Tag Archives: web literacy standard

State of the Union: Mozilla Badges

Our work within Mozilla—co-creating great open source software, working with longstanding contributors, interacting with our larger volunteer community—ties in perfectly with badges. Recognizing people for being great at their jobs, acknowledging active collaborators, encouraging folks to deepen their participation is a no-brainer for a community-built and community-reliant organization like ours. Consequently, we’ve begun to develop and pilot internal badge systems within different areas of the organization. Not surprisingly, this growing group of Mozilla badge systems is revealing itself as fertile ground for investigating the development of a variety of badge systems.

Because we work in the open, because many people might find our badging work to be useful as background research into their own work, because we’re large enough that not everyone here is yet aware of the badge design work that’s happening at Mozilla, and because a number of folks have been inquiring about where they might earn badges, I’ve gathered all the badge work that is currently underway or planned for 2013 into this single blog post.

Some Mozilla badge systems pertain directly to education and learning, some are more heavily  focused on capturing and acknowledging prior work, while others are based on encouraging greater commitment to the community. Different badges for different requirements and all of it happening under the Mozilla tent. Nice.

The list of Mozilla badges for 2013 (in very loose chronological order):

  • Webmaker badges
  • Web literacy standard badges
  • WebDev badges
  • Capture Mozilla badges
  • Webmaker Mentor badges
  • SUMO badges
  • Engagement badges
  • QA badges
  • MDN badges
  • Student reps badges
  • Creative badges
  • Affinity badges
  • Air Mozilla badges

Webmaker Badges
Many of you are familiar with the Webmaker badges that we debuted at MozFest last year. Those included mini-skill badges earned for learning basic aspects of html and css, along with badges for activities and participation at MozFest 2012. Good news! We have more planned for the coming year. In fact, I’ve just written a great shareable tweet for webmaker badges and I’ll share it here because, this summer it’s going to come true. “Coming soon: Mozilla #webmaker badges built on the community-driven Mozilla #weblitstd; assessed and awarded by peers to peers.”

No doubt by now you’re curious. “What are the peer assessed badges that I will be able to earn this summer?” Good question. Here’s what will be available: badges for remixing, HTML, CSS, composing for the web and credibility. But how did we arrive at these? There’s something more at work here, and that brings us to our next badge system.

Web Literacy Standard Badges
If you haven’t been following our work with Web Literacy, there’s still time to get in on the action. We’re working with the Mozilla community to develop a web literacy learning standard. A standard to which organisations may choose to voluntarily align. We’ve made great headway and we’ve just announced our first Web Literacy Standard draft! For those of you who need a TL;DR of this work, here’s another tweet length explanation, “Co-creating a web literacy standard w/ the Mozilla community. Addressing assessments & badges. Join us: http://mzl.la/106TtlP #weblitstd” Feel free to share that statement on your twitterstream.

Over the last month or so we’ve worked through a mountain of content to a series of areas that we’re calling strands for now. There are three primary strands: Exploring, Building and Connecting that are composed of competencies like remixing, HTML, CSS, sharing, credibility, collaboration, security and privacy. These competencies will be used as a foundation for web literacy badges. Web literacy badges that you’ll be able to earn accomplishing projects here at Mozilla, but that you’ll also be able to earn for work done elsewhere on the web. With the development of these badges we will accomplish our goal of developing a distributed learning environment as well as a distributed badging network, stewarded by an organization dedicated to keeping the web open and free. That’s hard to beat.

I’ll certainly have more to share about web literacy badges again in the future. Indeed, here are two “-quel” badge pathways posts to further explain where we’re headed with the web literacy badge work.

WebDev Stewards Badges
We were really excited to hear that the Web Development stewards were interested in issuing badges recognizing the meaningful contributions that volunteers have been making to Mozilla over the years. They had already put together some basic criteria and done some preliminary thinking about what their badges should represent and how they should be awarded. With that much work already considered, the team felt emboldened to try something new with this endeavor: working with the community to develop the designs for these badges. Considering that these badge represent community participation, it made a sort of beautiful sense to us that they be designed by community members. And so they were.

