The document discusses how the author used the StoryKit iPhone application to encourage their 6-year old son to be creative during a family road trip. The author helped their son develop characters and storylines for superheroes and then had him record the stories into StoryKit using text, drawings, audio and images. This allowed their son to engage in design thinking and new media literacies in a playful way. The author argues that digital tools like StoryKit can foster creativity in children by allowing for multimodal expression rather than just consumption of media.
Mobile Media Learning Classroom Practices and IntegrationJohn G Martin, PhD
Presented at AERA 2013
Unit: SIG-Media, Culture, and Curriculum
In Session: New Media, New Contexts, and Learning
Scheduled Time: Sun Apr 28 2013, 2:15 to 3:45pm, Building/Room: Grand Hyatt / Curran
Mobile Media Learning Classroom Practices and IntegrationJohn G Martin, PhD
Presented at AERA 2013
Unit: SIG-Media, Culture, and Curriculum
In Session: New Media, New Contexts, and Learning
Scheduled Time: Sun Apr 28 2013, 2:15 to 3:45pm, Building/Room: Grand Hyatt / Curran
Welcome to the Digital Neighborhood: A Fred Rogers Center and Little eLit Dig...claudiahaines
Tanya B. Smith and Claudia Haines presented these slides during the Fred Rogers Center and Little eLit Digital Literacy Symposium at the Harford County Public Library in Maryland on April 7, 2015. Additional slides for the portion of the program about early literacy and Every Child Ready to Read can be found at: http://www.slideshare.net/claudiahaines/hcpl-new-media-and-young-children-training-ecrr-portion
Digital Story Time - Preschool Programming with the iPadJennifer Gal
Workshop for Southern Ontario Library Service – February 2013
Harness the magic of the iPad to enhance your library’s preschool programming and outreach. Understand the difference between eBooks and book apps and learn why this new and rapidly developing format has profound implications for children's literature and exciting possibilities for library programming. Preview the best children's picture book apps and learn how to integrate the iPad into your story time repertoire. Gain practical tips for getting started and maximizing your app budget. Learn where to find a quality children’s book app and where to find reliable reviews and recommendations. Discover the impressive range of children’s apps available ‘beyond the book’ and explore other ways that the iPad can be used to create exciting and innovative children’s programs and services.
A to Zoo: meeting from the TEC Center at EriksonCen Campbell
This is the presentation I gave at the TEC Center at Erikson in Chicago on Oct 3&4 2013. In attendance were representatives of the Fred Rogers Center, the TEC Center at Erikson, the Association of Library Services to Children, Children's Technology Review, the California State Library, Digital-Storytime.come & LittleeLit.com
Welcome to the Digital Neighborhood: A Fred Rogers Center and Little eLit Dig...claudiahaines
Tanya B. Smith and Claudia Haines presented these slides during the Fred Rogers Center and Little eLit Digital Literacy Symposium at the Harford County Public Library in Maryland on April 7, 2015. Additional slides for the portion of the program about early literacy and Every Child Ready to Read can be found at: http://www.slideshare.net/claudiahaines/hcpl-new-media-and-young-children-training-ecrr-portion
Digital Story Time - Preschool Programming with the iPadJennifer Gal
Workshop for Southern Ontario Library Service – February 2013
Harness the magic of the iPad to enhance your library’s preschool programming and outreach. Understand the difference between eBooks and book apps and learn why this new and rapidly developing format has profound implications for children's literature and exciting possibilities for library programming. Preview the best children's picture book apps and learn how to integrate the iPad into your story time repertoire. Gain practical tips for getting started and maximizing your app budget. Learn where to find a quality children’s book app and where to find reliable reviews and recommendations. Discover the impressive range of children’s apps available ‘beyond the book’ and explore other ways that the iPad can be used to create exciting and innovative children’s programs and services.
