Envisioning Digital Citizenship (9-9-15, Part 2)

This is Part 2 of the report of the meeting held on September 9, 2015. (You can read Part 1, reports on the Hackathon and HB213 implementation here.)

 

9-9-15 meeting agenda

 

After the excellent updates from Shannon and Paula (see Part 1), the group engaged in the working portion of the meeting, focused on Envisioning Digital Citizenship. This meeting comes at a good time, because EPIK founder, Jan Garbett, will be attending a Digital Citizenship summit in Connecticut in a few weeks, and we are anxious to have as much input as possible about Envisioning Digital Citizenship so that she can take Utah’s best ideas to the summit. We are excited about what came out of the meeting on the 9th and would welcome any input from other community members who are reading these reports and/or who weren’t able to attend.

The bulk of the work in the meeting ended up being a great discussion about digital citizenship. We started first by talking about how good digital citizenship can mirror good citizenship. Just as good citizenship isn’t just about avoiding bad behavior or staying safe from harm, good digital citizenship can and should involve more than just protecting children from harm (like harmful content or people) or helping them avoid harmful behavior (like cyberbullying or sexting). However, as has been validated through curating over 200 resources for the DigCitUtah site (see the Part 1 report), much (if not most) of the traditional digital citizenship curriculum and education tends to focus heavily on prevention and protection. The media also often highlight the negatives without helping us tap into and consider all the potential good of technology.

So how can we bring more positive energy and ideas to the conversation and collaboration?

Following are the flipcharts from the discussion, with some highlights and commentary. This is just the beginning of a discussion, so we welcome comments, insights, and ideas. We hope this can be a continual community conversation, for we will never arrive at having set solutions. Technology means that our world is constantly changing and we need to work together to be adaptive and responsive and connective in our responses.

  • Good citizenship (and good digital citizenship) should be principle-based, not program-based.
  • Kids can be taught that anonymity can hinder good online behavior. De-individuation leaves kids and youth separating who they really are with how they behave online. Integrity and being real about who you are online can be a key element of good digital citizenship.
  • Adults can help mentor youth by helping them consider what they want tech to do for them. When technology is used deliberately and with specific goals in mind, it can be less of a passive tool where harmful or time-wasting behavior can happen.

 

A simple insight for us all to realize is that whether we realize it or not, if we use technology in any way, we are digital citizens! When we use technology for any purpose, we leave a footprint and data is gathered. Those of us before the Millenial Generation experienced a different internet. It was mostly used for research, for information gathering, for consumption. But “that internet is different from this internet.” (This can sometimes be frightening, but that fear is often what can get in the way of us being positive mentors for the youth in our lives. When we approach the internet with fear, we magnify the potential for problems, and risk driving wedges between the generations.) When we are informed digital users, we can be more deliberate digital users (and mentors). So often, though, stories we get through the media and elsewhere focus so much

One of the insights that the group kept coming back to is that technology magnifies both the good and the bad. Where there is bad for kids to find or engage in (pornography, bullying, unhealthy sexual behavior) technology can magnify and intensify the potential for harm. (Anonymity also increases that impact and decreases accountability.) On the flip side, the good that can be done in families, communities, and the world can often be magnified through technology. (Countless examples exist, but we also believe that the potential for good is still largely untapped — and this is a key purpose of what the EPIK collaborative effort is about.)

An example we like to share is this trailer from a documentary called Cyber Seniors. Teens use their knowledge of technology to help seniors learn how to connect with family on social media, learn skills like online banking, or even just listen to the Hallelujah Chorus on YouTube! Another simple example was given by Shannon Babb. In areas where snowfall is heavy, technology is allowing the community to coordinate efforts to help clear fire hydrants in their areas through an Adopt-a-Hydrant app. We also like to share the example (a story that went nationwide!) of a student who used Instagram to spotlight other students in positive ways.