We received a number of really wonderful designs, some of which made us think hard about what we were communicating through the visual designs and some of which just made us say, “ahhhhh.” There’s much more to say about badge visual design and we’ll cover that in a future post, but I’ll note here that these designs correlate quite nicely with the subject matter that they’re meant to represent. Friends, this is no small feat. Kudos to the team on that. I wrote a bit about these before and I’ll revisit the process of getting to the final product in another post, but for now I’ll just let these badges speak for themselves. (To learn a bit more about our design process, read this fine post by John Slater.)
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Capture Mozilla Badges
I learned of the Capture Mozilla badges through a surprise posting on Yammer. Learning about these badges was like earning a stealth badge—surprising and delightful. Mozilla team members finding ways to acknowledge their contributors in ways that are public and shareable through Open Badges. Yes! Of course, we were excited to hear about it and we reached out to Dia Bondi, who along with Sean Bolton and Dino Anderson, is endeavoring to encourage people to contribute to the Mozilla repository through recording their experiences on video, even in less than perfect ways. Knowledge permanently captured is knowledge that continues to work.

Attempting to counter the inaccurate notion that on-camera skill is required or that a lot of preparation is involved, Capture Mozilla turned to badges as a way to be able to “talk about [the] project in a way that acknowledges other people’s contributions.” The team is thinking about the next steps for Capture Mozilla badges, in particular deepen the badging structure. Dia notes that “badging will allow the project to scale.” Music to our ears. People, earn those badges!
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Webmaker Mentor Badges
The Webmaker Mentors group is tearing it up with their work on the Webmaker MOOC, “Teach the Web” that is taking place May through June. The team is testing out a number of theories with this work. And they’re integrating badges into their approach. They’ll be offering a series of four Mentor badges. These badges are nicely reflexive in that they reinforce the very thing they seek to recognize, because when you earn the Mentor badge, you in turn become able to review other people’s work for mentor badges. All in all, a great system that encourages community participation while also acknowledging learning and growth. By the way, these badges will also help folks ramp up for Maker Party 2013: Learn, Remix, Sharecoming to you this summer (or winter, depending on which hemisphere you call home).

SUMO Badges
SUMO badges are in the planning stages. Roland Tanglao is busy working his way through some foundational aspects of this badge system. For those of you who are curious as to how this comes together, you might be interested in taking a look at the fun google spreadsheet I’ve devised to helps folks (and myself) think through content.

Engagement Badges
With the recent Firefox OS work, it sort of makes sense that we’d want to start acknowledging peoples’ participation through badges. Emily Goligoski has been working with Chelsea as Engagement start thinking through their four proposed badges aimed at Mozillians and Mobilizers who have participated in Firefox OS launch activities: Firefox OS Events, Firefox OS Trainer, Firefox OS Launch Day and Firefox OS Core Team. It’s still early days and these may change, but suffice it to say that they’re on their way to acknowledging their contributors in a new and dynamic way.

QA, MDN, Student Reps, Creative, Affinity, Air Mozilla
We’re very much looking forward to working with these groups to implement badges. Certainly, QA, Mozilla Developer Network (MDN), and Creative are essential components of what constitutes Mozilla to the outside world. Student Reps provide some of the major firepower behind our offering.  Affinity is weighing the options about ways to acknowledge types of commitment, both financial and temporal. They’re also working hard to ensure that their badges have rigor and value associated with them. Air Mozilla is the newest kid on the badges block. This bunch represents a wide variety of potential badges emanating from Mozilla. We can’t wait to work with them to bring them to life.

Thank you!
That’s a quick summary of the groups within Mozilla who are interested in developing badges or are already in progress with them. If I’ve missed mentioning you, or if you’re interested in working on badges in your area, please contact any member of the open badges team: we’re all happy to work with you. We are deeply grateful to the Mozilla folks who have already reached out to the Open Badges team seeking new and innovative ways to enhance their communities, recognize commitments and acknowledge participation. To say that we’re excited about next steps is to significantly understate our enthusiasm. Just a quick heads up on some immediate next steps, shortly we’ll be meeting with Annie Elliott to begin thinking through metrics for Mozilla badges: another exciting avenue to explore.

And finally, a quick and specific note of thanks to David Boswell for his fantastic work with the Community Builders and Grow Mozilla teams; he and they are proving to be invaluable partners in the ongoing development of badges here at Mozilla.

More soon.

