EdgeMakers Higher Education Demo Book by Kathleen Low

Higher Education Demo Book Inside EdgeMakers Essentials and Digital Fluency Courses

www.edgemakers.com

Table of Contents

Essentials for Higher Education

What We Do/ Our Community

Structure of Higher Education

About Us

What We Do/ Our Community

Are You an EdgeMaker?

Lesson User Guide

Digital Fluency Syllabus

Essentials Sample Student Lesson

Essentials Sample Teacher Lesson

Digital Fluency Student Sample

Digital Fluency Teacher Sample

Digital Fluency

Resources

About Us

Cultivating Capable, Compassionate, Connected Creators

We are a young yet global company based in San Francisco that seeks to amplify the creativity and sense of purpose of this generation. We believe that all young people can become powerful innovators and make a difference in the world, and we want to empower them to do so. We help students seek the “edge” – the competitive edge, the edge between traditional and new practices and disciplines, and the edge between what presently “is” and what is possible. The idealism of the young is one of the planet’s greatest untapped resources. We believe today’s rising generation of young people have a moral perspective and a desire to do good that EdgeMakers can provide the tools for expressing. They need patient guides who can show them “how to” and provide the encouragement that in turn engenders the belief that they can do it. We want to make the extraordinary ordinary.

What is EdgeMaking?

EdgeMaking is a unique learning system. It is an integrated portfolio of disciplines meant to increase the employability of young people, as well as their ability to succeed in life. We also equip young people for an increasingly global and technology-mediated world - one that prizes an ability to be proactive and to couple innovation and entrepreneurship to purpose. What we call edge capacities require an ability to grasp the nature of our changing world and exercise judgment. They require practice and continual development and cannot cannot be reduced to a simple set of skills that can be read from a book and tested on an exam. Plant, Grow, Harvest At the core of EdgeMakers is our model of â&#x20AC;&#x153;Plant, Grow, and Harvest.â&#x20AC;? Plant refers to the germination of seeds that then grow if enabling conditions are set in place to yield a harvest that has value for someone. EdgeMaking is a process of generating ideas directed towards some worthy purpose (plant), cultivating and developing those ideas (grow) and realizing the value from those ideas by deploying them in the real world (harvest).

Are you an EdgeMaker? EdgeMakers are “dreamers who do” – they are artists with a purpose. They are designers, innovators and entrepreneurs. They want to make a difference in the world now - not only after having earned a university degree or influential career. EdgeMakers care about the planet and the people in it, and know there are “wicked problems” and “un-Google-able questions” that need tackling, and they are not afraid to make that bold step. An EdgeMaker understands that we are shifting from a knowledge economy to a creative economy – and that students need to prepare for industries, careers, and political and economic models that do not yet exist. What will it take to succeed in this world – to have an impact, to make a mark, to find meaning and fulfillment? A set of capacities is required: These include the ability to harness and manage personal creativity and the creativity of others; communicate effectively and with empathy; be a pro-active catalyst and changemaker; generate fresh approaches to existing problems, innovate and create new sources of value; think and behave entrepreneurially; collaborate with a diverse, global, ever-changing array of partners, and cultivate the emotional intelligence needed to lead and inspire.

What We Do Our Curriculum

Our highly integrated, adaptable curriculum for both secondary school and higher education begins with our foundational course on Creativity and Innovation and continues with master courses in Storytelling and ChangeMaking, Design, Character and Collaboration, Digital Fluency, Entrepreneurship and Startups, and Sustainability and Innovation. Our founder, John Kao, dubbed “Mr. Creativity” by The Economist), has spent the past thirty years focused on innovation and entrepreneurship as an educator, practitioner, and activist. During his fourteen years on the Harvard Business School faculty, John created breakthrough courses in creativity, innovation and entrepreneurship. The EdgeMakers pedagogy is shaped by the Character Strengths of an EdgeMakers student. Our approach is inquiry-based because EdgeMakers are curious, inquisitive problem-finders. It is project-based and challenge-based because EdgeMakers are innovative and strategic. Each lesson involves working in a team, because Edgemakers are collaborative, empathetic, and need to be resilient. But EdgeMakers are also purposeful and seek to integrate diverse bodies of knowledge and experience, so the courses provide many opportunities for personal exploration and self-reflection. EdgeMakers explore “epic questions” – those deeper, open-ended, often controversial, questions that cannot be easily answered. They see so-called “wicked problems” – complex and apparently insoluble challenges – as opportunities for creative change, and work collaboratively to tackle them.

Our Community

EdgeMakers is more than a curriculum – it’s a movement.

Our community is growing in North and South America, Asia, and Europe. The relevance and flexibility of our courses allows for customization to our clients’ needs – whether it be a Middle School student in Brazil or India, a High School student New York, or a University student in Colombia. Join us in our social media network of EdgeMakers. We benefit from a global network of partnerships with government agencies, NGO’s and companies that enable such innovative offerings as summer internships at the University of Arizona’s BioSphere as well as a range of sponsored programs.

The 6 C’s

Higher Education Course Structure

Overview The EdgeMakers Higher Education curriculum is carefully designed with the 21st century student and environment in mind. Students are more connected than ever before, and they have tools and platforms at their fingertips that can enhance and encourage autonomous, self-directed learning. We believe that a process of enticing students into learning experiences with content is more powerful and beneficial to the learner than simply distributing content. We believe that whoever is doing the most work is doing the most learning. Finally, we believe in helping students cultivate capacities rather than mere skills – especially in this rapidly changing world and technological landscape. Therefore we have developed a pedagogical structure – a framework that will work in a variety of disciplines and courses even beyond the EdgeMakers curriculum – that facilitates this sort of autodidactic learning. We call this the “6 C’s” structure because it is based on the following themes within which the student engages in a self-directed set of activities: Conversation Curation Contemplation Creation Consideration Connection

Course Experience

Students learn best by doing - by practicing what they are learning about, as indicated for example in the TechnologyEnhanced Active Learning (TEAL) research conducted by MIT. Our curriculum is centered therefore on projects, challenges, and “makes.” Each course includes many opportunities for students to create artifacts to demonstrate their learning and practice concepts. There is a culminating project in each course as well. Students research topics that are interest-driven and, individually or in teams, produce a digital artifact to represent their findings and share new knowledge with peers. We believe students learn best in 12

collaboration. In his social development theory, Russian social psychologist Lev Vygotsky refers to this as “the zone of proximal development,” meaning that when people are in proximity, new things can develop. EdgeMaker students are encouraged to work in teams, and are grouped from the start of each course in “quad blog” teams of four, so that each team member is responsible for careful critique and commentary on their respective team members’ written responses and individual projects. These team formations function in other ways throughout the course, such as in “think/ pair/share” dialogue and group projects.

It is important, however, especially in the discipline of Creativity and Innovation, to also hone metacognitive skills such as personal reflection. We encourage students to work to develop a personal habit - to understand the unique conditions that foster personal creativity and cultivate habits that maximize one’s potential. To facilitate this we have included an “EdgeMaking Habits” Journal with prompts to focus students on developing daily habits for success based on EdgeMaker principles. EdgeMakers understands that the world – and especially its economy- is changing drastically due to technology. Therefore, digital fluency and creativity are stressed throughout the curriculum to reflect the shift from “Knowledge Economy” to “Innovation Economy” and equip students with the practice of leveraging digital media to amplify their work, their goals, and their ideals. Someone might be digitally literate – versed in the “how to” of using certain tools and platforms – but not necessarily digitally fluent – knowing which tools to use for what purpose and being able to articulate why. Digital fluency enables one to maximize the potential of the technology at hand to further innovation and creativity.

also consistently engage in and refine their methods of public thinking through the use of various platforms and media. For example, they are asked to maintain a blog portfolio and publish posts with their analyses of readings and other resources; they create multimedia artifacts such as infographics and short films; they participate in a global communication forum (Twitter) discussing issues relevant to the course. By the end of each EdgeMakers course, they will have established a positive digital presence reflective of their academic pursuits and ideally will have both honed productivity skills and developed a personal learning environment whose relevance to them will extend beyond the life of the course. Each course is constructed around a series of thematic, recurring endeavors students engage in throughout the course. These “Six C’s” are the intellectual space within which an EdgeMaking connected student might thrive.

The connected learner thinks in public and leverages the tools to do so. As each EdgeMaker student progresses through the EdgeMaker topics of study, they can 13

As each curriculum theme topic is explored, students may use the following methods for demonstrating their learning:

Conversation Active discourse is essential for learning. While in a face-to-face environment, EdgeMaker students participate in “think/pair/share” breakout sessions in between periods of direct instruction, in which they are allowed time to reflect, process, and discuss with peers. Socratic method, a classic structure in which critical thinking and dialogue is stimulated as students are posed questions and defend their viewpoint, is a pedagogical strategy built into the curriculum as well. In the virtual setting, students use our recommended Learning Management System (EdgeMakers Digital Platform) as a forum for 16

discussion. The interface is similar to that of Facebook, so it is intuitive for most first-time users. Moreover, EdgeMakers encourages the opening of the class “space” into a more global social media platform - Twitter. Twitter is considered one of the most important mediums of our time due to its scale, immediacy, and ability to facilitate social and political movements. The goal is to practice digital fluency skills, build up a personal learning network, experience “thinking in public,” and connect globally outside the insular course. The instructor can host open Twitter chats with: »» Course Questions »» Course Topics

These activities will be recommended in the lesson plans, but it is expected that the instructor and students will have the freedom to craft their own questions for Twitter chats as well. A Twitter chat involves the following: »» Due to its synchronous nature, the chat is announced and advertised to take place within a specific time period. The chat is assigned a short, relevant, unique designated hashtag (perhaps the hashtag assigned to the course, though it can be topical). For example: #digiflu for “Digital Fluency” or #edgeci for “EdgeMakers Creativity and Innovation”. »» The question or questions are posed after the moderator (the instructor or host student) introduces the chat at a given start time and the participants have a chance to introduce themselves. Questions are typically posed with the “Q1: text” format, i.e. Q1:what is the name of your favorite facilitation method? »» Participants respond to the question with “A1: text” format as well as retweet or respond to the tweets of other chat participants, i.e. A1: It’s using post-it notes. In addition, each student should develop a special question or several questions around a

topic he or she is passionate about. Students may wish to craft a question for each lesson as it relates to the topic at hand. Each lesson also provides an example of such a question. These “Passion Questions” can be posted on Twitter and the conversation that develops around them can be archived by the student, who moderates the conversation. It is ideal if students assign a hashtag to their question and track the conversation around that question by searching for the responses to that hashtag. For example: Student Passion Question for “Building for the Web” lesson: To what extent should programming and coding be taught in school, like any other language? #codeED (the hashtag is a combination of “code” and “education”) Finally, students may use the archiving tool Storify.com to curate responses to their question and annotate them with text, images, and other media. This in effect creates a “story” around the global conversation that occurs around their question. Ambitious students might even want to create and moderate a synchronous Twitter chat around a topic or series of questions. This technique will be practiced in the course as part of the curriculum, but students are encouraged to develop their own as well. 17

Curation This theme involves giving students the opportunity to co-construct knowledge by curating relevant resources and contextualizing them with annotations and reflections, sharing to the wider community with appropriate tagging protocol, and commenting on others’ “finds.”

“Learner Lectures” This also includes the “3 Image One Question Model” of Presentation, developed by the EdgeMakers team, whereby a student creates a slide presentation for his peers based on a particular resource. Students first read or view the inquiry resource (academic

readings, articles from various media sources, videos and TED talks, etc.). They analyze it using a series of prompts that stimulate critical thinking. Finally, they craft a visual presentation - a slide deck of only 3 slides in length, each with a relevant image and few to no words. Students are encouraged to use metaphorical images and allow the slides guide their presentation of the material. The final slide includes a “non-Google-able question” to spark conversation in the class. This is an open-ended, multi-faceted question stemming from the issues brought up in the resource study, the answer to which is not easily discovered in a simple browser search. The goal in this method is for the student to improve presentation skills and visual literacy 19

(i.e. moving from overuse of text to a more stimulating, metaphoric representation of information), critical thinking skills (crafting probing questions and leading a Socratic discussion), and sense-making skills (the ability to curate – to select and contextualize – is generally seen as one of the most important “new literacies”).

Contemplation Each student creates his own personal blog portfolio on our recommended Learning Management System (EdgeMakers Digital Platform) that serves several functions. The first function is that of a traditional blogging platform – a digital space that houses writing, media, and images. Blogs are meant for “thinking out loud,” so this is the space for: »» Reflections »» Responses, analyses of readings and resources »» Making connections »» Expressing dissent

»» Exploring further »» Continuing the conversation started in class meetings It is also a space for the “Edgemaking Habits” Journal - Each course provides prompts to keep students in the creative habit for success in that field. These prompts are personal and are developed to stimulate metacognition, mindfulness, creativity, and reflection. Students should think of their responses to these prompts as similar to that of a diary. Diary and journal keeping have long been regarded as one of the premier keys to creative success. In addition to responding to the designated probes, students are encouraged to use this space as a container for ideas that spring from the experience of the course content.

Blogs should be purposeful, public, and thought-provoking. Students will learn how to perfect blogs by using best practices such as, catchy titles, metaphorical imagery and the like. The ultimate goal is that students will seek to share their posts outside of the course in more public platforms. This will amplify their work, help them cultivate a positive digital presence, and potentially bring in different, valuable perspectives. When students create work for an audience that extends beyond the classroom, they tend to craft better work.

Quad Teams Collaboration is an important part of the EdgeMaker curriculum and pedagogy. We recommend that teams of four be established, and that these teams work and grow together throughout the course. Teaming fosters community as well as feedback, and plays a significant role in the blogging process as well. Instructors may organize these teams as they desire – it is only imperative that smaller teams are created and that the respective members assume the responsibility of actively following and engaging on their teams’ blogs, including sharing each other’s blogs on social media and commenting on one another’s posts.

Moreover, these same teams work together in various activities throughout the curriculum, produce mini-projects together, and explore how group dynamics works in creative communities.

Creation Creative work calls for “white space” – that much needed time for thinking, ruminating, and even making and iterating. Students can use a portion of their blog portfolio to share their creative work/ multimedia production, as well as complete their “EdgeMaking Habits” Journal, which includes many creative prompts. It is to be noted that all projects should include a design log which traces the process and troubleshooting of the entire production.

Each post featuring a creative element should ideally include: »» An introduction or overview of the task »» The media/creation itself (the “product”) »» The design log and reflection (the “process”)

Consideration At EdgeMakers, we know it is important to embrace constructive failure as a valuable learning experience. We want to encourage students and help them cultivate their creative confidence. We want to stimulate the character traits of persistence and resilience. We also want them to hone their metacognitive thinking skills, and consider what they learned/gained from failure.

