DSISD Commons #6

On #DSISDChat, assessment, Twitter in education, IT acquisition, building creative culture, The Open Schoolhouse, Hacking Homework, social media flow, feedback loops,  Leader in Me, CHAMPS, education tech culture, inadvertent cruelty, school UX, threshold flow, welcoming contributors, private Facebook groups, inclusive participation, and corporate diversity and inclusion.

#DSISDChat on Assessment

From the #DSISDChat conversation on assessment. See the Storify.

My contributions and selected favorites:

Twitter in Education

Twitter is a way to build a learning network that transcends traditional understandings of knowledge and ideas, of connecting learners and ideas. The democratization of information and knowledge requires our engagement or it will happen without us.

There is now an imperative to contribute, not simply for the sake of it, but because there is an obligation to model digital literacy. And what does this really mean? It means that learners openly and actively engage in the learning process and that leaders lead the way. We live in a post-consumer era: how do we empower our students to thrive here, to contribute and create? If we are not open-minded, literate learners and contributors ourselves, how can we expect our students to be?

The digital landscape is now open. It’s time for our schools to be the same.

Source: The Trouble With Twitter in Education – Medium

Created Serendipity: Idea Scouting, Idea Connecting, Coworking, Distributed Collaboration, and Intersectional Bricolage – hypubnemata

IT Acquisition

18F and USDS are bringing open source and contemporary, mainstream technology thinking to gov. Public ed. should consult their playbooks. They have good advice on building technology culture. I’ve worked in the trenches of open source with some of the folks at USDS. I updated the “IT acquisition reform” section of my “Communication Is Oxygen” guide to collaborative culture with more on their efforts.

https://hypubnemata.me/2016/08/05/communication-is-oxygen/#it-acquisition

Building Creative Culture

Howdy DSISD,

At Automattic, we’ve been iterating on creative culture for over a decade. Our culture is built by and for creatives. We have low turnover and rate well among freelance creatives.

The Top Companies WNW Creatives Would Kill to Work for Full-Time – Free Range

I’d like to share a peek at that culture…

Building Creative Culture – hypubnemata

The Open Schoolhouse

The Open Schoolhouse tells the story of collaboratively iterating a school district toward open, 1:1 technology.

I think of Moodle and WordPress as fraternal twins. Passionate and ingenious founders with ardent beliefs in free and open source software created both software platforms. Global communities of programmers, designers, and end users drive the development of both platforms. They use similar web technologies (LAMP), and subscribe to principles of simplicity and ease of use. They are credited with creating, and disrupting, entire industries. And they made dramatic impacts on our students, teachers, and staff.

Locked-down technology is a symptom of an education model designed for student compliance and defined by the incessant measurement of learning. A factory-like school system values what a student has purportedly learned on a linear path, as demonstrated by a standardized test score. Technology device restraints and restrictions lock students on the assessment assembly line, at the cost of a child’s curiosity and intellectual freedom. Computers were once the spark for a child’s imagination. Now, they are a testing apparatus for assessment monarchs.

The destructive confluence of decimated school budgets, neurotically locked-down technology, and lockstep assessment mandates is taking a toll on progressive educators-and disempowering students.

Source: The Open Schoolhouse – hypubnemata

Hacking Homework

Hacking Homework, from the author of Hacking Assessment, recently released.

If homework is assigned, it must be purposeful, transparent, and tied to learning experiences. Students shouldn’t have to guess the reason for the homework, or worse, mindlessly complete assignments for the mere reason because they were told to do so.

Homework is one of the most misused tools in education. So many contradictory ideas are bundled inside the homework paradigm, with clashes between assigned learning outside of the school day, and play and learning in more natural ways. When we give students homework that doesn’t directly relate to their lives, we are devaluing student time and disrespecting the sanctity of learning.

Every learner works at a different pace. After being in school for seven hours, shouldn’t a child have the opportunity to reflect in a manner that is meaningful to him or her, allowing new learning to sink in before adding more practice? Shouldn’t we spend less time assigning and grading homework for the sole purpose of marking a grade in the grade

Traditional homework is an insidious practice that often ruins the learning process for children and puts a damper on playtime and learning as a positive experience. We believe learning outside of school should be as inspirational to kids as Einstein’s words are to us.

Hacking Homework isn’t written to solicit teachers, parents, and students to make picket signs with “NO MORE HOMEWORK” messages. We strive to shift the perspective on learning at home to be more exciting and relevant than what we experienced as students. Our belief is that learning shouldn’t be a dreaded activity; learning can and does occur all of the time. The approach of teaching a new concept in class then assigning hours worth of drill-and-kill problems has proven to be unproductive, and we hope that this old-school method will change. We still want learning at home to continue but in a different way.

Bottom line: We want you to consider sound alternatives to traditional homework that foster a love of learning in all students and encourage them to learn outside of class, whether you tell them to or not.