Badge pathways: part 2, the “quel”

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In the badge pathways paraquel post we discussed the importance of the whole system and how your badges can coalesce into something greater than its parts. But let’s talk about what the parts of the system are. The parts of the system can include badges, goals, earners, organizations, stakeholders, and time. Why is it important to discuss these when we’re talking about badge pathways? Because your badge pathways will come about through pushes and pulls in the system; through different desires and needs manifesting themselves through the medium of badges.

Chains of importance, cowpaths & desire paths
In a recent conversation on the Webmaker google group, Christian Briggs shared some of his thinking about badge pathways. He mentioned a process of discovery he and a team had worked out that addressed chains of importance for all folks. This aligns with much of our earlier thinking and writing here.

At a meeting about the future of badges earlier this year, I floated the idea of badge pathways as essentially cowpaths. I mentioned this in reference to the idea of “paving the cowpaths”; seeing where the traffic goes and then paving where the paths are worn. As you can imagine, if you’re not familiar with this phrase and its related concept, it can take some getting used to. Rafi Santo kindly jumped in to offer the much more preferable desire paths. But regardless of the language used, what’s valuable and important here is where someone wants to go versus where they’re told to go.

Descriptive pathways vs. prescriptive pathways
Let’s take a minute to understand the difference between descriptive approaches and prescriptive approaches. Descriptive pathways approaches seek to acknowledge the ways that people willfully choose to earn badges. This technique may feel more natural to the badge earner since they’re defining their own paths. In this manner, the badge earner makes use of personal agency. Prescriptive approaches seek to declare one standard or recommended badge earning path over another. It can feel more limiting and formal. The badge earner is compelled to follow the proposed pathway or drop out of the pathway. Each approach has its own pluses and minuses.

The three-fold path
Several potential uses of these two approaches exist. For example, people may choose to (or be compelled to) move through a badge system in these three ways:

  1. Command path: suggested or recommended badge arcs.
  2. Contract path: desired or pledged badge groupings.
  3. Badge desire path: independently followed or pursued badge passages.

The importance of the distinctions between these paths cannot be overemphasized. Why? Because to the earner, each of these avenues will feel very different.

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Part of the beauty of open badges in general is their extreme flexibility. This flexibility extends all the way from their creation to their earning, from their earning to their consumption. The system is designed to accommodate flexibility and alternative uses. This means that all badge creators/issuers are developing badge systems that will express emergence—one way or another. And one of the ways that emergence will come about is in the ways that people will choose to progress through your badges. So let’s return to the three different pathways.

Command pathways
The command approach is the most prescriptive: it relies on a formal, structured and recommended path. Most likely, this badge pathway will be linear—a straight line from one learning experience to another. This is not unlike what occurs in many school courses.

Contract pathways
The contract path encourages the earner to think about and select a potential learning arc. In the strictest sense, it, too, is prescriptive. But because its prescriptiveness is set forth by the earner herself, the potentially dictatorial nature does not carry the same paternalistic qualities.

Desire pathways
The badge desire path carries with it the greatest capacity for knowledge and system emergence. When there is no prescribed pathway, people can find the way that makes sense to them; can choose to follow other people’s paths or can strike out in very different directions.

The learning trail
All badge earners leave behind a trail. That badge trail may prove to represent merely a series of required steps; that path may illustrate a series of revealing, personally inspired choices, or that path may appear to be erratic and nonsensical, indicating nothing. But rarely is that last example the case. All of these directions may make perfect sense to the badge earner. But perhaps the one that makes the most sense to her is her own constructed narrative: the path that she develops a story about, even if her story can only be understood in retrospect. Sense-making often occurs after an experience: that doesn’t render the process any less meaningful, even if that process has seemed peculiarly arbitrary and idiosyncratic. They’re sending you messages about finding meaning and building personal value in the midst of communication chaos. And do not underestimate the immense power of self-reflection and self-assessment. Indeed, the badge earning iconoclast asks the badge system—and the people designing it—to not only acknowledge their atypical badge pathway approaches but also to appreciate their unique ability to see what might be rather than what is. They’re your badge system’s true north.

