Starting now. A technology that allows for limitless reproduction of knowledge resources, instantaneous global sharing and cooperation, and all the powerful benefits of digital manipulation, recombination, and computation must be a “bag of gold” for scholarship and for learning. It is well within the power of educators to play a decisive role in the battle for the future of the web. Doing so will require the courage to buck prevailing trends. It will require an at-times inconvenient commitment to the fundamental principles of openness, ownership, and participation. It will require hard work, creativity, and a spirit of fun.

-Jim Groom, Reclaiming Innovation


2022-2023 Learning Community

Facilitated by All of Us


Read select chapters of Morris and Stommel’s (2018) An Urgency of Teachers: The Work of Critical Digital Pedagogy  and post thoughts and questions, create provocative media  (meme, gif, images, short video) in response to your selected chapter.  A focusing question: What do students need to know to be able to learn on the web long after they leave UWB?

(the book can be purchased in paperback or Kindle versions or is available open source with pay-as-you-can).

More Possibilities (choose your own adventure, with others)

  • Sustain a weekly routine of posting a digital resource, question, short account of your ongoing explorations, or encouraging gif to our shared Known site as a contribution to our collaborative learning.  Link is also on the menu above. Share thinking/ projects/ resources and then share/ export to our own individual spaces.  Comment on what others post.  [Posts can be public or private to group members who are logged in.]

Some starting points might be found at this crowd-sourced eLearning eNcyclopedia  knowledge bank of digital tools and strategies.  Add to the project?

  • Form book circles for shared reading.
  • Read and annotate (via our hypothes.is group) the essays on the Readings menu.
  • Commit to writing about your teaching/reading/emerging questions.
  • Build a learning network of academics on Twitter.
  • Tweet content to our LC using #openweblc
  • Join the Marginal Syllabus collective on equity and literacies and share with us what you’re learning (and how you’re learning it).  Readings are primarily about K-12 students, who become UWB students.
  • Collaborate with others to implement open strategy/ies and share what you’re learning.
  • Collaborate with others to design a research project around teaching and learning on the open web.
  • Meet with others in the LC as we meet with leaders in open/connected pedagogies.
  • Collaboratively create a  UWB specific website/ open source book on PressBooks of resources, examples, connections to share with peers.

Commitments of Members:

  • Reviewing group readings, resources, and/or materials in preparation of meetings.
  • Participating in the majority of your LC group meetings through the 2022-23 academic year.
  • Contributing to at least one of your group’s quarterly blog posts during the 2022-23 year (a minimum of five meetings over the academic year.
  • Contributing to your LC group’s (What did you learn?) presentation at the TLC Spring  Gala. TBA

Header Image credit: Susanne Nillson @flickr.com

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