Hayfields in March

Haytime in March

Kevin and I have been to and fro today with some raw materials, words for play like legos.  Here is how it went.
First, I did a freewrite as part of a post I wrote describing a couple of tools for minimal distraction writing
Here is a raw freewrite I put in the post.

Hulk no like.  That is how I feel sometimes [image of Hulk hanging over my writing space]. I know some folks won’t read because I don’t mince my words. I am not going to brightside you unless I really feel my subject is an optimistic one. Realistically optimistic.  

But I really don’t want to be like those Silicon Valley freaks who seek to destroy for the sake of their products and to make money.  They are killing our country.

I look down at my screen and think about the bloviations of despair that have flowed from my digital bleedings and wonder if really understand how the world works.I subscribe to the belief that the biggest cynics are also the strongest idealists.  I think the cynic’s acid tongue is the direct result of gap between what they see in the world and the way it might be.  I have seen stuff work in education, but mostly I have seen it fail.  And not just in an experimental way, I have seen it fail all of its principals in so many different ways.  We keep foisting the same failures on our students. I don’t mind failing, but failing in the same ways over and over and over again. That I cannot abide. And we all know, the dude abides.

The failures are often very pedestrian. A lesson plan that sort of worked for vanguard but not the most. An experiment that sated my voyeuristic desire to see if my ideas hold water. Mostly not out and out failures. Mostly just null results.

That is the unforgiveable gap that the cynical side of me engenders every day I teach. That is the problem, isn’t it. I teach, they learn. The power dynamics are all fucked up. Students should have most of the power when it comes to learning. They can share that power even to the point of handing over some of that just like an apprentice gives power to a master, but it is their’s to hand over and their’s to revoke.

These are messy, potentially abusive relationships.  I can’t even imagine how we could make this work in an institutional setting. One on one?  Yes, I can imagine it.

I consider this freewriting above to be the ‘hayfield’, full of grass and forbs and herbs and diverse eating.
Kevin cleaned up the metes and bounds of the pasture with his Notegraphy poem.
I took the first cutting from his “poem hayfield” here.
Then I took a second cutting, what farmers of old called “the aftermath” (very interesting etymology).
And finally all that is left are ‘staubs and stubble‘ for the beasts to graze down.
Below was the original ‘field’ as ‘mapped’ using SnagIt. I started by grabbing a screenshot of Kevin’s Notegraphy poem. Then I simply cut words from that and made “First Cutting”. Next I did the same ‘cutting’ to “Aftermath” by subtracting words.  What I was left with was “Staubs and Stubble” Maybe ready to grow again?
It is haytime on the internet. Get the barn ready.
I think that this is what connected learning means. This is a little slice from a timeline extending back and forward. It has alternate timelines built in if others choose to grab this open seed. 
It is a powerful metaphor for the kind of learning I want my students to grab with both fists.  It is only possible as a world of small pieces loosely joined as Kevin and I have been over recent years. 
It is complex, messy, and not amenable to being reproduced. Not intended to be reproduced. It is a unique form all its own and that is what I strive for with my students.
Which brings me back to the original force that drove the freewrite seed to send down roots and true leaves:  the power to grow one’s own learning in one’s own way must live mostly in the learner.  Any system or institution that does not midwife and husband that growth is not worth the calling of ‘teaching’.
I am including a Hackpad version here for anyone who wants to carry on.  Just click on the link and there is an open pasture for you to do with what you will.  It has lots of stuff growing there, but you can dig in as you wish and as you will.

Acting Out and Thinking Loud–Thinking and Acting Out Loud

Folks who think out loud don’t get no respetc. Nonz.  But I am going to do it, naytheless.

I have been watching Simon Ensor’s blog of late oscillate toward a marvelous political dynamism.  In other words, he bringing it.  And Americans can get it, we can reciprocate and get into the French elections with some serious empathy.  We feel your pain.

Here is his latest Steller response to the appointment of Betsy DeVos as Education Secretary. I think I commented by calling her a vulture edupreneur (reminescent of Matt Taibi’s moniker for hedge fund creeps, “vampire squids”).