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More soon.
carla [at] mozillafoundation [dot] org

Open Badges launch + Web literacy badges underway

Mozilla Open Badges: the launch approaches
Good news, everyone! Mozilla is preparing to launch Open Badges 1.0 at the DML Conference in Chicago next week. We’ve been operating in public beta since April of 2012. During the intervening time our team has spoken at numerous conferences, written a badge validation paper, and grown to include additional brilliant team members who are sprinting to bring it to the first finish line. Because a system is an evolutionary process, we don’t really consider this the finish per se, but instead think of this as a time to herald the initial public launch of 1.0.

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This is a moment worth celebrating. Mozilla is launching not just a product but an entire ecosystem. Not only will Open Badges enter the world as a product, we will also begin to see the ecosystem populate more fully. There will be at least thirty new organizations beginning to issue Open Badges and Mozilla is proud to be one of them. Not only are we working on web literacy badges but we’re thrilled to announce Mozilla WebDev badges. These soon-to-be-earnable badges were designed by a member of the Mozilla community. Seeing the community begin to actively participate in the creation of these badges is deeply rewarding. And here it’s worth pausing for a moment to distinguish the important differences between digital badges and Open Badges.

Digital badges vs. Open badges
Digital badges are electronic versions of badges; they can have some metadata associated with them but most do not. An open badge is a specific type of digital badge. The open it refers to is partly technical (it works thanks to open source software), partly ideological (it’s based on an ethos of openness). By issuing open badges rather than simply digital badges, organizations are aligning to a standard that they have helped to create.

What the open in open badges means
Open badges are embedded with content. They make use of a standard set of metadata that allows them to act in ways that not every digital badge can. One of their hallmarks is badge interoperability. In practice, this means that when someone wants to know more about an open badge, they merely have to click on it. It’s worth noting that an open badge does not indicate that it is a Mozilla-specific badge but that it hews to a community-defined and agreed-upon set of metadata standards. An open badge will always communicate:

  1. the issuer: the organization, institution or individual issued the badge,
  2. the earner: the person who earned the badge,
  3. the criteria: information about what was required to earn the badge,
  4. the evidence (optional): it may also include earner-specific associated evidence and
  5. the expiration date (optional): they can be set to expire at a given date.
  6. It may also include the standard(s) with which the badge aligns, e.g., common core, Mozilla web literacy standard*

* Issuers interested in good badge design and badge system design, though, make use of the opportunity presented by this new ecosystem by setting their own standards. It’s more than likely your standards/criteria are superior to other existing standards. Suggestion: Define your own and let other organizations meet them.

Web literacy badges
Speaking of defining your own standards, that’s just what we’re in the process of doing: developing a Mozilla Web Literacy Standard. Read that as the “royal we” because it’s Mozilla plus a variety of folks interested in co-creating it with us. We’re also in the midst of defining a web literacy badge system framework. It will be flexible enough to include Mozilla issued badges but also recognize and accommodate non-Mozilla badges. While affiliating with the new #weblitstd will be entirely optional, if you choose to do so you can then choose to implement any of the following representational manifestations:

  1. earn Mozilla web literacy badges
  2. issue your organization’s own web literacy badges
  3. work with us to develop equivalency correspondences between badge systems.

We’re still fairly early on in the process of one and three. (Check out our in-progress roadmap.) The third point above presents some extremely exciting opportunities for the development of a strong and robust badge universe. That universe will include webmaker badges but will expand with the Web Literacy framework to include badges that are earnable through other tools, not just Mozilla webmaker. I will more fully address the conceptual framework in upcoming badge pathways posts that will appear on this blog over the next few weeks.

Flickr image courtesy of NASA APPEL

Congratulations to the Open Badges team on this impressive accomplishment and good luck to the Web Literacy standard and badges team. It’s an exciting time to be working on badges. Much more soon.

Boundless learning: the continuum of web literacy

There are a lot of people who think that our educational system is broken. I tend to think of it as problematic rather than broken—because it still works for some people, just not everyone. Wouldn’t it be great to have a system that works for more people in new ways?

A look back to look forward 
Here’s how we may have arrived in this confusing spot regarding education, a spot that is overripe for reimagining. The web.

The web is limitless. And its limitlessness has revealed to us the profound limits bound into earlier systems of knowledge measurement. Let’s use an example. Books were a previous primary yardstick. And we thought that all of them gathered together in the form of libraries constituted a window onto the edge of knowledge.

