In our work at #TheFluencyProject, we affirm that "relationships help create safe spaces, provide accountability, and open new learning outcomes." I was honored to present these thoughts as The Fluency Project toured YouMedia in Chicago.
The subject of the above slide deck is on forming relationships and building agency through project based learning. As an educator, there are few greater joys than sharing our transformative moments of student learning. The story of how two remarkable young women, Khashona and Daviona, are using young adult literature and robotics to develop empathy and start a powerful conversation on the affects of community violence on the lives of young people is a story on the promise of personalization.
When we provide students with the opportunity to author their own very unique stories in the classroom, learning becomes real, relevant, and engaging. Our ladies are still in the process of designing their robot, but already they've received some very encouraging feedback. Author Kekla Magoon even took to social media to give Daviona and Khashona a shout-out via Twitter. It's incredible what a little positive recognition can do to fuel students as they work through a meaningful design challenge.
Despite having just crossed the threshold of the first quarter, our enthusiasm is still pretty infectious. We are entering the time of year that we’ve looked toward with mounting anticipation, and perhaps just a modest amount of apprehension: project proposal and action plan season! Needless to say, everyone in Cultural Literacy III has something to look forward to over the next few weeks.
Cultural Literacy III students at Holy Family Academy are encouraged to explore literature and life… to utilize numbers, narratives, and the arts in order to tell powerful stories. (Photo credit: Jennifer Lanas) In quarter one, our juniors in Cultural Literacy III (Contemporary American Issues) read Kekla Magoon’s How It Went Down and paired it with close-reading and empathy building techniques. Along with preliminary research and narrative storytelling strategies, our Holy Family Academy students ideated wrestled with real-world issues present in the novel and inspired by their own experiences. In turn, students submitted project proposals ideating upon these issues with the goal of bringing the story to a wider audience, promoting awareness, understanding, and empathy. Ultimately, to become change agents we must first be ambassadors of deeply personal stories inspired by literature and life. Keshawn is critiquing a proposal using the “think-puzzle-explore” peer-review sheet. Inspired by Agency by Design and Project Zero, this “Think-Puzzle-Explore” method of peer review yielded thoughtful, targeted feedback. (Photo credit: Jennifer Lanas) To evaluate each other’s work, we adapted a tuning protocol by Agency by Design. It is a systematic way to look at student work and offer feedback to reflective practitioners. My dear friend and colleague, Kristin Alvarez is a member of ABD’s Pittsburgh cohort. When she taught this to our Holy Family Academy teachers, I immediately began thinking of how I might be able to hack it for our Cultural Literacy students to use. The resulting activity yielded some of the best peer-review conferences that I’ve witnessed in my teaching tenure.
Our Holy Family Academy Juniors selected their own topic of exploration and the medium by which they would bring their projects to life. This falls under Trev Mackenzie’s definition of “Guided Inquiry”. (Photo credit: Trev Mackenzie) Admittedly, it is a challenge facilitating so many different projects among three sections of Cultural Literacy. In a few instances, I am coordinating meetings with teams of students spanning multiple class periods. Moving forward, we are utilizing at least one class period per week (70 minutes) as well as taking advantage of our flexible schedule that gives all juniors a one-hour block of lunch and Independent Learning Time (ILT) three-days per week. Some teams and individuals are more enthusiastic about continuing this process of guided inquiry and project-based-learning than others. These motivated teens are writing podcast scripts, blogging at home, and sketching-out plans for storyboarding mini documentaries or constructing robotics projects. In order to facilitate the project and continue the pacing of our contemporary issues curriculum, we have project benchmarks throughout the month of November and the early part of December.
