#LGM16 RECIPES
==============






Ideas:

Find a local Hackerspace (Renata):
find one here: http://hackerspaces.org/
isolation creates despair 
students come from Africa and other distant places and they come to the University. So they feel very far away from home.
Campus Party in Sao Paulo (http://brasil.campus-party.org/), online meetings
It's an example where you create a space where different people and group can mingle.
in Brazil, public universities are committed to free software, compared to private universities. so tensions about not understanding each other software-wise


Anja: I work in a big school, writing curriculum with many others, I usually have classes of more than 30 people. It's difficult to change the course of the curriculum because there are so many other people to convince and perspectives to change. It's a lot of work.
Julien:
The curriculum requirements and assessment criteria  (whether government- or institution-mandated) does not mention names of software. which leaves space for alternatives.
using live cd in class as a trick to try new things
making these changes got me in trouble, of course :) but the argument above is a way out.
it's not only about the tools, but the mindset. 
attempting to use the open source workflow/mindset with proprietary tools shows the limits of those proprietary tools. It brings the relationship between tools and their influence on the work to the surface.
In situation of collaboration with external parties (clients, commissioners): Learning the students there is also a nessecity to educate the client

Anne: Attending the first Relearn was a good inspiration for teaching.
It was not easy to transfer the knowledge or inspiration from Relearn in the context of my class or course. But the students knew this was an experimental space.
talking about tools is also a discussion of pedagogy, and reluctance to change tools is also reluctance with change (getting rid of hierarchies, etc)
My school talked about having more free software (for costs reasons)
Trying to find in the infrastructure/institution the possibility to install FLOSS tools.

Anja: "instructors" are not called "teachers" in my school.

Renata: Doing a diagnose of what the students(?) knows in terms of software, experience in garphical design,... tap on the diversity of what you have in your group  
project "cooperative education" : small groups ("cooperative cells") who learn among themselves : learning by interest. some teachers who were reluctant have changed their minds, being contaminated

Anne: How to educate the other teachers/colleague ? how to bypass reluctant teachers that block changes in pedagogy/software usages?

Sam : ITt's sometimes hard for students to take the "big" step of the FLOSS tools. Especially when having to use the command-line. But it can be thought in a interesting way:
Hacks&Hackers (journalist & hackers) command line murder mystery  https://github.com/veltman/clmystery a really fun way to get going
open tech scool : peer-to-peer learning http://www.opentechschool.org/

Julien: CLI (command-line) is seen as dull by most designers, but if presented in the right way, eg. with ASCII art, poetry, gif, etc it's a good way to start an experimental practice (you can't break a computer !) 

Renata: my students don't necessarily have very high english ability, so they lack confidence doing MOOCs etc by themselves.  Working together in small groups around each MOOC helps to make it an ejoyable social experience, they can help each other out.

Myriam: We need to believe that FLOSS software is the natural way to make things. The other way is not the natural way. I don't believe in tools, but in our minds and hands. We need to come with a space that allows our students to code without coding. 

Marta : What to do when the school locks the computer so nobody can install a new software on machines which do not have floss. so need for the school to support it

Borko : Having a ressource of good examples or inspirang work done with free software.

Renata: Set up with IT and managment a "one day software install" to get a bunch of FLOSS being installed in the labs.

Mick: there's clearly a desire to share our practice:
    there are tactics that work - making things social, making theings playful. high quality showcases of the end products, peer teaching, co-production.
    these tactics could certainly be a part of how we share our recipes - eg, as well as the 'curricula' you share, share some of the tactics you used to implement and present it.
drawing on students interests
and those processes, tactics, tools can be the base of some case studies to share among us, on the 80c

Julien : a few communities (like openframework http://openframeworks.cc/ or node.js https://nodejs.org) : if there is one file that has always the same name for each packages, and possible to take inspiration for everybody sharing their description (in term of syllabus etc) and then have a standardized page with information

Renata : rebooting the syllabus for an open curriculum


Proposal . 
If we were to write our learning episodes with a framework that includes tools, tactics and processes, what would that look like?
can this be done in a way that encourages open exchange, that has elements of recipie and storytelling.
Can this be applied for a variety of learning experiences?some concrete some more abstract.

concrete create a poster in inkscape
introdice concerts of free software? 0 day introduction to concepts
exploring arduino to make robots