All posts tagged mozilla

Webmaker Training in Uganda

60 newly trained Webmaker Mentors. 12 amazing Webmaker Super Mentors. 200 students taught how to participate on the web. 1 epic weekend in Kampala!

Mozillians from Uganda, Kenya and Rwanda gathered together for the first time to run a train-the-trainer event for East Africa. The goal was to teach the local community–a lovely mix of educators, techies and university students in Kampala–how to teach the web.

The training in Uganda builds on Webmaker’s free online professional development. Our theory is that blending online and in-person professional development, participants get the most out of the experience and better retain the skills they learned. Not to mention staying connected to a local community as well as a global one.

Training Agenda

Together with the amazing event hosts, we crafted a modular training agenda.

It cover 2 days of training and a half day practice event. Participants had little to no experience teaching the web before the event. But after the training, they would go on to teach 200 secondary school students!

The training helped the participants get ready for the practice event and to teach the web to the communities they care about. We covered these four main learning objectives:

  • understanding the value of the open web, making as learning and participatory learning.
  • using the Webmaker tools to teach web literacy
  • how to create your own teaching kit and be a good facilitator
  • how to participate in the global & local Webmaker community

Not to mention lots of fun games and interstitial activities. I learned, for example, how to play a Ugandan schoolyard game called “Ali Baba and the 40 Thieves.”

Community Leaders

For me, the most exciting part of this event was meeting and supporting the emerging community leaders.

Some of the Webmaker Super Mentors were part of our first training a year ago in Athens. Others were quite experienced event organizers, mentors and facilitators who stepped up to the role of teaching others how to teach.

The training facilitators had a beautiful blend of experiences, and each facilitator, in addition to each participant, got to level up their skills as part of the training.

Lessons Learned

Every event is a learning experience, no matter which role you have. I learned a lot by helping San James teach people to teach people how to teach the web.

  • Practice events are invaluable. The highlight of the training was bringing the 60 freshly trained Webmaker Mentors to a live event, where they taught 200 secondary school students and put their new skills to practice. They prepared their own agendas, rehearsed them, and then split into small groups to teach these students. Floating around, it was amazing to hear the mentors sharing the knowledge they just learned the day before. And from the smiles on everyone’s faces, you could tell it was a fun and memorable event.

  • Prepare low-fi / no-fi activities. We missed a big opportunity to test the amazing new “low-fi/no-fi” teaching kit, for when you want to teach the web without internet or computers. Given our connectivity issues, this would have been perfect.

  • Make time for participants to take immediate next steps. I was proud how well we worked in debriefs and reflections into the training agenda. However, it would have been better if participants had had time to make an action plan and even take the first step in it. For example, they could pledge to host a small Maker Party., log the event and draft an agenda.

Thank you!

This was one of the most inspiring and fun events I’ve been to with Mozilla.

The hugest of thank yous to all the Super Mentors–from Uganda, Kenya and Rwanda–for making the event possible. A special thanks to San James and Lawrence for believing in this event for a long time. Your upcoming Mozilla Festival East Africa will be a success thanks to your wonderful team and the people you trained. This is only the beginning!

Webmaker Workweek: So Wow.

Just coming home from a truly fantastic week in Toronto with the talented Webmaker team. This was the first time the Webmaker product + community teams, plus Mozilla Foundation’s engagement and operations teams, met face-to-face to hack on Webmaker.

There’s only one way to describe it (hat tip, Brett!):

Webmaker Meta

In addition to trampolining, ax-throwing and general revelry, we also shipped a lot of things. Guided by a beloved scrum board, we got in small group to tackle big, interwoven topics.

Our new-and-improved wiki page shows how we’re building and improving the various aspects of Webmaker. (Thanks for meta-wrangling this, Matt!)

What’s also emerging is a helpful way to describe Webmaker’s offering. Lifted from Geoffrey’s notes, here’s a summary of the components that make up Webmaker:

We are clear on who Webmaker is for (people who want to teach the web), what we offer them (tools, a skills map, teaching kits, training, credentials), and the ways people take these offerings to their learners and the broader world (events, partners, a global community).

These are increasingly more interconnected and aligned than ever before. That is really exciting.

Towards More Contributors

The Mozilla Foundation’s collective goal this year is to collaborate with 10,000 contributors. A big portion of these contributors will engage with Mozilla through Webmaker.

A Webmaker contributor is anyone actively teaching, making or organizing around web literacy. What we did the last week was get clearer on what those actions are and how we might be able to count them.

MOAR Teach the Web

In addition to shaping the engagement ladder and metrics, our small group (aka the Teach the Web team) focused on three major deliverables:

  • i) teaching kits
  • ii) the Web Literacy Map
  • and iii) training.

Here’s a recap of what that means and what we shipped:

Teaching Kits

Teaching Kits are a modular collection of activities and resources about how to teach a web literacy competency or competencies.

The kits incorporate activities and resources that live on, as well as external resources that are tagged with the Web Literacy Map. Mentors learn how to use and make these kits in our training. Kits are also co-designed online and at live events with partners and community members.

What we shipped:

  • With a new UX and simplified taxonomy, users will soon find it easier to i) rip and read, 2) remix and 3) create new kits that align with the Web Literacy Map. The kits have always been modular (that’s their genius), but it’s been hard to use and remix them in practice. An improved layout and a simplified taxonomy means that users better understand the structure and modularity of these offerings. There are also lots of important features to make it easier to edit, such as writing in Markdown.
  • Thanks to Webmaker’s insightful localization team, David Humphrey and Aali, we’ll better prepare the kits for localization using Transifex, a powerful tool already helping Webmaker be translated into 50+ languages.
  • Furthermore, we realized that teaching kits are best created in a co-design process. We made an example agenda for how to run an in-person co-design sprint with partners and community members, as well as how to user test the results afterward. We want to roadtest the co-design process with a few partners over the coming weeks.

Year goal:

Hundreds of new teaching kits. Tens of exemplary kits.

Web Literacy Map

The Web Literacy Map is a flexible specification of the skills and competencies that Mozilla and our community of stakeholders believe are important to pay attention to when getting better at reading, writing and participating on the web.

The map guides mentors to find teaching kits and activities for the skills they care about. It provides a structured way to approach web literacy while also encouraging customization and expansion to fit the mentors’ and learners’ interests.

What we shipped:

  • A bookmarklet that makes it easy for users to tag any resource on the web–such as a Webmaker “make” or lesson plans on an external URL–with the Web Literacy Map.
  • These tagged resources will soon be discoverable and searchable on, as Web Literacy becomes the heart of the site’s UX. It will make it easier for users to find and use these resources, as well as create new kits that put the resources in context. Down the line, there will also be badges that align with the map.
  • Furthermore, we’re drafting a whitepaper about the Web Literacy Map and how it’s part of Mozilla’s overall webmaking efforts and the general web literacy landscape.