Sackstein, Starr; Hamilton, Connie (2016-10-31). Hacking Homework: 10 Strategies That Inspire Learning Outside the Classroom (Hack Learning Series Book 8). Times 10 Publications. Kindle Edition.

Social Media Flow

A note for those running DSISD social media: providing direct links to resources is good habit. Direct links are more accessible and convenient and don’t rot with time.

I am always willing to show my publishing and social media flow. Educators and tech workers should hang out together, with laptops. Or, ask a nearby digital native. Maybe, bring your kid to work so they can modernize backoffice flow day. 😉

Feedback Loops

Culture share: At Automattic, new hires spend their first three weeks in customer support as temporary members of our Happiness team. We onboard every single person through customer support. Every year, every team in the company spends a week in a “Happiness Rotation”, once again becoming a member of the Happiness team, working frontline customer support, and talking to those using what we make.

After your rotation, you post your impressions and make suggestions. Every time a development team goes through a rotation, they come out freshly reawakened and in the mood to fix flow. Such feedback loops are necessary to the health of agile, continuous iteration.

Use what you make and default to open – hypubnemata

Leader in Me, CHAMPS, Education Tech Culture, and Inadvertent Cruelty

First impression perspective after LiM day: Leader in Me, CHAMPS, and Education Tech Culture – hypubnemata

Iterate assessment with students. Make them activate participants in designing assessment personalized to them. Our first attempts will reinforce the deficit model we’re emerging from, but with universal design for learning and design for real life, we can avoid inadvertent cruelty and the mistakes of edtech. Data can be very cruel. Collect and present it with awareness, intention, and care.

School UX

  • Be patient. Autistic children are just as sensitive to frustration and disappointment in those around them as non-autistic children, and just like other children, if that frustration and disappointment is coming from caregivers, it’s soul-crushing.
  • Presume competence. Begin any new learning adventure from a point of aspiration rather than deficit. Children know when you don’t believe in them and it affects their progress. Instead, assume they’re capable; they’ll usually surprise you. If you’re concerned, start small and build toward a goal.
  • Meet them at their level. Try to adapt to the issues they’re struggling with, as well as their strengths and special interests. When possible, avoid a one-size-fits all approach to curriculum and activities.
  • Treat challenges as opportunities. Each issue – whether it’s related to impulse control, a learning challenge, or a problem behavior – represents an opportunity for growth and accomplishment. Moreover, when you overcome one issue, you’re building infrastructure to overcome others.
  • Communicate, communicate, communicate. For many parents, school can be a black box. Send home quick notes about the day’s events. Ask to hear what’s happening at home. Establish communication with people outside the classroom, including at-home therapists, grandparents, babysitters, etc. Encourage parents to come in to observe the classroom. In short, create a continuous feedback loop so all members of the caregiver team are sharing ideas and insights, and reinforcing tactics and strategies.
  • Seek inclusion. This one’s a two-way street: not only do autistic children benefit from exposure to their non-autistic peers, those peers will get an invaluable life lesson in acceptance and neurodiversity. The point is to expose our kids to the world, and to expose the world to our kids.
  • Embrace the obsession. Look for ways to turn an otherwise obsessive interest into a bridge mechanism, a way to connect with your students. Rather than constantly trying to redirect, find ways to incorporate and generalize interests into classroom activities and lessons.
  • Create a calm oasis. Anxiety, sensory overload and focus issues affect many kids (and adults!), but are particularly pronounced in autistic children. By looking for ways to reduce noise, visual clutter and other distracting stimuli, your kids will be less anxious and better able to focus.
  • Let them stim! Some parents want help extinguishing their child’s self-stimulatory behaviors, whether it’s hand-flapping, toe-walking, or any number of other “stimmy” things autistic kids do. Most of this concern comes from a fear of social stigma. Self-stimulatory behaviors, however, are soothing, relaxing, and even joy-inducing. They help kids cope during times of stress or uncertainty. You can help your kids by encouraging parents to understand what these behaviors are and how they help.
  • Encourage play and creativity. Autistic children benefit from imaginative play and creative exercises just like their non-autistic peers, misconceptions aside. I shudder when I think about the schools who focus only on deficits and trying to “fix” our kids without letting them have the fun they so richly deserve. Imaginative play is a social skill, and the kids love it.

Source: A parent’s advice to a teacher of autistic kids

Classroom UX: Bring Your Own Comfort, Bring Your Own Device – hypubnemata

Threshold Flow, Welcoming Contributors

And the question of when to follow one’s judgment and when to follow protocol is central to doing the job well—or to doing anything else that is hard.

Source: The Checklist Manifesto – hypubnemata

When you know someone by face and name but won’t release their kid to them because they lost their ID, question the process you serve. Design for real life, not fear. Real life is diverse. Security theater and carding are a “go away” to marginalized communities. They’re a go away to neurodivergent parents like me. They’re a go away to creatives.