(As an important side note, we believe that the best ideas of ways children and youth can use technology for good will need to be created with the children and youth — not about them without them! In fact, kids can probably do a lot to help us understand more about prevention and protection as well. One of the things that was mentioned by Shannon Babb (a tech expert) is that children as young as kindergarten can break through a firewall in minutes. It reinforces how limited the power of filters and firewalls really are. When kids want to break through them, they can and will.)

Another simple, tangible insight that people resonated with was the Boy Scout concept of leaving things better than you found them. What a great way to think about digital citizenship!

 

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The last few minutes of our meeting included a brainstorming activity, just scratching the surface of thoughts and ideas, both specific and general, about how more positive energy and approaches regarding kids and digital citizenship can be leveraged. It was amazing, though, how many ideas flowed in such a short period of time.

The ideal would have been to have time for the group to assimilate and cluster their thoughts, but for now, here is a running list of things that were shared. What ideas come to your mind as you read this list?

  • Article about nature and STEM (Celina Milner mentioned there is some focus assimilating STEM education and nature)
  • Renaissance of principle-based teaching/learning
  • Politicians can be responsive to constituents and even engage in discussion (using tools like asychronous video?)
  • Anti-bullying online initiatives
  • Do for someone who can’t
  • What do you use tech for? (research, tool, entertain, distraction, creation?)
  • Create an app (like a science project)
  • Digital integrity; own who you are
  • Like the analogy of a good citizen
    • Not locked behind doors
    • Beautifies his/her space
    • Fixes problems
    • Serves
  • Tech as a way to see their creations (e.g., Deviant Art and Etsy)
  • Tech as a means to assist those with special needs
  • Example of a 3rd grader taught to do PowerPoint presentation so she could share with another classroom
  • Environment where student and teacher can provide feedback online
  • Teens teaching youth cyber skills
  • Teach teachers how to hack firewalls so they know when to be worried [as mentioned above, very young children can hack!]
  • Bring adults (teachers/parents) up to speed or they can’t lead [emphasis in original!]
  • Bring parents and kids into the same room
    • Parents share concerns (what they think is going on)
    • Students share fears/frustrations (what they are dealing with, what is really going on)
    • Students share solutions/ideas
    • Parents use students’ info to create an ongoing plan with students that includes regular communication
  • Tech Patriot Awards — honor, integrity, service, courage, being a citizen
  • Tech science fair
  • Learning how to earn and spend your social capital
  • Bring example of digital bread crumbs to the class in an understandable way
  • Listen. What is the need?
  • Paying students to present on topics (this is something already happening in library tech club)
  • Pay it Forward (the book)
  • Active participation; Authentic participation
  • Technology as a path out of poverty
  • Global tech (good citizens)
  • Encourage kids to make memes — small digital projects [and someone mentioned competitions around simple skills like this]
  • Apps, sites to organize and mobilize youth
  • Tech a way to connect with youth in other countries
  • Provide ways for kids and industry to interact
  • [Creating] something that creates a smile
  • Make your digital avatar your best self
  • Adopt-a-hydrant [mentioned above]
  • Need to teach citizenship before digital citizenship
  • Dual immersion changed to tech immersion in schools; Foreign Language [including] coding, html, Java, etc.
  • School culture = life culture
  • Does this problem go away when “digital natives” raise kids? Is it only a transitional problem? (No.)
  • Audience [for addressing the problem] — parents and youth — everybody
  • Train the trainer — the problem is too large to solve on our own
  • Partnerships
    • STEM
    • Education Policy
    • Entire tech industry and web consortiums
    • Faiths
    • (Everybody)
  • Help students understand the benefit of “productive” internet use / costs of “unproductive” use (NetSmartz / Cyber Civics)
  • Website to help youth set, track, share, and celebrate accomplishment of goals
  • Filters decreasing as child ages [progressive increase in responsibility and internal management rather than external control by adults]
  • Tech as a key way to find scholarships and money for college
  • Digital Shark Tank
  • App for scholarships and grants
  • Create safe digital playgrounds for both parents and children to play together
  • Public-private partnerships (schools can’t do it all)

IMG_0177

Short-term Wins Report (9-9-15, Part 1)

We are excited to give you a report of our recent EPIK Alliance meeting, which was held on September 9, 2015 at the West Jordan Library. Many thanks to Carrie Rogers-Whitehead for hosting.