A to Zoo: meeting from the TEC Center at EriksonCen Campbell
This is the presentation I gave at the TEC Center at Erikson in Chicago on Oct 3&4 2013. In attendance were representatives of the Fred Rogers Center, the TEC Center at Erikson, the Association of Library Services to Children, Children's Technology Review, the California State Library, Digital-Storytime.come & LittleeLit.com
Augmented Reality Children's Book ProjectMaxie Tran
"What is Augmented Reality?"
Augmented reality (AR) is a live, direct or indirect, view of a physical, real-world environment whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data.
-----
"Brief"
As a team of students at Kingston University. we were tasked with exploring present innovations and industry practices in the area of Augmented Reality.
This knowledge would be used to create an interactive children’s book using an existing AR application, based on our acquired knowledge, or develop a customised one.
Taking advantage of our mixed disciplinary team we covered aspects of user experience design, interactivity, the use of animation and the gamification to make our deliverables stand out and be competitive on the market.
In 2013, the Institute of Customer Experience designed a board game called “Trip to the Future” which was used to conduct “playshops” for children to get insights into how children’s minds work in visualizing the future.
Three years later, at Kala Ghoda Arts Festival 2016 held in Mumbai, we had an opportunity to conduct two similar playshops—one for an NGO called Akanksha and the second for the KGAF 2016 festival children.
The responses we received were intriguing and actually point to current trends in 2016, indicating the directions in which technology will evolve in the future.
Response-Trend that emerged:
1. Practical space exploration
2. Beneficial intelligence
3. Maker movement (3D printing)
4. Space-saving automated tech
5. Cognitive Internet of Things
6. Immersive screen display
7. Augmented knowledge (and immortality)
As part of Institute of Customer Experience, we are constantly on the look out for opportunities that give us an insight into the future of things. We wanted to explore the concept of “beginner’s mind” which is said to be an attitude of openness, eagerness and lack of preconceptions and realized that it was the mind of a child that we wanted a peek into.
We ideated and devised a unique way of getting children to give us their insights about what they think will happen in the future. The result was a board game called “The Trip to the Future” which we used to conduct “playshops”. This method got us very exciting responses. We would love to take you through the journey.
Presentation to the 2012 Wisconsin Reading Research Conference, Madison, Wisconsin: Uses of iPad/iPhone Apps for Fostering Literacy Learning Across the Curriculum
Discuss how the myWorld social studies program is uniquely designed to help students build the a geographical, historical, social and technical knowledge and skills required of citizens living and working in our 21st century global community. Discuss how technology and social media are networking and shrinking the world of our students.
Keynote presentation provided to a variety of audiences in early 2009, challenging educators to think more broadly about the massive impact of technology in the world and the way we need to be thinking about how we educate students for this future.
The Leveraging Engagement framework seeks to help reveal the nuances of fan involvement, specifically
identifying the various fan objects, activators and environments that inspire people to engage, as well as the
media properties and communities associated with them.
This study offers a sports fanship framework aimed at building a unique brand engagement positioning that
draws on a’ deep understanding of communities and shared passions. The framework can be used to
develop better marketing and communications tools.
Though children have a healthy appetite across “traditional screens” such as television and movies, computers, and video games, their usage of these screens is declining. Instead, there’s been an upswing in children’s consumption of and participation in media through a mobile device. And though a mobile device is what every child expects to have in their pocket, the next big thing coming in mobile is wearable devices combined with the Internet of Things (IoT) as we saw in the announcement of the Fall release of Disney’s Playmation. This shift places a clear demand on creators: Offer something different to today’s digital kids.
Applying participatory learning to STEM
E. Shaw, M. La, R. Phillips, and E. Reilly, “PLAY Minecraft! Assessing Secondary Engineering Education using Game Challenges within a Participatory Learning Environment,” in Proceedings of the 2014 ASEE Annual Conference, Indianapolis, IN, June 2014, Session W447.