The lure of the past
But with the rise of the web in the last few years, we’ve realized that that was a false limitation. Libraries, even spectacularly large ones, that previously seemed like they contained all the information in the world are competing against an ever-growing, easily accessible accumulation of knowledge from around the world. The last Encyclopedia Brittanica—for years considered the gold standard for reference to be found in a printed set of thirty-two bound volumes at the cost of $1395—is now dwarfed by a free site on the web. That free site? Wikipedia. Over four million articles can be found on Wikipedia; it contains over twenty-nine million pages. That’s just one site on the web. And interestingly enough, it’s a site to which many editors contribute but that no one person “owns.”

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“The web has allowed us to see that the world is significantly more complex and interesting than we thought it was.” (2012, Weinberger) Indeed, the web mirrors much of our world in that it:

  1. contains massive amounts of information,
  2. has a distributed ownership model, and
  3. a large part of the information found on it is entirely free.

A new model for learning
Thanks to a lot of people who recognized the value of the web (and who like teaching and tinkering and sharing) learning can now happen and is now happening anywhere and everywhere. So, how can we break free from the limited thinking that chains us to book learning and formal academic levels? Can there be alternative methods of information dissemination?

The learning continuum
Let’s agree on this: learning is a process. There is no endpoint.  But what does this mean for education? That there is no cap to the amount of knowledge we can accumulate. And now because there is no endpoint, we need to rethink how people might find their way through this glut of information. We need something to fill in the space of what was there previously—or at the very least to find a way to acknowledge the new learning spaces that we’re beginning to see.

The last printed Encyclopedia Brittanica was published in 2010. It’s now 2013. The world has not stopped amassing information in that interim. So, we must become comfortable with the idea that there are volumes of knowledge that we’ll never know. It’s simply not possible to do that anymore; it’s not possible to put edges or boundaries on learning opportunities. This is where badges can provide their greatest value: as guideposts in an increasingly complex knowledge universe. Badges can be issued on an atomic level. We can start to acknowledge the primary elements  that constitute a basic level of knowledge.

I’m hesitant to even use the word level here. Due to its requirement for contextual definition, the idea of educational levels often leads straight to a bizarro world where levels are spoken about as if they’re universal, but their implementation reveals that they are most distinctly not universal in application.

Let’s just say that there are continua of knowledge and as a whole we are on them. To quote my colleague, Doug Belshaw, from our in-progress web literacies* white paper, “Literacy is a condition to be obtained not a threshold to cross.” The key to that statement centers on the idea of conditions: we are continually moving through and across boundaries of knowledge. This is one of the beauties of the web—and of life. In general, the boundaries we experience have been created and defined by us in the development of our society. Badges let us reimagine what those boundaries are and where they might appear. Thus, we can move ever closer to aligning our ability to acknowledge all of the learning now possible with the web’s vast capacity for increased knowledge acquisition.

Learning pathways 
Right now we’re focusing on what a web literacy standard might look like and how it might be implemented. A significant portion of this thinking will include developing potential learning pathways. Along those lines, we will be thinking through the framework’s ‘Beginner’ and ‘Intermediate’ levels before considering ‘Pre-Beginner’ and ‘Advanced’. Taking this approach will allow us to produce multiple touchpoints and signposts along the way to web literacy. We’ll use those touchpoints and signposts to develop a web literacy badge system that accommodates various learning pathways, builds upon the web literacy framework, encourages continued community badge creation and aligns with Mozilla’s Open Badges Infrastructure.

The honor of your presence is requested
There are many ways that you can participate. Here are just a few:

  1. Join our weekly web literacy standard community call on Thursdays 8am PST / 11am EST / 4pm GMT. Here’s a canonical etherpad agenda that includes dial in information.
  2. Visit our continually updated wiki.
  3. Continue to read and respond to these posts.
  4. Share your ideas about what might be useful indications of learning.
  5. Begin to imagine a world where web literacy is an easily understood literacy with badges that communicate where someone might be on that arc.

We’re gathering together with you at the forefront of our understanding of what web literacy is and we’re aiming to map out a workable future. We’re pretty excited and we’re really glad you’re here.

