Even Dewey felt a critical stance was a specific type of thought. I believe this is essential in our networked world.

Chalk this up to another definition of the web by John Dewey

I find it hard to believe you can have communication as a process without mobilization and leadership. They all enable each other.

I believe the need to #teachtheweb to ensure the Web stays Open and a source of empowerment around the globe is a common problem of our time.

I like the graph. I have to follow the roots of this unlearning literature. Feeling a legacy of Piaget in this sense of "crisis" or "discomfort" that is required for deep learning.

I know I throw things when writing, yet there is also a sense of elation and drive.

I find the or strange. I wonder if It should be and. Many students put in time without effort and get no where.

I also think you can reach understanding instantaneously (though I think Sam refers to more designed learning than natural learning). I think about Kristeva and the abject. It isn't so much unlearning but a reversion.

My dabbling in this makes me wonder if we would need tools in the chart or the activity...wait we would be stuck with Engstrom's triangles again.

Or is this a recognition that you have so much more to learn? Is understanding from this framework nothing more than the motivation from greater knowledge?

This puts deep learning in the hands of the individual I am beginning to wonder if understanding is something that belongs to the collective. It is too subjective in the individual.

It could be just not encountering enough variations across multiple case studies.

I also see many parallels to the idea of what we are calling synthesis here.

I agree with this statement but I do not by into the science of unlearning. You are not "unlearning" when your perceptions shift. It is a movement or trajectory.

I need to explore this more but the field of research in misconceptions is much stronger in the hard sciences. I am not too comfortable with it, but ill-defined and well-defined domains do behave differently. Oops I just anthropomorphized knowledge. Mistake?

To me the idea that of starting with the learner is wrong is wrong. Deeper learning does not have to begin from here.

I am seeing some connections to what what [Laura de Reynal] (https://twitter.com/lau_nk) and Michele Thorne are doing with the #webjourney. They invented a really cool methodology. I call it reflective network design.

This has more to do with people than it does brand and product. We can not lose sight of that.

I borrow heavily from Gee's affinity spaces when thinking about web spaces for learning. I also steal his circuit of reflective inquiry when thinking about what makes us smart.

Finally we are striving for the Network Fluidity outlined by Castells and Cardosa and they call for self-programmable learners.

Lets add another stage. Maybe the data is not there yet but hopefully when you return in the year the need will be there to add Teach and Advocate as stages.

We are limited by the affordances of print. We have gotten a lot of pushback around the web literacy map being displayed in a grid format. Literacy researchers called us out for reinforcing deficit metaphors rather than recognizing the continuum to which you refer.

Down the road we should think about the design challenge of displaying both the map and the journey in non-linear ways,

Instead of "steps of engagement" I think we have to focus on building communities of support across the web journey. In the web journey community is the content. Connections are the curriculum.

Just as important will be the club captains and mentors who will enculturate learners into the discourse practices of the open web.

This will be critical to identify. Once we do I think the basics in the Club Curriculum should cover all of these before we get into different pathways.

This is a minor detail and more of a personal preference but I think you should try for parallelism when naming constructs.

In the graphic leverage and creation are put on equal footing but they sound like different stages in your writing. Are they on equal ground? Clarify.

I also think it should be Aha Moment(s) it is a gradual transition from basic use (unless the data pointed to avery specific and unique moment across your cases).

To assume that creation isn't going on every step of the journey is wrong. In the basic use I might be making photo montages, curating good reads etc. You can create for the web without being a web developer. Maybe builder (possibly maker) it is a better construct here. Whether you are a "user" or a "builder" you are still creating meaning and identity.

Creating meaning and identity within larger discourses is the essence of literacy practices.

to play?

I get the negative connoation and trying to fight the idea that "Facebook is the Internet" but you are downplaying the identity work that happens in Basic Use (and across the Web Journey as a whole).

I agree. We have been discussing this in #rhizo15. The map contains more subjectives rather than objectives. We recognized and were blatant in the values we want to teach.

Skill levels are often more subjective than the dispositions and affective states of learners. I wish I knew the answer to the question. Do the skills build the dispositions or the dispositions build the skills? Is it both?

There is more to this rejection around gender. It is a deliberate reinforcement of inequality. It isn't no access but access being blocked. I believe the ending of poverty begins with empowering women. How can we help?