Now, instead of being outside, kids will be sequestered in a room and parents will be carded. This is security theater. I avoid places that make me show ID. Fear ratcheting drives away contribution and collaboration. Security theater harms accessibility & inclusion. FUD makes for bad threshold flow.

Stop investing in fear and start resisting it. Instead of pursuing an education on privacy, passwords, and online identity, our PTA invites the FBI to scare people with predators. Instead of welcoming parents to school, we card them and treat them like they’re at the DMV. Even when we show up regularly and everyone knows our name, we parents are carded. This is not an environment for contribution and collaboration. This is not community. Threshold flow matters. Our schools are locked down, and contribution and community are locked out.

Security Theater, Threshold Flow, and Inclusion – hypubnemata

Private Groups, Inclusive Participation

A lot of Dripping Springs community chat happens in private Facebook groups. Private groups are non-inclusive and put threshold guardians in the way of contribution. Threshold flow is vitally important. Designers and open source communities spend a lot of time worrying about onboarding, inclusive participation, and new user experience. So too should education communities. Iterate toward transparency.

Corporate Diversity & Inclusion

Our systems default to the deficit and medical models. They default to the language and mindset of grit, resilience, bootstraps, and tough love. We must flip this script and make inclusion, restorative practices, and structural ideology the new normal. Education is heavy on remediation and the deficit model. Kids are medicalized, marginalized, and segregated. Inclusive companies should counter these narratives in their D&I messaging. Promote the social model. Support restorative practices. Acknowledge structural inequalities. Recognize our duty to make education pipelines inclusive.

Universal design, universal design for learning, design thinking, design for real life, and neurodiversity are expressions of the social model. The social model is good design, good culture, and a good human rights framework. Let’s promote it by name.

Source: Corporate Diversity and Inclusion – hypubnemata

Building creative culture at work and in the classroom

I’ve been working in distributed, self-organizing teams for a couple of decades and change. I’ve worked in startups, big corporations, and distributed open source teams. For the past twelve years, I have been at Automattic. Over the years, we have iterated fully distributed work and creative culture into a 500 person company that has managed to survive over a decade, have low turnover, and rate well among freelancers.

The Top Companies WNW Creatives Would Kill to Work for Full-Time — Free Range

One of my driving motivations for helping build one of the first distributed companies was accessibility. I wanted a place to work compatible with my autistic operating system and my anxiety. Distributed work where I can work from the comfort of home and communicate mostly via text suits me well. It suits other neurodivergent and disabled folks too. Distributed work is a good base for building a culture compatible with neurodiversity and the social model of disability.

I’d like to share a peek at our culture using the writing of my co-workers and of journalists. The practices of distributed companies have lessons for classrooms, particularly regarding accessibility and inclusive communication. Bring your own comfort, backchannels, and psychological safety are important notions that benefit teams of adult creatives as well as teams of creative kids. We parents and teachers must recognize that kids need digital skills if they’re going to thrive in a digital world. We can develop those skills in an inclusive way that uses technology not for remediation and assessment, but for collaboration. Communicate, collaborate, iterate, and launch. The best of

How we communicate

How we hire

How we organize

How we include

And how we flow

The business world is changing. It seems I’m riding the wave. High.

The Open Schoolhouse

Update: An updated version of this post is available on my main blog.

The Open Schoolhouse is a candid story and practical guidebook for school administrators and educators seeking affordable and powerful technology programs. Follow Penn Manor School District’s open technology journey from the server room to the classroom. Learn how open source software and values helped the district cut costs, design a one-to-one laptop program, and create an internationally recognized student help desk.

The Open Schoolhouse tells the story of collaboratively iterating a school district toward open, 1:1 technology.

We believe this act of human collaboration across an open platform is essential to individual growth and our collective future.

I think of Moodle and WordPress as fraternal twins. Passionate and ingenious founders with ardent beliefs in free and open source software created both software platforms. Global communities of programmers, designers, and end users drive the development of both platforms. They use similar web technologies (LAMP), and subscribe to principles of simplicity and ease of use. They are credited with creating, and disrupting, entire industries. And they made dramatic impacts on our students, teachers, and staff.

Locked-down technology is a symptom of an education model designed for student compliance and defined by the incessant measurement of learning. A factory-like school system values what a student has purportedly learned on a linear path, as demonstrated by a standardized test score. Technology device restraints and restrictions lock students on the assessment assembly line, at the cost of a child’s curiosity and intellectual freedom. Computers were once the spark for a child’s imagination. Now, they are a testing apparatus for assessment monarchs.

The destructive confluence of decimated school budgets, neurotically locked-down technology, and lockstep assessment mandates is taking a toll on progressive educators—and disempowering students.

