Results from the 2016 Round 1 Pilot Period

Jenn Beard

The 16 weeks between May 16 and September 4 were very busy for the nine Mozilla Gigabit Community Fund grantees. During that period, gigabit-related applications were developed to advance the internet and to help educators and students realize the potential power of gigabit internet connectivity. Applications were created with impacts ranging from increasing reading comprehension to understanding the environmental impacts of wastewater in architecture to creating virtual reality worlds to engage learners immersively. Some of the most significant outcomes can be found on the infographic below.


The most encouraging result of these projects was the fact that they all plan to continue to the next phase of development, scale and expansion to new communities, both within our Gigabit city network and beyond. You can read more about each of the grantees and learn how to get involved on our new website. While the second round of Mozilla Gigabit funding has officially closed, stay tuned for our next announcement of new grantees coming in early January 2017.

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Help Us Teach the Web in Your Language

Gideon Thomas

This November we are kickstarting a campaign to localize the Offline Icebreakers teaching kit and we need your help! Head over to this website to get started.


Following the success of the campaign to localize the Web Literacy Basics I teaching kit last year, we are excited to continue this effort in our November campaign. This time, however, we are trying something new.

The Offline Icebreakers module has six different activities that help students learn about the web in an interactive way without requiring an internet connection. We hope to have this module localized in 12 languages (and we welcome other languages as well), namely Bengali (বাংলা), Dutch (Nederlands), Filipino (Pilipino), German (Deutsch), Gujarati (ગુજરાતી), Hindi (हिन्दी), Indonesian (Bahasa Indonesia), Portuguese (Português), Spanish (Español), French (Français), Swahili (Kiswahili) and Swedish (Svenska), by the end of November.


In this campaign, we want our local Mozillian communities to take charge. You get to choose how you want to localize the activity – as a Github page, a Thimble project or a Google Document. You can choose whatever tool you are comfortable with and work with it to create a localized activity in a format that you think would appeal to your community. You can choose to collaborate with others in your community and engage them in this effort as well.

If you love to teach our curriculum in your community, or are experienced at translating content, or just want to help spread our curriculum, we can use your help. You can find out more information about this campaign and how you can contribute by checking out our website. We value your contribution and enthusiasm, and to show our gratitude we are offering a special reward to the first 20 participants to submit at least three or more fully localized activities.

Thanks in advance for helping us bring important web literacy skills to more communities in more countries around the world. We are incredibly appreciative of your contributions!

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Supporting Youth Leadership with Digital Skills

Kristina Gorr

As Mozilla strives for a healthy Internet that is inclusive and equitable for all, we’re fueling new approaches to learning through Mozilla Hives, Clubs and our Gigabit cities. Through these efforts and along with our network members, we’re supporting youth empowerment and youth voice, and as a results we’ve seen dozens of amazing stories, projects and experiences that inspire us to keep moving forward.

This month, we continue to rally youth to get involved in important local, national and global issues while building web literacy and 21st century skills.

Letters to the Next President Remix in Thimble

Letters to the Next President 2.0: We’ve partnered with the National Writing Project (NWP_ and KQED to support youth voice in advance of the next United State Presidential Election on November 8th. Through the Letters to the Next President 2.0 campaign, we’re encouraging young people, aged 13–18, to research, write, and make media to voice their opinions on issues that matter most to them. Mozilla created a few remixable activities that connect youth voice, civic engagement and web literacy skills, such as this Thimble letter template and this candidate quote project. For those outside of the U.S., learners can remix the projects for any local, regional, or national cause.

Mozilla Learning Community Call with Mozilla Science Lab

Mozilla Learning Community Call: Wednesday, November 16 2:30pm PST/ 5:30pm EST/ 9:30pm UTC

Join Mozilla Hive Chicago, Educator’s Camp, and other special guests to discuss youth leadership and empowering young people to get involved in local, national and global community issues that matter to them.

Guests include:

  • Andrea Hart –City Bureau– Chicago IL
  • Jackie Moore – Level UP IRL – Chicago IL
  • Vanessa Sanchez – Yolocali/Pop Up Youth Radio – Chicago IL
  • Eva L.- Youth Silent Protest Organizer, Chicago IL
  • Rita Geladze – Educators Camp, Hive NYC

Mozilla Curriculum Workshop: Thursday, November 17 7am PST/ 10am EST/ 2pm UTC Join us for a conversation and workshop about exemplary digital youth leadership practices, projects, and programming. Along with special guests, co-hosts Amira Dhalla and Chad Sansing will examine what makes successful programs work, and will prototype teaching and learning materials that encourage their development.