Manor New Tech High School located near Austin, Texas is an example of a school pioneering a dynamic PBL model. Their story is featured in this video highlighting PBL success from start-to-finish. We are not quite there, yet… (Photo credit: Education Week / New Tech Network)
I would be a liar if I said that 100% of our students are on-board with this departure from the traditional “culminating project” model that we are all accustomed to. We spend one class period per week studying a mentor text or conducting primary source investigations in addition to the one period that we devote moving forward on our PBL goals. Considering that we only meet three sessions per week, it is imperative that everyone do their collective part to stay focused. I have to be a reflective practitioner and flexible in terms of timing and scheduling. It’s not as though I pitched the project timeline to our juniors and their joyous shouts of approval ensued a celebratory parade down Ohio River Boulevard… Had that occurred, I would request that we ride unicorns and invite sasquatch, chupacabra, and a leprechaun to preside over the festivities.
Botticcelli's Bigfoot will serve as the grand marshall of the parade celebrating teenagers applauding a school initiative that doesn't involve extended vacation and/or the addition of nap pods to the classroom. In all seriousness, my students really seem to enjoy this departure from the ordinary, but it is admittedly more work compared to what they were previously accustomed. (Photo credit: fullfrogmoon.com)
Without a doubt, I consider it a preliminary victory for our students to take control of the story of their learning. They are engaging in deeper learning, becoming experts in the topics that they have selected. I have become a student in the world that they creating--whereby they are expert researchers and designers of an experience that will educate others. At this phase in the process, our juniors are now looking for an authentic audience to share their work and expert knowledge. I could not possibly be more proud of our students. Needless to say, perhaps I have the most to look forward to and to be thankful for this November. This post can also be found on #thefluencyproject blog.
To celebrate a successful first-quarter of learning about games as systems and modding games, I produced this promotional video with the help of my students in Game Design Studio. Already in this first semester as their teacher, I've learned so much from my students as they articulate their thought processes--playtesting and iterating their way through the art of game design.
We hope that you enjoy this small glimpse into the immersive reality that we are creating...
Kekla Magoon's young adult fiction is stirring, hauntingly beautiful, and entirely too familiar.
Our students are beginning an interdisciplinary project based upon Magoon's text and an examination of race-bias in America.
Below you'll find photos from our first day in the makerspace. I can't wait to see where this deep dive into student curiosity and creativity will lead us.
It was an honor to personally thank the Classrooms Without Borders board of trustees for sending me to Israel for a two week archaeological field study.
Overlooking the Western Wall & Temple Mount / Dome of the Rock - photos by J.Lanas
Knowing that my presentation would coincide with Erez Kagnovitz visit, I decided to tell my story in the form of a photographic review of snapshot moments.
Archaeologist Ian Stern showcases the find of the day--a Dionesyan figurine - photo by J.Lanas
Here is the text of my speech:
To experience twenty-five thousand years in the span of two weeks is an unthinkable proposition--that is, unthinkable to anyone not familiar with Tsipy Gur and Avi Ben Hur. Alas in the course of our Classrooms Without Borders archaeological field study, that is precisely what happened... And so much more.
Contemplating the trip, I recall the sublime beauty of a series of moments--reminiscent of holding up the negatives of 35 millimeter film to the sky. The images are vivid against the warm light of memory...
In the spirit of today's exhibit--and with your permission, I ask that you indulge me in a bit of reminiscing and accompany me as I take you on a photo-esque journey of beauty, memory, and wonder.
For instance, I savor the memory of an impromptu reunion among lifelong friends. Being warmly invited to join in the merriment of this scene along the seaside promenade in Haifa at sunset, and wading into the waters of the Mediterranean... Thank you, Tsipy. Meeting your friend and her lovely family is something that I will never forget.
Imagine delighting in the company of a family reunion--soaking up firsthand accounts from a mother and her teenage son contemplating his military service, regaling me with the stories of school and everyday realities of life... Fresh watermelon and feta along the pristine beauty of a beach in Haifa... Tech company logos emblazoned high atop towering skyscrapers only a short distance from the waterfront. These are the images captured by the mind's eye.