There is also a deeper ethical problem: reliance on closed source proprietary software teaches students a lesson of dependence on secret technology they are powerless to examine, study, share, and improve upon. If the social mission of schools is to amplify student potential, disseminate knowledge, and prepare students to have an impact on the world, then schools have a duty to help kids be free thinkers and self-reliant architects of their futures.

Source: Reisinger, Charlie (2016-09-29). The Open Schoolhouse: Building a Technology Program to Transform Learning and Empower Students. Kindle Edition.

Charlie Reisinger (@charlie3), author of The Open Schoolhouse, is a good resource on open learning, service learning, 1:1 laptop programs, student help desks, school IT, and WordPress in education.In his school district, Penn Manor, student IT apprentices write code, write documentation, image laptops, and provide helpdesk support. Their code and docs are open source and available on GitHub.

Here are some videos on Penn Manor’s approach to the open schoolhouse.

Mr. Reisinger poses the vitally important question, “Which side of the command line should our kids be on?”

Locked-down technology is a symptom of an education system designed for student compliance and defined by the incessant measurement of learning. A factory-like school system values what a student has purportedly learned on a linear path, as demonstrated by a standardized test score. Technology device restraints and restrictions lock students on the assessment assembly line, at the cost of a child’s curiosity and intellectual freedom.

Source: How leveraging open source solutions helps give students in-demand skills | Opensource.com

Given unfettered permission to revise, remix, and redistribute curriculum material, teachers are trusted to become active agents in the creation of high-quality learning materials.

At Penn Manor School District in Lancaster County, Pennsylvania, Linux and open source software are the foundations for more than 4000 student laptops, classroom computers, and district servers. We’ve saved hundreds of thousands of dollars by going open source in both the server room and the classroom.

To #GoOpenSource means more than simple cost savings for underfunded schools. Like openly-licensed education material, open source values invite collaborative and participatory learning. When a school culture honors learning by doing, students become active agents in their education, and they contribute to the school community in innovative new ways.

Source: Schools that #GoOpen should #GoOpenSource

Penn Manor open sources the work of its student IT apprentices. Their code and docs are available on GitHub.

For more on the open schoolhouse and open technology, see Communication Is Oxygen.

Here’s another handful of favorite quotes from the book.

Open-minded teachers like Christa gave our apprentices an opportunity to build self-esteem and leadership skills that would transfer to a myriad of careers, whether related to technology or not. Most compelling, I think, is that a whole new school culture emerged. The roles of student and teacher blurred. The classroom hierarchy flattened. We were becoming an open schoolhouse.

Project-based learning? Check. Everything the student apprentices created was part of an authentic technology project. Challenge-based learning? Absolutely. We had four months to do something the high school has never done. How about 20 percent time? Certainly. Innovation was encouraged 100 percent of the time. Hour of code? Plural. Our apprentices were about to log hundreds of hours of programming time. We had created a paradise for student hackers.

Without a course rubric, curriculum, or end-of-unit test, they created software destined to impact 1,725 of their peers, and eliminate hundreds of staff hours typically wasted on manually sorting and scheduling students into sessions.

What if our classrooms pushed aside lecture and standard curriculum, and reorganized as a community of practitioners working toward a common goal? What if every high school junior worked just like a journalist or technologist?

The flat-world technology revolution asks us to rethink our notion of what it means to be educated and literate in the 21st Century. However, one traditional skill remains unchanged: the ability to artfully and effectively self-express through writing. Blogs, reports, essays, and Tweets; writing across multiple modalities is learning made visual–and a full keyboard is still the most efficient tool to hone this skill.

Schools, it seems, are holding computer policies upside down. They shackle incredible, open-ended learning technology in digital chains. An air of distrust hangs over the device and the student. The practice cripples learning and students’ autonomy. Repressive computer device management policies crush learner agency and intellectual freedom.

What I love so much about open source philosophy, and what I strive to replicate on the help desk, is the participatory, inclusive environment where traditional power structures dissolve and students are empowered to act, contribute, express, learn, and think. Together as a team, students and staff shape the world around them. Once we stop treating students like data banks waiting for downloads, once we trust students as equal partners in their education, and once we empower students to contribute to their school community, the open schoolhouse emerges.

Corporate Diversity and Inclusion

Demonstrating a grasp of intersectional systems thinking improves your corporate Diversity & Inclusion page. Next level D&I statements acknowledge/mention:

Our systems default to the deficit and medical models. They default to the language and mindset of grit, resilience, bootstraps, and tough love. We must flip this script and make inclusion, restorative practices, and structural ideology the new normal. Education is heavy on remediation and the deficit model. Kids are medicalized, marginalized, and segregated. Inclusive companies should counter these narratives in their D&I messaging. Promote the social model. Support restorative practices. Acknowledge structural inequalities. Recognize our duty to make education pipelines inclusive.

Universal design, universal design for learning, design thinking, design for real life, and neurodiversity are expressions of the social model. The social model is good design, good culture, and a good human rights framework. Let’s promote it by name.

