft, gardening, Peer supportedConnect to friends and peers, including adults Academically orientedConnect to academic subjects, institutions, and credentials
These are the design principles of connected learning: Connected learning activities need to be designed with a Shared purposebecause adults and youth together, when making use of social media and sharing the same interests and goals, can boost intergenerational learning and connection Production-centered: learning by making: effective learning spaces are makerspaces where creating, making, producing, experimenting, remixing, decoding, and designing is facilitated Openly networked “Learning is most resilient when it is linked and reinforced across settings of home, school, peer culture, and community.”
As we have seen, one of the learning principles of connected learing is that it is academically oriented. That means that it puts a strong emphasis on motivation, participation, and the recognition of skills. Mozilla Open Badges are a way to put this into practice. They are a new way to accredit and verify learning. The Open Badges project project was initiated by Mozilla, but it works openly with other organizations and individuals in the Badge Alliance Network. Their purpose is “to build and support an open badging ecosystem, with a focus on shared values including openness, learner agency and innovation. The badging idea is based upon the presumption that both informal and formal learning achievements need to be evaluated and taken into consideration as parts of a persons backpack of visible skills and competencies. Digital badges is still an experimental project, and there are som technical issues to be solved before it can become a wide spread tool for recognition of skills, but hopefully within a few years more and more learning institutions will join the project and give digital badges a more solid ground.
Here we can see some badges that I have earnedmyself from being active in the Mozilla Webmaker network. For me they work both as nicely looking rewards for time and effort that I have put into the project but also as a way of structuring my own informal learning and make it more visible for my self and others.
The Mozilla Foundation is a global nonprofit mostly known for their Firefox web browser. What many don&apos;t know is that they also are one of the driving forces and sponsors behind the connected learning movement. Mozilla’s mission is to promote openness, innovation, and opportunity on the web, so that it remains open, accessible, knowable, and interoperable. In short: to ensure that the web remains a public resource. Teaching the web and promoting web literacy and privacy, consequently, are at the core of Mozilla’s activities. Through the collaborative creation of a Web Literacy Map and collaborative learning events like Maker Parties, together with engagement in Hive Learning Networks, among others, Mozilla supports web literacy in all kinds of settings. Together with partners from the formal and non-formal learning sector, including libraries, Mozilla supports learning that is networked, open and focused on the web as one of the main drivers for progress and new opportunities in the world of today. In order to structure, visualize and promote digital literacy Mozilla has started working on what they call a web literacy map, and the idea is that this map can be used both by individuals and organizations as a way of defining what needs to be done in order to fill in the digital literacy gaps for anyone who want to explore, create and share things on the web.
(The Stockholm Digital Library Hangout: not using one specific platform is NOT being digitally illiterate. We need to embrace digital variety/multiplicity. The Google Hangout effect Various channels: Sharepoint/Intranet, Lync, Facebook, Twitter, Yammer, Activity based arbetssätt The paradox: when we no more share the same physical space, we are getting close thanks to an efficient digital communication cultural. In this case: one channel, but digital culture isn&apos;t just about choosing the right channel, it&apos;s about behaviour, codes and also being prepared to migrate quickly to another channel and maintaining the links in between. Problems: notification overload – mix of formal and informal conversations – we&apos;re currently negotiating a new well working digital culture for our work place
Strawbees Video: http://www.strawbees.com/ Video: Quirkbot - The simplest robot in the world: https://www.facebook.com/video.php?v=579323572213082&set=vb.561698743975565&type=2&theater
Connected learning amsterdam 2014
By Jeroen de Boer, Frysklab, & Åke Nygren, Stockholm Public Library & Mozlib.org
@ Het Nationale Bibliotheekcongres, Amsterdam 2014-12-10.
Deelsessie: Innovatie van de Bibliotheek: over 'Connected learning' en 'FabLabs'
Bild: http://media.murberget.se/foto/bild_m/u3/U3742.jpg via Europeana. CC Some rights reserved
Kids are already learning after school -
there are studies out there that show they’re
online, finding interests from peer circles
and becoming experts and reaching
So all that we really need to do is for
libraries and schools and other like-minded
agencies to realize how they can be a part
of that learning, which is already happening
Centralization has become the norm—the
parameters of everything we
do online are determined by
a few large organizations.
We've grown to accept
the idea that the main
activity of online life
should be contributing
content to platforms
We risk creating
an Internet where
by the views
of a few.
The Internet offers untold
potential for humanity.
To make the most of it, we
need to think of the Internet
The heart of the Internet is individuals taking action, making things
solving problems, and ultimately building their own environment
People are more naturally protective
of what they create than of what they
Source: ”How to Save the Net: Take Ownership” http://www.wired.com/2014/08/save-the-net-mitchell-baker/