Or touring UNESCO world heritage sites--as an attorney presents a case, our expert guide Avi carved out a whirlwind adventure and presented archaeological evidence that was thought-provoking and as varied as the landscapes from which they came--consider Caesarea, the jewel by the sea, artificially crafted using technology, evidence of Herrod's genius, and a wisdom surpassing that of those who would later inherit the same tract of land in the following centuries.
Or imagine having what felt like a private tour of a museum--a monument to the templar's dedication and life along the pilgrim's trail... Or a chance to hike through Tel Dan national park... To see the entrance to the city, the clay bricks delicately unearthed and imagine that this is from the time of Abraham.
Swimming in the Sea of Galilee, marveling at the preservation of a two thousand year old fishing boat, bearing witness to the house church inscribed with a blessing to Jesus and Peter...
Taking in the splendor of this moment--the rolling hills and inspiring vistas of the Golan. Feeling humbled and in awe to stand in the shadow of a sixth century synagogue, given new life with the help of 3-D imaging and spectacular ingenuity that undid the damage wrought by an earthquake, restoring its grandeur stone by stone.
And what can I say about the Holy City that hasn't been said before...
I can only share with you a final memory. This one of walking to Shabbat service at the Western Wall, accompanied by the sister in law of Avi Ben Hur. A middle school science teacher, she was in town for a conference. Our tri-lingual conversation, in English, Spanish, and a sprinkling of Hebrew, ranged from school topics such as pedagogy and mindfulness, to a discussion of culture and politics and everything in between. To experience that moment--solemnity juxtaposed with sheer revelry--was an expression of faith and feeling that I was honored to bear witness to.
And as the stars began to appear, and the songs were sung at the wall below, you could hear prayers broadcasting from the minarets in the valley below, and church bells echoing their song from atop mother hillside. The stillness of that moment will forever remain with me.
Binary opposites began to break down amid a flurry of activity and time travel. All of this played out along the backdrop of a modern landscape rife with challenges and opportunities... Irreconcilable differences and priceless moments to cultivate empathy and understanding toward a people and culture whom I immediately identified with and established a lifelong bond.
And as our plane departed Tel Aviv, all that I could think of was it felt as though I were saying goodbye to a friend. So, in that spirit, allow me to close by saying that I am grateful to have met you Israel, in all of your manifestations--Your past, present, and future. And I cannot wait to return to you... It's not a matter of if, but rather when.
Thank you, Classrooms Without Borders and the Jewish Federation of Pittsburgh.
His name is Erez Kagnovitz, and he is a photojournalist whose art tells a story as diverse as any. The creator of Humans of Tel Aviv is coming to Pittsburgh to spend the morning with our Holy Family Academy Cultural Literacy III students.
Photos courtesy of Erez Kaganovitz via Twitter
In preparation for his visit, we are checking out photographs from his Twitter and Facebook accounts. The goal of our exploration is to slow down and NOTICE features in the photos. These features may provide clues as to what it means to live in this culture.
Photos courtesy of Erez Kaganovitz via Twitter
As a fan of Harvard Graduate School of Education 's Project Zero Thinking Routines, I am inclined to steer my students in this direction as we explore these images from another culture.
My hope is that this encounter will spark my students' curiosity and propel them to learn more about the Jews and Palestinians whom call this land their own.
Photos courtesy of Erez Kaganovitz via Twitter
Looking forward to an exciting encounter in Cultural Literacy. Once again, thank you to Classrooms Without Borders for making this happen.
A note to the teachers following along on this blog--the next CWB trip to Israel focuses on art and music.
I cannot state this strongly enough--I encourage you to apply! My interactions with Jewish and Arab Israelis was simply eye-opening. The only way to get beyond the narrative that the media broadcasts is to strap on your sandals and go there! Meet and talk to people. Make contacts and invite them to join you for Google Hang Outs or even to collaborate on a project.
My archaeological field study was the fulfillment of a lifelong dream and the impetus for forging a new dream... To create a classroom without borders, connecting my students to life changing experiences.