 

This update will come in two parts, via two separate posts. In this post, we will share highlights from the reports that were given on the short-term projects we have been working on (see this post or our most recent newsletter for background). The second post, Envisioning Digital Citizenship, captures the working part of the meeting. We welcome anyone who is interested you join that conversation. Our intent with this visioning process is to invite people to think beyond just preventative/protective concerns when it comes to kids and tech to consider proactive, positive ways that adults can encourage and engage youth in using tech for good. (To get your creative brain juices going, we invite you to watch this short documentary trailer, which captures an example of how youth can use their tech skills in positive ways.)
As an important note, EPIK founder, Jan Garbett, will be attending a Digital Citizenship summit in Connecticut in a few weeks, and we would love to have as much input as possible about Envisioning Digital Citizenship so that she can take Utah’s best ideas to the summit.

 

9-9-15 meeting agenda

 

Our meeting began with reports from Shannon Babb, Utah County 4H STEM Coordinator, and Paula Plant, Utah School Land Trust Program Manager. Shannon reported on the Utah County Hackathon scheduled for December 12, and Paula reported on the collaborative efforts around the implementation of HB213. For each project below, I will include a summary of the project report, and then list the needs for each project that we hope those of you receiving this email might be able to help fill.
Utah County Hackathon
IMG_0181
Report Summary
 
The Hackathon has a primary purpose to help underprivileged children and youth in Utah County have more access to STEM skill-building and networking opportunities. However, the event will be open to any youth in the area who are interested in attending. Shannon anticipates that anywhere from 900-2000 students could attend over the course of the day. Even without specific marketing efforts, there are already a couple hundred students who are interested!
The Hackathon will have different tracks designed for various age groups, including younger children. Track topics will include coding options, career exploration (with participation and support from tech community representatives), and Groupthink brainstorming sessions. There will also be classes for parents/adults.
Hackathon Needs
 
– The primary need is to locate and finalize a location for the event. Ideally, such a space would have a large meeting area (like a gym or auditorium), at least one (but preferably two) computer labs, and space for breakout sessions/classes. The hope is that space could be donated so as to not have to charge families for the event.
– We are also looking for more teachers for classes for kids.
– Lastly, we would appreciate any corporate sponsorships to help offset any potential venue costs (which could provide exposure for your organization as well).
If you know of a venue that could be used for the Hackathon, and/or you or your organization are interested in teaching a class or helping sponsor the event, please contact Shannon at shannon.babb@usu.edu
 
HB213 Implementation
 
Report Summary
Paula first gave a brief summary of HB213, Safe Technology Use and Digital Citizenship. (For more information on HB213, see the School Land Trust site and this EPIK blog post.) She also then explained about the two main elements of the collaborative work being done with EPIK’s support.
1) EPIK is providing a digital citizenship resources website (when launched, it will be available at digcitutah.com). This website is intended to provide a curated, categorized list of some of the digital citizenship resources that are available. School community councils will both be able to access general digital citizenship resources, and look for resources based on certain topics that might be of concern, such as cyberbullying or sexting (two common concerns).
2) In addition, school community councils will also have an opportunity to “do something more” through what we are calling a positives pilot. Typically, if schools think about digital citizenship at all, the focus is often heavily focused on preventing negative outcomes of children using technology, such as mentioned above. Although prevention and protection are important elements of digital citizenship education, just as with regular citizenship, there is much more that being a good citizen can and should entail.
Although this is not a requirement in the law, school community councils have the opportunity to select or create a “positive” project (see this list for sample ideas). We will provide a training/brainstorming meeting for interested council representatives to help support them in working with their councils and engaging children/youth in their schools to plan, execute, and share results from a positives project.
The hope is that school administrators and teachers, parents, and children alike will be able to work together to harness more of the positive potential of technology, and help create more positive energy around the topic of kids and tech. Again, even as there are concerns that deserve attention, the reality is that technology is here to stay. We all can learn together how to integrate it more deliberately and with more focus on using tech to serve and contribute in positive ways to family and community life.
HB213 Needs
– When digcitutah.com launches, we would appreciate having parents, school community council members, and professionals in the digital citizenship realm help give feedback on the site.
– If you know of someone on a school community council who might be interested in the positives pilot, please email Michelle at michelle@epik.org or Paula at Paula.Plant@schools.utah.gov 
We are thrilled with the progress of these two projects and thank all who are helping make the work possible. Be sure to read Part 2 of the September 9 meeting report, Envisioning Digital Citizenship.