In these reflective blog posts, students might ask: »» How did I “fail better?” »» How did failing this way make me smarter or stronger? »» What did I learn, specifically? »» How did I troubleshoot the problem – could these steps help others?

Connection Throughout the course experience, we hope students establish various valuable connections - to ideas, to people, to tools, resources, and skills. These cumulative experiences provide an opportunity for students to reflect at the end of the course. The framing questions are: »» What is in my “tool box”? »» Who were the important people I 28

connected with in this field? In “real life?” Virtually? »» What are the tools (hardware, software, skills) I learned that will best serve me in my future learning and career? »» What sites, hashtags, blogs, etc. did I encounter and start to follow that might become a part of my learning network or increase my social capital?

Students are challenged to formally reflect on these connections and produce a final reflection piece in a digital medium that can be shared. For example, they might construct a slideshow or other digital presentation, or even produce a short documentary film overview. Students may use any one of the recommended tools mentioned in the EdgeMaker Digital Toolbox White Paper.

Structure of the EdgeMakers Higher Education Course Each thematic unit in the course progresses through the following structure. The phase at the beginning provides context as to the “Why” of the course: ›› ›› ››

What is the purpose of studying this discipline? Why is what I am learning relevant to my learning, my career, or to the world? Just how powerful can learning this portfolio of skills be?

In this introductory section, the context and applicability of the course topics are stressed. Students learn how to navigate the blended course environment and explore resources, questions, and subtopics related to the theme. An “epic question” (or questions) provides direction and focus for the overall theme and for each lesson, though students and teachers are encouraged to devise their own “epic questions” to either complement or augment the provided curriculum. ›› ›› ›› ›› ›› ›› ››

What do I need to know? Who are the top thinkers and doers in the field and what do they say? How can I put into practice what I’ve learned? What are the best practices for this field? What is the future of this discipline? Where is this field headed? What are major tensions in this field of study? What kinds of habits related to this field will make me successful?

Structure

Each lesson offers topics that students will find relevant, timely, and engaging. Students continue to consistently blog, building up their portfolio and digital presence, participate in group discussions and global discussions on social media platforms, complete mini projects and daily “makes,” and work towards their culminating challenge. Students then tap into their new knowledge and know-how into the culminating challenge with real-world implications, as well as 32

thoughtful reflections, self-assessment, and action plans. This is the “so what?” of the course - the big takeaways and understandings that require students to do metacognitive thinking. To reiterate the fact they have cultivated capacities rather than merely having learned skills, students are asked to develop action plans for the future. In a final multi-media presentation using one of the EdgeMaker Digital Toolbox platforms students can explore the following questions:

»» What were my big takeaways from this course? »» What is my personal “hero’s journey” as an EdgeMaker? »» What is my action plan now? What projects am I working on or conceptualizing that relate to this course? »» How was my performance in this course? (students create a multimedia reflection of course, or “tour” of their portfolio of work) »» How can I create a purposeful experiment relevant in the “real world” through the courses culminating challenge?

centric, yet digital, model. The EdgeMakers Higher Education curriculum also lends itself to the “flipped model” of teaching, so that even in virtual interactions instructors should attempt to engage students in activities and collaborative exercises while in a synchronous environment, while more independent learning and creating happens asynchronously. Students have many opportunities to share their intellectual and creative work with peers and are active in co-creating knowledge through their curation efforts, presentations, and projects.

Blended and Flipped EdgeMakers for Higher Education is intended to be blended - a hybrid of face-to-face time and a virtual environment with mostly digital resources and many experiences taking place synchronously or asynchronously online. This fits well with current learning models that stress student autonomy/personalized learning, socially constructed knowledge, participatory culture, and connectivism.

Role of Instructor EdgeTeachers (instructors, facilitators) are expected to be well-versed in the digital platforms used for this blended course. Our recommended Learning Management system, EdgeMakers Digital Platform, is quite intuitive with an easy to use interface.

It is assumed and expected, however, that instructors will facilitate the cultivation of a community of learners. Instructors should work to establish personal relations with students and provide timely, constructive feedback, They should also promote the inner networking of the peer groups, as well as the external networking of students on global social media platforms such as Twitter. Webinars, talking points, live chats, blog comments, etc. all contribute to this human-

Moreover, EdgeMakers provides a digital toolbox with curated digital tools and platforms that students may use for projects and productivity. Instructors should be passionate about the discipline and lifelong learners themselves - i.e. they should be creating, innovating, developing businesses, connecting online, etc. actively on their own. In our model, the EdgeTeacher is more of a mentor or coach than an expert deliverer of knowledge. They have to be willing to let students have a great deal of control over their learning and be engaged digitally in 33

asynchronous and synchronous conversation both face to face and virtually. Instructors are expected to use face to face time effectively, and aim to keep students as engaged as possible. They should meet with students about half way through course to check progress on their blog portfolio and other ongoing projects, and they should provide ample, timely feedback on the assessment pieces at the close of the course.

Assessment EdgeMakers will provide suggested rubrics for the essential components of course. Most of the student’s course work is archived on their personal blog portfolio, but instructors should take into account to what extent was a student was an active participant, particularly in responding to peer’s blogs, on discussion forums and chats, etc. To participate fully, students should be well prepared by having viewed and analyzed the resources assigned. Group projects should require a design log that documents process and the roles of each member in the group. EdgeMakers works with Badge Alliance (www.badgealliance.org) to offer digital “open” badges for each course. These are representations of achievement in meeting an established set of criteria for the course, verified by metadata. Digital badging is increasing growing in esteem and popularity with many formal and informal institutions 34

issuing badges and professional social media sites like LinkedIn featuring badges on profiles.

Notes

Lesson User Guide This user guide is intended to help users navigate the detailed lesson plans that are included as samples for each EdgeMaker Higher Education course. Each lesson has recurring elements with content that aligns with the EdgeMakers “6 C’s Course Experience.” It should be noted that each lesson is comprised of two main parts - the “lesson plan” highlights the learning activities that happen in a face-to-face environment, such as the physical class meeting time (approximately 1 hour). The “Independent Work for the Week” is an integral part of each lesson and should take the students about 2 hours per week to complete. During this time, students engage in curation, inquiry readings and viewing, analysis, blog post writing, social media and forum discussions, and multi-media artifact creation. Each lesson is presented as follows: Title: The title of the course and semester

Week: The week number and title of the lesson: this is the week in which the lesson falls in the course For the Digital Fluency course: Additional elements such as corresponding EdgeMaker theme (“Creativity and Innovation,” “Storytelling and ChangeMaking,” “Character and Collaboration,” “Design,” “Entrepreneurship”) as well as sub-theme (“Individual,” “Interpersonal,” and “Global”) are identified.

Epic Question: A framing question for the week’s lesson theme Passion Question example: An example of a personally important question a student might craft for a “Passion Question” related to the week’s theme. Passion questions are explained in the “6 C’s Course Experience” as well as in a section at the end of each lesson. Learning Objectives: Each lesson is accompanied with a list of learning objectives in order to promote transparency and clarity Topics: Each lesson features a list of topics of study. Instructors and students are encouraged to explore these topics as deeply as possible, both with the provided resources and activities as well as in more self-directed ways (selfcuration). Lesson Overview: This description of the lesson provides context and a general overview for the instructor as to the content and learning activities Framing Video: Each lesson includes a framing video (or script for a framing video) that introduces the lesson and its concepts. It also serves as a trailer for the lesson to stimulate interest in the subject matter. These scripts can also be used as lesson overviews for the students. Talking Points: These are included for forum discussions, Twitter discussions, synchronous 38

live chats, and quad team hosting of discussion topics. Besides the talking points embedded in the lessons, instructors may use the quotes included as springboards for conversation on the learning platform. Moreover, students or teams can be assigned to post forum discussion questions related to the readings (from their curation task). Quotes: Most lessons include quotes from thought leaders in the fields related to the context of the lesson. These can be used as provocations for discussion or as inspiration. Some of the quotes include sketches that help to illustrate their meaning. Resources for Inquiry and Analysis (Essentials): Each lesson has a comprehensive list of resources (pdf documents, links to films, academic papers, articles, blog posts, etc.). These are intended to stimulate curiosity and exploration - students do not need to review all the suggested resources. In their assigned curation tasks, students are asked to selfselect the ones they find most intriguing and analyze them. Resources for Inquiry and Analysis (for Deeper Inquiry): These include suggested resources (books, films, articles, blog posts) for selfdirected learning and a deeper exploration of the topic.

Lesson Plan: Each lesson plan is written for the instructor. The components are uploaded into their designated sections on our recommended LMS platform, EdgeMakers Digital Platform. Lessons are segmented into numbered “Activities” and some of the activities include multiple parts. If a specific resource is needed for an activity, it is included in the directions. For some lessons, there are benchmark activities related to the culminating project included. Independent Work for the Week: The instructor should briefly introduce the assignments that students are expected to complete autonomously, though all instructions are posted to the learning management system. Independent work includes the following components: At least one “Creative Make”: This is a creative project accompanied with by criteria for how to complete it. Moreover, students are expected to complete a design log for each creative project and post the answers to these questions on their blog. Inquiry and Analysis: This is a reading or viewing of specific required resources. Students are then asked to write a blog post of approximately 500 words as a response. Curation and Analysis: Students are asked to either choose two resources from the provided list or, at times, find new, relevant resources on their own and analyze them with the help of a list of provided questions.

EdgeMaking Habits Journal Prompts: Students post responses to journal prompts that encourage metacognition and reflection. If they prefer to create these in analog fashion it should be noted that they will be required to digitize them into their digital portfolio (by photography or scan) so that their reflections may be shared. Passion Question: For each lesson, students are encouraged to develop a question they are passionate about that relates to the topics in the lesson and post the question to the global social networking/discussion forum – Twitter. The conversation that develops around them should be archived by the student, who will moderate the conversation. It is ideal if the student assigns a hashtag to their question and tracks the conversation around that question by searching for the responses to that hashtag. Finally, it is suggested to use the archiving tool Storify.com to curate responses to the passion question and annotate with text, images, and other media. This in effect creates a “story” around the global conversation that occurs with the question. Ambitious students might even want to create and moderate a synchronous Twitter chat around a topic or series of questions. Finally, students create a post in their blog portfolio analyzing the progression of the discussion around their special question. 39

EdgeMakers Essentials for Higher Education Syllabus Overview We are making a transition from the industrial to the innovation age. Individuals, companies and even countries now see their competitiveness in terms of a deepseated ability to create new sources of value. But there is a gap between the desire for innovation and opportunities to learn how “do” innovation. Innovation is a challenging subject to teach. It is a complex phenomenon that blends disciplines and goes all the way from individual psychology to complex social dynamics. The word “innovation” is too often used as a mere synonym for “good;” it’s an emotion-laden term. And therefore, it is perhaps one of the most overused words in the lexicon. Considerable confusion exists as to what it means and how it is connected to such related concepts as invention, creativity, entrepreneurship, design and collaboration. This complexity is compounded by the narrow way many leaders describe innovation (science and technology) vs. the broad realities of innovation (design thinking, behavioral sciences, share economy, low-tech share economy models, social media etc.). And there are guild issues that add to the fog; psychologists “own” the creativity and ideation space, while product developers originated design thinking and management scientists worked to turn innovation into a field of study. Each of these approaches comes from a professional guild that has historically guarded their boundaries and the methodologies contained within it.

A significant gap in our understanding

concerns the difference between “getting” innovation (intellectual understanding) and “getting it done” (practical knowledge). Most of the work on innovation to date has focused on what I sometimes call the “handwaving” or “mood-setting.” This includes exhortations to be innovative and “you can do it.” In my experience, most of this has little to do with the development of genuine innovation capabilities, which is about ‘getting it done.” For all these reasons we designed the EdgeMakers curriculum to be experiential and based on collaborative learning. You can’t learn to play the piano by looking at pictures of pianos – you have to play on a real piano. Our course links to purpose, exploits the value of digital technology, is founded on projects and culminating challenges, makes best use of in class time by flipping the classroom, provides access to a continuously updated knowledge base, and afford ample and diverse opportunities for feedback.

Our approach to EdgeMaking – finding the edge of knowledge, possibility and advantage – is reflected in our pedagogical approach.

Learning Objectives »» Enhance academic, professional and personal effectiveness by acquiring EdgeMaking capacities – a unique integration of creativity, innovation, design, entrepreneurship, digital fluency and changemaking – that equips students for optimum performance in the 21st century »» Gain experience in applying EdgeMaking capacities to make a positive social impact by linking action to purpose. »» Enhance employability. Enlarge professional and personal and academic potential. Students Will Understand »» How creativity works at the level of the individual, team, organization and society »» Semester one of EdgeMakers Essentials for Higher Education will focus on generating (creativity) and developing ideas (innovation), while semester two will focus on amplifying creativity through design concepts and methods as well as generating value from creativity (entrepreneurship) »» How the change process works and the importance of an effective narrative in driving it »» Digital fluency; how to leverage digital tools »» The process of entrepreneurship

»» What character strengths are most relevant in today’s world and how to cultivate them »» The 21st century job market and how to significantly increase employability

Each of the two courses can also be taken individually.

Our underlying pedagogical goal is to engage students with deeper questions that have no simple answers, that can’t be answered by a mere Google search. Our aim is not to encourage rote learning, but rather to cultivate judgment and wisdom.

Each semester of EdgeMakers Essentials concludes with a culminating project in the form of a challenge.

We believe in the potential of every young person to make a difference. We believe that every student is an innovator, a designer, an entrepreneur, a story-teller, a digital citizen and a change agent, and that a global movement of young EdgeMakers can transform the world for the better.

Course Structure and the Relationship between EdgeMaking Essentials and EdgeMaking Digital Fluency This year-long EdgeMakers Essentials course has been designed to be completely compatible with its sister course, EdgeMakers Digital Fluency. The two courses can be taken in either order. If EdgeMakers Essentials comes first, then EdgeMakers Digital Fluency will amplify the student’s undersetanding of EdgeMakers capacities through acquired skill in using digital technology. If EdgeMakers Digital Fluency is taken first, then EdgeMakers Essentials will build on the subject framework that Digital Fluency is based on.