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Piloting 21C Skills and other Badges

An-Me Chung


Making All Learning Count: Competency-based Education

In the 21st century (21C), learning can take place anytime, anywhere, at any pace, and with the learner at the center. This is something we at Mozilla know well. One of our goals is to provide people with open access to skills, tools, and resources needed to use the web to improve their lives, careers, and organizations.

Competency-based learning has emerged as one way to make anytime anywhere learning “count.” While learners’ traditional progression towards mastery has been measured by credit hours or “seat-time” in traditional educational settings, competency-based learning empowers learners to demonstrate mastery regardless of how and when the learning occurs. It also identifies learning targets at a more granular level than the course-level grading system. This enables afterschool providers and other community partners who already provide valuable learning experiences to both continue their work and recognize learning so that it counts toward learning pathways.

In collaboration with the Afterschool Alliance, Mozilla Foundation has worked with three statewide afterschool networks in Maryland, Oregon, and Michigan in a project funded by the C.S. Mott Foundation. These three networks are piloting 21C skills and other badges in afterschool programs to gain a deeper understanding of what is needed to help informal learning become formally recognized for college and career-readiness. The lessons learned from this pilot will be shared and taken to scale with other statewide afterschool networks and afterschool initiatives.

This blog post provides a spotlight on pilot progress in Maryland, Michigan, and Oregon, all of whom participated along with other state networks at the Competency-Based Education & Digital Credential Design Meeting.

Michigan After School Partnership (MASP)


One of 30+ states to legislate policies in support of competency-based learning pathways, Michigan has eliminated seat-time requirements to move away from traditional transcript models of education. Instead, Michigan has built out a statewide badging program that draws on both in-school and out-of-school providers for rigorous and relevant content. Badges, aligned with high quality after school enrichment opportunities, are helping high school students demonstrate proficiency in Michigan’s college and career readiness standards.

Michigan After School Partnership (MASP), in partnership with the Michigan Department of Education, Office of Education Innovation & Improvement and Career and College Ready initiatives, has focused on piloting STEM competencies for high students in a Renewable Energy Summer Camp and in the Eastern Michigan University’s 21st Century Community Learning Center’s Bright Futures middle school program. They also used badges as a STEM endorsement of the Michigan School Age Youth Development Credential for professional development credentialing for youth development workers. Michigan is now working to collect more data to inform badging policies and to refine the state’s badge system rating rubric as a way to ensure quality assessment.

According to Mary Sutton, executive director of MASP, statewide success in Michigan depended on cultivating strong relationships with several key offices within the Michigan Department of Education. Partnerships with the office of improvement and innovation and the education technology/data coordination and curriculum /instruction units were crucial to making things happen and opening additional doors for including afterschool as a valid component in competency-based learning conversations.

Maryland Out of School Time Network (MOST)


Maryland Out of School Time Network (MOST) worked first with Wide Angle Youth Media (WAYM) and then with Digital Harbor Foundation (DHF) to develop digital badges that recognize both technical and workforce skills in Baltimore. MOST convened an advisory committee which included key stakeholders from the Baltimore City Public Schools, the University of Baltimore, and the Maryland State Department of Education, as well as representatives from ed tech companies familiar with badging and student information systems.

“We know may young people are acquiring both technical and 21st Century skills in their classrooms and from informal learning experiences,” says Ellie Mitchell, Director of the Maryland Out of School Time (MOST) Network, “however, employers who provide internships and summer employment programs often are unaware that students have these skills. Digital badges help translate the potential of students to future employers and raise the bar on the kinds of experiences that are offered.”

Working with Baltimore City Public Schools, WAYM identified three skills badges that reflected workforce-oriented and technical skills that were already being measured through a proven and tested rubric that the organization had previously used. Together, both organizations aligned criteria and evidence in the badges with National Media Arts Standards and Common Core State Standards.

In addition, Digital Harbor Foundation developed an additional four STEM-focused technical skill badges. Together with DHF, MOST has launched its 21C skill badges and have offered them to anyone in Maryland who wants to try to earn them. They are also working with Digital Harbor Foundation on badges that will lead to college credit with colleges in Baltimore County.