Eager to get our hands on the resources of the Smithsonian, my fellow Cultural Literacy teacher McCall Goughenour and I arrived at the Heinz History Center bright and early.
"It's like getting a backstage pass" - Ms.G on the thrill of having the museum to ourselves in the still hours of the morning.
The Smithsonian is rolling out the Learning Lab in Pittsburgh--we are among the first cohort of high school teachers to work with the digitized collection. Many features of the collection include learning about history through interacting with objects.
So many moments of transformative learning have come from these past few weeks working alongside Dr. Illah Nourbakhsh and the CREATE Lab team.
As I am wrapping-up week three of my summer residency with The Fluency Project at Carnegie Mellon University's CREATE Lab, I want to post one of the most stirring of these "important moments".
The above is a video filmed on location at the CREATE Lab. Summer intern, and my friend, Sufyan Abbasi walks us through his studding data visualization, putting the enormity of the Syrian refugee crisis into context.
Whether the cause is genocide, political instability, or global climate change, the result is clear--there is a global refugee crisis of epic proportions. Think about it--the opening ceremonies of this year's Olympics will feature athletes marching under the banner of refugee status.
We must take a deeper look at critically important issues... This data visualization helps us to go beyond the numbers and explore the narrative of the refugee crisis in the Mediterranean.
Time to update our resumes--although it would be quite a stretch to have one’s cv read “amateur archaeologist”. Nevertheless, on our ninth day in Israel we set out for Bet Guvrin National Park. This day was circled on the calendar months ago, and when the moment finally arrived, there was electricity in the air. The anticipation was palpable.
Bet Guvrin National Park is 50 km southwest of the City of Jerusalem.
Archaeologist Ian Stern met us at the dig site. It's hard to imagine that Stern--a youthful, medium-build archaeologist sporting a shock of salt and pepper hair under his bucket hat--is celebrating over thirty years of excavating the caves of Maresha. He speedily guided us to a spot beneath the shade of a Carob tree in order to properly introduce us to the region. Picture a pastoral scene of rolling hills, Olive groves harvested by Israeli Bedouin, and thorny semi-steppe brush, as far as the eye could see.
The rolling hills of Maresha provide the backdrop of today’s adventure.
Even a Novice Can Be A Part of an Extraordinary Discovery
As we ventured to the caves, we were surrounded by tented access points and benches erected as places to escape the sun and regroup before going underground. We deposited our belongings and made our way down a ladder to the subterranean excavation site.
Archaeologist Ian Stern has the most difficult job of all--teaching teachers. Dig For a Day Explained - https://youtu.be/EtVefUg-iN0
Here, Stern instructs us in the art and science of archaeology. Because these caves are self-contained and specific to one time period, novices like ourselves can “Dig For a Day”. This is a delicate way of suggesting two key thoughts, namely:
We cannot possibly mess things up… Unless, of course, we get too close to the stabilizing beams of wood supporting the ceilings. That warning, as you see in the short video, provided a bit of comic relief as well as a Stern warning--pardon the pun!
Deeper Learning Through Archaeological Inquiry
We are actually helping to excavate and unearth some pretty remarkable relics of the Ancient Near East. These primary sources from approximately 250 BCE give us extraordinary insight into the daily lives of the inhabitants of this region.
A thrill for all ages--At age 83, expert archaeologist Bernie L. delights in checking out the unique Dionysian figurine that Russell unearthed.
At last, equipped with a pick, trow, and two buckets, we each set off to rediscover the world that once was. One might say that these ancient columbarium caves yielded a bounty of riches. Not the sort of riches that the Israeli Antiquities Authority would publicize in the form of a promotional poster, and certainly not something that would appear in the next issue of the Biblical Archaeology Review, but we encountered artifacts that embody a teacher’s definition of “primary sources: the litter of history”.
