Digital Curation: The New Frontier of KnowledgeSara Rosso
A presentation I gave at KnowCamp in Modena about digital curation: what curating content is and why to do it, tips on curating content and preserving that data.
Digital Curation: The New Frontier of KnowledgeSara Rosso
A presentation I gave at KnowCamp in Modena about digital curation: what curating content is and why to do it, tips on curating content and preserving that data.
Mechanisms of Motivation: 5 C’s for Promoting Creative Productive GiftednessBrian Housand
Students today expect technology to merge seamlessly into their work and play. They don’t use technology “just because it’s digital” but rather because it is an integral part of their daily life. So, how then do we leverage technology to ensure high levels of engagement and motivation in classrooms for gifted students? What are the mechanisms of motivation that can be applied in advanced learning environments? Join us as we reveal systematic mechanisms and free online resources for engaging today’s digital natives in authentic and transferable learning opportunities.
The Real World:
Answering Real World Problems with Real World Solutions using Real World Technology
NCAGT - February 12, 2010
Dr. Brian Housand, Dr. Elizabeth Fogarty, Dr. Katie O'Connor
Google, You may be asking the WRONG Question - KGTC 2014Brian Housand
Brian Housand, Ph.D.
brianhousand.com
East Carolina University
If Your Students Can Google the Answer, You May Be Asking the Wrong Question
Thanks to ubiquitous digital information devices, finding the answer to most questions is only an Internet search away. Now more than ever, we must teach our students to be critical consumers of the information that they encounter, and we must reinvest ourselves in posing questions that involve application and synthesis.
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
Since the dawn of the computer revolution, the promise of PERSONAL Computing has been ever present. Yet, when we simply leave students to their own devices, technology can serve to depersonalize their experiences. This is especially true of their educational experiences. Meanwhile, as teachers we struggle to effectively manage truly differentiated learning environments. However, this need not be the case. Together, we will explore the possibilities and potential afforded by today’s technology and empower you to utilize technology resources to make learning personal, meaningful, and differentiated for today’s connected students.
FROM CURIOUS TO CREATIVE: Technology and Today’s Gifted Students
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
A common characteristic of gifted students is a seemingly insatiable curiosity, and thanks to the power of the Internet,
the answer to almost any question is only a few clicks away. Today’s gifted students also have unprecedented access to
powerful tools designed for creative production and worldwide distribution. As educators how can we tap into gifted
students’ interests and purposefully guide them towards meaningful products? Together, we will explore viable options for
transforming you and your students from consumers of information to producers of new knowledge.
Mechanisms of Motivation: 5 C’s for Promoting Creative Productive GiftednessBrian Housand
Students today expect technology to merge seamlessly into their work and play. They don’t use technology “just because it’s digital” but rather because it is an integral part of their daily life. So, how then do we leverage technology to ensure high levels of engagement and motivation in classrooms for gifted students? What are the mechanisms of motivation that can be applied in advanced learning environments? Join us as we reveal systematic mechanisms and free online resources for engaging today’s digital natives in authentic and transferable learning opportunities.
The Real World:
Answering Real World Problems with Real World Solutions using Real World Technology
NCAGT - February 12, 2010
Dr. Brian Housand, Dr. Elizabeth Fogarty, Dr. Katie O'Connor
Google, You may be asking the WRONG Question - KGTC 2014Brian Housand
Brian Housand, Ph.D.
brianhousand.com
East Carolina University
If Your Students Can Google the Answer, You May Be Asking the Wrong Question
Thanks to ubiquitous digital information devices, finding the answer to most questions is only an Internet search away. Now more than ever, we must teach our students to be critical consumers of the information that they encounter, and we must reinvest ourselves in posing questions that involve application and synthesis.
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
Since the dawn of the computer revolution, the promise of PERSONAL Computing has been ever present. Yet, when we simply leave students to their own devices, technology can serve to depersonalize their experiences. This is especially true of their educational experiences. Meanwhile, as teachers we struggle to effectively manage truly differentiated learning environments. However, this need not be the case. Together, we will explore the possibilities and potential afforded by today’s technology and empower you to utilize technology resources to make learning personal, meaningful, and differentiated for today’s connected students.
