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Weeknote 11/2013

This week I’ve been:

  • Tidying up my article on ambiguity. I find myself referencing a 2011 article I wrote with my Ed.D. thesis supervisor Steve Higgins fairly regularly. It’s now available at http://dougbelshaw.com/ambiguity. Comments welcome!
  • Talking to companies about Open Badges. This week included a large media organisation, the people behind one of my favourite video games of all times, MOOC providers, and people who make stuff for railways. Badges for everything!
  • Confused about meeting times. It’s that time of the year when the US enters Daylight Savings. Everything will be up in the air again when we do likewise in the UK at the end of March!
  • Updating the Web Literacy standard blog. If you haven’t already subscribed, it’s here: http://weblitstd.tumblr.com.
  • Submitting titles and abstracts. The organisers of both OER13 and the PELeCON conferences both wanted more details on my upcoming keynotes. One of them will have a Wild West theme and the other one will feature more animated GIFs than you can stick a shake at. 😉
  • Travelling to Chicago. It was a fairly uneventful trip – oh, apart from the four and a half hours I spent in the immigration queue. Tired Doug is/was tired.
  • Attending DML2013. I’ve been in Chicago since Wednesday night for the Digital Media and Learning Conference (where we launched v1.0 of Open Badges). It’s as much a chance to catch up with my colleagues as attend the (excellent) sessions. I’ve written about it on my conference blog.

Next week I’m back home on Monday and in London on Thursday (just for the day) to talk to the games studio alluded to above.

Supporting a Generation of Digital Makers

This week I’m over in Austin, Texas for a session I’m running today with Kate Stokes from Nesta at SXSWedu. Entitled Supporting a Generation of Digital Makers, it’s ostensibly a panel session, but we’re hacking the format a bit to include some discussion activities.

Summary:

Technology is shaping our world, yet most people still only consume it. To harness its potential, learners need to understand how it works and what is possible. Going beyond theoretical instruction, young people can be empowered to gain new digital skills by making things they are passionate about – from web pages to robots. So how do we encourage a generation of young people to be digital makers?

In the UK, Mozilla, Nesta and Nominet Trust are working with partners to spark a digital-making movement.

Why?

To connect existing opportunities and amplify impact. To make more activities available to learners. Most importantly, to change perspectives on what we learn (digital skills are more than coding), how we learn (not just transmitting theory) and where we can learn (anywhere!).

Sharing experiences from this collaborative work-in-progress, we will bring participants into a lively discussion on how digital making can become a core educational experience for youth everywhere.

You can find out more about the Digital Makers programme on the Nesta website with additional commentary on the Nominet Trust and Mozilla blogs. Also, check out the short video montage I created from some of the application videos:

Because obviously I’m a male chauvinist pig.

Update: I feel like I’ve grown a lot since writing this angry post. I don’t feel like I’m the same person that wrote this, but have kept it up as an example of how sometimes I get things very wrong.


Last week I keynoted the DeFT OER dissemination conference. I enjoyed the event, received good feedback afterwards and thought it was well-received. Certainly no-one raised any major issues either in the opportunities for question-and-answer, nor during the rest of the day when I was visible and around to talk to those in the audience.

That’s why this blog post (on the official JISC-funded project blog) caught me by surprise. Now, I know that what I probably should do is ignore or perhaps downplay it. But I’m not going to, because I’m actually outraged that the author feels like she can get away with misrepresenting me in this way. You can find out what I actually said (I recorded it) by going to my conference blog.

I now have the ‘my mother test’. My mother reached the grand old age of sixty a few months ago and now if I can explain it to my mother, then I think that the average person can understand it. So I thought how could I explain ‘openness’ to my mother in a way that she could understand? Because ‘Open Educational Resources’ is kind of a supply-side term.

Note that I equate my mother with ‘the average person’. The author fails to quote me at any time in the post, claiming that I’ve ‘dissed’ my elders (particularly my mother). Why, she wonders, did I use a female example here?

I’ll tell you why.

I used my grandmother as an example of a digital refusnik because both my grandfathers died before I was five, and she’s the only person of that generation that I know well enough to comment upon. I used my mother as an example not because she’s female but because my father has perhaps slightly more advanced skills than others of that generation. I also showed a video at one point showing the (male) rapper DMX as an example of someone who’s less than digitally literate. But he’s black, so presumably I’m a racist as well as a misogynist.

Using the not-so-subtle device of rhetorical questioning the post goes on to ask whether it was fair that I implied that my mother was intellectually challenged. Really? Is this not just a case of someone getting on their hobby horse and riding it off into the distance (whilst I’m left stranded on a scapegoat)? I’m genuinely shocked that, if they felt so strongly about the issue, they didn’t raise it with me on the day.

So I’m not overly-deferent to my elders. So I don’t venerate academia. So I don’t engage in hand-wringing over the gender of the examples I give.

So what?

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