OregonASK partnered with the Technology Association of Oregon Foundation, Concentric Sky (a tech start-up based in Eugene OR), Business Education Compact, Umatilla School District, Equal Access to Education, and the Northwest Council for Computer Education to build a badge system to identify pipeline for STEM workforce in Oregon. OregonASK works with hundreds of programs throughout the state, and Mozilla Clubs are an opportunity to engage youth with critical content and create meaningful ways of building program efficacy and student engagement.

In the Umatilla School District, OregonASK helped to develop middle school web clubs to prepare students to participate in a tech-based innovation economy and while earning badges for skills learned. OregonASK has worked to create digital literacy pathways that connect afterschool and traditional school opportunities, particularly those that address learning in informal science programs.

In all three of these pilots, it’s clear that partnerships and persistence are critical in making afterschool count towards competency-based education. The use of micro-credentials to measure afterschool learning are part of growing number of badging efforts across the country. Look for a compendium of these promising practices to be released shortly.

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Curriculum Workshop: Ada Lovelace Day

Chad Sansing

On our Ada Lovelace Day episode of the Mozilla Curriculum Workshop, guests Liza D. Platae, Danielle Robinson, Zannah Marsh, and June Ahn joined us to discuss the accomplishments, innovations, and challenges faced by women leaders (past and present) in STEM-related fields.

  • Liza D. Platae is a Mozilla Club Captain in Mexico who works to create technology education pathways for women in corporations and non-government organizations (NGOs).
  • Danielle Robinson is a cell biologist and Neuroscience PhD candidate at Oregon Health and Science University, and a community organizer.
  • Zannah Marsh is a Learning Strategist for Mozilla, working with the Science Lab program, who designs and develops instructional materials and experiences.
  • June Ahn is an Associate Professor of Learning Sciences/Educational Technology at New York University, Steinhardt School of Culture, Education, and Human Development, who researches how technology and information can enhance the way we learn.

You can watch the entire episode here:

After naming our women role-models in STEM (including Ada Lovelace, Grace Hopper, and Carol Shaw, et al.) and talking about entry points and pathways for women and girls in science and leadership, we prototyped two different activities for connecting science with everyday life.

We brainstormed ideas for a collecting and sorting project using kids’ own collections as data sets. We also thought of conversational prompts for parents and children to use during family activities (like a trip to the zoo or game night) that encouraged them to make observations and predictions and to draw conclusions about the world around them.

We also talked about iterating on maker events to make STEM learning opportunities tangible and visible to girls interested in the field.

You can revisit our notes here:

Who are your favorite women leaders in STEM-related fields? How would you improve our prototypes and develop them further?

Unable to tune in at our normal broadcast time? Is audio better for you than video? Then listen to our March, April, May, June, July, September, and October episodes as podcasts! Follow the links for .mp3 versions of each Mozilla Curriculum Workshop.

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Connecting Inspirational Leaders for Ada Lovelace Day

Kristina Gorr

This month, Mozilla Learning and the Mozilla Science Lab joined community calls to explore current opportunities and supports for women in STEM (Science, Technology, Engineering, Mathematics) around the world in celebration of Ada Lovelace Day. Lovelace lived in the mid-1800’s and was an English mathematician and writer, considered today to be the first computer programmer. A lot has changed since Ada’s time, but we continue her legacy as we rally and connect leaders who want to advance the promise of the Internet for learning in a networked world. Here is a snapshot of the leaders that we brought together to share their inspiring work:

  • Kirstie Whitaker, Mozilla Science Lab 2016 Fellow, is the lead on the STEMM Role Models project. Currently, women and other underrepresented groups are less likely to be invited to speak at conferences. The goal of this project is to ensure that conference organisers are able to access a diverse and representative group of the most exciting researchers in their field from around the world.
  • Zannah Marsh, Curriculum Strategist with the Mozilla Science Lab, hosted an Ada Lovelace Day curriculum design workshop with Libre Learn Lab. The goal of the workshop was to work collaboratively to quickly conceptualize and design engaging, varied, user-centered learning experiences for an inclusive audience of learners.
  • Srushtika Neelakantam, Mozilla Club Captain in Bangalore, India, teaches the web to her community in Bangalore, India by focusing on web literacy, an open web, and digital equity to make the web a better place for all, but especially for women.
  • Meghan Murphy, American Association for the Advanced of Science (AAAS) Science & Technology Policy Fellow at National Science Foundation, works to support national initiatives such as:
    • CSforAll, a collaborative project to ensure Computer Science education is available to all students across the U.S.
    • Smart Cities, an effort to improve U.S. city and community functioning and quality of life within through innovations in computing, engineering, information and physical sciences, social and learning sciences.
    • Cristol Kapp, School Librarian, provides students with access to resources for making, tinkering and experimenting while giving them the freedom to choose what they wish to explore. Specifically, she has founded I/O, a program to provide multi-handicap classes with access to these makerspace tools and resources.