Transmedia processes show us that there is more than one way to tell stories, more we can learn about the characters and their world, and that such insights encourage us to imagine aspects of these characters that have not yet made it to the screen. While some might look at it strictly for entertainment value, creating a new lens to look at story offers a different point of view.
One distinct logic we have explored at the Annenberg Innovation Lab is Transmedia Play. Human imagination feeds upon the culture around it and children show enormous capacity to re-imagine the stories that enter their lives.
These visuals were used to support / start the conversation with SOTA's high school students in Singapore. The focus was to look at various forms of art that encompassed the NML skills, collective intelligence, visualization and play.
Students lose track of time as they spend hours navigating the web for material to create their stories and feel a sense of belonging through encouragement by their peers to post their stories on Facebook, illustrate them on Flickr, and share them with friends and the public at large through the multiple resources available on the web. This participation in new media environments is a way to be creative and innovative, but it is also new opportunities for our students to acquire and synthesize information in a meaningful way. Students today often remix original texts based on their own interests in order to create a new work that encapsulates their ideas and concerns about the issues that matter most to them.
In 2008-2009, Project New Media Literacies tested the Media Makers Challenge Collection, a set of 30 challenges to explore and practice the new media literacies. This collection was established as a springboard for educators to adopt the new media literacies into their own situation. Media educators from Global Kids used the materials as inspiration to develop Media Masters, an after-school program at the High School for Global Citizenship to integrate the new media literacies into a social issues learning environment. Media Masters helped learners acquire and reflect upon digital media production and analytic skills through youth engagement in participatory media and Web 2.0 tools. This presentation will explore how theory and practice merged to create a conversation, rather than a top-down transfer of knowledge, between participating researchers, practitioners and students.
Erin Reilly, Research Director, shares with iCELTIC in June 2008, the current research happening at MIT's Comparative Media Studies Project New Media Literacies.
Journalism is in a paradigm shift. More than any generation to come before them, today’s young people are participating in the creation and sharing of culture with the immediacy and connectedness that a digitally networked world provides. In many cases, these young adults are actively involved in what we are calling participatory cultures; a participatory culture shifts the focus of literacy from one of individual expression to one of community involvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. Available online at www.jmle.org
The National Association for Media Literacy Education’s
Journal of Media Literacy Education 2:2 (2010) 177 - 180
Available online at www.jmle.org
Professional Resource:
StoryKit (2009)
Erin Reilly
Institute for Multimedia Literacy, University of Southern California, Los Angeles, CA, USA
StoryKit. iPhone application. http://itunes.apple.com/
us/app/storykit/id329374595?mt=8
This past July, Newsweek’s article, The Cre-
ativity Crisis, shared with the general public that cre-
ativity in America is on the decline. Authors Po Bron-
son and Ashley Merryman share that researcher Kyung
Hee Kim at the College of William & Mary has found
that creativity scores were steadily on the rise until
1990. Though too early to determine why, one hypoth-
esis they share is “the number of hours kids now spend
in front of the TV and playing videogames rather than
engaging in creative activities.” However, this draws
a line of distinction that doesn’t show the creative op-
portunities digital media offer to children.
This distinction pushes forward that we are con-
sumers of media rather than producers. As parents and
educators, we do our children a disservice if we only
use the media as the babysitter or the distraction and we
help to spread a negative outlook on the uses of media
rather than the promises it holds for encouraging cre-
ativity in our children. As a parent and educator, I want
to share with you some simple ways for you to engage
children with media creatively.
My family moved from Boston to Los Angeles
this summer. We wanted our son Ocean to experience a
piece of American history rather than just reading about
it in books. And that is just what we did as we stopped
at many attractions, starting (as many Americans do) at
the Statue of Liberty and Ellis Island, then on to making
our own chocolate at Hershey, Pennsylvania and riding
up to the top of the St. Louis’s arch to see the expan-
sive plains of the west. Pretending like we were Jesse
James, we hid in the Merramac Caves, the Petrified
Forest had us observing green collard lizards lazing on
the rocks and we were transfixed watching the magic of
the sunset over Grand Canyon.