Automattic

Howdy! We are an international company with employees who come from a wide variety of backgrounds. We believe that the more perspectives we embrace, the better we are at engaging our global community of users and developers. We want to build Automattic as an environment where people love their work and show respect and empathy to those with whom we interact. Diversity typically includes, but is not limited to, differences in race, gender, sexual orientation, gender identity or expression, political and religious affiliation, socioeconomic background, cultural background, geographic location, physical disabilities and abilities, relationship status, veteran status, and age. To work on diversity means that we welcome these differences, and strive to increase the visibility of traditionally underrepresented groups. We see inclusion as the ongoing, conscious effort to celebrate difference and welcome people of differing backgrounds and life experiences, whether they’re current or prospective employees, partners, or users of our software.

Source: Diversity and Inclusion — Automattic

Apple

We see diversity as everything that makes an employee who they are. We foster a diverse culture that’s inclusive of disability, religious belief, sexual orientation, and service to country. We want all employees to be comfortable bringing their entire selves to work every day. Because we believe our individual backgrounds, perspectives, and passions help us create the ideas that move all of us forward.

Source: Inclusion & Diversity – Apple

The most powerful technology in the world is technology that everyone, including people with disabilities, can use. To work, create, communicate, stay in shape, and be entertained. So we don’t design products for some people or even most people. We design them for every single person.

Source: Accessibility – Apple

GitHub

At GitHub our goal is to help everyone build better software. To do that, we know we must create a company where anyone, regardless of what they look like or where they come from, can grow and thrive. When we deliberately seek different perspectives, life experiences, and identities, we can build better products for developers all around the world.

Source: Diversity and Inclusion at GitHub

Microsoft

Microsoft actively seeks to foster greater levels of diversity in our workforce and in our pipeline of future leaders. We are always looking for the best and brightest talent and pride ourselves on our individuality – inviting candidates to come as they are and do what they love. The common thread that attracts us to candidates is their passion for their work and the desire to make an impact in their careers, in the community, and on the world.

Source: The Business of Inclusion

Designing for inclusivity not only opens up our products and experiences to more people with a wider range of abilities. It also reflects how people really are. All humans are growing, changing, and adapting to the world around them every day. We want our designs to reflect that diversity.

Source: Inclusive – Microsoft Design

We design together as a family, across many disciplines. How well we work together determines how well our products work for customers.

People interact with our products in diverse ways. It’s our job to make sure their experience is both cohesive and inclusive, from the smallest details to the most expansive systems.

Source: Inclusive design toolkit – Microsoft Design

SAP

Creating a diverse and inclusive culture makes us a better company, fueling our innovation, enhancing our experience of work, and enabling us to succeed in a rapidly changing world. We see and value every individual for what they have to contribute. And we are committed not just to the principles underlying this philosophy, but the day-to-day practices that bring it to life.

Source: About SAP | Diversity & Inclusion

Google

A diverse mix of voices leads to better discussions, decisions, and outcomes for everyone.

Source: Diversity – Google

Facebook

At Facebook, we believe that understanding and managing unconscious bias can help us build stronger, more diverse and inclusive organizations.

These videos are designed to help us recognize our biases so we can reduce their negative effects in the workplace. Surfacing and countering unconscious bias is an essential step towards becoming the people and companies we want to be.

Source: Managing Bias | Facebook

Diversity is central to Facebook’s mission of creating a more open and connected world: it’s good for our products and for our business. Cognitive diversity, or diversity of thought, matters because we are building a platform that currently serves 1.4 billion people around the world. It’s vital for us to have a broad range of perspectives, including people of different genders, races, ages, sexual orientations, characteristics and points of view. Having a diverse workforce is not only the right thing to do – it’s the smart thing to do for our business.

Source: Driving Diversity at Facebook | Facebook Newsroom

Twitter

People come to Twitter to freely express themselves, and we’ve seen this through individual Tweets and collective movements like #BlackLivesMatter, #ILookLikeAnEngineer, and #LoveWins. Just as inclusion lives on our platform, we’re striving to ensure Twitter is reflective of our users, and that our workplace and the decisions we make about it are equally inclusive. We want our different perspectives to flourish — they make us stronger and help make product decisions that will best serve our users around the world.

Our differences makes us stronger; inclusion makes them matter. That’s why building a strong culture is important to us — once you join the flock, we have many ways for you to get involved and bring your “whole self” to your role. Our employee groups foster supportive environments for employees of various backgrounds, and have also led the charge on incredible programming and initiatives, both internal and external.

Source: Inclusion & Diversity

Salesforce

At Salesforce, we believe diversity and inclusion at all levels is critical to our business. A diverse workforce gives us the unique perspectives we need to build the most innovative products and engage effectively with customers and partners.

Source: Diversity at Salesforce – Salesforce Diversity Numbers – Salesforce.com

Pandora

Pandora is committed to playing a role in creating a more equitable society in which our business, employees, and communities will thrive.