Year end goal:

Thousands of tagged resources. An oft-cited whitepaper and influence in web literacy discourse.


Training for Webmaker is a modular offering that mixes online and offline learning to teach mentors 1) our pedagogy and webmaking 2) how to use, remix and create new teaching kits and 3) how to align resources with the Web Literacy Map.

The trainings include additional “engagement” sections about how to run events, conduct local user-testing and even for mentors to lead a training themselves. Mentors will move seamlessly between the training content and, as key assignments include using and making things on Webmaker.

What we shipped:

  • A course syllabus that merges the best-of content from our previous trainings while becoming more modular and interlinked to Webmaker.
  • A brief for a staging platform that runs on Github pages to be ready for an “alpha” online training in March. Importantly, this platform should give users the ability to copy an existing training, remix it and run it for their own community. Also, we will link Webmaker logins and design to the site, so that training feels like a natural extension of
  • After a massive kickoff training in May, Maker Party will be ablaze with community-led trainings and targeted in-person ones around the world. We developed a timeline and event-driven model that shows an arc from our initial training to growing a circle of Super Mentors who can facilitate their own trainings as well as partnership pathways to run bespoke trainings for certain groups.

Year end goal:

Thousands of Webmaker mentors.


All of these incredible outcomes were shaped and shipped by the stellar the Teach the Web team: Laura, Kat, Doug, and William. A big thank you! So wow.

Also, thanks so much to the people who joined our sessions and made this work come to life: Karen, Robert, Julia, Chris L., Paula, Atul, Cassie, Kate, and Gavin. We’re hugely indebted to your help and contributions!

We’d also love to hear your thoughts about the above ideas and how you’re interested to plug in. Leave a comment here or post to our mailing list.

Webmaker Community in 2014

Here’s a post looking at the principles of the Mozilla Webmaker community and the top-level ways we collectively further these efforts in 2014.

Lots of people are shaping this work, and by next year hopefully many more will have joined in and help Mozilla’s mission spread and scale even more.

Below is a draft of what Chris Lawrence and I nicknamed the “meta-narrative”. It’s an attempt to describe what we’ll be up to in 2014 and why. Thoughts and hacks very welcome!

Our Principles

We believe that empowering human collaboration across open platforms is essential to individual growth and our collective future.

The Webmaker Community team is committed to Mozilla’s mission to build an Internet that is:

  • Knowable: it’s transparent–we can see it and understand it
  • Interoperable: it presents opportunity to play and innovate
  • Ours: it’s open to everyone and we define it

We will be guided by the Connected Learning principles that advocate for learning that is:

  • Production centered: it results in deeper learning through making
  • Openly networked: it is linked and supported across school, home and community
  • Shared purpose: it harnesses the power of the web to foster collaboration around common interests

Weaving together these principles, we aim to:

  • Shape environments around creativity, innovation and collaboration
  • Build products, programs and practices that help more people learn through making
  • Empower communities to participate and iterate on this work
  • Teach and learn in ways that are open and give people agency over their own lives

Why Web Literacy

Our experiences, whether digital or analog, are informed by the web. It has become integral to how we see the world and interact with one another. Whether unconsciously or overtly, the web is making us, and we are making it.

Teaching and learning is not immune to this shift; often, people are fearful rather than empowered. How do we improve how people learn with, about and because of the web?

We believe it is essential to become web literate. This means growing our understanding of the:

  • culture of the web
  • mechanics of the web
  • citizenship of the web

Importantly, web literacy is a holistic worldview. It goes beyond simply “learning to code”.

Instead, web literacy acknowledges the blurring between online and offline, and it uses the web to interplay with the world in complex ways.

The Story So far

To address this, we are convening individuals and organizations through networked practice to lead a movement to know more, do more and do better.

In January 2013, we launched our first iteration. The Webmaker Community began testing strategies and programs to catalyze a global web literacy movement with local roots.

We teamed up existing initiatives, like the Hive Learning Network and the Summer Code Party, as well as piloted new offerings, like the Teach the Web MOOC and a map for web literacy.

Now, one year later, these programs continue to spread and scale.

The Webmaker Community

Our community members seek to:

  • level up their web literacy
  • build and share tools for teaching
  • gain peers and networks of practice
  • participate in coordinated actions
  • identify with a movement that’s globally leveraged and locally contextualized

Below is a graph of our “lead users”. These are the types of community members who are most invested in the project. The graph is merely illustrative, not exhaustive. Its purpose is to sample the motivations of our community members and visualize how those compare to one another.

Our Team

In return, we offer our community:

  • An open network of networks. Connect to people and organizations seeking to collaborate and innovate.
  • A holistic and impactful product offering focused on Web Literacy. We will constantly iterate on this offering to surface curricula, tools, badges and user channels that allow our users to become producers of the web. With this product, we will create a differentiated “Web Literacy” space that is parallel to the “learn to code” movement. (
  • Web Literacy. Thought leadership around the skills and competencies of being web literate. (Web Literacy Map)
  • Professional development. Improve skills and methods to teach in the open. (Teach the Web)
  • Campaigns. Coordinated action that spreads and scales our making-as-learning practices. (Maker Party)
  • A contextualized identity. Brands that are globally leveraged and locally adaptable. (Hive Learning Network)

With a more detailed roadmap coming soon.

Here is an overview of the staff supporting and building these offerings:

2014 Events

In 2014, we will facilitate:

  • #teachtheweb trainings: January – ongoing, select locations and online
  • Hive Summit: February, location tbd
  • Webmaker Community Team Work Week: end of the first quarter (tentative), location tbd
  • Maker Party: June – September, global
  • Mozfest: late October, London

And loads more events in the making.

While this is just a start to our year planning, we really welcome your feedback on the principles and top-level projects. And if you’re interested, do drop a line and get involved!

Reflections on Maker Party

On September 15 we hit a milestone for the Mozilla Maker Party. With over 1,700 events in 330 cities worldwide, the campaign to make and teach the web had really picked up steam.

As we transition from campaign-mode to an ongoing webmaker party, I thought I’d take a moment to reflect on what’s working, the people who are stepping up to teach the web, and what could be next.

What’s Working

Webmaker: The Tool Suite

If you compare the current Webmaker tool suite with what it was like earlier this year–or more radically, what it was like during last year’s Summer Code Party campaignyou’ll be amazed to see how much more interesting and robust the site has become.