He has since posted a longer read here. Please comment and annotate if you are so moved by going here.

I have been exploring Everett Reiner’s 1970’s book, School Is Dead for about about a week and am about to dive deep into annotating it. His words seems apt and strong and worthy for the moment.

Here is a Pablo quote from it inspired by Simon’s incandescence:

And here with a bit of revision and a new app, VanillaPen:

I have been thinking about “gifs that talk” and exploring tools like Gif Out Loud and Gif Talk. Below is one I created with my own voice using Gif Out Loud and then uploading to YouTube.

Taking the ashes

Our vulturecater edupreneurs eat the masses.

I don’t think I have any particular learning agenda in these explorations other than simple needs: the need to express, the need to add voice to gif (especially my own voice), the need to respond, and the need to play per se. I yearn to be free and to help others be free, too.

Fly my lunas. Fly.

Luna Moth Away!

I created this video with the YouTube Video Editor (http://www.youtube.com/editor)

Hitchhiking Down the Data Story Telling Highway

Measure of American & DATA2GO: Data Story Telling on the Rise

(tl’dr: Telling a story about how we connect about telling stories.)

I recently enrolled in a course at the Knight Center’s Journalismcourses.org, “Data Exploration and Storytelling ( January 16 – February 26, 2017 )”. Why? As a composition teacher and as a writer, I find myself in need of the tools that help my readers understand data beyond text. In other words I need to become a better data storyteller.

In the forum where we introduce ourselves to each other I met Vartika Sinha. She cited as her inspiration a YouTube video by Ben Wellington for TEDxBroadway, “ Making Data Mean More Through Storytelling”. I watched it and was inspired myself. I immediately shared it with someone I know who is constantly trying to tell stories with maps, Daniel Bassill, and his organization, the Tutor/Mentor Institute.

I shared this video using Vialogues because it is such a simple tool for connecting across the gaps. Here it is.

(This video annotation service is free. If you wish to comment, then sign up. It is amazing.)

While there is no set protocol for doing this video annotation, typically, the originator of the vialogue will do their annotation, others will do their annotation, and then there will be threaded conversation and replies. Of course, we broke the ‘rules’. I did about five minutes worth of annotation and then Dan did the whole video. We are still working our way toward replies to each other’s notes.

There was one reply from Dan I could not ignore. His last note pointed me to a post about DATA2GO.NYC, a data visualization tool created by Measure of America (MoA). The article, “Connecting the Dots Toward Well-Being”, fit perfectly into the course I spoke of at the beginning of this post so I took some time to use my old skool annotation tool, Diigo, to dig deeper, to summarize, and to make sense of and perhaps internalize some of MoA’s discoveries about data storytelling. Here is a link to a Hackpad with my notes.

One of the themes in all my writing is the idea of working out loud. I am a firm believer in observing, describing and reflecting upon this mostly unseen and unremarked upon rhizomatic mat of connection. This particular riff above fits an idea that has been circulating to the top of my mind lately—the lowly hitchhiker. I am not referring to the lost art of hitching a ride, but rather to the weed seeds they call ‘hitchhikers’ in my neck of the hollar.

Hitchhiking is an evolutionary adaption by seeds to become more widespread. Humans link them to invasive species because it is such an effective survival trick. We call them weeds, but really they are just survivors. The suggestions the Measure of America makes I believe are ones that are intended to make data more ‘hitchhiker-ly’.

Some data is naturally ‘sticky’, but mostly, it slides off of our attention and understanding, falling to the ground, failing; however, the emotion of ‘story’ helps it stick. The data is the meat of the seed. It is the reason for telling the story. It is the DNA of meaning that we need to spread. We make information sticky in several ways. We make them useful or interesting, but the best way seems to be by enclosing them in a sticky story.

I am looking forward to learning a lot about data storytelling in my course. You can join with us here. It’s free in some ways but I suspect it will become very sticky, very soon.

How to remove small burrs, hitchhikers or sticky weeds from clothing.

Short helpful video on removing small burrs or hitchhikers from clothing after a trail run or hiking instead of picking them out one by one.