Readings, and Related Inspirations

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Week 1 DigiWrimo Story

The Girl Who Tried to Save the World

She had a lot on her mind that week: 500 words a day on the dissertation, carb loading and light training for the 1/2 marathon coming up that weekend, sew a princess skirt to wear during the run to contribute extra bounce and happiness to the event, try to save the world — it wasn’t a normal week for her. It was special. And so she tweeted

and instagrammed:

and then she sat down to research just how she might save the world.

After some careful deliberation, she decided that the job was not possible. The materials to save the world were not in place. There were only republicans and democrats – or as her father taught her “republican’ts and democrappies” – with a few libertarians sprinkled in for good measure. There would be no world saving that day. No matter how loud she yelled at the voting polls that day only 2 things would happen:

1. her voice would only somewhat be heard through voting

2. she would get kicked out for disturbing the peace of the other voters.

She went for option 1:

She got a sticker for her attempt. But the world would not be saved as long as there were only 2 choices.


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NCTE Eye-Opener

This weekend I had the priviledge of attending the 2013 National Council of English Teachers 103rd Annual Convention titled “(Re)Inventing the Future of English in Boston.

Taken from

Taken from

I made a lot of observations during the conference that have affected me both emotionally and professionally (like how cool of a city Boston is), but for this entry, I chose to focus on just one thing:


As many of you might know from reading past blogs (I haven’t made any recently đŸ˜¦ ), I am very interested, and immersed in ways to harness technology that are interesting and relevant to my students. But one thing that absolutely blew me away, was how little technology is allowed in public school classrooms.

Middle and Secondary school teachers I spoke with reported the restrictions of websites in their classrooms to include any social medias, youtube, and even google. That’s right. Students can’t google anything.

In the interest of keeping this short, I would like to link you to an article that is definitely worth reading to find out more on this topic:

How Shadowing my 2nd-grader Led to a New View of Tech in the Classroom

This is a must-read article. The topic, in my personal belief, should be one that all educators make a big stink about. And not just educators, but parents, and people who care about children, and people that work for companies that might one day hire someone that is now a child.

Please pass it on, and make the move to comment (either here, or in Hybrid Pedagogy, or elsewhere) – we all need to hear this.

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Last August I participated in my very first Massive Open Online Course hosted by Hypbrid Pedagogy. It was called MOOCMOOC. It was a MOOC about MOOCs – it answered questions like, “What is a MOOC?” and “Where does learning happen?” But it also opened my eyes to a lot of new experiences I had never had before. And most of these experiences I did from inside my house.

As soon as the board at Hybrid Ped said, “We’re going to do another MOOC,” I cheered loudly – inside. And of course, I’m at it again. This time, it’s MOOCMOOC2. Essentially, it’s the same thing as last time. Which brings me to my post here. Today is Video Tuesday and below, you will find my video which answers the question: “What do I value in learning?”

You might have noticed, if you’ve watched my previous videos, that I seem to have learned to use my Live Movie Maker, and that I have found a camera… with sound!! Not that that matters, because I also learned to use Audacity. Can you tell I had a busy semester? I’m no professional, as you are about to be able to tell, but it was fun making this film, and I hope you enjoy it.



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Twitter, Zombies & Permanence

Last weekend I became undead. It was a Saturday afternoon, and I was sitting at a coffee shop in downtown Decatur, Georgia.

I yelled.

I shouted. People at the coffee shop stared.

I called a friend to see if her friend could save me.

He was in California at a rock show. He was busy.

And so I turned.

This is how it went down:

I was bit by @myunnaturalself – and then

I pleaded for my life. I had dodged earlier, and my dodge was up.

But then:

I was saved… for the moment.

Little did I know – the zombies were stalking me.

They got me. And then they zombie high-fived. It was painful. I pleaded. I called others on my cellular telephone in real life. But there was no help.

And so I turned.

And I began to stalk others.

I lost several hours out of my workday dodging zombies and swiping them away for other zombies.
The rules were simple. There were only 5 steps:

1. If you are on twitter (anywhere on twitter) in the last 5 minutes, you can get bit, and you have 5 minutes to get saved.

2. If you get bit, you can #dodge 1 time an hour

3. If someone else gets bit, you can #swipe for them 1 time and hour.

4. If you become a zombie, you can #bite once every 30 minutes.

But like all things on the internet, these rules had little permanence, which is why I haven’t linked you to them.

Here is the twitter vs. zombies website.

There, you can see how the game is laid out. There is a scoreboard, and a rule sheet – all housed in google docs.

If you have ever used a google doc, you might know that they can be changed by anyone with permission. In our case, the google doc was open to the public. Anyone and everyone that landed on the page could change these documents. Their permanence was fleeting. The scoreboard changed any time someone used #dodge, #swipe, #bite, or turned into a zombie. The rules changed every 12 hours or so and became much more complicated, adding several other literacies in such as photographs uploaded to tweets, and the creation of storify narratives, such as this one by Lee Skallerup – #TvsZ A Love Story

Why is this important?

As I played this game, I had to juggle several digital literacies: tweeting using several hashtags, managing a google document scoreboard, and commenting to help develop the rules into more complex, and slightly more rigid, play. This is a brilliant idea to teach multiple digital literacies through play.

To get a brain-full of the discussion concerning the build, launch, and implications of this game, I leave you with the video below. Creators Pete Rorabaugh (@allistelling) and Jesse Stommel (@Jessifer) delivered their experimental twitter game in a presentation at Duke University this past Monday. The video contains that presentation, and an extensive line of questions concerning the game.

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#digped Discussion Invite

This morning, Hybrid Pedagogy just released an announcement for our next #digped conversation about the value of online scholarship.

Here is a link to the article – check it out (I wrote it) – and if you’re on twitter, join us. If you’re not on twitter, and you’re super curious about how this works, I will be online in my office Friday 1PM participating, and you are more than welcome to come and watch how it works, if you don’t want to just sign up to participate.

See you all on Wednesday!