Watch the recording of the call below to dive in deeper. What resources, inspiring leaders and inspiration would you add to the discussion? Do so on the call’s etherpad.

Continuing the conversation, the Mozilla Science Lab is kicking off the first session of its new book club! To kick off the open discussion, co-hosts @MozLearn and @MozillaScience will be using the book Women in Science: 50 Fearless Pioneers Who Changed the World as a jumping off point to encourage, motivate and discuss women in science and technology to make an impact on the digital world. Join the hour-long conversation by following #TTWchat on October 19 at 9am PT/12pm ET/4pm UTC.

Women in Science by Rachel Ignotofsky

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Grantee Glimpse: Art 120, Raspberry Python

Jenn Beard

This post was written by Kate Warren, Executive Director, Art 120 in Chattanooga, TN

Stop me if you heard this before…

Have you heard the one about a dancer that walks into a makerspace? I never thought I would
either until I met retired software CEO, Dan Mailman at TXRX Labs during a spring trip to
Houston, Texas. I dropped by TXRX Labs to take a tour of their amazing 30,000 square foot hacker habitat which houses a series of labs from rapid fabrication to electronics, wood, art, and computers. Basically everything you might need to build an electric guitar or a legion of robots. As Dan showed me around, I tried very hard not to get too excited at all the amazing equipment and opportunities TXRX provided. After sharing our experiences in maker education, it became very clear that we both are both passionate about education and the future of our technological workforce. Specifically, that creative, hands-on learning opportunities for youth are critical to our economic future yet very few students have access to an education that can transform them from consumers to innovators.

Dan leading a Python class

Dan leading a Python class

That’s when Dan told me about Alisa Mittin, a choreographer, conceptual artist, and dance
teacher who walked into TXRX Labs and mentioned that she would love to actually create
music using her movements on stage. Our discussion went from “can it be done?” to “can we
teach kids to create this?”. Within that five minute conversation, the Raspberry Python project
was born.

Now if articles about teaching snakes to eat raspberries is your kind of jam, you could be in for a disappointment. At first glance, a Raspberry Pi, looks like an old video card from the nineties but it is actually the entire computer complete with processor, video output, and USB. Python is the coding language Dan developed our curriculum around. The project is teaching students to create a network of computers and program them to track an object in a 3D environment and provide a musical response depending on where that object is in the space.

As a Maker Ed host site, Art 120, had the space and the students. The only thing lacking was
funds to get a pilot class off the ground. As soon as I returned to Chattanooga, I began looking
for opportunities and came across the Mozilla Gigabit Community Fund. As a project to develop and execute curriculum between a software CEO from Houston and a youth makerspace in Chattanooga, the Mozilla grant seemed like a perfect opportunity. In April, we received the announcement that we were recipients and by the morning of June 6th our first students walked through the door.

Students working with Dan

Students working with Dan

Our students varied in age, ability, and background. One on end of the spectrum, one student
had exhausted every possible programming class she could take at her high school and was
simply bored, while another came from an artistic background and never worked with a
computer beyond Microsoft Word. With Dan’s dynamic teaching skills, students began to tackle
each step, separately at first, and then later as a team. By the middle of the course, each
student had a fully functioning computer and were beginning to create their own virtual musical instruments. Before long, you could hear a cacophony of sounds erupt from the computer lab coupled with laughter.

As the students grew in their knowledge, a new opportunity sprang into action. AIGA, Cogent
Studios, and River City Company created, Passageways, a call for proposals to animate four
alleyways in downtown Chattanooga. We jumped on the chance to get our students’ work out in the public eye and submitted a proposal to soundscape one of the Passageways. Once we
were selected, we had only six weeks to get our curriculum out of the classroom and into the
streets. As the students focused on code, we began coordinating between a team of artists from New York creating a visual installation called Stargaze and the Chattanooga Ballet Company to showcase the musically responsive alleyway.

It was amazing how many more learning opportunities quickly fell into place. Unfortunately most of that occurred once our students had to go back to school, so students worked on waterproof assemblies for the computers, installing hardware, creating back up systems, and learning the term, “bash to fit”. The biggest asset we really needed more of was time. On top of this, Art 120’s board chair and our install guru, Mike Harrison, had a heart attack. Losing his skills put us in a dire situation. Fortunately, our partners at TXRX Labs saved the day by sending us Diesel. We are not talking about fuel but rather an extremely talented maker and innovator in his own right. Diesel dedicated his time and talent to not only making sure the show went on, but that our students would have a year-round opportunity to use the soundscape as a hands-on lab.