The Culminating Project

The challenge for the first semester is: Document your creative process in a tangible form and be prepared to make a presentation to the class both online and during the last class of the semester. Students may opt to complete this project individually or as a team of up to 3 colleagues. Various streams of work converge in this culminating project. Students are exposed to a wide range of creative habits as practiced by a range of successful creators. In parallel, they gain experience using a wide range of techniques to boost individual as well as collaborative creativity. They are asked to keep an EdgeMakers Habits Journal, which is a templated set of written assignments that require students to reflect on their own creative process, become more clear about what enhances or inhibits it, and ultimately create a set of personal guidelines to manage creativity in their lives going forward. The format of the student work will take the form of “wow, how, now.” “Wow” refers to a students “big takeaway” or “aha.” How requires documentation of each student’s 43

perspective on how creativity and innovation work for them. “Now” guides students to reflect and express what they are going to do with the knowledge gained. Perhaps this can be in the form of a personal goal or challenge each student sets for themselves. It could involve an innovation workplan going forward, beginning a personal or collaborative/ crowd-sourced creative project or for the student, or a plan for how to infuse creativity in the student’s daily life along the lines of a set of new personal habits and a change strategy. The challenge for the second semester is: Select a wicked problem that you feel a particular connection with. Wicked problems are societal scale dilemmas for which there are no easy answers. Examples include conflict resolution, climate change, poverty, and wellness. The EdgeMakers curriculum overall makes an explicit link between innovation and purpose. It is important to apply innovation skills to a challenge that one is passionate about. Therefore students are asked to identify a wicked problem that they care about. The work of this semester involves design a solution that addresses this wicked problem and then creating an entrepreneurial plan for deploying this solution to effect a change in the world. Students may work individually or in teams of up to 3 other students. 44

By the end of the semester’s second week (Class 4), students should have developed a clear idea of the topic they wish to pursue. They will communicate their idea and approach to the instructor for feedback. By the end of the 4th week, (class 8), students will have identified the solution, at least in a general sense, that they wish to develop and will begin working on it. Students will be asked to spend out-of-class time working on their topic and solution in parallel with the themes introduced in specific classes. For example, students will be asked to ponder the relevance of ethnography, coolhunting, scenario development and prototyping in relation to their project when these subjects come up in the course. The work product to fulfill the requirements for this challenge includes a detailed description of the solution developed in relation to the need it fulfills. This can be a product, service, experience, communication/ change campaign or business model. Students must demonstrate a deep understanding of the wicked problem they are addressing as they put forth their proposed solution. Students must then present an action and implementation plan that makes use of tools introduced in the course such as the business model canvas.

In class 15, students will present their work online and in an in class event. This could be in the form of a series of presentations in class or in a â&#x20AC;&#x153;roam around the roomâ&#x20AC;? poster session format where students tour all of the projects. In any event, student evaluation will be part of the process, providing each team with a wealth of crowd sourced feedback. The most appreciate projects will an appropriate form of recognition.

Notes

Semester I

Creativity and Innovation, Storytelling and ChangeMaking

01 Diving In

Epic question: Why are creativity and innovation essential capacities? Learning objectives: Develop an appreciation for the conceptual landscape of creativity and innovation and their complexities Topics: »» Establishing context: Why are creativity and innovation especially important now? »» Our course spans the creative individual to the creative society »» The nature of wicked problems and why creative and innovation are needed to address them »» The role of technology in amplifying and accelerating innovation »» Creativity, innovation and employability »» Navigating the course – rationale, value proposition, hero’s journey, 6 C’s framework, activities »» Introduction to the culminating project

02 Think Different Epic question: What characterizes creative people? Learning Objectives: »» Expose students to the range of creative character traits, skills and styles by examining a range of outstanding creators and understanding similarities and differences »» Begin to develop a personal framework for understanding and cultivating one’s own creativity »» Sharpen the conceptual distinction between creativity and innovation Topics: »» Think Different case examples and team discussion »» History of innovation exploration »» Generalizing to the EdgeMakers character strengths framework – the connection to creative process and ability to shift perspective »» Creative habits of famous creators »» My creative habits – introducing the EdgeMakers Habit journal »» Ethnography project: document creative habits in the field

03 Experiencing Creativity

04 Creative Me

Epic question: How does creativity “work?”

Epic question: Where do creative ideas come from?

Learning Objectives: »» Understand creativity as a process, not as a “lightbulb moment” or lightning flash of insight »» Begin to personalize creativity as a skillset for each student to become familiar with and develop their own approach to encourage creative expression and removing obstacles

Learning Objective: »» Demystify creativity and anchoring a shared understanding of what it is and how it works

Topics: »» Jamming video case – discuss the difference between skill and capability, the difference between playing whatever you want and discipline »» Introducing the sweet spot »» Keith Jarrett video case – the connection between creativity and improvisation »» Collaborative storytelling exercise »» The role of collaboration in creativity

Topics: »» Defining creativity »» The creativity “diamond” – divergent and convergent thinking »» Creative stages »» The role of intuition »» Creative tensions – structure/freedom, chaos/process »» How to find the sweet spot

05 Introduction to Ideation Epic question: What is brainstorming and when are more brains better than one?

Epic question: What factors enhance or obstruct brainstorming?

Learning Objectives: »» Learn to unlock the power of collective creativity through a variety of ideation techniques »» Understand the conceptual foundations of brainstorming and related ideation techniques

Learning Objective: »» Further acquisition of ideation techniques »» Learn how to pitch, spread ideas

Topics: »» 100 ideas in 10 minutes »» Excursions »» Analogies

06 Ideation – Diving Deeper

Topics: »» Idea viruses »» “Good” presentations »» Production value

07 The Creator’s Process

08 Creative Us

Epic question: What enhances the creative process at an individual level?

Epic question: What are the secrets of effective creative collaboration?

Learning Objectives: »» Observe how a variety of successful creators manage their creative process »» Begin to develop a personal perspective and toolkit for how creativity works for you

Learning Objectives: »» Understand the social nature of creative production »» Connect results to collaborative dynamics and psychological preferences

Topics: »» The creative mindset »» Obstacles and enablers »» Elizabeth Gilbert case »» Creative confidence »» The role of beginner’s mind »» The role of fun/humor/purposeful play/ gamification »» Creative habits revisited, motivation, honing the craft »» Creative destruction

Topics: »» Combinatorial creativity – Creativity as dotconnecting, remix and mashup »» The psychological types framework »» Magazine exercise »» Developing a theory of working with a creative person – creative soulmates, muses, crowdsourcing, connectivism

09 Creative Spaces

Epic question: What is the role of the environment in encouraging or blocking creativity?

Epic question: What are the keys to managing a creative organization?

Learning Objectives: »» Understand the creative environment in its various forms – physical, social and virtual »» Appreciate the various elements that can be designed into a creative space »» Begin to develop a personal point of view on what types of spaces work best for creative work

Learning Objectives: »» Understand how the management of creativity and innovation need to shift as organizations become more complex »» Develop a perspective on how to change an organization for greater creative results

Topics: »» John Cleese on white space »» Context and creation (David Byrne) »» Studio vibe »» Social space as creative environment »» Virtual space as creative environment »» The woodshed challenge »» Design your own ideal creative space

10 Creative Organizations

Topics: »» Leading creativity »» Oticon case »» Evolution and revolution as organizations grow (Greiner) »» Crowdsourcing

Creative Societies

The Structure of Story and the Hero’s Journey

Epic question: How can societies best support creativity and innovation?

Epic question: What is a good story and why? Why are stories important in driving change?

Learning Objectives: »» Examine examples of societies that have embraced national innovation agendas »» Understand why countries invest in innovation capacity, how to benchmark national innovation agendas and assess their effectivene

Learning Objectives: »» Understand what a story is – and the difference between effective and ineffective story-telling »» Become clear about the process of change and its challenges »» Understand how story becomes a way of enabling the change process at various stages »» Appreciate the range of choices in how a story can be told and gain insight into which media and storytelling approaches are appropriate for which kinds of stories

Topics: »» Colombia 2025 case »» Tapping Into the World’s Innovation Hotspots – Harvard Business Review »» Innovation policy »» The future of creativity »» Intellectual property – open culture - Larry Lessig case »» You as head of state exercise »» Large scale innovation and wicked problems revisited: • • •

The ozone case Climate activism/sustainability and social justice Making your commitment

Topics: »» The nature and power of story – Socratic discussion »» Story structures and conflicts »» Monomyth and hero’s Journey (Joseph Campbell) »» Seven basic plots (Christopher Booker) »» Archetypes

13 Visual Storytelling

Epic question: Why is visual storytelling important? In other words, why is a picture really worth a thousand words? Learning Objectives: »» Understanding the range of visual methods »» Develop facility in knowing what visual media to use for what purposes regarding storytelling, facilitation, team process and more Topics: »» Visualizing the hero’s journey »» Cover story exercise »» Facilitation with sticky notes

14 Personalizing Change Epic question: What is change and how can I manage it? Learning Objectives: »» Become familiar with models of change »» Understand tools and approaches to making and sustaining change »» Reflect on your preferred personal approaches to making change Topics: »» Understanding habits »» Why change is difficult »» Overcoming resistance »» Making change in a social environment »» Manifesto of me exercise

Culminating Exercise – Preparation and “Dress Rehearsal”

Culminating Exercise – Presentations

Epic question: How can I convey a sense of how the creative process works for me?

Epic question: How can I move from “getting it” to “getting it done?”

Learning Objectives: »» Integrate the knowledge acquired during the first semester »» Gain experience at sharing a complex and personal statement both in person and virtually in a way that requires presentation and story-telling skills as well as effort spent in personal reflection

Learning Objectives: »» To learn from the experience of making a presentation of one’s work to one’s peer group »» To learn from the experience of others in grappling with the question of personal creativity and how to enhance it through new habits

Topics: »» Documenting your creative process using visual media and other story-telling methods. Prepare to present both in person and virtually »» Relevant topics include:

Topics: »» Presentation and debrief »» Summary discussion »» Anticipating the themes of next semester

• • • • • • • •

Your creative process The methods you use Your sources of inspiration Your creative aspirations Your creative pipeline Your creative influences Your favorite creative media The environment that best supports your creative work • The ways you support your creative energies »» Group debrief and preparation for Class 16 53

Semester II

Design and Entrepreneurship

01 Diving In

Epic question: Why is design important now and how is technology changing it? What does it mean to be an entrepreneur and innovator in the 21st century? Learning objectives: »» Get a feeling for the range of what is “designed” – products, services, experiences, business models »» Provide basic context for the topics of design and entrepreneurship »» Provide an overview of and orientation to the second semester Topics: »» Navigating the course • • • • •

The 6 C’s framework Team assignments Course expectations The culminating project Connection to previous semester

»» Setting context

• • • •

The importance of design Design and wicked problems Design amplifies creative ideas – enriches our understanding Entrepreneurship drives the innovation process to the creation of value

02 What is Design?

03 The Domain of Design

Epic question: What is design and how does it differ from “art?”

Epic question: What is the range of considerations to which design can be applied?

Learning Objectives: Understand what designers do; their work

Learning Objectives: To become familiar with the full extent of the domain of design

Topics: »» Nature of design and aesthetics »» How beauty feels, why it is useful »» The evolution of design principles over time »» Book bag design exercise »» How Design Got Small case study

Topics: »» Book bag presentations »» The horizons of design »» From product design to design thinking »» Green design – design for sustainability – the upcycle »» Democratization of design – maker movement »» Design to create change »» Crowdsourcing design »» The Maker Movement; DIY; internet of things »» Examples: Swedish stairs, dancing stop signs, Finnish smoke alarms »» Design for Purpose – guinea worm filter »» Design for Competitiveness – the iPod

04 Human Centered Design Epic question: How does empathy activate design? What happens to innovation when you put people at the heart of the process? Learning Objective: To appreciate the refreshed perspective on innovation that results from putting people and their desires, both stated and tacit, into the middle of the process. Topics: »» Where do ideas come from? »» Innovation 3.0 – human centered design »» User centeredness – creating user scenarios »» The rise of ethnography and behavioral sciences »» Selecting the wicked problem you wish to work on »» Enriching your work on the culminating exercise by applying perspectives from human centered design

Ethnographic Methods/ Coolhunting

Epic question: What is coolhunting and how can it be applied to the innovation process? Learning Objective: Understand how ethnography translates into a strategic capability for insight and innovation. Topics: »» Where do ideas come from? »» Applying ethnography to design considerations »» Phenomenological approach – observe behavior without judgment »» Coolhunting exercise »» Enriching your work on the culminating exercise by applying perspectives from ethnography

06 Prototyping

The Design Process from a Holistic Perspective

Epic question: How do prototypes increase understanding, support collaboration and generate new ideas?

Epic question: How does the design process work and how can it be designed?

Learning Objective: »» Understand the role of prototypes in the innovation process. »» Learn to use prototyping techniques in one’s own creative process.

Topics: »» Lunar lander case »» Make a prototype »» Enriching your work on the culminating exercise by applying perspectives from prototyping

Topics: »» The Deep Dive case and debrief »» Putting it all together – ethnography, creative space, collaboration »» Visual facilitation techniques

08 The Entrepreneur

09 The Lean Startup

Epic question: Epic question: Who are entrepreneurs and what are they good What characteristics do successful startups share and how does the lean process at? contribute to that success? Learning Objectives: Learning Objectives: »» Learn about the commonalities and Understand the lean startup methodology and differences among entrepreneurs »» Understand the guiding role of passion and how it differs from the “classical” approach to startup business planning purpose in the entrepreneur’s work Topics: »» Is there an entrepreneurial personality? »» Entrepreneurs as change agents »» Entrepreneurs as protagonists in the hero’s journey »» Women and entrepreneurship - the “girl effect” »» Entrepreneurs and purpose – The Steve Jobs Stanford Commencement Video case »» Revisiting your personal manifesto and commitments »» Choosing the entrepreneurial path »» Enriching your work on the culminating exercise by applying perspectives on the entrepreneur

Topics: »» What is lean about the lean startup? »» What it means to be data-driven »» The importance of agility and the ability to pivot »» Leadership and the lean startup »» Enriching your work on the culminating exercise by applying perspectives from the lean startup method

10 Entrepreneurial Strategy

Epic question: Given the ambiguity of the startup situation, what kind of strategic perspectives and tools are most valuable? Learning Objectives: »» Understand the value of the business model canvas »» Applying the lean startup model to a data-driven, empirical approach to entrepreneurship Topics: »» Understanding the business model canvas »» Reconciling strategy and the need for agility »» The importance of market focus »» Pivoting »» Enriching your work on the culminating exercise by applying perspectives from entrepreneurial strategy

11 Entrepreneurial Mechanics Epic question: What are the essential mechanics of being an entrepreneur? Learning Objectives: Explore common and recurrent challenges that arise for entrepreneurs Topics: »» Passion and purpose »» Partnerships »» Managing growth and organizational transitions »» Intellectual property protection »» Partnerships »» Other entrepreneurship nuts and bolts »» Enriching your work on the culminating exercise by applying perspectives from entrepreneurial mechanics

12 Leveraging Digital Technology for Entrepreneurial Success

Organizations Grow

Epic question: How does digital technology and social media affect the entrepreneurial process.