* It’s worth noting that we’re distinguishing between our earlier work with web literacies and our new efforts for a web literacy learning standard.

Flickr image CC by mikeedesign

Much more soon.
carla [at] mozillafoundation [dot] org

Co-constructing a framework of web literacy and badges

Two weeks ago on Thursday we held our first web literacy framework / standard conversation. We, along with interested and influential folks, are thinking through what a web literacy standard might look like and how it might be implemented.

You can read more about our first gathering on this etherpad and check out our recorded interaction here—but before you fall too much in love with that pad or deck, take a gander at this etherpad, too. Because we held another web literacy online gathering just yesterday. (By the way, if you haven’t introduced yourself in the web literacy group of the webmaker list, please do.)

Participants at both of these public interactions began to think through and converse about some of the many complex questions surrounding this effort. Things like, what do we mean by the term “standard,” and what about people who are educationally or socially underserved, or those folks who are not even on the internet? While we don’t have answers to all of these questions, we do anticipate that this communication opportunity will spur a number of lively conversations and perhaps some complex philosophical and sociological inquiries, as well. Of course we want to talk, but more importantly, we want to listen, too.

Questions we’re asking
In essence, we’re asking a number questions and we’d like your thinking on them. Here are a few that we’ve been obsessed with lately.

  • What are the basic, intermediate and advanced skills that are essential to becoming a productive participant of the web?
  • How many are necessary to produce useful competencies?
  • What are the related outcomes associated with those skills and competencies? In other words, what might those skills and competencies get you in an applied setting?
  • Can we build assessments that support and acknowledge those skills and competencies?
  • Can we build APIs that allow you to begin to use these skill and competency assessments right on your own site?
  • How can badges be designed that accurately represent those skills and competencies?
  • What sorts of badges make sense in a distributed system like this?

And another question that’s close to my heart:

  • What goes into a badge framework that will encourage other individuals, organizations, educational institutions, etc. to build upon our web literacy badges efforts so that together we construct a viable, meaningful, and valuable network of activities, assessments and badges?

Definition of terms
A lot of this work is contingent upon us reaching some universal agreement about what we mean when we talk about web literacy.* In order for us to make any headway with the development of a standard, at the very least we’ll need to be aligned in our understanding and use of this term. Also, you may hear us talk about a standard and a framework somewhat interchangeably: we’re focused on building a framework from which a standard will emerge. Our approach for the web literacy badges works similarly: we aim to construct a conceptual framework that encourages other organizations and individuals to form their own badge system nodes in this network. While we’re still figuring out how all this gels, we’re forging ahead with designing a web literacy badge system that derives its excellence from a variety of  committed, web-literacy-standards-aligned issuers contributing to it. I’ll explore this idea in detail in future posts.

Systems thinking
One of my favorite posts that I’ve written on badge system design is Building Trust Networks, Creating Value. If you have questions about how we see this all coming together, you’ll find a number of answers there. In short, that post reviews the ways in which trust networks may evolve in the Open Badges ecosystem. It also purports that a system will function at its best if trust grows right along with it: trust that is both internal to the system as well as external to the system. A slightly different way of saying that is that a system will become more resilient if trust becomes and integral aspect of its network effect. The hallmarks of a successful system include resilience and flexibility: we’re working to build those into our web literacy badge system.

How we’re getting there from here
We’ve been considering what web literacies might look like. We’ve released a preliminary set of badges based on low level achievements that can be accomplished using one of our tools. We have a killer team assembled to begin tackling incremental assessment, creating activities that are both informative and inspirational, designing badges that act as guideposts to the standard they represent, and devising possible pathways for people to get from one skill or competency to another.** We’re analyzing the best ways to make this an open standard; imagining ways that an API might be able to be useful for things like those incremental assessments.

An invitation
Over the next few days we’ll be roughing out a lightweight roadmap; there you’ll find specific dates and goals. And exciting next step will be to hold regular weekly calls to publicly investigate, evaluate, and scrutinize this work—this most definitely will be a group effort. You’re invited! Please make a point of joining us for our inaugural weekly meeting on Thursday, Feb 28 at 08:00 PST / 11:00 EST / 16:00 GMT. I’ll post more specific dial-in details when they’re finalized. Dial-in info can be found on the Web Literacy Standard Community etherpad.