HB213: Safe Technology Use and Digital Citizenship Education

HB213

School community councils need information and support to implement HB213. The EPIK Alliance Community has an opportunity to help.

What is HB213?

In this last legislative session, Keven Stratton (who has participated in some of the EPIK community meetings) sponsored and the legislature passed a bill that proposed amendments to an already existing law. These amendments stipulated that a new responsibility for school community councils is to partner with the administration in making decisions about filtering of school devices that access the internet and to oversee training of students and parents to assist students in making smart media and online choices. (You can read the text of HB213 here.)

This legislation was precedent setting.

Through EPIK’s relationship with Media Literacy Now, a national non-profit, we became aware that this legislation (particularly the concept of putting the concept of digital citizenship in the books) was precedent-setting, as no other state has language codifying the need for digital citizen education.

Sometimes policy can help spur cultural shift!

EPIK Deliberate Digital’s Collaborative Role 

HB213 allows for school community councils (which include administrators, teachers, and parents, and who could work with their school youth councils) to seek assistance from non-profits in the implementation of the digital citizenship training element of HB213. EPIK Deliberate Digital is collaborating with the School Children’s Trust Section at the Utah State Office of Education.

To aid in supporting councils, parents, and youth, EPIK Deliberate Digital will host a digital citizenship website that will provide resources and information around the many facets of digital citizenship. Because EPIK Deliberate Digital is focused on community collaboration, we hope to involve many community partners in content creation for this website (see next section).

We will also be seeking to expand the conversation around digital citizenship to include more focus on leveraging the positives of technology (not just preventing the negatives).

Since the plans for the 2015-2016 school year have already been submitted by school community councils and approved by local school boards, the current plan is to collaborate with 8-10 councils in pilot mode. In addition to seeking input from these pilot councils on the digital citizenship website, we will also work with these pilot councils to engage with student leaders at their schools to select and implement a digital citizenship project that focuses on leveraging the positives of technology. This can help councils state-wide to have some examples they can draw upon as they plan for the 2016-2017 year.

How EPIK Community Partners can get involved

1. Contribute resource and program information for an EPIK digital citizenship resources website

EPIK Deliberate Digital will be hosting a website educating about the facets of digital citizenship, and informing school community councils and parents about the many resources available for digital citizenship education.

If you are interested in having your organization spotlighted on the website, and/or interested in writing a guest post for the website, please contact aubrey@epik.org or michelle@epik.org

2. Help expand the concept of digital citizenship to include using technology in creative, contributing ways

A good majority of digital citizenship dialogue and efforts focus on preventing potential negative outcomes that can exist with technology use. Initiatives and programs around internet safety, netiquette, cyberbullying prevention, protecting identity, etc. are essential elements of digital citizenship. But an EPIK definition of digital citizenship expands beyond preventing negatives and helping kids be smart consumers and users of technology to being contributors, connectors, and creators in their families, schools, peer networks, communities, and society at large.

We are hoping to connect with more organizations focused on this more proactive approach to technology use for kids. Please contact michelle@epik.org if you know of any organizations doing such work.