The site now has 1 million users, 28K of them registered. 50K things were made since the new site came online. The Webmaker team pushed changes to the site over 400 times, and excitingly, loads of important features were shipped thanks to input from community members using the tools:

  • Localization
  • Javascript in Thimble
  • Improved tutorials
  • Collaboration tools using Together.js
  • and tons of UX fixes to make the experience even better.

In short, the Webmaker team is rocking it.

Hackable Teaching Kits

Here’s another fantastic outcome from the Maker Party: we shipped hackable teaching kits.

A modular curriculum has long been the dream of Laura Hilliger and the mentor team, and with some user-testing and design love, we now have great templates and first wave of adopters using the kits.

These kits will continue to grow and improve, and become especially powerful as they align with the web literacy standard and get mashed up with curriculum from other networks and mentors.

Making as Learning

Since kicking off the year, we’ve been digging into a “making as learning” philosophy:

“Having fun, being creative and collaborating socially is, in the long-game, stickier for learners then replicating “drill and kill” lessons online.”

— Chris Lawrence, Sr. Director of Webmaker Mentor team

We wanted to bake learning into making. This means putting enjoyment, creativity and social connectivity to the forefront of learning about the web. By focusing on interest-driven projects and hands-on maker activities, learners would have more fun and be more likely to stick with it.

And importantly, the same approach works at the mentor level. If people who teach the web have a make-first teaching experience, one that’s driven by collaboration with peers around their own passions, it will be more fun and meaningful for them to keep teaching.

Teach the Web v2: Train the Trainers

As mentioned in the recap about Reps + Webmaker, the train-the-trainer event we ran first in Athens and then online as a MOOC called Teach the Web, have been big engines of Maker Party’s success.

We’re seeing participants who completed these trainings go on to run train-the-trainer programs of their own, from Bangalore to Kampala to Surabaya, Paris and more.

In the coming months, there’s huge potential to mash up the in-person training and online MOOC into a blended learning Teach the Web experience. Together with Laura Hilliger and the mentor team, I’m really looking forward to testing and improving our train-the-trainers program and to rolling it out in new languages with new communities.

Who’s Stepping Up

To understand more who’s stepping and teaching the web, I really recommend reading Mark Surman’s post on “Who wants to teach the web?”.

In it, Mark features 11 kinds of mentors:

  • The curious. People who love the web/technology and are curious how to share this passion with friends and family.
  • Learner-turned-mentor. Someone who enjoyed learning to webmake that they’re lit up about teaching others how to do it.
  • Teacher. A person who’s already teaching and wants to integrate more digital making and web literacy into their lesson plans.
  • Youth IT clubs. Lots of great youth clubs are teaching code and also encouraging youth to become leaders and mentors, too.
  • Youth mentor activator. Passionate and young mentors themselves looking to activate their peers.
  • Partner in crime. Organizations and individuals who team up with mentors to offer skills, spaces, and other resources.
  • Kindred spirits, more broadly. Folks working in similar domains and with aligned values, like openness or making.
  • Super Mentors. An amazing segment of people who care about teaching the web, but also helping other mentors learn to teach.
  • Webmaker country lead. Dedicated Mozillians who think strategically and operationally about Webmaker in their country or region.
  • The elders. Long-time contributors to Mozilla who’ve been critical in bringing Webmaker activities to their region and encouraging their teams.
  • The posse. Community members who are interested in all kinds of things and are willing to help out.

This list is by no means exhaustive, but it’s very helpful in illustrating the range of mentors and their motivations. In the coming weeks, we’ll be working closely with these groups on developing a ladder of engagement, or perhaps more accurately, an ecosystem of engagement.

Next Steps: Mozilla Summit

This weekend, the Mozilla Summit will take place across three cities: Brussels, Toronto and Santa Clara. It’s a perfect moment to meet with Mozillians around the world and to reflect on how our mission is informing what we do today.

I’m especially honored to have helped curate the “Purpose and Strategy” track, heavily informed by Mitchell Baker’s Nature of Mozilla framework.

We developed sessions that look at:

  • The Web We Want
  • Building a Web Literate World
  • What does “Mozillian” mean?
  • Practicing Open
  • What would a million Mozillians do?

The facilitators and track owners put together great participatory sessions on these topics, and the Summit will be an amazing place to dig into what it means to be a Mozillian, how we can involve and empower more people, and excitingly, how teaching the web is central to what we do.

Mozilla Festival

Just a few weeks after the Summit, we’re hosting the Mozilla Festival, Mozilla’s largest public-facing event. 1500 makers and mentors will meet in London for 2.5 days of hacking and teaching the web.

There are 9 themes which explore how to teach and make the web from various perspectives. We’re looking at science, games, journalism, physical objects, mobile, privacy and much more.

More than any Mozfest before, I’m really excited and proud of our Space Wranglers, who curate each track. The federated program committee means that we’re diversifying the curation and expertise of the event.

In particular, the Build and Teach the Web track will examine the above initiatives (Maker Party, the Webmaker tool suite, the trainings, the MOOC, etc.) and together with veteran community members and new contributors, it will synthesize, test and improve the Webmaker program for the coming year.

There’s a lot going on, but a whole lot of it is promising and very fun. Check out some epic photos from Maker Parties around the world:

If you’re curious to plug in, say hi to @webmaker on Twitter or subscribe to our mailing list. You can also just start making and teaching the web right now on Tell us what you think!

Making a difference by making the web

These days, with all the Prism/Tempura surveillance we’re learning about, one can feel quite powerless.

For many it seems that there are just two responses: to either disengage with the web and go completely offline or to shrug and say “I’ve got nothing to hide.”

While it’s only a very small piece of a larger effort, I’m proud to be working with people who care about a third way.

A Third Way: Teach the Web

We believe in user empowerment that balances free expression online with a respect for user privacy.

We want to help people take control of their digital lives—and foster a user-centric web. We can rebuild the web we lost.

To get there, we need to help people discover the joy of making things on the web. It’s important to show that the web is not a scary place. It is fun and useful to participate online while still controlling your data. This is a valuable lesson and one that should trump flashy apps or simple convenience.

I’d like to share some stories about people who volunteer to teach the web. Be it in their homes, their neighborhood shops, their city squares, or wherever, these are real stories about people who want to empower users of the web.

It’s grassroots, it’s modest, but it’s a start.

Teach your family

Activism starts at home. You begin with the people you care about, the people closest you.

Like the activists who install Firefox for their friends and families, teaching the web at home doesn’t cost anything and is sustainable. You don’t have to worry about big budgets or outreach. Just help the people in your living room.