Epic question: How do you keep the entrepreneurial spirit as organizations grow and mature?

Learning Objectives: Appreciate the vast capabilities offered by digital technology to create new business models and amplify existing ones, accelerate venture development, create new ways of relating to customers and more.

Learning Objectives: To understand the stages of organizational growth and the challenges at each stage of maintaining an entrepreneurial culture and edge.

Topics: »» How is entrepreneurship different in the 21st century? »» Digital business models – share economy, social networks »» The rise of “unicorns” »» Crowdfunding and crowd-renting »» The importance of digital brands – marketing in a digital world »» How to be an effective entrepreneur in a digital world »» Managing the customer relationship in a digital environment »» Presenting, pitching and selling in a digital world

13 Entrepreneurship as

Topics: »» Pixar case study »» Virgin case study »» Greiner stages – Evolution and Revolution as Organizations Grow »» Sustaining entrepreneurship

14 Social Entrepreneurship

15 Getting it Done

Epic question: What is social entrepreneurship and why is it important?

Epic question: How do you move from “getting it” to “getting it done?”

Learning Objectives: Understand the difference between entrepreneurship for profit and entrepreneurship for purpose and where they can and should coexist.

Learning Objectives: »» Present the result of the culiminating project in the form of a presentation, poster session, virtual portfolio or physical exhibit. »» Receive feedback from the student community.

Topics: »» Different flavors of social entrepreneurship »» Entrepreneurship with a heart »» Ushahidi »» Embrace case study »» Conscious capitalism »» Entrepreneurship and sustainability »» Youth and entrepreneurship - EdgeMakers

Topics: »» Culminating exercise poster session and innovation competition

16 Concluding assessment Epic question: What is the difference between being skillful and achieving mastery? Learning Objectives: Explore advanced topics in being a successful EdgeMaker. Topics: »» Mastery »» Beginner’s mind »» Continuing with the EdgeMakers community »» Reflection piece • • • • •

•

What were my big takeaways from this course? What is my personal hero’s journey as an EdgeMaker? What is my personal action plan now? What projects am I working on or conceptualizing that relate to this course? How was my performance in this course? (students create a multimedia reflection of the course or “tour’ of their portfolio of work) How can I create a purposeful experiment relevant in the “real world?” (Culminating challenge)

Notes

2 Think Different – How Does Creativity Work? Epic Questions: What characterizes creative people? What do their creative processes look like? What can I do to manage and enhance my creativity and the creativity of others? Passion Question: Students develop on based on one of the topics and post to Twitter, e.g. “Who is a ‘creative hero’ and why?”

EdgeMakers Essentials Sample Teacher Lesson 6464

Objectives

Diligent students will:

›› Understand the notion of the “creative gap” and identify enablers and obstacles to creativity ›› Explore the creative process and similarities and differences in that process for renown creatives ›› Articulate what it means to “think different” and provide examples ›› Investigate a well-known creative individual and articulate how creativity works for them ›› Research tips for maximizing creativity and reflect on findings ›› Reflect on one’s personal creative process

Topics ›› ›› ›› ›› ›› ›› ››

The Creative Gap: Ira Glass Socratic Dialogue: Creative People and Processes Video: “Inspiring Creativity” Thinking Different Creative Person Investigation Creative Process Inquiry Personal Creativity Reflection

Lesson Overview The previous lessons built a common language as well as student engagement around the concepts of creativity, and innovation. This now moves to an exploration of how the creative process unfolds and functions. Through this lesson, students develop the understanding that creativity develops over a series of phases that are iterative, recurrent, and identifiable. Creativity is not simply a “light bulb moment,” but rather the combination of intentional processes, skills, and events. As students engage in the lesson activity, they will begin to see the need to “think different” from the mainstream in order to create, innovate, and problem solve, just as the exemplars they will be introduced to throughout this class have done. Most importantly, students will further develop the understanding that creativity and innovation are capabilities, not accidents or wishes, and that they require practice in order to develop. Throughout this lesson, students will experience and explore how the creative process functions, as they are exposed to the realities of creative work. Students will fine tune their empathy for creative work and its challenges through exposure to a variety of exemplars of creativity who will come alive through research and discussion. This empathy in turn will give students greater 66

facility at managing the relational aspects of creativity – understanding how to work with creative people – that are stressed in subsequent lessons. They will also explore the more advanced concept of improvisation, or “jamming.” In particular, students begin to experience and manage the inevitable tensions and dilemmas of creative work. Understanding the management of creativity will give students a mirror for examining their own creative work on an ongoing basis, which is why the “EdgeMaker Habits” Journal is such an important companion for each student during the entire course.

Framing Video The following can be used as an overview for students, or as the basis for a script for the framing video. We’ve been exploring the concepts of creativity and innovation. We now delve into the minds of creative people, and how the creative process unfolds and functions. Hopefully, you will understanding that creativity develops over a series of phases – creativity is not simply a “light bulb moment,” but rather the combination of intentional processes, skills, and events. You will begin to see the need to “think different” from the mainstream in order to create, innovate, and problem solve, just as the exemplars you will be introduced

to throughout this class session have done. Most importantly, this lesson reminds us that creativity and innovation are capabilities, not accidents or wishes, and that they require practice in order to develop. Besides the talking points embedded in the lesson as follows, instructors may use the following quotes as springboards for conversation on the learning platform. Moreover, students or teams can be assigned to post forum discussion questions related to the readings (from their curation task).

Talking Points For forum discussion/Twitter discussion/ synchronous live chats/quad blog hosting of discussion topic. »» Who is the most creative person you know or know of? Why? How do you know? »» What does their creative process look like? What seems to enable it? »» What is it about the way they ”do” creativity that stands out? »» What inspires creative thinking? »» What are some behaviors for nurturing inspiration? »» How do culture, society, and technology continue to affect creativity?

You will be fierce. You will BE Fear less. And you will make work you know in your heart is not as good as you want it to be. Ira Glass 67

Lesson Plan

Activity #1: What Did We Find Out? TIME 15-20 minutes Inquiry Reading Share in Quad Teams

Part I

Students should form into quad teams (these are the same teams of four established in the first class of the course).

»» Was there anything you disagreed with? »» How did the resources differ? what were similarities?

Remind students that autonomous inquiry assignment from the previous lesson asked them to:

Finally, craft at least one interesting, open-ended question that the resource caused you to think about.

“Choose two of the inquiry readings or resources you are most intrigued by, read it thoroughly or watch it intently and record your reaction in your blog space. You should attempt to reflect thoughtfully about the “big takeaways” of the resource and use these questions to guide your reflection: »» What were the main points? »» What surprised you? »» What new knowledge did you gain? What major insights?

Keep in mind you might be asked to share your findings and even lead the class in a brief discussion.”

In teams, students should share their findings with their team members, taking turns providing a general overview of their answers to the questions and posing the open-ended question they crafted. Each student should take no more than five minutes to share.

Part II

Remind students about the expectations and routine for students responding to their peers’ Inquiry posts. Ideally, students will conduct self-directed research and reflections based on the the provided Inquiry resources for each lesson. The following lesson, students will have time to “present” their findings and lead their team or the class in discussion. All students should receive feedback from you (the instructor) and from peers on their various posts.

Tips and Suggestions The four students in a “quad team” are responsible for reading each other’s posts and commenting on them. Alternatively, draw a few students’ names out of a hat each class period - those are the students whose posts everyone will respond to. Discuss how to give meaningful feedback with descriptive thoughts (i.e. more than “cool post”).

Perhaps constructive feedback can be in the form of “Love the...What if…?” or “Two Stars and a Wish…” or “I Like...I Wonder…”

Activity #2: The Creative Gap, Ira Glass TIME 4-8 minutes MAIN RESOURCE 1. Film: Sax, Daniel. “THE GAP by Ira Glass.”

ADDITIONAL RESOURCES 2. Film: Liu, David. “Ira Glass on Storytelling.”

Part I Share that the class will be viewing a short film by American radio host Ira Glass about the creative process. While watching, students may post ideas to the collaborative forum space on Schoology answering these questions: »» What does this talk tell you about the creative process? »» In Glass’s view, what are the obstacles and enablers of creativity?

Option Active Listening and Visual Thinking Skills. 3. Film: “Ira Glass on Storytelling, Part 3 of 4.”

Ask students to draw 3 pictures that come to their mind as they view the video. These should be sketches of the main points whatever is memorable or most interesting to them. Ask student

volunteers to share and explain some of their drawings to the entire class, and/or take photos of the images and post to Schoology for peer viewing. Additional debrief questions There are several versions of this talk presented in video form:

1. Kinetic typography 2 2. Ira Glass himself 3 Students may discuss in teams and/ or post responses to the forum in the EdgeMakers Platform: »» Which of the three do you prefer and why? »» Which seem the best at getting the message across? »» If you were to make a creative interpretation of this interview, what might you do?

Activity #3: Creativity Exploration Socratic Dialogue TIME 10 minutes

Part I Prepare the class for Socratic Dialogue by stating that the class will explore the topic of creativity by asking powerful questions and engaging in a constructive debate over their ideas. Facilitate this discussion by posing open-ended questions to the class. In later Socratic Dialogue opportunities throughout the EdgeMakers course, students will take a greater role in facilitation and the teacher may gradually release responsibility for directing the discussion. Throughout the Socratic Dialogue, students are to listen closely to the thoughts and comments of their peers, maintain an open mind, and clearly articulate their own thoughts on the topic of discussion as well. Socratic dialogues are so-called because of the dialogues of Plato in which Socrates discusses important issues with other participants.

This approach to pedagogy allows students to engage in and sustain the discussion of important questions in an increasingly independent manner, with the teacher playing a facilitative role to help students develop the skill of independently developing and considering arguments and evidence. This Socratic Dialogue should center around the following questions: »» Who is the most creative person you know or know of? Why? How do you know? »» What does their creative process look like? What seems to enable it? »» What is it about the way they ”do” creativity that stands out? You may find that questions naturally arise from the Socratic Dialogue. Direct the discussion so that it stays focused, while allowing these organic questions to move the discussion forward.

Option 1 Socratic discussions like in Activity #3 can be held on Twitter or in a private chat room on the web app “TodaysMeet”. »» Organize students in the following ways: »» Form 2 circles of students - an inner and an outer. The outside circle “backchannels” on Twitter or TodaysMeet and the inside circle discusses orally. »» Students discuss in their quad teams and choose one member to backchannel A monitor (student or teacher) can check the digital comment stream and interject when needed. Note that for TodaysMeet students do not have to have an account, simply access to the Internet. www.todaysmeet.com

Activity #4: Inspiring Creativity TIME 11 minutes FILM “Inspiring Creativity - A Liberatum Film Presented by Illy.”

Watch “Inspiring Creativity”. This 11 minute short film explores the nature of creativity through interviews with contemporary creatives. The link is also in the resources section. To practice active listening, students may wish to take written or visual notes and share them to Schoology. Questions from “Inspiring Creativity”: »» What inspires creative thinking? »» What are some behaviors for nurturing inspiration? »» How do culture, society, and technology continue to affect creativity?

Activity #5: Thinking Different TIME 12-15 minutes

Part I Think/Pair/Share (5 minutes) Ask students to review the elements on this poster via www.creativesomething.net What Causes Creativity 1. Confidence: Ability to question without fear 2. Observation: Seeing problems/ ideas 3. Humility: Knowing you don’t know everything 4. Mindfulness: Thinking on how to think 5. Curiosity: Exploring and experimenting 6. Resourcefulness: Something to tinker with 7. Energy: To explore and tinker 8. Action: Not just thinking, but doing

These can be considered character traits of people who “Think Different” (as the famous Apple ad claims) - and aren’t afraid to act on that thinking. Ask students to think of the last time they exhibited one of the traits on the list. They may then share the details of this situation with a partner in a Think/Pair/Share (see Part III for implementation notes) or you may solicit individual answers from the class. Alternatively, you may wish to ask them to describe a time when they found it difficult or failed to be one of these traits and what effects that caused.

TIME Part II: 1 minute Part III: 3-6 minutes RESOURCE Think Different Video (narrated by Steve Jobs)

Part II View the “Think Different” Video

Part III Think/Pair/Share in Quad Teams

Prepare students to view the “Think Different” video. This video presents a variety of notable creative individuals who brought a different perspective to the table and exhibited creative courage as they worked toward innovative solutions to various Wicked Problems. It was part of the famous “Think Different” marketing campaign by Apple, and this video is narrated by Apple CEO Steve Jobs.

Implementation Notes:

The students may be familiar with some of the individuals in the video, but it is unlikely that they have strong background knowledge on the majority of those highlighted.

“Think/Pair/Share” is a pedagogical strategy that works very well with large groups. Students pair up into partners of two. They first think to themselves after being asked a question prompt. After a designated time (in this case 30 seconds), they share their answers with their partner. After both partners share, each partner shares his friend’s answers to a larger group, such as the entire class, or in this case, the original small groups. Give students the following prompts, with 30 seconds to think, 1 minute each to share with their partner, and 30 seconds to share their partner’s reaction with the small group as a whole. Note: If there are time constraints, students may simply share to their partners.

»» Did you recognize the individuals from the video? In what way are they similar? Different? »» What does it mean to “Think Different”? If this is “different,” what would “normal” be?

Tell students that one of of their off campus challenges involves researching a creative person of their choice and creating a digital artifact about their creative process.

Notes

Activity #6: Introduce Independent Work for the Week Introduce the following tasks for students to complete autonomously prior to the next class meeting. Remind them that all work should be posted on the EdgeMakers Platform. The EdgeMaking Habits Journal questions can be posted separately with a relevant title.

Digital artifacts may include images, informational text, videos, etc. It should be clear what the person does and students should discover insights into the individual’s creative process (i.e what inspires them, how they work, creative habits, how to deal with “getting stuck”, etc.).

Part I Creative Person Investigation

Students should be prepared to share next class as well as post to the EdgeMakers Platform to receive feedback.

Students will research a creative person of their choice (a public figure or known personally to them) and create a digital artifact (such as a digital poster, slide deck, or film) about their creative process.