I think this sums up the goals of Teach Like Mozilla and the #mozacademy

I take slight issue here. The Web can improve my life can happen with the social elements of basic use.

I really like what you did here, but there are things that are missing. I would draw on Gee's Circuit of reflective inquiry. There also needs to be something in terms of assessment, and reflecting.

I think I am a little adverse to the term. Fluency (same reason I don't like literacy) is dichotomous. You are fluent or you are not. For me its more of an Open Mentor Continuum or "The Teach Like a Mozillian Continuum"

I think you have gotten far in the unique characteristics of effective blended teaching. Specifically the online stuff.

There are other fundamental elements there could be missing. I also wonder if the grid approach if most beneficial. There maybe better heuristics to represent what it means to be a webmaker mentor or leader.

Are these archived. i could see myself geeking out on those.

I have been arguing this has to be a distributed classroom and not a destination classroom. If the Mozilla Academy is everywhere we will need Kraken like tentacles all of the interwebz.

Add a link to the GitHub Issue. I'd have to search my email or notifications to find it.

Try to define your key terms for you readers as soon as you use them rather than a few sentences down.

Lot of overlap there. Maybe because understand is such a soft word that is so clear to everyone we all try to avoid it. Much in this column takes modeling. Especially the open thinking and participation.

Also we don't have to limit ourselves by writing in threes. There may be more knowledge,skills, and dispositions of teaching like a Mozillian

Do not underestimate the power of community here. We are focusing on a humanistic view of the individual. Maybe we have to build a network first or better yet build the leaders while we all build the network.

I could feel a focus group and case study going here. Depends of course on the timelien of delivery on the project., but why identify and ask them what they have in common.

I like the second sentence much better. Learning is something people do rather than have done to to them.

We also need to build the know-who. In fact we are the know-who, and those who know more than us in our networks.

Go Team Tiger. Excited to see what comes out of this.

This is critical. We do not speak enough to the role leadership plays in classrooms centered on agency and choice.

These two levels seem quite similar.

This is where human capital and social capital are key. You need an audience to make real shit for and help you care about excellence

Reminds me of Gee's Cycle of Reflective Inquiry

iterative learning? networked learning, connected learning?

I am really excited where we landed with Version 1.5. I think we built in the values @msurman discussed.

I know that the Mozilla Learning efforts are tightly entertwined with the product expansion, especially in developing nations, but this does raise a few eyebrows.

I think the target audience is people who want to #teachtheweb let them do the groundwork of finding the folks who want to learn.

I liked the webmaker brand, sad to see it being used for the larger mass-market efforts. It was an awesome overarching brand. I guess its just the ways things go with new initiatives. You can't have a new initiative without a new name

Here we tried to get at the idea that different spaces have different discourses. We went with community norms not to sound wonky. Participation means respecting those norms.

Discourses of different groups are how we shape our identities.

There was a lot of debate early on whether identity should be its own competency. I am glad we did not go that route.

Identities and literacies can not be separated. We project our identities out into the world and the world projects back on us.

In many ways though Privacy is a subset of identity rather than the way we represent it. Still I will take it. especially since we are talking about web literacy.

You are an active agent who encodes and decodes meaning on the world. Use these tools to empower yourself and others.

I need to finish reading before I annotate. You answered many of my questions/concerns.

stealing this. I always use the temperature doesn't tell you the climate but its a really useful indicator over time so thermometers help.

I agree. Iterative design drives mass audience, but I sometimes giggle at the statistical testing is done when simple descriptives will do the trick.

A lot of philosophical differences between click counters (analytics) and kid corralers (curriculum) on what can and should be measured. Be cognizant.

Sometimes we don't even know what the numbers mean. Took me for ever to learn what a KPI was. I know I could Google it but be really clear in what things like KPI, Active users, Q1 mean

This is too much of a mouthful. While technically true it just hurts the ears.

This would be something interesting for the club curriculum to try and get at.

this is often the case when we think in terms of practicality, efficiency, fidelity, and reliability.

Interesting here how aesthetics and interactions come last in the design process? What does this mean for the web literacy map?

We kept interaction out because it is listed in the next competency specifically in coding/scripting.

Where does it belong?

|Improving user experiences through feedback and iteration

Do we get to brainstorming in collaboration? Is co-creating web resources too broad? I think it is better broad to capture all the modalities out there.

It seems to be essential to the work the design team does. Most of Cassie's post share artifacts.