This is Unnati, a 14 year-old webmaker. Under the mentorship of Gauthamraj, she’s gone from learning about the web to teaching it. At home, she’s taught her mother and father how to make the web. And now this year, bolstered by her new confidence in teaching, she’s organizing a bigger event in her city.

And there’s Brendan, who started a maker club with his kids. Together they try out fun projects each week and use the web to blog about them. The web is a platform that helps the family find new things to make and to share them with the world.

Teach your neighbors

Sometimes to make a difference, you want to go outside your home. Teaching your neighbors is a natural next step. It’s about giving back to your community and helping people near you.

That’s what Meraj did. He visited a shopkeeper on the corner, and taught them how to hack. The shopkeeper made a new website for his store, and his whole family left feeling empowered and joyful about the possibilities of the web.

Recently, the Greek government abruptly shut down the state broadcaster, ERT, as part of its ongoing austerity drive. To help keep the news on air, Nikos, Freddy and Pierros ran workshops to teach webmaking and Open News tools to professional and citizen journalists. Set up in a public square, they taught fellow Greek citizens how to be the makers of their own news.

Teach the teachers

Once you’ve taught your family and your neighbors, the next step is to teach other people how to teach the web. This means helping others develop techniques and tools that they can use to teach their family and neighbors.

This step is harder, but ultimately very powerful. It can increase the impact of grassroots engagement by an order of magnitude.

Lawrence and San James organized their first “train the trainer” event in Kampala, Uganda. They wanted to host a multi-stop webmaking tour to local schools, and in order to teach all those students, they needed more mentors.

Using techniques from our training in Athens, Lawrence and San James successfully mentored 40 new teachers. Lawrence noted, “It didn’t feel like a training but like a collaborative exchange of knowledge and ideas on hacking the web.”

To scale these efforts even more, we launched an online training/collaboration called Teach the Web. With nearly 6,000 participants, and despite all the associated challenges of coordinating and mentoring so many people, it was incredibly rewarding to find so many kindred spirits who care about making the web.

These are stories from the participants in this course. And there are many more.

The Web is made by people

As the first iteration of the #teachtheweb course comes to a close this week, we’re asking ourselves: what next?

There are a several promising opportunities. Several mentors are localizing the course and will run the it again in different languages, including Spanish, French and hopefully others.

We’d also like to repeat the course, rolling in what we learned this time around. Likely, the course will be shorter (3 weeks instead of 9) and perhaps involve more tools than just webmaker ones.

I’d also love to see more resources on how to teach privacy. I whipped up a prototype to teach encryption, using material from the EFF. But there’s a lot more we can do to make these topics approachable, fun and easy to learn.

As we look to what else we can do, how we can promote a third way of online participation, I’m reminded of a story Jeannie told. She was helping a young learner make his first website. After publishing on the web, something clicked for him. He said, “Wow, so if I can make and share something on the web, does that mean that everything on the web is made by people?”

Yes, yes it is. And we can do our part to help more people not be intimated or indifferent about the web, but instead to make things together and celebrate our shared, connected humanity.

Webmaker Train the Trainer

Back in March, we kicked off the first in hopefully a series of train-the-trainer (TTT) events for webmaking.

The idea is to run events that train people who go on to train others how to teach the web. We focused on practicing an open and participatory ethos, adapting lesson plans, and facilitating events.

This is a post to share what we did and encourage people in designing their own train-the-trainer events.

How to run a Webmaker Train the Trainer

Our prototype, the Reps Training Days, ran for four days in Athens, Greece with 40 Reps from around the world. The agenda was based on Laura Hilliger’s research and insights on successful TTT program and on Allen Gunn’s participatory event methodology. It was made possible by the amazing Mozilla Greek community.

Our participants were Mozilla Reps, a fantastic ambassador program with some of the most active and thoughtful Mozillians. Reps have been early adopters and innovators with Webmaker. They organized nearly 50 events during last year’s Summer Code Party and are leading the way in developing tools, tutorials, and localization for Webmaker. It seemed like a natural fit to run our first TTT with them.

1. Participate in a Webmaker event

The first day of Training Days was spent observing and participating in a Hive Pop-Up, organized by Hive Athens. This was an opportunity for the participants to experience a webmaker event firsthand, to see the tools and activities in action, to learn about the logistics, and to understand the vibe.

We then circled up to discuss what we saw. Participants shared their reflections on what worked well at the pop-up and what they would change if they did their own.

2. Build the training agenda

Then we opened up the training days properly. While we had topics in mind we wanted to hack on together, it was more important that everyone in the room thought about what they want to learn or discuss. So we had an agenda brainstorm.

To do this: we split into groups for 3 people. On post-it notes, we wrote down topics. 1 topic per post-it and the encouragement to write it as concretely as possible.

Then everyone pasted the notes on the wall. We read them all and then clustered them by themes. This collaborative board formed both critical event documentation as well as agenda fodder for the coming days.

3. Teach someone something

To warm up to the idea of teaching, we then got into pairs. The task: teach someone something in 5 minutes.

One person would go and then switch. Even if you knew what was being taught, you were encouraged to play a good learner, asking good questions and prompting the teacher.

After this exercise, we circled up and discussed what we observed from this experience. For many, it was a great way to think about how to explain something clearly, using metaphors and knowledge building blocks. It helped bring people into a teaching mindset.

4. Make a learner profile

Now that we’ve been thinking about teachers and learners, we made small groups and hacked together a learner’s profile.

This goal of this activity was to think about who our learners are. We used Webmaker tools to make these profiles, which was also a fun, maker-y way to be introduced to these tools. Participants were encouraged to think about real people they want to teach.

5. Hack an event invitation

After we’ve made our learner profiles, we thought about the kind of event we wanted to run. Most of the participants have already organized Webmaker events in the past, so there was already some familiarity with the format.

Nevertheless, it was helpful to hack together an event invitation. The idea was to think about your target learner and to make an invitation that would speak to them. Again, we used Webmaker tools to quickly pull these invitations together on the web.

6. Deep dive into lesson plans

With a learner profile, an event invitation and some familiarity with Webmaker tools, we then introduced the hackable kits. These are remixable lesson plans that help mentors, trainers, etc. to teach the web. The idea is that they are adaptable to different contexts and that people can share new ways of teaching in a shared format.

Participants poked around in the kits and asked questions. We also did some fun icebreakers so they could see the activities in action and get some energy going.

7. Playtest lesson plans

Now came the fun part. We had to plan for a real live event the next day. So participants got into groups of five with one group facilitator.