In this video, Yonni--a site worker pursuing his degree in Biblical Studies--teaches us about what we can learn from the everyday objects discovered in the excavation process. Video: Artifacts Discovered in the Caves - https://youtu.be/xFF1ydMp56Y
Hands-On, Inquiry and Exploration
It is thrilling to think that we were digging and sifting through 2,200 year old debris, building materials, cooking implements, and what remains of an ancient society that existed during the time of the Maccabees. To say that this experience and the memories that I'll cherish will inspire and enlighten my teaching practice is an understatement. It is the fulfillment of a childhood dream. It is a testimony to the wisdom and resourcefulness of those who came before us. It is the enduring power of our human history and all that makes us human--our rituals, our art, our culture. It is a celebration of life and a celebration of joyous discoveries.
Colleen uncovers a beautiful specimen--a shell used to form water-tight plaster for the cave walls. Video: Seashells in Judea - Colleen's Discovery https://youtu.be/e_zImE3I-qE
As our time in the cave came to a close, each of us resembled children begging for “just five more minutes” of recess. It was an extraordinary moment. Yet, another unforgettable moment awaited us just around the bend--the infamous bucket-line of the archaeological site.
The twelve of us assembled in a row, from the cave floor to the ground-level door, and on every step and stair in-between. We manually schlepped the rocky debris all the way to the surface. It was exhausting, but personally satisfying. Our work and effort was on full display--and the numerous buckets of dirt needed to be sifted and sorted once more--so that we could make sense of what we might have missed down beneath the surface.
The sifting and sorting process is the necessary final step in processing our site excavation. Video: Sifting & Sorting the Dig for a Day - https://youtu.be/SeuvF48R0N4
Yonni and I pause for a snapshot inside the cave.
Process-Oriented Learning & Discovery
An archaeologist’s work is process oriented. Much like teaching, it is neither for the faint of heart not the sort of person that must see immediate results. There is very little instant gratification, but the next scoop of dirt just might yield the next big find. Bits of metal, to the untrained eye, might be a rare coin from the Second Temple Period… That potsherd might be part of an earthen vessel containing a papyrus scroll…
Stern shares an interest theory about the political implications of some of the 2,200 year old artifacts. Video: Archaeology Sheds Light on the Formation of Ethnic & Civil Identities in the Hellenistic Age - https://youtu.be/0t5O9rBPT1c
Archaeology is an art and science build upon discovery and wonder. We can then use the l historical and religious narrative in concert with the artifacts that we found to propose theories and make conjectures about the ancient world. Hopefully this post captures the essence of our “Dig for a Day” so that we may share our joy with you.
Bonus Images - Because we have so much that we want to share with you from our time in Israel!
It tastes like chicken??? There is a very good explanation for that... We toured additional columbarium caves including this one with over 2,000 dovecotes carved into the wall.
Did you know that domesticated chickens existed in Israel hundreds of years before anywhere else?
Maresha is known for its painted caves, too. My particular favorite is the lion. The artist and I share a kindred doodler's spirit--what we lack in terms of artistic accuracy we make up for in terms of creativity and imagination. Awesome possum!
A stunning display of natural beauty, the bell caves of Bet Guvrin National Park.
Avi gets up-close and personal with an olive press. Though not technically a pun, this line amuses me greatly. The sun must be getting to me.
Leaving Israel is just the pits... Now, that's punny!
Greetings from Caesarea! Classrooms Without Borders and Holy Family Academy have teamed up to send me to Israel for a 12 day archaeological field study. I am grateful for this life- changing opportunity. In addition to coordinating educational & cultural affairs and teaching cultural literacy at Holy Family Academy, I studied theology at Saint Vincent College. So, this trip is the culmination of years of academic rigor and the eternal pursuit of curiosity. Already I see myself bringing these experiences from Israel into my classroom: perspective cultivated in a land of beauty, honest dialogue shared in community, and wisdom gained by first- hand experience.
Our whirlwind adventure began as our flight touched-down in Tel Aviv and immediately we hit the ground running. As we departed Ben Guiron Airport, our group of 12 ventured north to Caesarea, the city built upon sand by the incomparable Herrod the Great.
