How we determine who matters (consciously & subconsciously) = key driver of inequality. Research & intervention *both* needed. #dml2015
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#DML2015
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Is the solution to give schools more power as (supportive) institutions in kids lives? Or diversity opportunities and pathways? #dml2015
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Listening to plenary, and reflecting on the power that institutions (like schools) wield to exacerbate or mitigate kids’ traumas. #dml2015
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Upcoming #dml2015 plenary, “Youth Making Change: Putting Equity Into Practice”
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Some major snaps to @GardnerCampbell for charting the sound waves in recent history. #dml2015 #ignite
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Using “Bayside High School” as a pseudonym pretty much wins #dml2015. Bravo, @ncwilson78. (I usually use Buffy.) #savedbythebell
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Some say, “You can’t give a kid a laptop that’s connected and walk away.” Actually, you can! - @morgangames #dml2015
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Next up, @MorganGAmes’s “Closing up shop or opening up possibilities? The twilight of OLPC in Paraguay” #dml2015
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Let’s think about: materiality beyond phones; mobility beyond spatial; users beyond able bodied. -@merylalper #dml2015
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Teacher takes iPad to Starbucks to use wifi when school wifi failed. Private<->public infrastructure navigate gaps. -@merylalper #dml2015
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Broken toilets. Is there an app for that? - @merylalper re: what counts as infrastructure for learning #dml2015
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Inspired by #dml2015 & #dmlcommons: How We Created a Video Production-Centered Online Course on Social Inequality medium.com/@mrafalow/productive-hic...
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“Improvement” implies reaching a pre-established goal, “innovation” suggests re-imagining the goal itself. Students do 1 or both? #dml2015
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Ito cautions against a “one scale” that can measure connected learning. (Yes, thank you.) Start with a shared problem. #dml2015
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Maybe part of the solution is to put the innovative process itself in the hands of those who are not in positions of privilege. #dml2015
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Ito: Innovations we love are adopted in ways that advantage those already advantaged. Can we create shared agendas to address this? #dml2015
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Ito: Keeping equity in our view given the conditions of making our ed-related startups succeed is incredibly hard in practice. #dml2015
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Ito: We should pause a minute and acknowledge how different #dml2015 associated education reforms are from earlier generations.
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#DML2015 has great opportunity to *link* quant & qual methods for design & assessment, rather than favor only one like past ed initiatives.
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Gomez argues that we need to find ways to quantify outcomes of digital media & learning to assess our successes. #dml2015
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Dyson: connected learning rarely happens by chance — it happens by design. #dml2015
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Next up, “Blurring Boundaries by Design” - reflections on challenges and future of #dml2015. http://dml2015.dmlhub.net/schedule/
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Next up, Horne et al., “Modeling Equity of Participation in Connected Learning.” #dml2015
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Next up, Larson and Arum’s “Connecting Youth,” about access and outcomes from connected learning experiences. #dml2015
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Acholonu maps out informal face-to-face opportunities across Chicago, shows that computer science = tiny dots among sea of opps. #dml2015
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Next up: Acholonu et al., “Locating Opportunity Gaps by Mapping the Computer Science Landscape in Chicago” #dml2015
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Sauerteig & Podkul use network methods to create models that they share w/ respondents to elicit meanings of structures. Very cool. #dml2015
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Podkul went back to students to show them the social network maps of their own personal networks. Inspired helpful reflections. #dml2015
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Sauerteig: Social network analysis captures brokerage among connected learners in ways other methods can’t. #dml2015
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