They had to design a four-hour agenda for local youth. Using three recommended activities from the kits, they adapted the lesson plans. Then they walked through a script for the next day, including having people role-play as learners. It was a lot of fun to see and a great way to prepare for the big day.

8. Put training to practice at a live event

So with some nervousness, we got ready for the live event. About a hundred youth were coming. We split into different rooms, each group of five trainers getting about 20 learners.

While there were the inevitable challenges (the internet is down! one kid won’t listen!), the Reps did a terrific job. They rolled with their scripts, adapting them as they saw what was working. They also taught well in smaller pairs with their learners, sometimes adding new challenges or tools to fit their needs.

It was a beautiful and fun thing to see. All the training the days before paid off: the youth had a lot of fun and so did we.

9. Reflect on event, lessons learned and where from here

We ended the event with a closing circle. We talked about what we saw that day, what worked well, what didn’t. We each shared one thing we appreciated about the experience, and what we’re excited about doing next.

With that, we headed out into the city to enjoy the day and the rest of our time together.

10. Go forth and teach!

Each participant left the Training Days with a local plan. It was a short list of possible collaborators in their hometown, a date for a small team huddle to bring those people together, and then a date for a larger Webmaker event to organize with their new collaborators.

We also started interest groups in topics like localization and offline tools. And now, a few months later, the participants from Training Days are now “Webmaker Super Mentors”, mentoring people in an online course to learn how to teach the web.

In the coming months, we hope to keep remixing and improving these agendas, as well as work with people who are interested in TTT in their own cities or communities.

Let us know if you’d like to get involved! #teachtheweb

Webmaker Mentors in 2013

An inflection point

We’re at an inflection point with learning and making. What was once simmering quietly in makerspaces and classrooms is now boiling. Makers and mentors, and all sorts of hackers and radical educators in between, are the key players.

The maker movement, iconized by MAKE: Magazine but is much deeper and broader than that, has hit mainstream. Hundreds of thousands of people show up at Maker Faires, and contributions to sites like Instructables and Youtube tutorial videos are innumerable. Toy stores sell kits, and anyone from a scout to a senior citizen can take a workshop at their skill level. Makers bootstrap, and they hack. These are people with a DIY ethic and an affinity to sharing what they made and how they made it.

There’s also another movement reaching critical mass: a learning movement. It’s teachers, educators, museum curators, after school coaches – in short, mentors who cop a DIY attitude towards learning. Similar to the maker movement, they care about tinkering and interest-driven projects. They care about making, not rote memorization or other staid pedagogies of the past. They blend online and offline experiences, they focus on peer learning, and they are challenging traditional educational institutions with new modes of assessment and accreditation.

These two groups, the makers and the mentors, are coming together. And they’re creating a smart grid for learning. If it all goes well, it will shake up education, it will shake up employment, and it will shake up the way we see and tinker with the world.

Why mentors

At Mozilla, we believe that people learn best with others and that mentoring is a powerful, distributed way to connect learners with instructors.

By social learning, we mean that learning happens effectively through social interaction among peers. It’s learning that has an impact beyond an individual and become part of the larger society or community, in response to interactions with the community.

By mentoring, we mean peer support and encouragement where someone helps another person learn or make something, and also to understand that effort in a larger context. Mentoring is social and open-ended, and it’s certainly not just a one-way transfer of knowledge. We think a focus on mentoring is important, as it provides ongoing relationships for learners and a way to foster not only “hard” web skills like learning code but also the social ones like collaboration or working in the open.

Why Mozilla

Mozilla is a community that practices learning by making. We’ve got an ethos of less yak, more hack, and of helping people hack on things they care about. We don’t believe in “one-size-fits-all” and instead encourage a playful approach to the web and the world. Peers are a critical part of the effort, and not only for Webmaker but across Mozilla in projects like Firefox and FirefoxOS. Merit and peer recognition mean more than titles.

We’re not doing this alone — it’s a huge, distributed collaboration across many organizations and individuals. A “big tent”, as we like to call it. From kitchen tables and small code clubs to edgy museums and international bodies, we see this as a group effort where many players have a role.

With experience in “big tent” models like the Hive Learning Networks (city labs where organizations cluster to share learning offerings and resources) and the Summer Code Party (a campaign to teach webmaking anywhere), we’re excited to take this ethos to the next level.

What we’re going to do

The mentoring team at Mozilla will megazord two existing teams and add some amazing new folks:

  • Hive New York: Chris Lawrence, Lainie Decoursy and Leah Gilliam
  • Curriculum Hacker: Laura Hilliger
  • Events/Mozfest: Michelle Thorne
  • Hive Toronto: Kathryn Meisner
  • Reps Liaison: Sayak Sarkar

This group will operate like a skunkworks incubator for radical ideas about learning, webmaking and mentoring.

We’ll run webmaking campaigns, train the trainer workshops, and other activities that grow the mentor community. This includes launching an international campaign rallying around the theme “Making as learning”.

We’ll bring new Hive learning networks online. The goal is to mobilize local communities and network them globally.

These efforts will be powered by platforms and social protocols for people to gather and teach skills for a digital age. We aspire to build a Github for Learning Stuff, an open repository where mentors can rip, remix and repost materials.

We’re dedicated to documentation and on-boarding new mentors, so many processes will be easily replicable, remixable and teachable. We want to celebrate the community at Mozfest and set the stage for 2014.

These milestones come from conversations with community members (thank you!), and we tried to roll that input into an action plan and share it back with you.

Roadmap in Detail

Here are our 2013 goals:

  • Grow a global community of mentors with a maker attitude
  • Offer compelling on-ramps for mentors to participate in webmaking
  • Merge Hive + Code Party to create a global mentor community w/ local roots
  • Make it easier to find local mentors, events, and learning resources online
  • Create more + better mentor resources: step by step guides for teaching that are hackable
  • Surface localization opportunities. Tools and starter content should all eventually be translatable for different communities.

What success looks like:

More detailed roadmap.

Get involved

  • Tweet #mozhelp. The fastest and easiest way to get help and connect with other mentors. Tweet an offer or a request for help. “I can teach Javascript in Athens. #mozhelp” or “I need a venue for a webmaking event in London. #mozhelp”.
  • Join the Webmaker mailing list. Connect with others mentors, ask questions, and find out what other mentors are up to. Introduce yourself.
  • Live chat. Pop into the #webmaker public chat room to say hello or ask questions.
  • Share and build with us. Contribute back your own learning resources, remixes and more.

We warmly welcome your feedback on the Webmaking mailing list or in the comments to this post.

Can’t wait to kick off this work with you!