This means we seek to build and foster a diverse workforce that is a true reflection of music – empowering, inspiring, and unique – where all of our employees feel at home to perform their best and be themselves. In addition to amplifying a culture that celebrates our differences, Pandora Mixtape, PRIDE, and Women are three Communities at Pandora that provide more support, visibility, and empowerment to our underrepresented employees.

Source: Pandora | Careers

Disney

Diversity and inclusion fuel innovation, creativity, and growth, and keep us connected to our communities around the world. We seek to recruit a highly-talented workforce that includes individuals representing a wide range of ages, experiences, backgrounds, and ethnic groups. We foster a welcoming and respectful work environment where all of our Cast Members feel they are a valued part of the team.

Source: Workplace | Walt Disney Parks & Resorts

At Disney, we strive to include and attract individuals who reflect the diverse world in which we live. We also seek to ensure that our workplace is inclusive and provides the opportunity for all of our people to contribute and develop to their full potential. Having employees with a broad range of backgrounds, experiences and perspectives gives us an advantage in understanding and meeting the needs of our consumers, and this commitment serves to keep our focus on attracting, developing and retaining a diverse workforce at every level.

Source: The Walt Disney Company Recognized for Diversity Leadership – The Walt Disney Company

Airbnb

The Airbnb community is committed to building a world where people from every background feel welcome and respected, no matter how far they have traveled from home. This commitment rests on two foundational principles that apply both to Airbnb’s hosts and guests: inclusion and respect. Our shared commitment to these principles enables every member of our community to feel welcome on the Airbnb platform no matter who they are, where they come from, how they worship, or whom they love.

Source: Airbnb’s Nondiscrimination Policy: Our Commitment to Inclusion and Respect | Airbnb Help Center

Amazon

Amazon has hundreds of millions of customers who can benefit from diversity of thought. We are a company of builders who bring varying backgrounds, ideas, and points of view to inventing on behalf of our customers. Our diverse perspectives come from many sources including gender, race, age, national origin, sexual orientation, disability, culture, education, as well as professional and life experience. We are working to develop leaders and shape future talent pools to help us meet the needs of our customers around the world.

Source: Amazon.com: Diversity

IDEO

We’ve discovered that the best way to deliver the highest value is by incorporating the diverse perspectives of a well-rounded team in terms of knowledge, skills, and cross-cultural understanding. An eclectic and egalitarian workforce helps IDEO realize our full potential by allowing us to better understand, relate, and respond to our clients and their customers around the world.

Source: Supplier Diversity | ideo.com

New York Times

Great organizations thrive and grow on a diversity of thought and ideas. The Times’s statement of values calls for us to embrace diversity and inclusion. These factors require that we report on our diverse cities, nation and world, with perception and insight. Only by having a staff as wide as it is deep, broad in perspective, backgrounds and experiences are we able to capture the multitude of voices of America and the world, with true fidelity.

Source: Diversity | The New York Times Company

IBM

IBM thinks about diversity the way we think about innovation—both are essential to the success of our business. When we innovate, technology becomes smarter for clients and creates new opportunities for growth. When we incorporate diversity into our business, we create better innovations and outcomes. IBM has embraced diversity, and it gives opportunities for IBMers and our clients to achieve their full potential.

Historically, IBM has responded to the kinds of challenges we now face in parts of the world where women, for example, continue to struggle for a safe and harassment free work environment or society, where Lesbian, Gay, Bisexual and Transgender people lack legal recognition and feel unsafe, and where People with Disabilities lack equal access to employment opportunities due to non-existent accessibility standards or flat out discrimination.

Our willingness to take on issues of equity, fairness and equal opportunity in the United States or anywhere in the world have not only set us apart, but positively distinguished our company and made us a magnet for the smartest and most talented people in the world. More so, as IBMers, we have come to a realization that we are a company of “firsts”—a company that has led and not followed from its earliest days to the present.

Source: Diversity & Inclusion: Diversity of People. Diversity of thought. A smarter way to innovate every day.

 

Leader in Me, CHAMPS, and Education Tech Culture

Warning, incoming first impression perspective after today’s Leader in Me event at DSES:

I remain in loyal opposition to Leader in Me. I consider it toxic to creative cultures and incompatible with neurodiversity.

The tech culture on display at the LiM event was on the heartbreaking side.

We can build a better tech culture.

https://hypubnemata.me/2016/08/05/communication-is-oxygen/

I’m still coming down from the overwhelm of being in sensory spaces engineered for obedience. CHAMPS classrooms are a creepy parade of compliance. I wouldn’t want to spend a moment subject to the rules and worldview written on the walls of a CHAMPS classroom.

CHAMPS and the Compliance Classroom

Leader in Me + Champs are not good culture. Reject them and start iterating toward a culture of projects, inclusion, collaboration, and iteration.

