Updated 2000-01-03-resources.markdown

modules/content/_posts/2000-01-03-resources.markdown

@@ -7,10 +7,21 @@ published: true
 
 ## Give It A Voice
 
-
+![python.jpg](/img/python.jpg)
 *Image credit, xkcd*
 
 >Computer Science textbooks aren’t always the most exciting learning materials in the world. But research shows that people learn better when they’re having a good experience. After some discussions, we decided that it would be good to create a character who would deliver the messages - a kind of steampunk International MOOC of Mystery. The irony was intentional - we wanted people to understand that a machine was talking to them, as if other MOOCs weren’t machines! It also allowed those who were writing the text to have a bit of fun, with an anchor for for presenting content that, if you’re not careful, can come across like different shades of eggshell paint.
 
-[How We Made The Mechanical MOOC - Freerange Learning With a Mechanical Guide](http://reports.p2pu.org/mooc-maker/)
+P2PU, [How We Made The Mechanical MOOC - Freerange Learning With a Mechanical Guide](http://reports.p2pu.org/mooc-maker/)
 
+## Content is the Residue between Learners
+
+>In other words, the Internet Course, and ds106 before it, were not designed around pre-determined content, often packaged as textbooks (so much of the open education movement is still premised on this idea of the authoritative text), but rather on an open educational experience. For example, in ds106 students could choose from a series of assignments, create their own, and navigate a series of resources other shared, etc. But that wasn’t a text in any strict sense, content as a concept was far more elastic and slippery that this hulking, unmoveable metaphor of insfrastrucutre. It was constantly negotiable, remixable, and fluid in its relevance. In the Internet Course there is no pre-exisiting syllabus or readings,  rather the students in the course immediately start brainstorming a set of topics and then start researching and reinforcing what was what. Content plays a crucial role, no doubt, but it’s not predetermined or pre-existing in it’s layout like this idea of infrastructure.
+
+Jim Groom, [Is Content Infrastructure or the Residue of Social Learning?](http://bavatuesdays.com/is-content-infrastructure-or-the-residue-of-social-learning/)
+
+## How to Build Learning Communities Online
+
+<script async class="speakerdeck-embed" data-id="d35b1b30c28f01314e2606393c0335dc" data-ratio="1.77777777777778" src="//speakerdeck.com/assets/embed.js"></script>
+
+P2PU, [Presentation for FEMTECHNET](https://speakerdeck.com/mozzadrella/how-to-build-learning-communities-online#)