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Youth Access: A New Approach to 21st Century Learning
Youth Access: A New Approach to 21st Century Learning
Youth Access: A New Approach to 21st Century Learning
Youth Access: A New Approach to 21st Century Learning
Youth Access: A New Approach to 21st Century Learning
Youth Access: A New Approach to 21st Century Learning
Youth Access: A New Approach to 21st Century Learning
Youth Access: A New Approach to 21st Century Learning
Youth Access: A New Approach to 21st Century Learning
Youth Access: A New Approach to 21st Century Learning
Youth Access: A New Approach to 21st Century Learning
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Youth Access: A New Approach to 21st Century Learning

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Presentation from 2.24.12.

Presentation from 2.24.12.

Published in: Education, Technology
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  • Thesedigital and media literacy competencies represent a synthesis of the full complement of scholarship and thinking about “new literacies.” - http://www.knightcomm.org/digital-and-media-literacy/the-heritage-of-digital-and-media-literacy
  • Constructionism is more of an educational method which is based on the constructivist learning theory. Constructionism, invented by Seymour Papert who was a student of Piaget's, says that learning occurs "most felicitously" when constructing a public artifact "whether a sand castle on the beach or a theory of the universe."
  • “Teachers understand media’s influence on culture and people’s actions and communication; as a result, teachers use a variety of approaches for teaching students how to construct meaning from media and nonprint texts and how to compose and respond to film, video, graphic, photographic, audio, and multimedia texts” (NCATE Standards, 2007, p. 57).My research: Developments in the use of multimodal interaction – where users are provided with multiple modes of interaction in a system – promote social interaction among users located in the same physical space. This includes combining user input modes on digital platforms (mobile and computer-based games or motion-sensing devices) and overlaying virtual artifacts in physical space (augmented reality).
  • In this space educators are facilitators and youth are seen as a knowledge resource with access to tools and artifacts to facilitate learning.
  • What do you notice about the youth in this photos? Where is the educator/teacher?
  • Youth voice refers to the distinct ideas, opinions, attitudes, knowledge, and actions of young people as a collective body; engaging youth voice is an essential element of effective organizational development among community and youth-serving organizations. The new media practices that researchers like Mimi Ito (and I'm proposing) examine are almost all situated in the social, cultural and recreational activities of youth rather than in contexts of explicit instruction. Ito and others' approach is in line with a growing body of work in sociocultural learning theory that looks to out-of-school settings for models of learning and engagement that differ from what is found in the classroom; the youth focus stems from patterns of adoption, the fi t with the particular social and communicative needs of youth, and how they take up these tools to produce their own “content” as well as traffic in commercial popular culture.
  • What would a Youth Access Toolkit look like?
  • Transcript

    • 1. Youth Access:Teaching & Learning in the 21st CenturyA New Approach to 21st Century SkillsNettrice R. Gaskins, Digital Media Ph.D. Candidate, Georgia Tech
    • 2. What is 21st century learning?These five competencies worktogether in a spiral ofempowerment, supportingpeople’s active participationin lifelong learning throughthe processes of bothconsuming and creatingmessages. This approach isconsistent with constructivisteducation – i.e. learningthrough play (Jean Piaget).
    • 3. Essential Competencies of Digital and Media Literacy1. ACCESS
 Finding and using media and technology tools skillfully and sharing appropriate and relevant information with others2. ANALYZE & EVALUATE
 Comprehending messages and using criticalthinking to analyze message quality, veracity, credibility, and point ofview, while considering potential effects or consequences of messages3. CREATE
 Composing or generating content using creativity andcon-fidence in self-expression, with awareness of purpose, audience, and composition techniques4. REFLECT
 Applying social responsibility and ethical principles to one’sown identity and lived experience, communication behavior and conduct5. ACT
 Working individually and collaboratively to share knowledge and solve problems in the family, the workplace and the community, and participating as a member of a community at local, regional, national and international levels
    • 4. Educators need new skills sets and masternew types of technology.FacilitationFlexibilityComfort with ChangeCommitment to LifelongLearningCreating a Culture ofInquiryResourcefulness
    • 5. A new world (system) of artifacts.
    • 6. Constructionism has 4 basic learning conceptsA. Learning by designing within a community: when projects are meaningful or useful to young people and their communities)B. Technological tools for learning: when technology is integrated into sociocultural and technological manipulatives (artifacts)C. Powerful ideas and wonderful ideas: when projects afford new ways of thinking and making personal and epistemological connections with other domains of knowledge (experimentation) technology can become incubators of powerful ideasD. Learning about learning with technology: documenting and sharing successes and achievement Teachers will need to learn how to manage and facilitate projects that mediate directly between learners and both physical and virtual objects. This fits a constructionist model where technology is integrated with traditional learning activities and children create for themselves new experiences and ways of thinking
    • 7. The 21st century learning spaceParticipatoryResearch DrivenPromotes Active LearningLocally and GloballyNetworkedYouth-CenteredIntegrated andInterdisciplinary
    • 8. Youth voice and engagementHanging Out, MessingAround & Geeking OutSetting realistic goalsHaving access to media ofall typesExploring their issuesConsidering audienceAvoiding imitation &duplication
    • 9. Youth Access ToolkitA collection of resourcesthat are based on radicalconstructionist conceptsLearning by designing withina communityTechnological tools forlearningPowerful ideas andwonderful ideasLearning about learningwith technology
    • 10. ReferencesIto, Mizuko. (2010). Hanging out, messing around, and geeking out :kids living and learning with new media. The John D. and Catherine T.MacArthur Foundation Series in Digital Media and Learning.http://mitpress.mit.edu/books/full_pdfs/hanging_out.pdfThe Knight Commission. The Heritage of Digital and Media Literacy.http://www.knightcomm.org/digital-and-media-literacy/the-heritage-of-digital-and-media-literacyTatham-Maye, K. (2009). Constructionism wiki.http://sites.wiki.ubc.ca/etec510/ConstructionismPresenter info:Nettrice R. Gaskinsnettrice@gmail.com

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