Standing before the two aqueducts of Caesarea, I marveled at the craftsmanship. It's magnificent--Such a marvel of engineering!
I biked to the library to pick-up a fresh stash of books preparing for my upcoming Biblical Archaeology field study in Israel. It's hard to believe that the adventure begins in early June.
Random thought, but I hope I'll get to see the Penguins hoist the Stanley Cup while I'm in a city like Tel Aviv, Haifa, or Jerusalem. Regardless, I know my Gram will save me the newspaper clippings. She is the only 93 year old woman that I know of who still reads two newspapers daily...
In the coming weeks, I will write about preparations for my expedition. I will also ask for advice on filming outdoors--I think I am opting for a selfie stick over a tripod so I can film the documentary videos on site easily and without having to inconvenience others with tripod set-up and tear-down.
Here are my thoughts that I shared with CWB / The Jewish Fedaration of Greater Pittsburgh, whom along with Holy Family Academy, have provided me with a scholarship to make this dream become a reality. I aspire to make them proud.
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Why do you want to participate in this study seminar?
As an undergraduate student at Saint Vincent College, the most transformative experience of my young life came very much as one would set-up a corny joke: “A priest and a rabbi went out to lunch together…”
It was my junior year and I was enrolled in a course co-taught by a priest and a rabbi, Catholic-Jewish Dialogue. The resulting experience was the product of more than 35 years of scholarly debate and loving friendship formed over a standing Tuesday/Thursday lunch between these two learned men. For me, it was far more than just a class, or a grade on my transcript, but rather the invitation to spend the rest of my adult life in pursuit of common ground, conversation, and quiet contemplation.
Saint Vincent College contacted me for an interview in advance of establishing the Rabbi Jason Edelstein Chair in Catholic-Jewish Dialogue. After more than ten years, I had the chance to personally thank my teachers and mentors. It is my distinct honor to help tell their story and preserve Rabbi Edelstein’s legacy for future generations. As Rabbi and Father Campion imparted upon me, at our core, we are alike in our similarity, our fragility, and our brokenness. It is our duty and responsibility to each other to learn from one another. This is what I hoped to convey while appearing on film in the video, “We Begin at the Same Place”. I want to contribute to “Rabbi and Camp’s” tradition of respectful interreligious dialogue and help to uncover truly human stories from those whom I encounter on this expedition.
I relish the opportunity to explore Israel and Palestine--to actually see the sites that I studied in my undergraduate Biblical Archaeology courses and classes in Saint Vincent’s Seminary. My waters run deep… I’ve evolved from an adolescent, dreaming of discovering hominid species as a paleoanthropologist, to a college student, pouring over texts and images while uncovering the mysteries of history in the Judeo-Christian tradition. Now, as a teacher, I hope to inspire that same sense of wonder and pursuit of lifelong learning for my students. It goes without saying that this would be personally, professionally, and spiritually rewarding. To personally see the Holy Land and actually get to participate in an archaeological dig is something that I still cannot fathom--to be selected is the fulfillment of a dream.
We Begin at the Same Place | Catholic Jewish Dialogue at Saint Vincent College
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What are your professional expectations for this Study Seminar?
In contemplating this opportunity, I keep coming back to the notion that this will be the most immensely rewarding interdisciplinary opportunity that I have ever embarked upon. Consider this singular experience an opportunity to realize a childhood dream--to do fieldwork in a live archaeological site. However, and I cannot believe that I am writing this, that is only the tip of the iceberg!
Professionally, I am eager to partner with educators embarking upon a similar journey. I love channeling the energy and abundance of ideas that come from with a collaborative atmosphere. As a Cultural Literacy teacher, learning from experts in the field and developing relationships with not only scholars and students, but also the archaeologists and residents preserving the treasures of the region will provide me with a perspective unlike any other professional development opportunity I have ever encountered.
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What specific areas are you planning to learn more about, i.e. government, culture, religion, art, history, current events, etc.