We don't speak to brainstorming and if you go through Cassie's blog much of what the desing team is doing is brainstorming.

Is collaborating to create web resources to broad? Is a broad brush better so all modalities captured?

Do we need something in the design competency about design being a process, a cycle? Is improving user experience through feedback and iteration. What about when your just designing for an audience of one. Your

Connecting-collaboration.

And offline. You build servers and home computers all the time...in many ways though your physical tinkering is designed to serve your online playing.

how did I or how do I?

Maybe the small differences matter. We aren't that different but mindsets matter. We hack around and bounce through knowledge spaces intentionally. For many connected educators this is our passion.

That is always the hard part, and maybe the answer is we shouldn't, but how do we shift mindsets for those who don't want to live and learn in the open?

This "naming of thins" is the heart of academic endeavors. It is hard.

This is great advice and gets at remixing the curriculum right away. The image doesn't even show the skills below the competencies.

I agree. That is why I am glad we went with a 1.5 version. Let's let the webmaker clubs write and test the curriculum. Let's get the badges in the wild.

The efforts of the webmaker clubs and the badges have to be driven by the map. The three can iterate together but we needed a launch point.

I will never in my life use this word. Just never a fan of highly specialized language that is only designed to signify membership in very elite groups.

I get what Davidson and Surman are doing here by calling it a fourth literacy (or R) but I struggle with this. Web literacy isn't so much a fourth literacy but you can't read, write, or calculate it without it.

A fourth literacy makes teachers cast this as someone else's job. It isn't a fourth literacy it iS literacy.

Yet at the same time do we need to draw the line between the front end and back end? Is it about making spreadable media or the tools that make media spreadable?

Especially in terms of design. Where does concept of design and the fourth literacy collide? Can they be separated?

This sums it all up. This is why I stay involved in the #teachtheweb movement. For most of my life I took the Internet and then the web for granted (my Twitter handle traces back to my old AOL handle zenith1106).

I want to help build a better web as the three five billion come online.

I enjoy this sentence. It does not recreate a false dichotomy between our offline and online places, spaces, and identities.

This is where I struggle the most when trying to envision the web literayc map. Where do traditional reading,writing, and participating end and where does reading, writing, and participating on the open web begin?

Of course this isn't a permanent border. Where these two elements of meaning making meet ebb and flow depending on contexts and purpose.

So I think I am figuring <span> out. You use it when you want to do something different than the a rule is telling the element to do.</span>

The star makes the resizing universal on the page...These are my notes....My thoughts could be wrong

Use the relative adjustments to move around one element inside another

Can ontologies not be pre-defined? We name and classify things at almost a biological level. I have to go back and read Shirky's post.

We move to web literacies map or open web literacies map instead of THE web literacy map that will appease most critics.

A little front matter on the design principles and values will seal the deal.

I see it more than just understanding and representing the skills and competenecies I believe in the communities effort of building a better web.

I concur. I think the organizing and curating information on the web is a competency missing from the map.

I would like an @toolness knitted MentorNoob scarf/hat set please.

Glad to see the focus (I am not against writing in threes) begin with agency. The links to #connectedlearning have drawn me into the web ltieracy movement.

subtle shift here in focus to the digital world instead of the web I also wonder if the focus of Mozilla Learning should be to read, write, and participate in the world.

More writing in the threes. I have always wondered if this speaks to us on some biological level.

Imagine what the web will be like in many decades. The first three have been amazeballs.

Looking forward to the relaunch. A little anxious about the deprecation of Thimble and Popcorn...well not so much Popcorn, great tool but got slooow and the youtube pre-roll messes up everything.

Most excited about is making webmaker.org gallery useable. It is a navigational mess.

I think this is such an important point. Coiro, Knoble, Lanskear, and Leu remind us that no tool for literacy has spread with the scope and scale of the web. Glad to see Mozilla keeping pace.

So that is what KPI means? Glad to see an almost jargon free post for the public. For the longest time I thought MoFo was a snarky subversive term for employees, till I stumbled on to all the other acronyms.

and towns and villages. I know it makes sense for #Hive to exist in cities (go where the people are) but lets not leave our rural communities undeserved.

Super excited for web mentor clubs. I am trying to start one with libraries at school. Though I will be spending my time trying to figure out how to fork clubs for formal learning spaces.