Full infographic here: http://connectedlearning.tv/infographic
goals of ed: lifelong learning, democracy, economic self-sufficiency

still 200 yrs later.. same goals.. may look dramatically different however..
and to do that with a value set of equity at the forefront

speakers of 21 last sessions – that address these

joining Connie are Doug Belshaw, Marsha Semmel, and ‘Brother Mike’ Hawkins.

onbarilone: The HIVE Fashion Project:http://explorecreateshare.org/2012/07/20/next-seasons-hottest-trend-hive-fashion/
ChrisLarry: More Hive Fashion:http://explorecreateshare.org/2012/08/09/dreamyard-fashion-week-in-the-bronx/
ChrisLarry: DreamYard is a YouMedia in NYC
hive – can we through grants, bring the institutions on the ground with online so that they become part of a networked fashion
institutions – are part of an innovation community

Schools are a “node in [students’] broader network of learning” -Connie

Question from Brad: “Checking my understanding. I’m hearing a lot about the macro-features of connected learning and am trying to ground it in the micro.  Is it possible for connected learning to take place without fundamental transformations in power relations between youth and adults? It seems that a fundamental contradiction in Learning 1.0 is that youth are seldom acknowledged interactively as knowledge-holders. I’m trying to weave the macro and micro aspects of the connected learning concept to imagine how it can transform Learning 2.x “
aggregating resources here: http://groups.diigo.com/group/connected-learning

my notes as i listened the first time:

might curiosities always sit at the heart of an extraordinary education….?

absolutely….

how do we create these experiences?

are they not already in life? can’t we trust that?

do we have to connect things for kids? or do we have to not disconnect them in the first place?

perhaps there’s a nother way… ie: hosting-life-bits via self-talk as data.. as the day [aka: not part\ial.. for (blank)’s sake…]

watch on dml site, and find 5 other videos via dml and nic askew

from amy:

I loved it… until around minute 4. Maybe she isn’t meaning like it like this, but it sounds like the usual educational gamification hoopla to me. I know my kids learn a lot through gaming, but…

Those games that are designed specifically for learning certain things are no better than a teacher giving a full-sized candy bar as a prize for accomplishing some task. I’m not saying that because I have a problem with *candy bars* — I’m saying that it’s still for some external reward, and thus unlikely to make a lasting impression on learning. And, the situation was usually put into the context of some goofy contrived frame of reference that a child would never experience in real life. Like (taking her example of fractions), “To get to level two, we need to cooperate and get all eight pieces of the pie! Oh, we only have two pieces, that is one quarter! We still need six pieces, or three quarters!!”What about cooking in the kitchen, and you can’t find the 1/2 cup measure — so you eyeball it with a third of a cup, or two fourth cups, or whatever — and your cake or bread comes out dry and crumbly? Then, a person is more inclined to think, “Heck! I better find that half cup measure next time. I think I added too much flour…”And then, around six minutes, she talks about how we’re looking at what kids are doing, separately from content. And she’s talking about “designing” the content so it is something they will like. I think that’s where it has gone wrong. I think there are plenty of things already out there for kids to like in life outside of school, and they need freedom, and THE ONUS IS ON US AS ADULTS TO BE CREATIVE AND SEE THE WORTH IN WHAT THEY ARE ALREADY DOING, INSTEAD OF TRYING TO SUPERIMPOSE VALUE ON THEIR ACTIVITIES, BY CONTROLLING THE CONTEXT.

A good example is Minecraft. Here’s an article Ken sent us last week:
http://qz.com/32868/could-minecraft-be-the-next-great-engineering-school/
It’s a sandbox, much the way life is.

from the article – loving:

Minecraft has become a kind of anarchic massive open online course (MOOC) all on its own, without developing courseware or costly new program licenses. Part of the proliferation is due to user-created video, particularly on YouTube, where a quick search yields 7.5 million mentions.

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latest:

http://www.huffingtonpost.com/pharrell-williams/reimagine-ed_b_3344224.html

Our future is brilliant. You see, together, we are turning the tide.

addressing this:

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Connie on Brother Mike:

http://dmlcentral.net/blog/constance-m-yowell-phd/revolution-thank-you-brother-mike

I have always been in awe of his ability to listen so keenly to the youth, to understand their world, to create safe and inviting spaces for them, and enable their critical and thoughtful and creative voices;

Within a year of opening, Brother Mike, Taylor Bayless, and Erica Neal had developed and implemented what would become the YOUmedia (so named by the youth) signature projects: One Book One Chicago, Digital City Planner, Lyricist Loft, and the Mark Bradford Project.

At a time when youth violence in Chicago was drawing national headlines, youth from all over the city were coming to find a safe haven, a place for creativity and voice, and a trusted mentor — someone who nudged, prodded, guided and celebrated them as they danced, veered, ducked or ran headlong toward adulthood.

His ability to own the culture and artistry of the street, to deeply know, listen and understand youth, and to create opportunities for them to explore identity and culture and build skills while truly making…revolution indeed. That was his word. And, in his case, it applied.

We have become fond of saying that Brother Mike could turn a moment into a movement.

And he didn’t transcend age, race, gender, class, sexual orientation — he connected them. He did it through listening, inspiring, guiding, and most importantly — as he would say — letting you know you were loved.

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oct 2015 – launch of lrng