Happy Saturday, #clmooc. Though I've posted a number of times already in the spaces and places of our online collaboration, I haven't unformally untroduced myself yet. At the risk of being self-congratulatory, I'd like to note for the hallowed digital record of #clmooc that I was posting about Pokemon before it was...errr...cool? So the first question I'll pose in this blog is: was my untroduction last year, in which I pictured myself on a Pokemon trading card, celebrated the sleepy Snorlax, and described my interest in games and learning, clairvoyant or coincident?
Maybe I should concede right here that I had no visions then about swarms of players in parks at virtual Pokestops (see below). I just wanted to enter into #clmooc's connected learning by declaring my playful curiosity about the characters and narratives connected to a game that my daughters and I were playing.
Vaporeon stampede Central Park, NYC from Woodzys on Vimeo.
So, even if I didn't see this convergence of augmented reality, fandom, fitness trackers and geolocation coming, I think I was on to something last year untroducing myself by leading with Pokemon and my interests.
I'm interested in games for learning and games as textsI'm still interested in games and learning, evidenced by my recent posts, "A letter to professor Willow..." and "14 reasons why #PokemonGO has a future in education." When I posted on Soundcloud a brief conversation with my daughter about the game, I was thinking about how games and fandom situates youth as experts, experts with background knowledge about the digital texts they navigate in Pokemon Go.
I'm interested in badges as microcredentials that might serve social justice aims
I recently had the opportunity to hear from Nichole Pinkard and Doug Belshaw speak at the Aurora Public Schools #badgesummit. They both helped me develop a deeper understanding of badging and that learning experience has me thinking of experiments I'll do with digital badging in the coming year with the APS badge system.
|Screenshot of this tweet.|
|Screenshot of this tweet.|
I'm interested in social annotation and it's civic potential
Learners who watch the #clmooc channels during the year probably have seen examples of digital annotation and discussion about where the practice of marking up digital texts in the open might lead. I've blogged about my desire to encourage youth who have experience with immigration to comment openly as experts in much the same way climatefeedback.org activists mark up texts about climate change.
For educators interested in working toward more equitable schools, communities, and policing, I invite you to mark up this post by Antero Garcia, "There are No Lessons for Alton or Philando." (Just get the hypothes.is Chrome extension here and watch the video below.)
Finally, I'm interested in open learning
As I read the tags and posts of #clmooc for the fourth year now, I remain interested in how a community of learners develops and strengthens, swells and shrinks, plays and questions. I'll end my newest intro with one of my first creations for #clmooc, the teaser video below. I have the same sense of anticipation about where this experiment will take us now as I did then, back when this MOOC was still just an idea.