3. “Not about them without them” — Work with youth to brainstorm new ways we all can use technology more deliberately and positively 

We invite you to watch Devorah Heitner’s TED talk if you haven’t yet (or watch it again if you haven’t watched for a while). She talks of “co-creating solutions” with these youth who have “lived experience” with technology. The solutions of tomorrow regarding kids and tech can’t be created without tapping into the know-how and needs and ideas and energy of the kids and youth of today. They are the leaders of tomorrow. They are digital natives and have perspectives on and experiences with technology that we as adults don’t have. Let’s let them help create their future and ours.

Part of the website will include an ongoing list of ideas for ways technology can be used for good.

For example, youth of today can use their tech know-how and skills to:

  • Inspire and encourage others through social media interactions
  • Help fund-raise for good causes
  • Build relationships with loved ones and friends
  • Build skills for future jobs and technological advances in society
  • Provide positive peer support and help
  • Create art, music, video, inspirational messages, etc
  • Learn about and engage proactively with their world
  • Expand and share their knowledge of other cultures
  • Connect with other youth around the world

Good digital citizenship needs to be a cultural mindset, a way of life 

It’s exciting to have a law that has the potential to spur cultural change. HB213 will likely motivate many school community councils to find a program, presenter, or other one-time resource that can help a school community take a closer look at digital citizenship education. Over time, we hope that our efforts will help digital citizenship become more a way of life and a positive cultural movement. In summary, HB213 implementation can spur the potential for that kind of progress, as we work together to:

  • Create a clearinghouse of resources
  • Involve many community voices and experts — including youth — to spur more conversation about the many facets of digital citizenship
  • Brainstorming more ways youth can use technology to connect, create, and contribute in their families, schools, peer networks, cities/communities, and society at large

Community Conversation and Connection with Tech Companies

tech industryHelp build bridges and expand the communication with technology industry efforts, so that organizations and community individuals and families alike can benefit from more collaborative, creative efforts to build a more deliberate digital culture in our state.

One of the things that has been brought up more than once at EPIK community meetings in the past months has been the desire to have technology companies more involved in what the EPIK Alliance is doing. Not only do tech companies have a significant impact on the economic health of our state, but they can have a significant impact on the lives of youth (for good or ill) through products they may (or may not) provide. Parents are hungry to feel that companies care about the concerns they often have about technology. In addition, especially given the languishing talent pipeline for tech companies in our state, we think more could be done through collaborative creativity to find ways to provide youth more opportunity to have exposure to the tech industry, and perhaps help more adults build skills in that arena as well.

We are interested in expanding the circle of conversation and collaboration between tech companies, other business, government, non-profits, education – and parents and youth themselves.

We would like to learn more about innovative community engagement efforts that technology companies already have in motion. We are also interested in brainstorming potential collaborative initiatives that can foster an innovative, deliberate, positive digital culture in our state – for and with our youth.

At EPIK, we think the potential with youth and technology is yet largely untapped. Kids (and their parents) are still too often using technology primarily as consumers rather than real contributors. What about tools and initiatives for more lively and open civic involvement and service, and for more deliberate unplugged time as well?

We will continue to seek input from parents and youth and other community members as to how tech companies could help create a more deliberate, healthy, forward-looking digital culture in our state. We invite tech companies, past and present tech industry leaders, and others in this realm to join the conversation and creative collaboration EPIK was created to support.

Utah County Hackathon

KidHack Poster

Helping parents and youth in Utah County get excited about technology, creativity, and deliberate digital use

We are excited to be collaborating with Utah County 4-H STEM in putting on a hackathon for all ages and skills this December. We plan to host brainstorming challenges, design thinking workshops, coding classes for kids, discussions with community leaders and parents on raising “digital natives,” and more!

Sponsors can sign up for the following activities, and/or to help plan and create other meaningful activities for participants:

– Teach coding or other STEM-related classes

– Host a hands-on booth to showcase your organization’s offerings

– Participate in networking lunches with underprivileged high school students who are interested in tech-industry jobs

– Provide creative problem-solving activities

If you are interested in being involved in the Hackathon, please contact Rachel at stonerachel12@gmail.com.