Before we started our road trip, I decided to purchase the
new iPhone and download all the different applications
people had recommended to me throughout the year.
One of the suggested apps was StoryKit created by the
International Children’s Digital Library. StoryKit http://
itunes.apple.com/us/app/storykit/id329374595?mt=8
is a free application for either the iPhone, iTouch or iPad
for children to read, remix and create their own stories.
Though it comes with some classic books for children to
read, like Humpty Dumpty and Three Little Pigs – what
gravitates me toward this application is the simple abil-
ity for kids to create and remix their own stories. The
authoring tools available within StoryKit are not limited
to traditional text, but allow children to author their sto-
ry using various modalities including taking or loading
pictures, creating drawings and recording sounds.
Get Started Usin g StoryKit
• StoryK it is avai lable
for u se on
2. 178 E. Reilly / Journal of Media Literacy Education 2:2 (2010) 177 - 180
I have always been drawn to super-heroes, from
being obsessed with Wonder Woman as a child, to hav-
ing my mother (who was an English Teacher) tell vivid
adventure stories of Odysseus at bedtime, to standing
in the long ticket line to see the first Star Wars movie.
I have passed this love for the “Hero’s Journey” on to
my son, Ocean. And often, we spend hours talking at
length about super-heroes, and spending time in the car
during our trip was no exception. It actually gave me
time to encourage him to not only create in his mind
these super-heroes and phenomenal stories but to final-
ly write them into being using StoryKit as his creative
tool.
Get St arted Using Story Kit
• Launc h the app and choos e either
Read, Edit or Shar e to begin.
• Read allows you to choose one of
the books on your books helf.
• Edit encoura ges you to author
your own book or t ake one of the
exist ing book s and remix it by
adding your own text, i mages or
sou nds to the story.
• Share your book once your don e
creati ng it by post ing it to the
websit e or shari ng it with friends
and family to their emai l
addr esses.
During his play, Ocean practiced the new media
literacies, performance (the ability to adopt alternative
identities for the purpose of improvisation and discov-
ery) and distributed cognition (the ability to interact
meaningfully with tools that expand mental capacities),
while enabling design thinking into our playtime by en-
couraging Ocean to observe, brainstorm, create charac-
ters, develop a story, and build his narrative.
Fostering the new media literacies allows us
to think in very different ways about the processes of
learning, because they acknowledge a shift from the
top-down model to one that invokes all voices and all
means of thinking and creating to build new knowledge.
Buckingham (2008) writes, “[technology] has produced
new styles of playful learning, which go beyond the
teacher-dominated, authoritarian approach of old style
education. It is creating new competencies or forms of
‘literacy’, which require and produce new intellectual
powers, and even ‘more complex brain structures’” (13-
14).
Our brainstorming involved having each of us
(including my husband with Ocean posing questions to
him through the walkie-talkie since he was driving our
other car) answer the following questions …
What is your super-hero name?
What do you look like?
What are your powers?
Would you use your powers for good or evil?
This type of learning also fosters a creative learner.
Ocean tinkers as he processes his ideas, which allows
for a visibility of intention through choosing the form,
color and technique he will tell his story, as well as
mastering new digital skills and techniques through
play (Lindstrom 2006).
I could have just handed him the iPhone to play
with as a distraction during our trip, but instead I used
this time to connect our in-depth reflections of super-
heroes to his creative process and encouraged him to
record it into StoryKit. Here is the adventure of Mon-
ster Super-Hero, Queen Bubbles and Night Hawk that
he was able to share immediately with friends and fam-
ily.