– The Mentor Community team: Laura, Lainie, Leah, Kathryn, Michelle, Sayak, Chris

Mozfest 2012: The Aftermath Report


The Mozilla Festival (#mozfest) is an annual read/write event for anyone interested in learning about – and making – the future of the web.

It is an unique platform for bringing together key contributors to discuss, hack on and teach the open web using Mozilla tools and beyond. The goal is to celebrate the Webmaker community and jumpstart initiatives for the coming year.

The Mozilla Festival program is designed to reflect the values of Mozilla. Participants hack and learn in small, decentralized groups. Sessions focus on solving real problems and teaching applicable skills. The schedule is always evolving in response to participants’ interests. Everything is hands-on, hackable, and collaborative.

“The most inclusive, constructive geek event ever!”
Tony Parkin, former head of ICT development at the Specialist Schools & Academies Trust

Why It Matters

1. Make things with the tools Mozilla and others are creating. With 22 sessions dedicated to Mozilla tools, the Webmaker suite was introduced to and built-upon by Mozfest participants. Importantly, this year we introduced the “Webmaker Bar”, a dedicated playtesting zone for sharing our tools, inviting feedback and encouraging people to make new projects and features. Furthermore, we successfully explored how our tools can mash with others, such as the “Scratch Meets Thimble” prototype built by the MIT Media Lab.

2. Learn who is building what, how we can share and help each other. 187 facilitators shared their knowledge and toolsets in the sessions they ran. Coordination calls and a “facilitator bootcamp” before the festival improved session quality and also an understanding of what people are building and how we might work together. Also, the opening Science Fair exhibited 35 projects we curated for their notable contributions to making, freedom and the web. Promising collaborations await with organizations such as the MIT Media Lab, the National Writing Project, CERN, Internet Archive, Craftyy, GoCodery, and many more.

3. Design the things we want to build next, especially for mobile. Mozfest concluded with a demo party of over 30 prototypes hacked over the weekend. We made progress on two new verticals: mobile and games, and tested another key feature: Thimble with Javascript. For example, the games track helped the Game On Competition find local champions and jury members and produced a buzz around hackable games.

4. Fuel leaders who want to invent, teach and organize. The Hacktivate Learning track at Mozfest focused on fostering future leaders and co-designing teaching resources. Planning sessions were held with community members to design next year’s Summer Cody Party and the growth of the global Hive network.

5. Move the needle in the UK’s conversation about web literacy. Out of 295 press hits, 35 were strongly favorable articles (in comparison to 11 in 2011). 23 of the total hits were from the UK. We specifically set out to highlight our work in the UK and opportunities there, including announcing our web literacy campaign with NESTA, Nominet Trust and Telefonica. Hive London received a boost through further networking and a growing number of interested institutions, such as the Tate Collective, who also ran activities at Mozfest.

“[My professor] insisted that I attend the Mozilla Festival in London. This was probably the best advice I have ever received in my time at University & will likely impact my future greatly.”
Finlay Craig, design student from Scotland


The motto was “Making, Freedom and the Web”. We curated 9 thematic tracks over 9 floors at Ravensbourne, a wired media and design college in London.

“Building Webmaker Together” not pictured.

Floor Plan

“By the end of my first session, I was sold on MozFest’s participation approach and not nearly as nervous about my ability to contribute.”
Ryan Graff, Knight News Innovation Lab

What we made

Each theme was curated by at least one Mozilla employee (“space wrangler”) to tie organizational objectives to session outcomes. Some themes had very specific goals (i.e. user-test Webmaker tools and build new learning projects with them), while others were more exploratory (i.e. paper prototype early-stage mobile webmaking experiences). The space wranglers were very effective and key to the success of the overall event.

The best prototypes were demoed at a closing party.

Fuller documentation is available for each session, including more prototypes and code.

What we launched

The Mozilla Festival is an opportune moment to present strategic partnerships and launch milestone software. Videos.

This year we announced:

  • Popcorn Maker 1.0
  • Webmaker Badges
  • OpenNews 2013 Fellows
  • First steps in Hackable Games
  • Web literacy partnership in the UK

“Ultimately, I think [Mozfest] is about turning the people who have this year been the observers and learners into next year’s teachers and makers.”
Joe Dytrych, CodeCards inventor

Who came

Participants at the Mozilla Festival hailed from over 48 countries. 52% of the participants came from the UK. 21% of the participants were 18 and under.

They represented a range of industries: education, gaming, journalism, filmmaking, technology, design, and more.

Content partners included: Nesta, Nominet Trust, MIT Media Lab, Telefonica, Knight Foundation, Sloan Foundation, Internet Archive, US Department of Energy, The Guardian, Chicago Tribune, La Nacion, New York Times, Boston Globe, BBC, Spiegel, ZEIT Online, NPR, WNYC,, Goldsmiths University, Dundee University, Ravensbourne College, Imperial College, CDOT, Google, BlackGirlsCode, Mozilla Reps, WebFWD, Creative Commons, P2PU, Shuttleworth Foundation, CERN, National Writing Project, Hive NYC and Hive Chicago, CodeClub, GoCodery, Decoded, TinkerCAD, LA Makerspace, Open Knowledge Foundation, Craftyy, Mind Candy, Eyebeam, Tate, London Zoo, Web Foundation, Zeega.

How it worked

1. The Program

  • Science Fair: an evening opening party with drinks and demos. Participants get to know one another and play with demos of 30+ interesting projects around this year’s theme.
  • Opening Circle: the first plenary of the festival where all the participants gather for welcoming remarks and orientation about the event.
  • Sessions: participants break into 25+ concurrent sessions across the building. Sessions are based on three formats: i. Fireside Chat – a round-table conversation for 1hr; ii. Learning Lab – a skill-based workshop for 1hr; and iii. Design Challenge – a mini hackathon for 3hr.
  • Evening Keynotes: participants meet back in plenary for inspirational talks, announcements, and demos of what’s been made so far.
  • Party: a fun way to wind down and meet more people.
  • Second Opening Circle: Reconvene the next morning in plenary for a short pep talk and preview of the day.
  • Sessions: Continued program. Focus is put on shipping a demo for the evening.
  • Closing Demo Party: Returning to the Science Fair format, participants meet again for drinks and demos, this time showcasing what was made during the festival. Ends the event with acknowledgements and celebration.

2. The Facilitators

Sessions are curated through i. an open submission process and ii. strategic planning with staff and partners. This year there were 120+ submissions through the open process. Notable drivers of submissions were: the Summer Code Party, program like OpenNews, MozPubs (community meet-ups in the London office), and new themes that caught people’s interest (hackable games, mobile webmaking, coding for teens and making the web physical).