 

For parents: Ask permission before you post photos of your kids

school pictures Studio C

In Utah, there is a comedy sketch show that is pretty popular. It’s called Studio C. Perhaps you have heard of it.

One of the sketches (one that is almost more painful than funny) captures well how most of us have felt (adults) or feel (youth) about school photos. (The same could probably be said of driver license pictures. And actually, they do mention driver’s licenses in the sketch….)

Devorah Heitner, a media historian and creator of the organization Raising Digital Natives, takes this almost-universal negative emotion around school pictures, and makes a bold invitation to parents regarding posting photos on social:

“I want you to try something radical. Right now. If you have a kid who is 9 or older, do not share another picture of her. That is, until you ask her permission.”

Read more in Devorah’s post about what asking permission to post can teach your kids.

This is a simple example of how parents can practice the principle of “Not about them without them.”

 

Issue Mapping – Kearns Youth Council

One of the principles we at EPIK try to stress as we talk with community members about raising children in a digital world is “Not about them without them.” We don’t want to just unite community leaders to do something for or about children and youth, but to do something with children and youth. Youth should be involved in the community conversations and in the process of creating a vision for the future. They are the future!

Every time we meet with youth, our commitment to this principle increases, and its value becomes more evident.

We were thrilled to be able to meet with the Kearns Youth Council on May 8, 2015. We’d met some of the council members and their advisor, Kathy Larrabee, at a Salt Lake County Commission on Youth (COY) meeting that we were invited to attend. Many thanks to Kathy for arranging this opportunity.

IMG_2822

As we have done with other youth groups in the past, we invited each individual to write the positives and negatives that come to mind as they think about kids and technology.

As has been true in the past, the youth brought valuable insights to our larger community discussion. What we notice in meeting with the youth is that they will reflect many of the same thoughts that adults have, but they always bring up ideas and perspective that are different.

kearns youth inputs1

kearns youth inputs2

kearns youth inputs3

Had we had more time in this meeting, we would have invited the youth to help “cluster” their ideas into common themes or patterns. This PDF is an attempt at grouping their input by topic/theme, and comparing and contrasting the positives and negatives that the youth council members shared. To see past youth meeting outputs, see Meeting Outputs in our shared EPIK Google Drive folder.

As we held the discussion in the last few minutes of the meeting, one of the key points that was discussed was a very specific experience that many students had had in one of their classes. The teacher of this class had been a favorite…until he started using Google Chromebooks in his class. Students commented on how now he doesn’t engage students or help them like he did before.

This was not something we would have anticipated hearing, and we think it is something that deserves closer attention and more discussion among educators and administrators (and providers of technology education products).

This simple yet important discussion also illustrates the value of asking youth for their input. We should not be creating or implementing products or policies or programs without involving those who will be using them. The youth have so much to offer!

 

kearns youth insights and impressions

An EPIK Bucket List!

There are two visuals that we have been using to explain the community collaboration work that EPIK Deliberate Digital is doing.

First, this image shows how EPIK is committed to a cross-sector approach to community impact. This cross-sector community work begins simply with people from various sectors sharing ideas and thoughts and conversations around a complex issue. EPIK’s work during the last year has been focused on facilitating these cross-sector community conversations. The longer-term goal will be having sectors come together to create a shared vision and shared measures that can indicate when shared goals are met.

EPIK cross sector community collaboration for impact

Second, the following “Bucket List” image is an output of some of the community conversation processes. The image reflects initial issue “clusters” that appeared as people in the community discussed the positives/opportunities and negatives/challenges related to kids and technology. These buckets help capture the various facets of what is involved in raising children in a tech-driven world.

Each bucket includes various sub-elements, and includes both positives/opportunities and negatives/challenges related to kids and technology.

This Bucket List is a work in progress. In fact, after the meeting with the Kearns Youth Council, and given input from other community meetings as well, we think adding a bucket for financial/economic considerations will be important.