Part II Inquiry and Analysis

Suggestions for Topics: well known artists, designers, directors, actors, musicians, architects, etc. (perhaps some of the people featured in the “Inspiring Creativity” film:

Read the white papers on risk and on creative process then create a blog post of at least 500 words which includes your analysis of the readings. »» What insights did the readings provide on the topic of Creativity and the Creative Process? »» What questions remain? Note on images: Feel free to accompany your post with cited images and/or include your own sketchnotes if that is the type of note-taking you prefer. 77

Part III Curation and Analysis Choose at least two of the inquiry readings or resources you are most intrigued by, read it thoroughly or watch it intently and record your reaction in your blog space. You should attempt to reflect thoughtfully about the “big takeaways” of each resource and use these questions to guide your reflection: »» What were the main points? »» What surprised you? »» What new knowledge did you gain? What major insights? »» Was there anything you disagreed with? »» How did the resources differ? what were similarities?

Finally, craft at least one interesting, openended question that the resource caused you to think about. Keep in mind you might be asked to share your findings and even lead the class in a brief discussion.

Part IV EdgeMaking Habits Journal Prompts Continue posting to the “EdgeMaking Habits” portion of the digital portfolio, which will be a constant companion throughout the course.

Think About Your Own Creativity Write a post describing your own creative process. You may use these questions to guide you: »» What times of day do you feel you are the most creatively productive? »» Are you more creative when you’re alone or working with others? »» Who are the people who seem to bring out or support your creativity? »» Who are the creative people who inspire you? (these could also be creators on social media such as Vine, Instagram, and Tumblr) »» What are your favorite creativity tools? »» What is the most creative thing you have ever done and why do you think so? »» Do you tend to share your creative work? What about your process (not just the product, but the process?) Explain why or why not and what have some of the effects been.

2 Back Burner, Irons in the Fire, Sparks This Edgemaker Habits journal is a place for visible thinking – you may keep a record of your ideas and your creative pursuits. One way to organize them is by:

Part V Creative “Make” Challenge: It is to be noted that all projects should include a design log which traces the process and troubleshooting of the entire production.

“SPARKS” Just the inkling or spark of an idea that you do not have time to act on or think about too much just yet.

Each post featuring a creative element should ideally include:

“IRONS in the FIRE” Creative projects you are actively working on.

»» An introduction or overview of the task »» The media/creation itself (the “product”) »» The design log and reflection (the “process”)

“BACK BURNER” Creative projects or ideas you started on but at one point had to abandon perhaps you are in the “ incubation” stage and the project needs fleshing out.

These are suggestions for exploring creativity in restraint: 1. Try “Five Card Flickr”, a game that requires you to create story from a series of randomly chosen public Flickr images. www.5card.cogdogblog.com/ 2. Try @serendipidoodle, a collaborative creativity challenge that presents a randomly chosen adjective/noun combination for you to draw and share. Try to think metaphorically and post results to Twitter. www.twitter.com/serendipidoodle 3. Explore the various creative assignments (organized by theme) of the connective course #ds106 www.assignments.ds106.us/ 4. Try out a “Daily Create” via #ds106 www.tdc.ds106.us/

Part VI Passion Question (note to students) Refer to the sample student question provided in this lesson. You should develop your passion question as it relates to the topics in the lesson. “Passion Questions” should be posted on Twitter and the conversation that develops around them can be archived by you, who will moderate the conversation. It is ideal if you assign a hashtag to your question and track the conversation around that question by searching for the responses to that hashtag. For example: Student Passion Question for this lesson: »» Who is a “creative hero” and why? (could have the hashtag #creativehero)

Finally, it is recommended to use the archiving tool Storify.com to curate responses to your question and annotate with text, images, and other media. This in effect creates a “story” around the global conversation that occurs with your question. If you are ambitious you might even want to create and moderate a synchronous Twitter chat around a topic or series of questions.

Finally, be sure to create a post in your blog portfolio analyzing the progression of the discussion around your special question. Feel free to include screen shots of tweets, or the link to the Storify you create.

2 Think Different â&#x20AC;&#x201C; How Does Creativity Work? Epic Questions: What characterizes creative people? What do their creative processes look like? What can I do to manage and enhance my creativity and the creativity of others?

EdgeMakers Essentials Sample Student Lesson 82 82

Curation and Analysis

Choose at least two of the inquiry readings or resources you are most intrigued by, read it thoroughly or watch it intently and record your reaction in your blog space. You should attempt to reflect thoughtfully about the “big takeaways” of each resource and use these questions to guide your reflection: »» What were the main points? »» What surprised you? »» What new knowledge did you gain? What major insights?

»» Was there anything you disagreed with? »» How did the resources differ? what were similarities? Finally, craft at least one interesting, openended question that the resource caused you to think about. Keep in mind you might be asked to share your findings and even lead the class in a brief discussion.

EdgeMaking Habits Journal Prompts Continue posting to the “Edgemaking Habits” portion of the digital portfolio, which will be a constant companion throughout the course.

Think About Your Own Creativity Write a post describing your own creative process. You may use these questions to guide you: »» »» »» »»

What times of day do you feel you are the most creatively productive? Are you more creative when you’re alone or working with others? Who are the people who seem to bring out or support your creativity? Who are the creative people who inspire you? (these could also be creators on social media such as Vine, Instagram, and Tumblr) »» What are your favorite creativity tools? »» What is the most creative thing you have ever done and why do you think so? »» Do you tend to share your creative work? What about your process (not just the product, but the process?) Explain why or why not and what have some of the effects been.

Back Burner, Irons in the Fire, Sparks This Edgemaker Habits journal is a place for visible thinking – you may keep a record of your ideas and your creative pursuits. One way to organize them is by: “SPARKS” Just the inkling or spark of an idea that you do not have time to act on or think about too much just yet. “IRONS in the FIRE” Creative projects you are actively working on. “BACK BURNER” Creative projects or ideas you started on but at one point had to abandon – perhaps you are in the “ incubation” stage and the project needs fleshing out.

EdgeMakers Digital Fluency for Higher Education

We believe that every EdgeMaker needs to appreciate the importance of the digital domain as an amplifier for their creative ideas and so they can share the fruits of their creativity on a global basis. Second, the Internet has fundamentally changed the nature of collaboration. The death of distance means that one’s sources of information or inspiration, as well as one’s collaborators, can now come from anywhere in the world. The technical intelligence to accomplish this by leveraging the Web, the emotional intelligence to manage relationships properly in virtual environments, and the cultural intelligence to be able to bridge across boundaries are all extremely important sensibilities. Our curriculum also includes the opportunity to learn how to create digital media. Every EdgeMaker needs to be a storyteller and digital creator. They need to be able to communicate for effect. They need to be able to persuade others, whether it’s to sell an idea, raise money, or debate an issue. What is Digital Fluency? Digital Fluency is the capacity to navigate the digital sphere in appropriate, responsible, and effective ways. A digitally “literate” individual is familiar with various tools and platforms and knows how to use them; a digitally “fluent” individual knows when to to use what tools and platforms for specific purposes, and can articulate why. Digital fluency allows one to leverage existing media, tools, and networks to further a purpose or promote an idea. In addition to understanding the range of possibilities, the digitally fluent individual is agile and easily adapts to rapidly changing technology. They might even see novel uses for existing technology that weren’t intended by the designer.

Digital Fluency

In this new paradigm of participatory culture, the digitally fluent may design and distribute content on a global scale, curate, “sensemake,” and construct knowledge, create collaboratively and cross-culturally, and communicate ideas using a wide spectrum of media.

Goals of the Course Students will be able to: »» Use technology and digital media to further creative thinking and amplify ideas and innovations »» Become critical consumers and producers of digital media and information 88

»» Develop skills of sense-making and curation »» Identify trends and forecast possibilities »» Become knowledgeable about social learning tools as tools for learning, creating, communicating, and doing business »» Cultivate an awareness of the nuances of the social, ethical, political, cultural, and administrative issues often associated with technology & media »» Better understand the historical role technology and media have played in economic, educational & social change »» Ethically use digital media in responsible,

»» »»

»» »» »»

respectful, useful ways and advocate for digital citizenship Engage with learners of other cultures and use technology as a bridge to cultural barriers Identify and define authentic problems, pursue inquiry using technology and contribute to the knowledge of others through research and projects Understand the benefits and drawbacks of collective intelligence, crowdsourcing, and social production Develop the capacity for digital agility and be able to transfer existing knowledge to learning new technologies Grow “social capital” and cultivate a rich, diverse personal learning environment and network

Curriculum Framework Each thematic unit in the EdgeMakers Digital Fluence framework is based on one of the EdgeMakers course strands, which include ideation, innovation story-telling, changemaking, design and entrepreneurship. Students explore both theoretical and practical topics related to digital media and society. Within each unit, there are three areas of focus:

»» The GLOBAL - how is the global information/media ecosystem as a whole evolving and how does it affect me and my work? EdgeMakers Digital Fluency for Higher Education is the sister course to EdgeMakers Essentials for Higher Education. These are two one year courses that may be taken in either order or separately. The EdgeMakers Digital Fluency for Higher Education curriculum is designed to complement any Higher Education program either as: »» An integral component of the Curriculum (not elective) »» A thematic elective with a “Mention” (within obligatory credits of the program) »» An extra-curricular program (extra-credits) Each EdgeMakers Higher Education course is composed of: »» The Curriculum »» Digital Platform Access »» Teacher’s Guide

»» The INDIVIDUAL - what I need to know for myself and my work »» The INTERPERSONAL - what we need to know to work collaboratively 89

EdgeMakers Digital Fluency for Higher Education Syllabus This course also addresses shifting views of knowledge, the impact of participatory culture, so called â&#x20AC;&#x153;new literaciesâ&#x20AC;? and the cultivation of personal learning networks to facilitate lifelong learning.

Creating and Innovating Introduction

01 Introduction to Course

Diligent students will: »» set up a personal digital landscape for this course and understand the course expectations of the “6 C’s” »» produce an introductory multi-media presentation in order to further community-building in the course »» understand the nature and significance of digital fluency and the distinction between literacy and fluency »» recognize trends in technology which shape the current digital landscape »» examine the various emerging literacies influenced by digital technology and new media platforms and ecosystems »» explore how education is changing due to digital technology and how connected learning environments work »» understand the criteria for the Culminating Passion Project for this course and develop ideas

Epic question: How is technology transforming the way we learn, communicate, create, and interact and what does it mean to be digitally “fluent”? Topics: »» Why Digital Fluency? »» the nature of Digital Fluency »» the Current State of the Digital Landscape »» New Media, Emerging Literacies »» Connected Learning - Introduction to the Experience »» Introduction to the Culminating Passion Project

Individual Managing Personal

02 Creativity on the Web Diligent students will: What characterizes creative people? »» Evaluate the importance of mindset and attitude in managing personal creativity in the digital domain »» Examine techniques that cultivate the habits of resilience, risk, troubleshooting, mindfulness, multitasking and monotasking »» Understand the importance of purposeful play in fostering creativity »» Assess modes of distributed cognition (interaction with tools that expand mental capacities) and their impact on knowledge and communication »» Understand and demonstrate effective search techniques »» Critique various social media assets as they relate to academic and personalized learning and cultivation of a digital presence

Topics: »» Mindset (includes resilience, risk, troubleshooting, mindfulness, multitasking) »» Purposeful play

»» distributed cognition »» blogs »» search »» social media assets

03 Building for the Web

Diligent students will: »» Explore multi-media platforms and the ways in which they can be leveraged for learning, enterprise, and entertainment »» Recognize the significance of coding as a new literacy »» Assess the relationship between the digital and analog in multimedia artifact production and in the Maker Movement »» Describe various ways in which we interpret and construct models of realworld processes »» Evaluate the benefits and drawbacks of various digital tools in order to determine which type of platform is best suited for a task Epic question: In what ways is creating for the digital realm unique and how can one best cultivate the capacities necessary for this type of production? Topics: »» Multi-media »» Programming/coding 93

»» Digital and analog: the Maker Movement goes Digital »» Simulation »» Pros and cons (sweet spots) of digital tools

Interpersonal

04 Combinatorial Creativity

Diligent students will: »» Define remix and distinguish between remix and mashup »» Assess the importance of remix in the process of creativity »» Produce an example of remix or mashup »» Curate and analyze artifacts related to remix and mashup »» Describe the power of remix as it relates to parody and social and political commentary »» Understand how digital technology has affected the process of creation and distribution »» Compare the media landscape of the preGutenberg era with that of today to draw parallels »» Submit teams, topic choices, and plans for the Passion Project for instructor approval (approval granted by the following week) Epic question: How does remix define our culture and in what ways does it shape creativity? 94

Topics: »» Remix Culture »» Remix versus Mashup »» Passion Project: submit teams, topic, choices and plans

05 Ethics

Diligent students will: »» Understand the the significance of appropriation and attribution when producing and publishing creative or intellectual work »» Demonstrate best practices in attribution and appropriation »» Analyze the contemporary debate over copyright and assess copyleft and Creative Commons movements »» Demonstrate best practices with Creative Commons licences and works »» Examine the effects of augmented reality on ethics issues- particularly that of privacy Epic question: In what ways has digital technology influenced emerging ethical considerations in what and how we create, share, and distribute? Topics: »» Appropriation and attribution »» Copyright and Copyleft »» Creative Commons »» Augmented Reality (AR)

06 Participatory Culture

Diligent students will: »» Identify characteristics of Participatory Culture »» Understand how Participatory Culture affects the media landscape and the processes of creative production and distribution »» Recognize the significance of affinity spaces and reflect on one’s own affinity spaces in the digital sphere »» Explore and analyze various modes of crowdsourced creativity on the Web »» Develop a crowdsourced creativity project »» Analyze the three main issues in Participatory Culture: The Participation Gap, The Transparency Problem, and The Ethics Challenge and explore potential solutions Epic question: What does participatory culture mean for the future of creativity and how does it shape the emerging media landscape? Topics: »» Affinity spaces »» Crowdsourced creativity »» Issues: The Participation Gap, The Transparency Problem, The Ethics Challenge (see Jenkins, “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century”)

07 Mobile Tech

Diligent students will: »» Examine the history of the mobile computing revolution and compare and contrast to previous advances in technology »» Explore the ways in which mobile technology has both augmented and degenerated the human experience »» Assess the degree to which mobile tech can enable us to be “more human” »» Reflect on the major changes in education, knowledge, social behaviour, communication, and economics brought about by mobile computing »» Explore the future of mobile and wearable technology »» Understand the nature and impact of the App Generation Epic question: How has mobile computing fundamentally changed the way humans interact with knowledge and with each other – can it be said that mobile tech is more “revolutionary” than previous advances in technology? Topics: »» Impact of Mobile Tech »» App Generation »» Future of Wearables