From the time of the Babylonian Captivity to today, Jerusalem has seen its share of tumultuous change. I am excited to go beyond the pages of a Biblical Archaeology text and to experience the Holy City first-hand. An exploration of this magnitude implies that I will play the role of archaeologist, biblical scholar, and art historian. To understand the past as well as modern day concerns of Israelis and Palestinians can only begin with an open mind and a listening ear. I am just as eager to learn about the past as I am to listen to perspectives on the present situation. As a Cultural Literacy teacher with a background in philosophy and theology, I feel that this is the ideal casting call for a lifelong learner such as myself.
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What professional interest or expertise would you be willing to share with the other teachers participating in this study seminar?
I would use my expertise in digital media integration to support my fellow educators on our mission to provide a rigorous, relevant education befitting the next generation of global citizens. We have an awesome opportunity to utilize media-rich content to both educate and captivate our students’ imaginations.
As a means of supporting other teachers participating in this study seminar, I would assist individuals in the process of setting up an educational YouTube channel. The process may feel overwhelming for teachers not familiar with digital media, but I will patiently walk colleagues (as I have done in the past) through the process every step of the way, serving as a teacher-coach and technological Sherpa. We will begin by creating and sharing video playlists featuring the best online resources available. Ultimately, my desire is to empower participants so that they can showcase their field learning experience in a way that invites their students to join in the exploration.
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Describe the final educational product that you plan to create with your students in your classroom independently or in collaboration with other teachers as a result of this Study Seminar?
I am eager to document a diverse array of experiences as a result of participating in this study seminar. My objective is to film video at archaeological sites, record the lectures of noted scholars, and profile individuals offering their unique perspective of what it means to conduct this type of scholarly research and preserve the treasures of the past for future generations.
Ultimately, my intent is to upload this original content to a YouTube channel where it can be utilized by teachers participating in the field study. Additionally, I plan to share it with teachers at my school so that it may be used and adapted for a variety of purposes. For instance, our videos can be the backbone of lessons on Biblical Archaeology within a religion class, as an introduction to Israeli life and culture in Cultural Literacy, and as a primer on the history of the Ancient Near East in a world history class.
As a PBS Digital Innovator, a distinction I was just recently honored to receive, I routinely share my work with a robust community of educators utilizing digital media and technology. By chronicling my experience of archaeological field-work and cultural appreciation with an audience of fellow educator-innovators, I will expand our networked learning ecosystem. In essence, making and sharing digital media will provide me, my fellow field-study participants, and Classrooms Without Borders with another platform to receive feedback on how we might utilize these resources to develop engaging multimedia for our students
Full Disclosure: I am absolutely smitten with the stealth learning game Erase All Kittens. Shout-out to @PMKievlan for sharing this with us at the LRNG Pittsburgh Digital Badges training session.
The game is yet another brilliant example of stealth learning at its finest. Players "hack the game" by editing HTML and CSS code. It transforms the look, feel, and functionality of the game.
You are rewarded with lovely kitten .GIFS when you write code that helps you to reach the cute and cuddly little friends. My personal favorite element of the game is the upbeat, quirky narration and "loading updates" that are whimsically bizarre. It's just corny enough to keep you grinning from ear to ear as you play.
Here's How it Works...
In each level, Arca must navigate the ruins of the Ancient Internet...
She is probably checking out the Tripod.com website that I made for sophomore chemistry, along with "Up the Punk" my Oasis fan-girl turned Brit-Punk website...
We partied like it's 1999. Because it was.
Immediately, I felt the rush that comes from being honestly challenged and motivated to continue--it was exciting to make, build, and create the levels of the game... all through lines of code.
Once you complete the third and final level, you are invited to send feedback via Google Forms. You are generously rewarded with a bonus level that teaches you about CSS. You need to change the background color and other elements of style (NO--not Strunk & White!!!) to expose malevolent Dingle Bats and other obstacles in your way... It's really, really neat!