EPIK Bucket List 1

EPIK Economic Financial Bucket imageEPIK economic and financial impact bucket description

 

EPIK celebrates all the work that is done on behalf of youth to help bring the benefits of technology into their lives, and to prevent potential negative impacts of technology. With an eye toward cross-sector collaboration and a bucket list view, EPIK is committed to help “hold a space for the whole” in community conversations. We believe that this big-picture view can help facilitate and create more opportunities for cross-sector collaboration. Even the best individual programs, curricula, products, and services are insufficient to address all that the next generation needs to be prepared for their futures. They need us to work with them, and to work together!

 

 

Collaboration Continuum

~by Aubrey

We came back from the Champions for Change Conference in Calgary with so many ideas brewing in our heads.

One thought that I got really excited about was this Collaboration Continuum.

Take a minute to study this chart. As you move from the left (competing for everything) to the right (being integrated with other players and sharing data and success) you become a trusting and trusted partner. You can better fulfill your goals as well as help others fulfill theirs.

Collective Impact helps you to move along this continuum and feel your relationships grow.

Where you were on this chart one year ago with relation to others who are interested in children and technology. Now, think about where you are today. Have you advanced from competing or co-existing to cooperating or even coordinating?

Where on this chart would you like to be?

What steps do you need to take to get to where you would like to be? Visualize the outcome.

It’s awesome once we all have the same desire to fully integrate our efforts and thus benefit children and the community because we trust each other and care more about the beneficiaries than our programs.

Tight-knit leaders equals a tight-knit community.

Original from Tamarack

Original from Tamarack

Collective Impact Conference

On April 14-16, Jan Garbett, the two EPIK Deliberate Digital staff members (Michelle Linford and Aubrey Lee) and a board member (Stephanie Hibbert) attended the Champions for Change conference in Calgary. The conference was hosted by Tamarack and FSG, two organizations leading the worldwide conversation about collective impact.

This conference was for people in organizations filling a backbone function in collective impact efforts. Backbones are there to provide support for cross-sector collaborations around complex social issues.

It was exciting to engage with people from various countries who are passionate about community change. More than one person at the conference commented on how they’d found their last job in this world of collective impact. It’s a great work to be involved in.

EPIK was thrilled to be invited to participate in a panel of backbone organizations on the first day of the conference.

champions for change calgary panel discussion backbone organizations EPIK2

champions for change calgary panel discussion backbone organizations EPIK

Participants had a lot of thoughts and questions that were captured on the Learning Wall. (See? EPIK isn’t the only organization that loves sticky notes!)

Champions for Change Learning Wall

It’s difficult to capture all that happened, and all that we learned. But this Storify page is a great way to catch a big-picture glimpse of what kinds of topics were discussed at the conference. The hashtag #c4ccalgary is also a good resource.

Some of our favorite Tweets follow, and highlight some of the concepts that were discussed:

@weaverworks: The need of the movement requires a deeper understanding of how social change happens @johnvkania

@VBorgonovi @johnvkania: No one leader controls enough to make change happen alone. Multiple, systems leaders working together can

@jack_lori: John Kania “to move from incremental change to transformative change then systems MUST change.

@lisaattygalle: “We need to shift our perspectives from deficit-based to asset-based” @johnvkania

@bkumpula: Many people who have power and resources don’t understand how social change happens

@tricofoundation: Speaking of quality questions, a good start is “what are your own blind spots?”

@ihearthomeyyc: “Effective collective impact initiatives require system leaders.”

@Tamarack_Inst: Those who sometimes annoy us the most are those we sometimes need to pay the most attention to. @SylviaCheuy

@kathysrules: A birds eye view AND a worms eye view needed for

@Tamarack_Inst: We need to take the time to slow down ask questions and ask questions of ourselves.-@SylviaCheuy

@tricofoundation: The ‘math’ of : does what your group is doing add up to more than the sum of its parts?