Facilitators of these sessions prepared a lot with the festival team. Over 80 individual conversations were held in preparation for Mozfest, discussing the facilitators’ goals, interests and agendas. These calls certainly led to improved readiness, higher quality sessions and better relationships to Mozilla and other facilitators.

Equally important is the half-day “facilitator “boot camp” held on-site before the festival. This year over 130 facilitators attended the boot camp – our highest number yet.

The Space Wranglers, as mentioned earlier, curated each of the festival themes. They were Mozilla staff members who could tie organizational objectives to session outcomes, and they were also instrumental in the success of individual sessions and the larger festival narrative.

3. The Team

The core team:

  • Michelle Thorne — Festival Lead
  • Allen “Gunner” Gunn — Participation Architect and MC
  • Alexandra Deschamps-Sonsino — Local Producer
  • Diana Proca — Volunteer Coordinator
  • William Duyck — Mozilla Reps Coordinator
  • John Bevan — Learning Partnership Lead
  • Tim Hwang — Keynote Curator
  • Matt Thompson — Storyteller
  • Barbara Hueppe — Press
  • Geoffrey MacDougall — Partnerships

A huge advantage to this year’s was working with a veteran team. Nearly all the core team members were involved in 2011, and learned how to work well together and how the festival ticks.

Volunteers also play a critical role on-site. We organized two volunteer briefings prior to Mozfest and recruited not only from the Mozilla community, but also local students studying event management, which worked out very well.

On-site we also benefited greatly from:

  • Info Desk Coordinator, Aspiration Tech’s Jessica Steimer
  • Registration Coordinator, Mari Moreshead
  • Stage Manager, Ben Simon (next year we should assign this role much earlier)
  • Community Storytelling team, led by Matt Thompson and Rebeccah Mullen

4. The Space

The event is hosted at Ravenbourne, a wired media and design college near the O2 in East London. Ravensbourne is a very fitting setting for Mozfest, both as an academic institution and as a collaborative space.

We partnered with the web media department to complete three levels of student projects: i. web magazine about Mozfest themes using WordPress; ii. coverage about Mozfest using web video; and iii. hackable learning games.

The space itself spans 9 floors, all laid out for real-time configuration. Almost all furniture is on wheels, so rooms are easy to adjust depending on the session and activity. There are open atria with a lot of daylight and nooks for conversations and hacking.

This year we also got clearance to allow children of any age in the building. Nevertheless, children under 15 had to be accompanied by a guardian, which limited some registrations and movement in the building. Our ”’day care services”’ were welcomed, although under utilized due to lack of advertising them.

“It was as if one of our finest school architects had thought, ‘I have a great idea for a festival venue which we could use as a school between festivals.’”
Tony Parkin, former head of ICT development at the Specialist Schools & Academies Trust

5. The Tech

The technology at Ravensbourne is state-of-the-art and the staff has been a great ally of the event.

The Mozfest website was simple but effective. The website used a customized them of WordPress, which worked well for the team to edit. However, we’ve push its features to the limit, especially regarding importing session data. Next year we should investigate whether WordPress fully meets our needs or whether we need to rethink the data import.

The schedule and documentation ran on Lanyrd. It’s the first time we’ve used it at this scale, and in general, it seems to have worked okay. Lots of assets have been added to Lanyrd pages and the microformats make for easy data clean-up.

During the festival, people seemed to navigate the Lanyrd schedule adequately, but two things to improve: i. set up an automatic refreshes of the schedule page rather than doing it manually and ii. improve the process for hacking the schedule. While several participants proposed new sessions and otherwise edited the schedule, the process for doing so was not clearly communicated nor supported fully on the scheduling site.

Next Year: Recommendations

All in all, the energy and feedback from the event indicates that it was a success. Of course there are many adjustments to make, but wrapping up our third festival, it feels like we’re hitting a stride.

It will be interesting to explore how the model evolves in the coming year. Some recommendations:

1. Release cycles. Many releases and announcements were tied to the Mozfest milestone (i.e. Popcorn Maker 1.0, Webmaker badges in Thimble, etc.). In the lead-up to Mozfest, there a lot of pressure on the staff to finish their releases. One way to mitigate the stress and fatigue would be to release further in advance of Mozfest. We should still announce major offerings at Mozfest, as it’s a great publicity platform, but the additional time buffer between release and event would allow for more testing and calmer nerves.

2. Length. It should also be discussed whether 2.5 days is the right amount of time for Mozfest. It’s worked well so far, but numerous participants said they wished they had had more time. Other agendas could be considered to lengthen the event, which might lead to closer connections among participants and more prototypes.

3. Logistics. The current festival team handled 1000 participants this year, but if our intention is to grow the size of Mozfest, we must look into new ways of running event logistics. We’ll have to beef up the festival team to manage more people and all that goes with it: venue, travel, catering, setup, AV support, and more.

4. Regional activities. As the global Webmaker community grows, it’s increasingly costly to bring all of our key contributors to one place. Also, focusing on one city means missing opportunities in others. A possible avenue to explore is to continue hosting the large Mozfest in London in 2013 but explore smaller Mini Mozfests in other regions. These would be smaller in size and budget, and if timed before Mozfest 2013, they can work as feeder events for local talent to bring to London. Particularly we can tie these into the Summer Code Party.

5. Community space wranglers. Another way to boost local talent is to scout for and foster community space wranglers. In a similar way that space wranglers at Mozfest 2012 curated tracks, we should explicitly support local leaders to not only run sessions but curate a range of activities. After a few rounds of input and local testing, these community space wranglers could bring their teams to Mozfest 2013 for an even bigger impact and a global celebration.


Webmaker Special Interest Group for Reps

I’d like to share some thoughts on a “Webmaker Special Interest Group” for the Mozilla Reps program.

This conversation owes a lot to many Reps and Webmakers so far; in particular, a huge thanks to Henrik Mitsch, William Quiviger, and Pierros Papadeas for supporting the idea and for your thoughts to propelling it forward.

What is a Special Interest Group (SIG)?

Firstly, what is this SIG jargon?

A Special Interest Group is a group within the Mozilla Reps program that has a particular interest in a specific area of the Mozilla project. These groups are created to help Reps to sharpen specific skills and work more closely with Mozilla staff responsible for those projects. SIGs are also key drives of participation and new volunteer opportunities.

Currently, Mozilla Reps has 10 SIGs. A very successful one is the Evangelism SIG, mentored by Christian Heilmann and Shezmeen Prasad. It skills up Reps as public speakers and open web evangelists. This SIG offers a number of valuable things, including in-person trainings, mentorship, toolkits, budgets, and events.