Project-based Learning and School Culture

Education, Neurodiversity, the Social Model of Disability, and Real Life

https://hypubnemata.me/2016/09/25/education-intersections/

Books that influenced my views on education and project-based learning

DSISD Commons #5

DSES Website

To build a project-based learning culture compatible with work, prioritize communication. Tool for communication, collaboration, iteration, and launch. Bring students, teachers, and tech workers together to do_action education.

Source: DSES Website

Creative Leadership

  • inspiration > authority
  • carrots > sticks
  • networked > hierarchical
  • nonlinear > linear
  • iterate > plan
  • risk > order
  • real > right
  • open > closed

Source: Creative Leadership

The Open Schoolhouse

The Open Schoolhouse is a candid story and practical guidebook for school administrators and educators seeking affordable and powerful technology programs. Follow Penn Manor School District’s open technology journey from the server room to the classroom. Learn how open source software and values helped the district cut costs, design a one-to-one laptop program, and create an internationally recognized student help desk.

The Open Schoolhouse tells the story of collaboratively iterating a school district toward open, 1:1 technology.

We believe this act of human collaboration across an open platform is essential to individual growth and our collective future.

I think of Moodle and WordPress as fraternal twins. Passionate and ingenious founders with ardent beliefs in free and open source software created both software platforms. Global communities of programmers, designers, and end users drive the development of both platforms. They use similar web technologies (LAMP), and subscribe to principles of simplicity and ease of use. They are credited with creating, and disrupting, entire industries. And they made dramatic impacts on our students, teachers, and staff.

Locked-down technology is a symptom of an education model designed for student compliance and defined by the incessant measurement of learning. A factory-like school system values what a student has purportedly learned on a linear path, as demonstrated by a standardized test score. Technology device restraints and restrictions lock students on the assessment assembly line, at the cost of a child’s curiosity and intellectual freedom. Computers were once the spark for a child’s imagination. Now, they are a testing apparatus for assessment monarchs.

The destructive confluence of decimated school budgets, neurotically locked-down technology, and lockstep assessment mandates is taking a toll on progressive educators—and disempowering students.

There is also a deeper ethical problem: reliance on closed source proprietary software teaches students a lesson of dependence on secret technology they are powerless to examine, study, share, and improve upon. If the social mission of schools is to amplify student potential, disseminate knowledge, and prepare students to have an impact on the world, then schools have a duty to help kids be free thinkers and self-reliant architects of their futures.

Reisinger, Charlie (2016-09-29). The Open Schoolhouse: Building a Technology Program to Transform Learning and Empower Students. Kindle Edition.

Recognizing the deficit model

This image is actually a great example of deficit thinking — an ideology that blames victims of oppression for their own situation. As with this image, deficit thinking makes systemic forms of racism and oppression invisible. Other images, like the one of different animals having to climb a tree, or of people picking fruit, suffer from the same problem. How would we make these root causes more visible in our “equity vs. equality” image?

Well, if we began with the metaphor of the fence, this would require making clear that the reason some people have more difficulty seeing than others is not because of their height, but because of the context around them.

Source: The problem with that equity vs. equality graphic you’re using | Cultural Organizing

Keep grit, bootstrap, and deficit ideology out growth mindset. Growth mindset without structural ideology, restorative practices, and inclusion can be more harmful than helpful. Do not use growth mindset to shift responsibility for change from our systems to children. The practice and implementation of growth mindset has been suborned by deficit and bootstrap ideology. Develop an authentic voice based on diversity & inclusion, neurodiversity & the social model of disability, and structural ideology instead of propagating the untempered language of the latest deficit/bootstrap fad. Inclusion and structural ideology are the way forward. Growth mindset as commonly implemented is just another bootstrap metaphor that excuses systems from changing and learning.

Source: Growth Mindset and Structural Ideology – hypubnemata

Surveillance in Education

“In the educational domain we see a lot of normalisation of designing computers so that their users can’t override them. For example, school supplied laptops can be designed so that educators can monitor what their users are doing. If a school board loses control of their own security or they have bad employees, there’s nothing students can do. They are completely helpless because their machines are designed to prevent them from doing anything.”

“We have this path of surveillance that starts with prisoners, then mental patients, refugees, students, benefits claimants, blue collar workers and then white collar workers. That’s the migration path for surveillance and students are really low in the curve. People who work in education are very close to the front lines of the legitimisation of surveillance and designing computers to control their users rather than being controlled by users,” Doctorow says.

Surveillance in education can also interfere with the educational process, he says, because “nobody wants to be seen fumbling. When you are still learning, you don’t want to feel like you are being watched and judged.” Doctorow adds that, due to their lack of power, students have limited options to take control of their learning and the digital tools they use.