We’re excited to have you join us on this journey. Together we will co-create a new web literacy standard, develop badges that reflect that standard and begin to define pathways that lead to rewarding educational, social and personal experiences.

* A quick and appreciative nod to individuals who have been ruminating on digital literacy, digital divides, and technological literacy for years.
** A foundational badge pathways post is coming within a few days. This is a lynchpin concept.


More soon.

The badge pathways posts are coming!

The badge pathways posts are coming, people! More badge system design posts are on their way! Actually, a series of posts about Web Literacy Badges and badge pathways are coming. Stay tuned. Here’s a preview.

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This is going to be fun!

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More soon.

Web literacies: something serious, something funny and something fun.

We ran our first online gathering last week during which we sought to begin the process of co-creating a web literacy standard. You can read more about that on Erin Knight’s blog here and Doug Belshaw’s blog here. And while I want to delve into that effort in detail, right now I just want to share some thoughts about ideas related to web literacy.

Something serious
Directly related to those ideas, I’d like to suggest that if you haven’t yet visited the Webmaker google group, please do. There are some extremely interesting conversations and intimations happening there about things like Internet accessibility, worldviews and what those sorts of things might mean for web literacy. These big questions are right up my alley. As a firm believer in context driven language, communication and interaction, I’m convinced that these are excellent areas of inquiry. What does it mean—in practice—to develop a standard that may or may not pertain to several billion people? And how can we ensure that our co-defined thinking allows room for growth, modification, interpretation but remains strong enough to withstand rigorous assessment and investigation? We are going to be discussing some of this again next Thursday at 9am EST. Please join us.

Something funny
We’re asking, can you help us build this from a close-in standpoint while recognizing a need for a top level view as well? In a recent online back and forth with Brian Brennan, gentleman coder and the original and chief software architect of Open Badges, he made a coding joke. A joke that I did not get—because despite what I know, I do not know many of the nuances of coding. In total, it was this, “I’d tell you a UDP joke but you might not get it.” This was succeeded by the following comment, “!!!NERD JOKE ALERT!!!” Once explained (see Something fun), these few sentences are actually pretty funny.

Why are we talking about this, aside from how it nicely illustrates what a funny and informative (and badass) programmer Brian is? It serves to show that it’s possible to be on the spectrum of web literacy—even to be quite advanced on that spectrum—and yet still have plenty of things to learn. Web literacy in short: many levels, not all required for success. Now let’s contrast this degree of literacy with the literacy level of people who are only peripherally on the web because they don’t have things like a solid internet connection, or they live in a place where there isn’t a dependable communication infrastructure, or maybe their lives are full enough or complicated enough without the web.

How does this tie into badges? In a very interesting way. First let’s acknowledge the new folks that we’re excited to have join our team to help answer that question. They include Jess Klein, Atul Varma and Chloe Varelidi. Together we’ll be building some exciting new activities and incremental assessments, the outcome of which will result in web literacy badges and their associated pathways. That’s right: this all leads back to my old friend, badge system design.

Something fun
So, someday soon, knowing things like the difference between UDP and TCP and how that manifests itself on the web may prove to be one aspect of a web literacy pathway. And because we’ve gotten this far without yet learning the difference between them here’s Brian’s verbatim explanation of UDP and TCP. Please note that he communicated this through an informal online exchange so it’s a less standard explanation than Brian might otherwise deliver—but it sure does get the point across.

“UDP doesn’t guarantee order of packet delivery, or delivery at all. TCP ensures order and integrity, but incurs overhead because every packet has to be acknowledged. So UDP is suitable in an environment where it’s acceptable for things to come out of order and where the client can ensure integrity. BitTorrent is a great example of this. I associate it with shoveling data out a window while saying ‘yo I don’t give a FUCk’.”

If you’ve ever heard of or used Pirate Bay or torrents, you’ve actually come into contact with UDP. And since you’re reading this right now and it’s all arrived on your computer in one intelligible piece, you’ve also come into direct contact with TCP.

Congrats, you’re on your way to becoming even more web literate! Now we just need to develop a distributed badge system that indicates that knowledge so you can share that with other people. And friends, I’m here to say that we’re on it.

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Much more soon.
carla at mozillafoundation [dot] org