How did the Webmaker SIG conversation start?

1. Summer Code Party participation

One of the strongest indications towards a Webmaker SIG was the amazing leadership and participation by Reps during the Summer Code Party. We recently ran an event campaign, encouraging people to grab their friends and a laptop and hack together over the summer. 44 Reps organized events, and they were by far and away some of the most inspiring and impressive events around the globe. From Argentina to Switzerland, Romania, India, the Philippines, Kenya, Nigeria, and beyond, Reps led the way with some of the best documentation and turnouts at Summer Code Parties.

What’s more, they were also involved in shaping the campaign from the beginning, betatesting the event formats and even building Thimble projects (thanks, Fuzzy, for the zombies!). It was clear from #mozparty that Reps operate at a profound level of participation, knowledge and willingness to experiment.

2. Conversations with Reps

Building on the momentum from the Summer Code Party, a number of us on the Webmaker team chated with Reps about the ways to weave together the ReMo program with Webmaker projects and methods.

Some of these ideas were shared on the Webmaker and Reps-General mailing list, and other came about on community calls or quick IRC chats. The ReMoCamp2012 kindly invited me to discuss the latest Webmaker initiatives and invite Reps to get involved.

3. Mozcamp Europe session

From there, it seemed there was enough general interest from the Reps community to pursue the Webmaker SIG more fully.

We put in a proposal at Mozcamp Europe to run a session with Reps to hear about what they want out of this program and how it could take shape.

About 40 Reps joined in the conversation, with many more saying online they’d participate if they had been in Warsaw. The feedback was incredibly positive.

Most Promising Opportunities

This is a summary from our Mozcamp Europe session. You can check out the full notes on the etherpad and add to them.

1. Mentorship

  • Lead peer learning and mentoring, including teaching people how to run Webmaker events. A great example of this is Mozilla Rep Gauthamraj from Erode, India who’s teaching a young webmaker to how to hack the web and even organize her own events with friends.
  • Organize outreach and trainings, especially for local schools and instructors. Design local learning campaigns tailored to their area. We can see some great beginnings to this approach, led by Reps in Pune, India and Victoria, Canada.
  • Online support for anyone running events and using Webmaker projects.

2. Documentation

  • Write, improve and localize documentation for people learning the web. This could perhaps build upon the newly launched Web Platform Docs, adapting it to make accessible for beginners. There’s also the excellent Mozilla Developer Network (MDN) full of documentation which could be extended, simplified and otherwise customized for webmaking.
  • Spearhead the Webmaker localization process and infrastructure. At the moment, Webmaker is very weak on localization. We know this is one of the most important things to get right, and Reps could really help us learn how to set up the right processes and tools to make it sustainable and effective.
  • Craft new learning missions. These could be built on existing Mozilla tools, like Thimble and Popcorn Maker, or even around other great learning tools, like App Inventor.

3. Code

  • Push innovation on the edges. As Henrik Mitsch described it, Reps are also in a perfect position to explore “Grenzwissenschaften”, the science on the edges. As skilled web developers who think creatively and with the community in mind, Reps can lead the way with code contributions. This could be coding directly with tools like Popcorn.js, OpenNews’ Source, Thimble, etc. or shaping new things.
  • Collaborate with coder communities. Reps are often well-networked with local and global developer communities. It’s a great opportunity to hack with these broader groups and innovate together around projects that teach and push the web forward.
  • Identify and hack on much-needed features. There are loads of features we’d love to ship. Having Reps help identify, design and develop these features would be a huge win. Offline Thimble, anyone?

Open Questions

I think these three categories, mentorship, documentation and code are very useful to start thinking of how to structure a Webmaker SIG to foster contribution in these areas.

To move forward, there are still a few open questions. We should tackle them on the mailing lists and IRC.

  • Membership criteria. Do you have to be a Rep to join the Webmaker SIG? Some SIGs are open to non-Reps, which is a powerful way to recruit new people who may not have heard about the Reps program before. On the other hand, there are huge benefits to working more concertedly with Reps, since the ReMo “standard operating procedures” (SOPs) ensure a level of quality and impact. What do you think? Should members of the Webmaker SIG be Reps?

  • Target instructors. The Webmaker program is looking at three instructor types. Which ones fit as target for Reps to focus on? i) Already teaching “web making”; ii) Already teaching, maybe not web making. (eg: camp instructor); iii) Second-generation teachers: people we could teach how to teach, and then they might. (ie: the learners becoming the teachers); iv) Other?

  • Coordination. Some SIGs have staff dedicating a good amount of time developing their programs. What’s the ideal scope of a staffer’s involvement, and what sort of time commitment would it require? This is an important resourcing question for the Mozilla Foundation, and by knowing how much time is needed and by whom, it could help push the SIG forward, quickly and effectively. What have you learned about the staff’s role in the other SIGs and how would you see a staffer/staffers contributing to the Webmaker SIG?

What Next?

I hope this has been a useful summary.

It’s a mad time at the moment because of Mozfest, but here’s a proposal for next steps. It’s all hackable, so please chime in.

  • Share proposal on Tuesday, October 23 on the Webmaker community call. Cross-post to the Reps-general list for discussion.
  • Start fortnightly IRC meetings with anyone interested in developing the proposal. These can kick off on October 30, one week after the community call.
  • Fine-tune the SIG in-person at Mozfest and Mozcamp Asia.

Keen to hear your thoughts! ^_^

Mozilla Festival 2012: Making, Freedom and the Web

Thrilled to again lead the Mozilla Festival, and a yearly celebration of learning and innovation for and with the web. The event will take place in London, November 9 -11.

We want everyone to tap the full creative power of the web. The Mozilla Festival is a magnet for people interested in learning about — and playing with — the web’s future.” –Mark Surman, Executive Director, Mozilla

Coders, designers, journalists and educators will join with filmmakers, gamers, makers and youth from more than 40 different countries. Together they’ll participate in a series of design challenges, learning labs and fireside chats spread across four floors of the Ravensbourne design and media campus in East London.

Unlike traditional conferences, the Mozilla Festival is on hands-on making and collaboration. It’s “more hack, less yack.” You won’t see slides or sages on the stage. Instead, it’s a big, bustling tent for everyone who shares Mozilla’s vision for a more open, web literate world.

Technology is at the point where learners don’t just use the tools, but make the tools. This happens at places like the Mozilla Festival, where geeks and practitioners get together.” Joi Ito, Mozilla Foundation Board Member, Director of MIT Media Lab

This year’s key themes:

Get involved

Re-posting an article by Matt Thompson.