Storytelling Individual

08 Digital Storytelling Diligent students will: »» Understand the nature of transmedia storytelling and trace its history and progression into the digital era »» Experiment with various modes of digital storytelling »» Produce a digital story »» Plan a transmedia storytelling experience »» Determine what it means to be media literate and fluent and and explore how media works to entice, persuade, and inform »» Assess various media platforms that can be leveraged to amplify a story Epic question: How have digital tools and platforms fundamentally altered the way we tell and share stories? Topics: »» Transmedia »» Media literacy (understanding how media works in marketing, etc.) »» Media fluency (leveraging platforms)

09 Visual Literacy

Diligent students will: »» Understand the significance of visual thinking and visual language in the digital age »» Explore various modes of visualization and image making »» Practice metaphorical thinking as it relates to visualization »» Analyze the power of image in storytelling and creating empathy »» Practice digital image-making and visual thinking strategies Epic question: In what ways has digital technology both facilitated and increased the demand for visual literacy skills? Topics: »» Power of image in the digital sphere »» Visualization »» Image making

10 Data Visualization

Diligent students will: »» Analyze various modes of data visualization and explore trends, such as interactivity and animation »» Assess the power of data visualization and the elements which make effective data viz »» Identify quality examples of data visualization »» Remix an existing infographic to make it more effective »» Create an original data visualization based off a data set »» Describe how we both find and tell stories in and with data »» Reflect on the relationship between the quantified self and personal change Epic question: How might we best find and tell stories with data? Topics: »» Finding and telling stories with data »» Infographics and data viz trends »» The quantified self and personal change

Interpersonal

11 Story Sharing

Diligent students will: »» Explore and experiment with various presentation platforms »» Reflect on trends in presentations and story sharing, particularly in response to participatory culture and digital technology »» Assess the benefits and drawbacks of specific presentation platforms »» Understand the elements of an effective presentation and how it relates to the monomyth or universal story structure »» Create a suite of presentations using various platforms »» Understand the significance of voice and sound when giving an oral presentation and practice techniques »» Submit a formal status update on progress in the Passion Project Epic question: How can we most effectively communicate with digital tools? Topics: »» Leveraging presentation platforms »» Passion Project: submit a formal status update/confer with instructor

12 Amplification of Ideas

Diligent students will: »» Describe how hashtags function for knowledge organization, amplification of ideas, community building, and meta-level commentary »» Explore how hashtags are used across platforms and compare and contrast the functionality »» Analyze ways in which hashtags and social media have been used to create social or political movements or change »» Explore how the use of hashtags has to some extent eliminated the barrier between audience and media production company »» Develop and trace a hashtag »» Find and develop a story based on hashtags »» Analyze the nature of memes and memeification of ideas »» Create a meme and trace its path »» Identify the elements necessary for something to go viral on the Internet Epic question: Why is the hashtag called the “Soul of the Internet?” Topics: »» Leveraging the hashtag (as knowledge management tool, amplification tool, for contextualization, memeification, etc.) »» Memes and memeification (and going viral) 98

Global

13 Transmedia Teaching

Diligent students will: »» Identify the elements of games that enhance learning »» Ideate how digital games might be used in teaching and learning, both formally and informally »» Explore trends in transmedia and multimedia learning experiences in libraries and museums and make predictions as to the future of such learning spaces »» Develop a transmedia storytelling experience that could be featured in a museum or library Epic question: How can formal and informal learning experiences be transformed through transmedia teaching? Topics: »» Game design and games for learning »» Digitization of libraries, museums, etc. for experiential learning

14 Digital Civics

15 The Crowd in the Cloud

Diligent students will: »» Examine the role of social media and digital technologies in empowering the average citizen »» Participate in civic discourse using Twitter and other media »» Assess the traits, benefits and drawbacks of citizen journalism

Diligent students will: »» Explore and analyze various contemporary uses of crowdsourcing, crowdfunding, and social media activism »» Compare and contrast various campaigns that have leveraged social media »» Plan a crowdfunded venture and social media campaign for a cause

Epic questions: »» In what ways have social media and digital technologies drastically expanded the potential for human interaction, and what are the consequences? »» What is the responsibility of a citizen in an age of Participatory Culture with the power of digital technology and social media?

Epic question: What were my big takeaways from this course? What insights did I gain?

Topics: »» Citizen journalism »» Civic discourse

Topics: »» Passion Project Presentation »» Multimedia reflection (tour of portfolio of work) »» Action plans/personal challenge »» Pitch and peer feedback

16 Culminating Project

Diligent students will: »» Submit and present Passion Project for peer and instructor review »» Critique peer passion projects with an informed eye »» Create a multimedia tour of the portfolio of coursework »» Provide reflections and demonstrate metacognition when evaluating personal journey through the course »» Summarize learning and make connections to life and other disciplines/ courses »» Develop and action plan for implementation of principles learned in this course, or a personal challenge commitment Epic question: What were my big takeaways from this course? What insights did I gain? Topics: »» Passion Project Presentation »» Multimedia reflection (tour of portfolio of work) »» Action plans/personal challenge »» Pitch and peer feedback

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Digital Fluency Course II Character and Collaboration Introduction

01 Introduction to Course and Movement Makers Project

Diligent students will: »» Set up a personal digital landscape for this course and understand the course expectations of the “6 C’s” »» Produce an introductory multi-media presentation in order to further community-building in the course »» Understand the nature and significance of digital fluency and the distinction between literacy and fluency »» Recognize trends in technology which shape the current digital landscape »» Examine the various emerging literacies influenced by digital technology and new media platforms and ecosystems »» Understand the criteria and specifications for the Movement Makers Portfolio Project »» Explore social, political, or cultural issues that could be inspiration for the Movement Makers Portfolio Project

Epic question: How can being digitally fluent empower one to change the world? Topics: »» Introduction to the course and course experience »» Introduction to Movement Makers Portfolio Project

Individual

02 Identity Diligent students will: »» Explore the nuances of identity in the digital age, particularly the dualism between physical and virtual »» Map one’s own identity in various digital spaces »» Consider best practices in crafting and managing multiple facets of identity online »» Analyze and reflect on contemporary issues in identity brought on by technology, such as filter bubbles, identity theft, anonymity, vicarious living, protection, play and performance, footprints, affinity groups, and post-mortem digital presence »» Assess the extent to which performance and simulation- the adoption of alternative identities – can lead to experiential learning Epic question: How do we craft and manage identity in the blurred physical and virtual domain? Topics: »» Issues in Identity »» Performance

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03 Habits of Mind

Diligent students will: »» Discuss the importance of agility and the ability to to persevere and troubleshoot when navigating the digital sphere »» Explore and practice techniques that cultivate mindfulness and balance when dealing with the digital and physical world »» Identify and practice ways to be a more critical consumer of online content »» Become familiar with sophisticated search techniques »» Evaluate the benefits and drawbacks of multitasking and monotasking »» Define “distributed cognition” and create a personal map of distributed cognition tools Epic question: What are the habits of mind necessary for success in a digital environment? Topics: »» Agility/Troubleshooting »» Mindfulness, Balance, and “Infotention” »» Critical Consumption/Evaluation »» Distributed Cognition

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04 Personal Learning Environments

Diligent students will: »» Understand the concepts of personal learning pathways, personal knowledge management, and personal learning networks (PLNs) and environments (PLEs) »» Map one’s own personal learning environment »» Explore and experiment with various tools for personal knowledge management and curation »» Understand the significance of curation skills and distinguish between curation and mere collection »» Evaluate the responsibilities of the curator and assess what makes good curation »» Reflect on habits of independent and informal learning »» Define social capital and identify ways to develop social capital »» Submit their Movement Makers topic, teams and plan for instructor approval Epic question: In a world of networked knowledge how can one cultivate and leverage a personal learning environment and increase social capital?

Topics: »» Lifelong learning; intrinsic/independent learning/Learning Pathways »» Personal knowledge management (Harold Jarche) »» Managing networks »» curation »» Social Capital/Personal Learning Environments (PLEs) »» Movement Makers Project: submit teams, topic, and plan for instructor approval (to be granted by next week)

Interpersonal

05 Negotiation Diligent students will: »» Examine and reflect on contemporary issues in social negotiation on the Web »» Identify best practices in digital ethics and etiquette »» Describe some of the nuances of communication in the shift from physical/“in real life” communication to that of digital Epic question: How can one be successful and respectful in the fluid communication environment brought on by digital technology and new media? Topics: »» Etiquette and Ethics »» Negotiating in various spaces »» Nuances of communication »» Issues in Social Media; Social Pressures

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06 Socially Constructed Knowledge

Diligent students will: »» Describe ways in which the production and distribution of knowledge has changed due to digital technology »» Recognize the significance of collective intelligence, as well as it’s benefits and drawbacks »» Trace the history of wiki culture »» Explore and practice ways in which to participate in socially constructed knowledge, such as blogs, wikis, and social bookmarking »» Understand the components of a mission statement or manifesto and develop one for the Movement Makers project Epic question: How has knowledge fundamentally changed with the advent of the Internet and digital technology? Topics: »» Collective intelligence »» Social bookmarking »» Wikis and wiki culture »» Movement Makers Project: Crafting a mission or manifesto

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07 Contemporary Issues of the Web

Diligent students will: »» Explore and analyze contemporary issues and concerns brought about or exacerbated by digital technology »» Investigate solutions to contemporary issues »» Reflect on the spirit of the Open Web and threats to it Epic question: Is the Web a Pandora’s Box: what are the pressing concerns of the contemporary digital landscape and how can we address them? Topics: »» Cybersecurity/Cyberterrorism »» Hacktivism »» The Participation Gap »» Gender/Race Equality »» “Net Neutrality” »» Surveillance »» Open Web practices

Design

Individual

08 Understanding Spaces Diligent students will: »» Examine the relationship and distinctions between virtual and physical spaces and reflect on personal and shared notions of space and time »» Explore how function changes depending on the space »» Achieve a basic understanding of how cloud computing works »» Reflect on the nuances of navigating in different digital spaces and how one might change accordingly »» Define the concept of ambient intimacy and discuss to what extent that is a factor in one’s personal life »» Assess the effect an always-on audience has on creative production and distribution »» Discuss the role of privacy when participating in the digital sphere »» Create a social media profile and designated hashtag for the Movement Makers project

Topics: »» Relationship and distinctions between virtual and physical »» Nuances of navigating various digital spaces »» Rethinking time, structure and function in spaces »» Understanding “the Cloud” »» Concepts of “ambient intimacy” and “always-on audience” »» Movement Makers Project: teams should assign a designated hashtag for their movement and create at least one social media presence (Twitter profile, Facebook page, G+ community, Instagram account, Reddit thread, etc.)

Epic question: How have notions of space and time changed due to digital technology?

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09 Elements of Digital Design

Diligent students will: »» Discuss the principles of applied aesthetics and reflect how they apply to design in various digital mediums »» Explore examples of analog creation juxtaposed with digital »» Create an analog- meets-digital artifact »» Understand trends in humanistic or altruistic design Epic question: What constitutes “good” digital design? Topics: »» Aesthetics »» Analog meets digital »» Humanistic Design

Interpersonal

10 Executing Digital Design

Diligent students will: »» Identify and understand the design cycle after examining several models »» Explore issues in user-interface and userexperience (UX) for digital design and special considerations for mobile interfaces »» Reflect on the essence of design »» Prototype using the design cycle »» Create at least one media artifact that informs about the Movement Makers project topic (such as a Public Service announcement video, a billboard campaign, a blog post with images, etc.) Epic question: How can design merge the “human” with the “digital”? Topics: »» UX »» The design cycle »» Movement Makers Project: designing an informative multimedia artifact

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Global

Contemporary Issues in Digital Design

Diligent students will: »» Explore and reflect on contemporary issues in digital design »» Understand the special needs of app design »» Prototype an app »» Reflect on the impact and ethics of 3D printing and the Internet of Things »» Submit a formal status update on the Movement Makers project Epic question: How is digital design evolving and what can we expect in the future? Topics: »» App design (form and function; addressing needs) »» 3D printing and rapid prototyping »» The Internet of Things; Smart Design »» Movement Makers Project: status check (all media elements should be decided upon by this week)

Entrepreneurship Individual

12 Digital Presence Diligent students will: »» Understand the importance of cultivating and controlling a positive digital presence »» Distinguish between digital footprint and digital presence »» Reflect on one’s own personal brand and strategy for that brand »» Explore various tools, platforms, and ways in which to build a digital portfolio as well as cultivate a digital presence »» Conduct and reflect on a Google self-search »» Construct a digital business card/landing hub »» Develop a plan for a personal digital portfolio site »» Create an infographic CV »» Develop an idea or prototype an artifact that could go viral for the Movement Makers project »» Develop an idea/plan to engage audience for the Movement Makers project Epic question: How does one’s digital presence reflect and impact one’s personal success?

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Topics: »» Cultivating and Maintaining Digital Presence »» Digital Portfolio »» Movement Makers Project: complete the last two required elements (something that could go viral and a plan to engage an audience)

Interpersonal

13 Digital Ethics in

Entrepreneurship

Diligent students will: »» Examine and reflect on contemporary issues in digital ethics as it relates to business and entrepreneurship »» Explore trends in digital business ethics »» Develop a manifesto for digital business ethics Epic question: How has digital technology and social media influenced the ethical considerations of entrepreneurship? Topics: »» Entrepreneurial digital ethics

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Global

14 Digital Entrepreneurship Diligent students will: »» Investigate trends in entrepreneurship based on the sharing economy, big data, transparency, digital payments, social media marketing, and an emphasis on creative leadership »» Compare and contrast various social media marketing strategies »» Plan a social media marketing campaign Epic question: How has “anytime/anywhere” access to the digital marketplace shaped innovation and entrepreneurship? Topics: »» New business models in the sharing economy »» Managing a business in the digital sphere »» Social media marketing »» Digitally-based businesses/innovations

15 Movement Makers

Diligent students will: »» Present their final compilation of Movement Maker portfolio elements to their peers and instructor for review »» Provide feedback and critique to peers »» Create a multi-media tour of the portfolio of coursework »» Provide reflections and demonstrate metacognition when evaluating personal journey through the course »» Summarize learning and make connections to life and other disciplines/ courses »» Develop and action plan for implementation of principles learned in this course, or a personal challenge commitment

16 Culminating Class:

Reflections and Action Plan

Diligent students will: »» Create and present a digital, multi-media reflection tour of their portfolio of work over this course »» Develop an action plan or personal challenge inspired by the course »» Pitch their plan and their personal challenge to peers for feedback Topics: »» Multimedia reflection (tour of portfolio of work) »» Action plans/personal challenge »» Pitch and peer feedback

Epic question: How are movements shaped by leveraging digital platforms and tools? Topics: »» Presentations of “Movement” portfolio with peer review »» Peer feedback

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2 Digital Presence Epic Questions: How does one’s digital presence reflect and impact one’s personal success? Passion Question: Students develop on based on one of the topics e.g. “How can I make my digital portfolio/CV unique yet professional?”