A member of the Chattanooga Ballet dances in the Passageways alley

A member of the Chattanooga Ballet dances in the Passageways alley

Showtime came upon us quickly. The Passageway sprang to life, illuminated by the light
installation from the Stargaze team which hung above, the ethereal reverberations of the
soundscape, but most of all, the performance from the Chattanooga Ballet stole the show. Were there complications? No more than the usual when developing a curriculum, a new art form, and a new venue. Was it worth it? ABSOLUTELY! Thanks to TXRX Labs, Jason Helton, Diesel, Dan Mailman, Art 120, and most of all, Mozilla, for making our students shine brighter than the stars.

To follow Art 120’s work, follow them on Twitter @Art120org.

Have an idea of your own? The deadline to apply for the Mozilla Gigabit Community Fund is October 18, 2016.

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Mozilla Curriculum Workshop: Copyright for Youth Creators

Chad Sansing

Did you know that geoblocking due to copyright restrictions limits video streaming in many countries? Did you know in some parts of the EU, teachers aren’t legally allowed to screen films or share teaching materials in the classroom? In our September episode of the Mozilla Curriculum Workshop, we learned from guest speakers and participants from around the world about how copyright issues are at play in education and how they connect to – or might impact – your local community. Watch the full episode below:

Special guests included:

  • Christie Bahlai, an insect ecologist who works on combining big data with open science to build sustainable agriculture systems at the University of Michigan in East Lansing, Michigan, US
  • Mark Shilltoe, Director of Digital Learning & Media at Gems World Academy in Switzerland
  • Philip Harney, Technical & Educational Content Lead at Coder Dojo in Ireland

After discussing copyright laws, issues, and challenges in various countries as it pertains to education, participants and guest speakers landed on an idea for a useful, working prototype and the framework for a guide was born: “Setting up sharable, remixable projects that abide by copyright law”  (a.k.a. ”Hey! Do you want to share this?”). Guests and audience members posed ideas like:

  • How to begin with openness and ownership in mind.
  • Important questions to ask before starting a project.
  • Incorporating social media into your work (and sharing it).
  • Steps to follow for successfully sharing work online.
  • Open publishing best practices.
  • Available resources for more assistance.

Mark Shillitoe grounded the group’s conversation in students’ rights of ownership over the work they create. As Philip Harney said, “Just because you love it doesn’t mean you own it.” That’s not always clear to people creating content on the web. Caring educators have an important role to play in helping youth understand and navigate copyright and licensing so they can keep ownership of the content they’re proud to create and respect others’ rights to help ensure their own.

Indeed as Christie Bahlai noted, “Teaching copyright is a way to understand your place in the community.” By becoming more conversant with the copyright rules where they live, educators can help themselves and their students understand their places as creators and consumers locally, globally, and around the web.

We’d love your help to build out the guide and make it a resource to share with others. Add your ideas and feedback here and email Mozilla curriculum designer Chad Sansing if you’d like to contribute outside the etherpad. You can also learn more about Mozilla’s work to reform copyright and how you can get involved, here.

If you’d like to learn more about Maker Party and the copyright issues at play in the EU, check out our events page and these resources you can adapt to teach about copyright wherever you’re local in the world.

Unable to tune in at our normal broadcast time? Is audio better for you than video? Then listen to our March, April, May, June, July and September episodes as podcasts! Follow the links for .mp3 versions of each Mozilla Curriculum Workshop.


Community Spotlight: Danielle Robinson

Kristina Gorr

Many women become empowered in STEM thanks to dedicated people who teach, support and encourage digital inclusion, web literacy and digital equity around the world. As we celebrate Ada Lovelace Day this month, we want to raise up more influential women in STEM across the globe who are passionate about what they do.

Danielle Robinson inspires us to work hard, work open, and teach the web and we’re thrilled to feature her as our community spotlight this month! Danielle is a 2016 Mozilla Fellows for Science, a cell biologist and Neuroscience PhD candidate at Oregon Health and Science University passionate about improving reproducibility and digital literacy in the sciences. She also co-organizes Science Hack Day Portland, and  Open Insight PDX.

Danielle Robinson

Here’s what she had to share:

How did you become involved in science? 