“I talk to students, often younger students, who say they don’t worry about surveillance because they know how to block it out; they use a proxy or something else. But, first of all, those students can get in a lot of trouble for it. In America, they could actually be committing a crime and they could go to jail for it. It also doesn’t solve the overall problem; it only solves it for them. So I’ve often said to students that rather than breaking the rules, they document the absurdity of the rules and demand that adults account for it.”

“The censorware companies mostly work in the Middle East in repressive regimes who buy it on a mass scale to try to control the flow of information in their countries. Students should contact journalists, the school board and the parents’ association and ask why they are giving money that was meant to be for their education to war criminals who spy on us.”

Source: “Peak indifference”: Cory Doctorow on surveillance in education | OEB Newsportal

Building welcoming communities

Open source communities have been iterating on community and collaboration for decades. Education can learn from the history, good and bad, of open source communities. Onboarding, recognition, inclusion, managing trolls and toxic contributors.

1. Be Safe

It doesn’t matter how fun and amazing your project is, if people don’t feel safe — they won’t contribute. Security is a hygienic factor — make sure it is good enough. You want a Code of Conduct. Contributor Covenant is a great resource for this, but refrain from just copy & pasting. Take a moment and read it, and make sure you document how you will enforce it and be prepared to enforce it.

3. Be Inclusive

Use simple language (Hemingway can help). List all professions like “Design”, “Editorial”, “Documentation” instead of saying “Non-Coding”. Use gender-neutral language, prefer “them” and “they” over “him” and “she”. Avoid phrases like “Hey guys”.

5. Stickers

People love stickers 🙂

Source: Welcoming Communities

When we rally around a common goal and share our work with others, we create something new, something that we can be proud of sharing, something that can change and transform our world. This is the spirit of the open source community.

The accretion of individual contributions, the additive effect of cooperation, and a community growth mindset makes open source compelling for educators. As we will discover, the open source community model shares considerable similarities with a vibrant learning community. It takes a village to raise a child; it also takes a community to cultivate and grow great software. It turns out that hackers are outstanding members of the open source community.

open source principles signify “a sense of humanity between every single individual by acting as a unified medium for collaboration, and the ability to contribute to any cause by the power of your voice and actions. In education, this philosophy is essential, as no singular concept, whether programming or academic practice, stands to be perfect.”

Open source allows people to transcend tribalism and belong to a true cosmopolitan community resolute on the improvement of life standards through all-inclusive access to technology. The use of open source in our schools benefits the community through the growth of its user base. This base is in constant renewal when new generations of students enter our school population every year. All these students will carry in their minds, at the very least, the awareness of the usefulness of open source; many of them will carry over to their professional careers such awareness. We are truly seeding the open source mentality in our community.

We were initially attracted to free and open source software because of the cost savings, but ultimately, it was the spirit of open that liberated our students and opened our schoolhouse.

Source: The Open Schoolhouse – Building a Technology Program to Transform Learning and Empower Students

There are codes of conduct for contributing to the open source foundations of the internet. The Contributor Covenant is widely used and representative of an emerging consensus on codes of conduct for distributed collaboration. The covenant is compatible with structural ideologyrestorative practices, neurodiversity, the social model of disability, and real life.

Source: Contributor Covenants, Codes of Conduct

Privacy and Passwords

I updated my password primer with a reference to the new NIST password rules.

Update: The NIST recently announced new password rules that recommend sites allow a maximum length of at least 64 characters. 1Password updated its password generator to support a 64 character maximum.

At most schools, student identities are protected by weak passwords trivially derived from usernames and reused everywhere. Once someone gets ahold of your email password, they can reset your passwords elsewhere and pwn your life. When you reuse passwords, a data leak on a forgotten site can be escalated into takeover of your email and your identity.

Source: Privacy and Passwords – Ryan Boren

DSES Website

At the bottom of the This Week at DSE emails from DSES is this footer.

This is a reminder that DSES needs a website. AFAICT, This Week at DSE is delivered only via email. This misses a lot of people. All of the This Week at DSE emails should be on a website so that school messaging is transparent and accessible. With these posts published to the web, they can be auto publicized to social media, consumed by feed readers, and digested and newslettered however the user sees fit. The district website offers some space to DSES, but the district website is inaccessible cronyware that doesn’t afford DSES a blog, usable syndication feeds, or many of the amenities of a modern content management system.

I happen to know a bunch of open source geeks who like to give software, hosting, and labor away to good causes. Let’s bring “communication is oxygen” to DSISD one site at a time, starting with DSES. With WordPress (disclaimer, I work on WP for a living), sites can get a free and easy start on wordpress.com and later migrate to a self-hosted environment should the district graduate into student IT running a multisite WordPress instance integrated with district systems. Open technology that offers syndication feeds, content export, public apis, and open source community will grow with your school and district as we iterate toward project-based learning and collaboration in the commons.

To build a project-based learning culture compatible with work, prioritize communication. Tool for communication, collaboration, iteration, and launch. Bring students, teachers, and tech workers together to do_action education.