Note: This lesson occurs in Semester II of EdgeMakers Digital Fluency for Higher Education. It is part of the focus on “Entrepreneurship” as an overarching theme and “Individual” as its focus.

Digital Fluency Sample Teacher Lesson 110

Objectives Diligent students will:

›› Understand the importance of cultivating and controlling a positive digital presence ›› Distinguish between digital footprint and digital presence ›› Reflect on one’s own personal brand and strategy for that brand ›› explore various tools, platforms, and ways in which to build a digital portfolio as well as cultivate a digital presence ›› Conduct and reflect on a Google self-search ›› Construct a digital business card/ landing hub ›› Develop a plan for a personal digital portfolio site ›› Create an infographic CV ›› Develop an idea or prototype an artifact that could go viral for the Movement Makers project ›› Develop an idea/plan to engage audience for the Movement Makers project

Topics ›› Cultivating and Maintaining Digital Presence ›› Digital Portfolio ›› Movement Makers Project: complete the last two required elements (something that could go viral and a plan to engage an audience)

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Lesson Overview This lesson explores the concept of “digital presence” as it relates to personal and professional growth and success. The common rhetoric of “digital footprint” is seemingly too past-tense in its tone. After all, digital presence is about what you do on the Web right now as well as the things archived about you. Increasingly, our digital presence even includes information about us we cannot control. The fact is, we all have an online “personal brand” whether we like it or even know about it or not - and the results that occur when someone Googles you is a reflection of that brand. It is imperative students - especially budding entrepreneursunderstand how every behavior and piece of content reflects something about their character, and can be discovered and provide either a positive or less than positive reaction. Reputation or Identity management is crucial in the 21st century. It is important to be active and discoverable on the Web - it is becoming increasingly “suspicious” to not have a digital presence. But is is equally imperative to take control of one’s own identity and creative and intellectual output. In this lesson students explore the significance of cultivating a positive digital presence and leveraging the tools and platforms available to craft an appealing online persona. 112

They become familiar with tips in developing a truly consistent personal brand- with consistent color palette, avatar image, and user name. They will develop a personal strategy and build some of the elements that will help them be more accessible and purposeful on the Web. Individually they will perfect their LinkedIN profile, build a digital “hub” or landing page, create an infographic CV, and prototype a plan for a personal web portfolio. They will also continue their progress with the Movement Makers Portfolio project, and develop two components: an artifact that could go viral and a plan to engage an audience in social media.

Framing Video (A video will be uploaded to the LMS platform to introduce the lesson). Talking Points For forum discussion/Twitter discussion/ synchronous live chats/quad blog hosting of discussion topic.

Publicity can be terrible, but only if you don't have any Jane Russell 113

Lesson Plan

Activity #1: Why a Personal Brand? TIME 4-5 minutes First view “Digital Dossier” on YouTube

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Part I

Part II

In the first lesson of this semester teams conducted advanced Google searches on each member to determine how that person currently presents themselves online, and what evidence that content might provide to his character, body of work, talents, interests, etc. While most people have digital “presence” – however managed or not it is – it is only the highly successful people who seek to consciously develop a “personal brand”. Personal branding involves treating yourself a bit like a product. It might mean developing a logo, a special digital signature, a custom color palette, tagline or slogan, and professional avatar image. Why? Because search is the new CV. What you choose to post and the ways in which you present your online identity matter - especially to potential employers or to anyone thinking about doing business with you.

In quad teams, students should take a few minutes discussing and posting to the discussion forum in the EdgeMakers Digital Platform: ››

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Why might someone want to cultivate a personal brand? (possible answers: to be considered an industry leader, to gain employment, to grow a professional network, etc.) What all goes into creating a brand? How do you discover what your brand should be? (think about how corporations do it, then think about what might be important in personal branding?) Who do you know that represents themselves in a branded way online? (provide examples)

Activity #2: Why a Personal Brand? Part I There are two essential parts of personal branding: being authentic and consistent. One must identify one’s own values, talents, interests, and other aspects of identity prior to establishing the elements (color, name, avatar, tagline, design, etc.) that can become a consistent part of one’s image. The first step is to reflect and brainstorm. In quad teams, students may generate ideas about what is important to them and what constitutes their identity. They may interview each other in a THINK/PAIR/SHARE with the following questions. It is helpful if one member takes notes. what are your core values? what really matters to you and is at the center of your decision making? what drives your life? how do you prioritize these values when they conflict (such as work and play)? (examples: success, family, intelligence) what are your passions? what do you like doing most with your time? if you could make any passion into a career what would it be and how? distinguish between personal and

professional passions what are your personality traits? how do you like to work? how do you deal with people (examples: open to new experiences, risktaking, conscientious, etc.) where do you want to be/ where are you headed? what are the steps you think it will take to get there? who do you admire who is already “there” and why? how might you emulate them?

Part II Once you have identified these elements you can think about ways to express those personal aspects of you. Use the list from Activity #1. Refer to these articles but also consider things like typography. Most of all, as you delve into the following independent work - your creative “makes”you should strive to make your personal brand: ›› ›› ›› ››

Memorable Creative Professional Consistent

It is imperative to realize that the brand is not just a collection of static elements like a sleek website or appealing digital CV. You must cultivate the brand through connection, curation, and creation. If you are not producing and sharing work, 115

connecting with others and offering value, or amplifying the relevant work of others through curation (which you have annotated and contextualized), then you will fade in the digital sphere.

Activity #3: Introduce

Independent Work for the Week Since there are quite a few “makes” for this week, instructors should discuss them and students should have the opportunity to experiment with the tools and start creating.

Part I

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Creative Make Create a “Digital Hub”: Use either www.flavors.me or TOOL: www.about.me to create a landing page for people to access where you can be found online. The steps are fairly intuitive for both applications, but you will need to make sure you have a professional-looking photograph that represents you. As discussed in the lesson, decide how you want your user name to appear across the Web, so that it is consistent. Moreover, it is recommended that you choose a consistent color palette (see Burvall, Amy. “#rawthought: Personal Palettes: Claiming Your COLOURs for Your Digital Presence.”

all the links to make sure they function 2 Test properly and share your new Digital Hub to

the Schoology LMS, inviting others to take a look. After receiving feedback, start sharing to the world on other social media.

an “Infographic CV”: first review some 3 Create samples of infographic CV/resumes here:

“Creative Graphic Resume Designs Which Will Amaze You – 53 Examples.” Design Your Way.

them for features you like and 4 Examine dislike. You are welcome to design your own

with a design software like Photoshop if you know how, but there are a few recommended applications built specifically for generating infographic CVs with ease. The two currently recommended are: www.vizualize.me/ and www.re.vu/ The application should take you through all the steps, but both of the applications require you to think ahead about your traits and accomplishments and how to categorize them. It is helpful to plot out on paper first. Again, try to be consistent with color palette, user name, and photograph for your avatar. If you have a personal logo or a more traditional resume document these are easily uploaded to the application as well. Share out your link to the EdgeMakers Digital Platform for peer review and to all your social media outlets.

Create and/or augment your LinkedIN account (www.linkedin.com): LinkedIN is at the moment the premier platform for professional connections, so it is important that you not only have an account, but have maximized its potential and have thoroughly completed your profile. Again, a consistent user name, avatar image, and color scheme (you can customize to a certain extent) is highly recommended. As you earn digital badges, you can post those as well. For more on getting the most out of LinkedIN, view this infographic: Mindflash. “INFOGRAPHIC: Here’s How To REALLY Use LinkedIn.” Business Insider.

Review and Design the prototype for a personal Web Portfolio (website): The digital hub you created in step one is perfect for people who want to find you elsewhere across the Web, but you will also need a portfolio space where you store all or the best content you create, and have links to other sites and projects. There are a variety of methods to create a web portfolio. One way is to make a stunning, user-friendly website that can be linked and display feeds from your blog or Twitter. Some people prefer to have a blog (such as Wordpress) for their portfolio, and organize side categories much like a web site. One can even do this with a Google Plus

(Google+) Community, as the most recent posts rise to the top but categories may be set up for organizational purposes. For this task you may first view some samples of personal web portfolios then prototype a plan for your ideal personal web portfolio. The prototype may be drawn on paper, as long as you can digitize (for example, take a photograph), and upload to the EdgeMakers Digital Platform. The prototype should include all the features, categories, and organizational structure you think you might want. Remember that simple is better. For example, an effective homepage might be divided into two sections: “Creative” and “Professional”, and clicking on each takes the user to a different portal showcasing relevant work. If you would like to build an actual web portfolio you can use one of the tools in the EdgeMakers Digital Toolbox for creating websites. Review some examples here: www.wix.com/

Design Log It is to be noted that all projects should include a design log which traces the process and troubleshooting of the entire production.

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Part II Movement Makers Project This week you will be developing two aspects of your Movement Makers Portfolio of work: »» Develop an idea or prototype an artifact that could go viral for the Movement Makers project »» Develop an idea/plan to engage audience for the Movement Makers project

Constable, Kimanzi. “5 Ways to Increase the Odds of Your Content Going Viral.” Entrepreneur. N.p., 09 Feb. 2015. Web. 01 Mar. 2015.

Bradt, George. “The New Reality Of Social Media: Engaging Your Audience Where They Are.” Forbes. Forbes Magazine, 22 Jan. 2014. Web. 01 Mar. 2015.

Stampler, Laura. “RANKED: The 30 Most Creative People In Social Media Marketing.” Business Insider. Business Insider, Inc, 02 July 2013. Web. 01 Mar. 2015.

For help, here are some resources to get you thinking about going viral and engaging audience in social media. Please prototype your ideas and create a blog post that you will upload to the EdgeMakers Digital Platform. Your quad team members and instructor are responsible for giving you timely feedback on these elements. Feel free to explore other resources through self-directed inquiry. 118

Mershon, Phil. “7 Creative Social Media Marketing Mini Case Studies.” Social Media Examiner RSS. N.p., 18 Apr. 2012. Web. 01 Mar. 2015.

Part III

Part IV

Inquiry and Analysis View the TEDx video: “Building a Personal Brand” by Jacob Cass.

Curation and Analysis Choose at least one of the inquiry readings or resources provided that you are most intrigued by, as well as seek and find one resource via self-directed search. Read them thoroughly or watch them intently and record your reaction in your blog space. You should attempt to reflect thoughtfully about the “big takeaways” of each resource and use these questions to guide your reflection:

View this creative video resume made by a student applying to a university: Ramsey, William. Create a blog post of at least 300 words which includes your analysis of the video content. What insights did the these provide on the topic of Personal Branding and Digital Presence? What questions remain? Note on images: Feel free to accompany your post with cited images and/or include your own sketchnotes if that is the type of note-taking you prefer.

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What were the main points? What surprised you? What new knowledge did you gain? What major insights? Was there anything you disagreed with? How did the resources differ? What were similarities?

2 “3 Image 1 Question Model” of Presentation:

This week, create a slide presentation for your peers based on a resource. This presentation is only 3 - very visual - slides in length but includes a “non-Googleable question” to 119

spark conversation in the class. A “nonGoogle-able” question is of course an open ended question with no easy answers. It is perhaps debatable or lacking solutions, but interesting nontheless. It is not something you can easily find the answer to with a simple Google search. You may use any slide deck platform recommended in the EdgeMaker Digital Toolbox but please keep it to 3 primarily image-based slides and a question. Note: You may wish to narrate the slides if your instructor would prefer these to be presented virtually.

Part V EdgeMaking Habits Journal Prompts Wolfram Alpha is a new “computational knowledge engine” that analyzes and computes data. With their “Facebook Report” any Facebook account holder can allow the application to analyze one’s personal behavior on this widely used social media network. In doing so, you can gain valuable insight as to what your pattern of posting behavior say about you. Use the Facebook report located here:

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Then, take screen shots for your blog post as you look through the various visualizations of data. One of the most interesting ones is a word cloud displaying what words you used most frequently (or overused). Think about the insights you have gained from this report: ›› ››

Is what you are showing on Facebook consistent with the “real you”? What insight can you gain about your personality? Your behavior? Your connections and how they interact?

Write a blog post and share to the EdgeMakers Digital Platform.

For example: Student Passion Question for this lesson: “How can I make my digital portfolio/cv unique yet professional?” (hashtag might be #digicv) It is recommended to use the archiving tool Storify.com to curate responses to your question and annotate with text, images, and other media. This in effect creates a “story” around the global conversation that occurs with your question. If you are ambitious you might even want to create and moderate a synchronous Twitter chat around a topic or series of questions. Finally, be sure to create a post in your blog portfolio analyzing the progression of the discussion around your special question. Feel free to include screen shots of tweets, or the link to the EdgeMakers Digital Platform that you create.

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1 Introduction to Course

Epic Questions: How can being digitally fluent empower one to change the world?

Digital Fluency Sample Student Lesson 122

What is Digital Fluency?

Digital Fluency is the capacity to navigate the digital sphere in appropriate, responsible, and effective ways. A digitally “literate” individual is familiar with various tools and platforms and knows how to use them; a digitally “fluent” individual knows when to to use what tools and platforms for specific purposes, and can articulate why. Digital fluency allows one to leverage existing media, tools, and networks to further a purpose or promote an idea. In addition to understanding the range of possibilities, the digitally fluent individual is agile and easily adapts to rapidly changing technology. They might even see novel uses for existing technology that weren’t intended by the designer. In this new paradigm of participatory culture, the digitally fluent may design and distribute content on a global scale, curate, “sense-make”, and construct knowledge, create collaboratively and crossculturally, and communicate ideas using a wide spectrum of media.

You will investigate both theoretical and practical topics related to digital media and society and progress through the thematic units with three many areas of focus: 1. The INDIVIDUAL - what I need to know for myself and my work 2. The INTERPERSONAL - what we need to know to work collaboratively 3. The GLOBAL - how is the global information/media ecosystem as a whole evolving and how does it affect me and my work? The course also addresses shifting views of knowledge, the impact of participatory culture, so called “new literacies” and the cultivation of personal learning networks to facilitate lifelong learning.