I came to science in a roundabout way. I didn’t consider myself “good” at science as a young person, so I studied painting and spent my early 20s doing all kinds of jobs (mural artist, woodshop teacher, personal assistant, fancy coffee barista, baker’s assistant). Then I had a mid-twenties crisis about my career and went back to school at community college but I couldn’t get into the nutrition class I wanted, so I took Human Anatomy and Physiology instead. It was the hardest class I’ve ever taken and totally changed the direction of my life. I became fascinated with neuroscience and cell biology and thus began my journey. I then went on to work as a research technician at the University of Vermont, and again at Weil Cornell Medical College. I eventually decided to pursue my PhD training in Neuroscience in 2011 at Oregon Health and Science University.

We’re celebrating Ada Lovelace Day this month.  What advice would you share with young girls interested in pursuing scientific fields?

Being a scientist can be the most amazing job in the world – it’s an incredible mix of creativity, problem solving, reading, and communication. My advice is this: Learn to advocate for yourself. Form a network of support outside your lab, because you will need the perspective of others. Develop good mentors when you find them, even/especially mentors in other scientific fields. You can’t usually get all the the professional mentorship you need from one person. So, when you meet someone that you connect with, don’t be shy about asking them to have a coffee and talk about their career. Most people love to talk about themselves, and you might find an additional mentor. Start or join a supportive interest group at your institution or online (@STEMWomen, @BLACKandSTEM, @DiversifyEEB). Stay focused on your scientific and professional goals. Allow those goals to evolve. Take care of yourself through hobbies, relationships, exercise, and mental health care.

Is there a particular inspirational female scientist role-model you look up to?

When I was a technician, I worked for two years in a lab where the PI’s motto was “Let’s get a lot done and have a lot of fun” (said in a southern accent, because even after 30 years in NYC she never lost her Tennessee roots). She was a successful scientist and she knew how to run a lab. She knew how to motivate different types of people, how to encourage group cohesion, and how to deal with conflict. She had run her lab for 30 years and had great stories of how she dealt with the blatant sexism of early days. Usually these stories involved people asking her to do extra work for other people, and her hanging up the phone on them or just saying “I don’t have time for that” and walking away. I will always be inspired by her curiosity, and admire her management skills and ruthless practicality. Cultural norms still need to be changed to make science more inclusive, and it’s the job of our generation of researchers to do it.

What’s your most noteworthy accomplishment related to science and the web? 

In the last year, I have worked hard to bring basic coding literacy to basic science “small data” researchers. I partnered with librarians and other students to develop a series of workshops called Open Insight. So, this is less of a thing that lives on the web, and more of a series designed to help early career researchers manage their data and develop the confidence make a web app. In the next year I’d like to build on this series and work on developing aspects of it that can be disseminated online.

How do you work “open” and what challenges has that presented, if any?

In my field, this is difficult right now. Most working in the cell biology end of neuroscience do not share data until it’s published. Incentives are structured so that scientists don’t want to work openly and share data because of the perception that it will impact their job security. I don’t agree, but I try to be sensitive to this perspective and focus on discussing data management, skill building using open tools, and other neutral entry points with senior researchers. Junior people are generally more receptive to the idea of working open, however our apprenticeship-style training model tends to indoctrinate trainees with their mentor’s views and doesn’t prioritize the adoption of new tools. I try to design educational programs that will reach out to students/post-docs with skill-building opportunities and concrete examples of how working openly can help them succeed scientifically and build transferable skills. I think it’s important that the open community remain connected to our colleagues who aren’t on board, even as we are enticing their students to come talk about the future of publishing with free food.

I do share my general-audience talks, code, and educational projects on GitHub, – but I like my boss and I respect his perspective – so I can’t share our research data or unpublished results.

Tell us more about the Science Hack Day you co-organize. How do you incorporate web literacy and hands-on making?

My goal at Science Hack Day PDX is to get scientists working in interdisciplinary teams and expose them to open source community and resources for sharing information. Scientists have a lot to learn form the open source movement, both philosophically and practically.  Some teams will make something. Everyone will be encouraged to share their project openly.

How can others get involved or connected with your work?

I’d love to connect with other cell biologists and “small data” scientists to talk about what works for them (or doesn’t) to get their research online, share their data, submit to preprint servers, or anything else! Check out Science Hack Day PDX, Open Insight, and follow me on twitter @wispdx and @daniellecrobins

Inspired by this community spotlight? Read about other inspiring stories here.