Ocean Saves the Day (http://iphone.childrenslibrary.org/cgi-bin/
view.py?b=us2n7xzxmmmme43zaear)
By Ocean Reilly
3. 179 E. Reilly / Journal of Media Literacy Education 2:2 (2010) 177 - 180
• Draw
• Tell a story
• Animate
• Make a video
• Create a character
• Mix music
• Design solutions to problems
• Open-ended stories that encourage choice for your
child
• Encourage divergent and convergent thinking
skills
The Joan Ganz Cooney Research Center has
developed Kids Creativity Tools (LINK) and offers
applications that foster creative learning for web,
mobile, computer and console platforms. We need
a better understanding of the types of activities that
foster children’s creativity, which features of their
creative process demonstrate learning and which
features of digital media are best suited to deliver those
experiences. Don’t think of creativity and technology
in opposition of each other, but seek out digital media
that uses both to motivate a child’s learning.
Though I love all the latest technology available
to us today, I’m not a proponent of tuning out each
other on long stretches of road. Ocean’s time was not
spent just watching DVD’s and playing video games
or listening to his iPod through headphones. We spent
the hours in character development, story line, and
collaboration. StoryKit enabled a six year old to create
and communicate his ideas on his level. After all, the
point of a road trip is time spent together in the car and
that is the time I’ll remember most.
The combination of Ocean’s passion for
superheroes and playing with creative technology
offered a “motivated interest” (Kress 2009) experience
which structured Ocean’s attention, his interpretation,
and engagement with and across media. This interest
also drives children’s multimodal meaning making.
Kress has argued extensively that children
are fundamentally dispositioned towards multimodal
forms of meaning making (Kress 2009). StoryKit
offered Ocean multiple modes of sensory engagement
to tell his story. Ocean is a very avid reader, but at six
he is still learning how to phonetically sound out words
and spell them. StoryKit didn’t just offer a text tool,
but also included a drawing, audio, and image tools,
which ensured that the tool supported his storytelling
instead of preventing him from telling his story through
traditional means.
There are many different ways StoryKit
can be used for creative learning. Other examples
include interviewing a relative, such as having your
child collaborate with a grandparent in developing
an interactive family history, or having your students
develop a journalistic report during a field trip , allowing
them to capture information, edit, and refine their work
immediately. Since StoryKit is a mobile application, it
allows the flexibility to create anywhere.
With children older than 8 spending an average
of about 10.5 hours a day using media outside school,
we must meet children where they are in order to
convert couch time at home and seat time at school into
creative learning time (Generation M2: Media in the
Lives of 8- to 18-Year-Olds).
You don’t need to be driving cross-country
to bring creative learning to your own super-hero.
My hope is that this engages you to see the benefits
of using tools that encourage authorship, rather than
downloading applications of passive entertainment
merely for distraction. Features to look for in other
applications include the ability to:
4. 180 E. Reilly / Journal of Media Literacy Education 2:2 (2010) 177 - 180
References
Bronson, Po and Ashley Merryman . 2010. The
Creativity Crisis. Newsweek. http://www.
newsweek.com/2010/07/10/the-creativity-crisis.
html
Buckingham, David. 2008. “Introducing Identity.”
In Youth, Identity, and Digital Media, edited by
David Buckingham, 1-22. Cambridge, MA: MIT
Press.
Joan Ganz Cooney Research Center. 2010. Kids
Creativity Tools in the Marketplace. http://www.
joanganzcooneycenter.org/Cooney-Center-
Blog-100.html
Kress, Gunther. 2009. Multimodality: A Social
Semiotic Approach to Contemporary
Communication. London and New York.
Routledge.
Lindstrom, Lars. 2006. Creativity: What Is It?
Can You AssessIt? Can It Be Taught? NSEAD,
Blackwell Publishing Ltd.
Rideout, Victoria, Ulla Foehr, and Donald Roberts.
2010. Generation M2: Media in the Lives of 8- to
18-Year-Olds. Kaiser Family Foundation.
StoryKit. iPhone application. http://itunes.apple.com/
us/app/storykit/id329374595?mt=8