In this second course for EdgeMakers Digital Fluency, we will explore how Character and Collaboration are affected by digital technology, Design as it relates to the digital, and finally, what t means to be an entrepreneur in the digital age. 123

Curation and Analysis

Choose at least one of the inquiry readings you are most intrigued by and read it thoroughly. Seek and find (curate) another resource (perhaps a video) related to the topic of digital fluency, media landscape, or 21st century learning. Record your reaction to both pieces in in your blog space. You should attempt to reflect thoughtfully about the “big takeaways” of each resource and use these questions to guide your reflection: ›› ›› ›› ›› ››

What were the main points? What surprised you? What new knowledge did you gain? What major insights? Was there anything you disagreed with? How did the resources differ? what were similarities?

Finally, craft at least one interesting, open-ended question that the resource caused you to think about. Keep in mind you might be asked to share your findings and even lead the class in a brief discussion.

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EdgeMaking Habits Journal Prompts Continue posting to the â&#x20AC;&#x153;Edgemaking Habitsâ&#x20AC;? portion of the digital portfolio, which will be a constant companion throughout the course. Prompt: Track how often you use digital devices and media each day over the course of 3-5 days. Try to write down the time spent, the type of device, the type or name of applications used, the task or activity you participated in, etc. After collecting the data use one of the Infographic/data visualization tools in the EdgeMaker Digital Tool box to visualize and make inferences about your behavior and relationship to digital technology. You can post the infographic and write your analysis in your blog.

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Resources for EdgeMakers Essentials and Digital Fluency

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Resources for Inquiry and Analysis (ESSENTIALS): FILM: Liberatum. “Inspiring Creativity - A Liberatum Film Presented by Illy.” Vimeo. N.p., n.d. Web. 28 Feb. 2015. (11 minutes) FILM: Sax, Daniel. “The GAP by Ira Glass.” Vimeo. N.p., n.d. Web. 28 Feb. 2015. FILM: Liu, David. “Ira Glass on Storytelling.” Vimeo. N.p., n.d. Web. 28 Feb. 2015. (This is the kinetic typography version of the Ira Glass film) FILM: “Ira Glass on Storytelling, Part 3 of 4.” YouTube. PRI Public Radio International, 18 Aug. 2008. Web. 28 Feb. 2015. (Ira Glass original interview) Patti Smith and David Lynch Talk About the Source of Their Ideas & Creative Inspiration - with video Halliday, Ayun. “Patti Smith and David Lynch Talk About the Source of Their Ideas & Creative Inspiration.” Open Culture. N.p., 12 Jan. 2015. Web. 28 Feb. 2015. Creative Advice from Vincent Van Gogh Piepenbring, Dan. “The Paris Review.” The Paris Review RSS. N.p., 02 Oct. 2014. Web. 28 Feb. 2015. Infographic: Bedtime Habits of 27 Greatest Creative Minds in History Chang, Valerie. “Infographic: The Bedtime Habits Of The 27 Greatest Creative Minds In History.” Infographic: The Bedtime Habits Of The 27 Greatest Creative Minds In History. N.p., 16 June 2014. Web. 28 Feb. 2015. Janis Joplin on Creativity and Rejection - with VIDEO Popova, Maria. “Janis Joplin on Creativity and Rejection: Her Lost Final Interview, Rediscovered and Animated.” Brain Pickings RSS. N.p., n.d. Web. 28 Feb. 2015.

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Tips on Finding the Creative Spark Rosswurm, Gretchen. “A Step-by-step Guide to Uncovering Your Creativity @ GRosswurm.” SmartBlogs. N.p., 12 Nov. 2014. Web. 28 Feb. 2015. Characteristics of Creative People Biali, Susan. “A Little Weird? Prone to Depression? Blame Your Creative Brain.” Psychology Today. N.p., 28 Apr. 2012. Web. 25 Feb. 2015. Rules for Doing Creative Work Grose, Jessica. “Kill Your Darlings And 4 More Rules For Doing Creative Work.” Co.Create. N.p., 29 May 2013. Web. 28 Feb. 2015. Creative Lessons from Studios of Famous Artists Grose, Jessica. “4 Creative Lessons From The Studios Of Famous Artists.”Co.Create. N.p., 17 Sept. 2013. Web. 28 Feb. 2015. James Baldwin on the Creative Process and the Artist’s Responsibility to Society Popova, Maria. “James Baldwin on the Creative Process and the Artist’s Responsibility to Society.” Brain Pickings RSS. N.p., n.d. Web. 28 Feb. 2015. Tchaikovsky on Inspiration Popova, Maria. “Tchaikovsky on the “Immeasurable Bliss” of Creativity, the Mystical Machinery of Inspiration, and the Evils of Interruptions.” Brain Pickings RSS. N.p., n.d. Web. 28 Feb. 2015. Infographic: Daily Routines of Famous Creatives Henry, Alan. “This Graphic Details the Daily Routines of Famous Creative People.” Lifehacker. N.p., 10 July 2014. Web. 28 Feb. 2015.

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Picasso on How Creativity Works - Quote Popova, Maria. “Explore – Picasso on Intuition, How Creativity Works, And...” Explore – Picasso on Intuition, How Creativity Works, And... N.p., 24 June 2014. Web. 28 Feb. 2015.

Unusual Habits of 8 Famous Creative People Gillett, Rachel. “The Unusual Habits Of 8 Famous Creative Minds.” Fast Company. N.p., 24 June 2014. Web. 28 Feb. 2015.

Networked Creativity Kilpi, Esko. “A New Theory of Growth.” Esko Kilpi on Interactive Value Creation. N.p., 27 May 2014. Web. 28 Feb. 2015.

Inspiring Creativity - short film with Creatives Brooks, Katherine. “11 Things Famous Artists And Cultural Figures Can Teach You About Creativity.” The Huffington Post. TheHuffingtonPost.com, 15 May 2014. Web. 28 Feb. 2015.

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Resources for Inquiry and Analysis (for DEEPER INQUIRY) Tharp, Twyla. ”The Creative Habit: Learn It and Use It for Life” – Paperback – January 6, 2006.” The Creative Habit: Learn It and Use It for Life: Twyla Tharp, Mark Reiter: 9780743235273: Amazon.com: Books. N.p., n.d. Web. 28 Feb. 2015.

May, Rollo. “The Courage to Create” Amazon. N.p., 17 Mar. 1994. Web. 28 Feb. 2015.

McNiff, Shaun. “Trust the Process: An Artist’s Guide to Letting Go” – Paperback – March 31, 1998. Trust the Process: An Artist’s Guide to Letting Go: Shaun McNiff: 9781570623578: Amazon.com: Books. N.p., 31 Mar. 1998. Web. 28 Feb. 2015.

FILM: ”Exit Through The Gift Shop” N.p., n.d. Web. 28 Feb. 2015.

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Suggested tools found in the Edgemakers Digital ToolBox: Slide Show Presentations Use these recommended tools for creating linear/non-linear, highly visual slide show presentations. Some of the applications have recording features that will turn the presentation into a movie file. »» »» »» »» »» »» »» »»

Apple Keynote Google Presentation Microsoft PowerPoint Projeqt: features “stackable” decks within the presentation and embedded real-time social media feeds (Google maps, Twitter, etc.) Prezi: non-linear presentation tool with zoom and pan features and hierarchical structure Slidedog: combine media (including other presentation apps) into one presentation or “playlist”; interactive features like sharing livestream, interactive polls, livechat, feedback Haiku deck (iPad; Chromebook; desktop): clean, simple, highly visual presentation Explain Everything (iOS): create interactive whiteboard screencast videos (import many different types of files and layer/ annotate them)

Movies Use these recommended applications for creating movies/multimedia digital stories »» »» »» »» »»

iMovie: default movie editor on Apple computers Windows MovieMaker: default movie editor on PC iMotion HD (iPad): time lapse and stopmotion for mobile Magisto (iOS and Android): automatic, artsy video editor for mobile Mozilla Popcornmaker : mashup existing media (video, images, maps, sound files) and annotate with “pop up” text. »» Vine: create looped and stop motion videos (you are able to splice multiple videos together to create a longer video in another moviemaking app) »» Instagram and Instagram Hyperlapse: create video or time lapse video »» Vyclone: (iOS and Android): create videos with multiple mobile phone users shooting simultaneously 132

»» WeVideo: cloud-based video editing that allows for collaboration (multiple editors) »» YouTube Editor: for quick editing in your YouTube account (also add copyright free music) »» Explain Everything (iOS): create interactive whiteboard screencast videos (import many different types of files and layer/ annotate them) »» Touchcast (iPad and desktop): create highly interactive videocasts with real-time elements (includes greenscreen capabilities)

Animation Use these applications to create a variety of animated film styles. »» »» »» »» »»

GoAnimate (iPad or Android): for professional looking animated videos StopMotion Studio (iPad; iOS): free stop motion animation tool for mobile Vine: social media video creation (excellent for stop motion) Videoscribe: professional-looking whiteboard animation videos (freemium) Tellagami (iPad and Android): customize an avatar and create animated video

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Resources for Inquiry and Analysis (Digital Fluency Essentials):

1. VIDEO: Ramsey, William. “Chapman Video Essay (Stop Motion Scrabble) [Accepted].” YouTube. YouTube, 10 Jan. 2010. Web. 01 Mar. 2015. 2. VIDEO: TEDxCMU 2011: “Building a Personal Brand” by Jacob Cass. 3. VIDEO: “Youth and Media - Digital Dossier.” YouTube, n.d. Web. 01 Mar. 2015. 4. TOOL: For building a digital hub or landing page www.flavors.me 5. TOOL: For building a digital hub or landing page www.about.me 6. TOOL: For creating an infographic CV www.visualize.me 7. TOOL: For creating an infographic CV www.re.vu 8. TOOL: For creating a unique online signature www.wisestamp.com

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9. TOOL: For making personal or business websites and web portfolios www.wix.com 10. TOOL: For creating digital business cards on your phone. “Another Contact App? My Facecard Does It Differently.” iPhone Life. N.p., n.d. Web. 01 Mar. 2015. 11. TOOL: For claiming domains with your name www.namecheck.com 12. Kleon, Austin. “10 Ways To Share Your Creativity and Get Discovered.” Medium. N.p., 18 Feb. 2014. Web. 21 Feb. 2015. 13. Thibeault, Jason. “In the Limelight.” Medium. N.p., 27 July 2012. Web. 01 Mar. 2015. 14. Thibeault, Jason. “In the Limelight.” Medium. N.p., 28 Aug. 2012. Web. 01 Mar. 2015. 15. Richardson, Will. “Footprints in the Digital Age.” Educational Leadership: Giving Students Ownership of Learning: Footprints in the Digital Age. N.p., Nov. 2008. Web. 01 Mar. 2015.

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16. Cochran, Tom. “The 4 Building Blocks of a Strong Digital Presence.” Entrepreneur. N.p., 09 Jan. 2014. Web. 21 Feb. 2015. 17. Tombrakos, Joanne. “10 Reasons You Need a Digital You.” The Huffington Post. The Huffington Post. TheHuffingtonPost.com, 06 May 2014. Web. 01 Mar. 2015. 18. Horn, Sabrina. “The Importance of Entrepreneurs Building Their Personal Brand” Entrepreneur. N.p., 24 Sept. 2014. Web. 01 Mar. 2015.. N.p., 27 July 2012. Web. 01 Mar. 2015. 19. Berkery-Rovner, Erin. “The Words to Delete from Your Resume ASAP.” N.p., n.d. Web. 17 Feb. 2015. 20. Vozza, Stephanie. “Why Resumes Are Worthless.” Fast Company. N.p., 02 Feb. 2015. Web. 17 Feb. 2015. 21. Levine, Alan. “A Conversation on Portfolios With Tracy Penny Light.” You Show. N.p., 13 Jan. 2015. Web. 17 Feb. 2015. 22. Hyder, Shama. “7 Things You Can Do To Build An Awesome Personal Brand.” Forbes. Forbes Magazine, n.d. Web. 21 Feb. 2015.

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23. Lammle, Rob. “The Pros and Cons of 4 Personal Branding Sites.” Mashable. N.p., 15 June 2012. Web. 01 Mar. 2015. 24. Mindflash. “INFOGRAPHIC: Here’s How To REALLY Use LinkedIn.” Business Insider. Business Insider, Inc, 21 Nov. 2011. Web. 01 Mar. 2015. 25. Zomick, Brad. “What’s It Worth? Certificates, Badges and Online Portfolios.” Skilledup. N.p., 14 Sept. 2013. Web. 01 Mar. 2015. 26. Grant, Sheryl. Curated list. “Digital Badges.” HASTAC. N.p., n.d. Web. 28 Feb. 2015. 27. “Creative Graphic Resume Designs Which Will Amaze You – 53 Examples.” Design Your Way N.p., n.d. Web. 01 Mar. 2015.

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Resources for Inquiry and Analysis (Digital Fluency Deeper Inquiry)

1. NetLab Toronto: Scholarly network with varied posts studying social media and communication. 2. Burvall, Amy. “#rawthought: Personal Palettes: Claiming Your COLOURs for Your Digital Presence.” AmusED. N.p., 28 Dec. 2014. Web. 01 Mar. 2015. 3. Ciotti, Gregory. “The Psychology of Color in Marketing and Branding.”Entrepreneur. N.p., 15 May 2014. Web. 27 Feb. 2015. 4. Blackwell, Lindsay. “Dear Lisa Rudgers,.” Dear Lisa Rudgers,. N.p., n.d. Web. 01 Mar. 2015. 5. Smith, Marc “Social Network Analysis: Measuring, Mapping, and Modeling Collections of Connections,” (PDF) 6. Marin, Alexandra, and Barry Wellman, “Social Network Analysis: An Introduction,” Handbook of Social Network Analysis, Petter Carrington and John Scott, Eds, London: Sage, 2010. (PDF) 7. Shelley Terrell, “Global Netweaver, Curator, PLN Builder,” dmlcentral weblog, October 15, 2010. Blog post with video interview.

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Resources for Movement Makers

1. Constable, Kimanzi. “5 Ways to Increase the Odds of Your Content Going Viral.” Entrepreneur. N.p., 09 Feb. 2015. Web. 01 Mar. 2015. 2. Bradt, George. “The New Reality Of Social Media: Engaging Your Audience Where They Are.” Forbes. Forbes Magazine, 22 Jan. 2014. Web. 01 Mar. 2015. 3. Stampler, Laura. “RANKED: The 30 Most Creative People In Social Media Marketing.” Business Insider. Business Insider, Inc, 02 July 2013. Web. 01 Mar. 2015. 4. Mershon, Phil. “7 Creative Social Media Marketing Mini Case Studies.” Social Media Examiner RSS. N.p., 18 Apr. 2012. Web. 01 Mar. 2015.

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