FROM CURIOUS TO CREATIVE: Technology and Today’s Gifted Students
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
A common characteristic of gifted students is a seemingly insatiable curiosity, and thanks to the power of the Internet,
the answer to almost any question is only a few clicks away. Today’s gifted students also have unprecedented access to
powerful tools designed for creative production and worldwide distribution. As educators how can we tap into gifted
students’ interests and purposefully guide them towards meaningful products? Together, we will explore viable options for
transforming you and your students from consumers of information to producers of new knowledge.
How news organisations can use social media to collaborate with the audienceStoryful
Claire Wardle's presentation at the International Journalism Festival in Perugia (April 2012). The slides demonstrate some best practice in terms of collaborative journalism, and how news organisations can use social media to build community and reach new audiences.
An invite to creative thinkers who want to meet other, more diverse creative people and collaborate on briefs for social change. First event planned in NY for May/June but looking for more willing accomplices...
Use Your Words: Content Strategy to Influence BehaviorLiz Danzico
What if we were truly open to the language in our cities, our neighborhoods, our city blocks? What is our environment telling us to do?
In this workshop, we’ll let the language of the city guide us to explore how words, specifically the words of our immediate contexts, shape our behavior. By being open to the possibilities, we’ll explore how language influences both the micro and macro actions we take. We’ll go on expeditions in the morning—studying street signs to doorways to receipts—comparing patterns in the language maps we’ll construct. In the afternoon, we’ll look at what these patterns suggest for the products and services we design.
You’ll walk away having learned how words influence behavior, how products and services have used language for behavior change, and having tools for thinking about language and behavior change in the work you do.
Spend the day letting words use you, so you can go back to work to use them with renewed wisdom.
In recent years, transmedia has come into the spotlight among those creating and using media and technology for children. We believe that transmedia has the potential to be a valuable tool for expanded learning that addresses some of the challenges facing children growing up in the digital age. Produced by the USC Annenberg Innovation Lab and the Joan Ganz Cooney Center, this paper provides a much-needed guidebook to transmedia in the lives of children age 5-11 and its applications to storytelling, play, and learning. Building off of a review of the existing popular and scholarly literature about transmedia and children, this report identifies key links between transmedia and learning, highlights key characteristics of transmedia play, and presents core principles for and extended case studies of meaningful transmedia play experiences. The authors hope that T is for Transmedia will incite conversation among diverse stakeholders including educators, entertainment industry executives, creative artists, academic scholars, policy makers, and others interested in the future of children's learning through transmedia.
Nikolas Badminton loves to think about the future. In 2014 people started calling him a futurist. This was probably because he had been talking about the strange future of sex, the Internet of Things in 2020, why software is sexier than advertising, creativity, the collaborative economy, the #thefutureofwork, industrial wearables, surveillance, psychedelics, the connected society, and the quality of life we have with technology
Also available on Google Play - https://play.google.com/store/books/details?id=UeqZBgAAQBAJ
About Nikolas Badminton:
I was born with a curious mind and a restlessness that means that like to engage people. I work with start-ups and brands alike in developing innovative, fresh thinking in product and solution development for mobile/social/digital consumer engagement.
I also judge creative awards shows, develop social media courses, guest lecture Universities and contribute regularly to publications and speak regularly at conferences across North America, including SXSW, ICSC, Marketing Magazine, Deloitte, and BCAMA. In addition to that, I write for The Huffington Post and curates events related to tech, culture and humanity, including Cyborg Camp YVR, From Now, PRODUCT YVR and DARK FUTURES.
Superheroes and the gifted often possess virtues like compassion, altruism, and a sense of justice. Hope for the future relies not on superheroes miraculously saving the day but instead on empowering today’s gifted kids to conquer the problems of tomorrow. This session compares gifted youth to superheroes and examines the type of support necessary for their own hero’s journey.
@brianhousand
brianhousand.com
7. “There is no such
thing as a new idea.
It is impossible.
We simply take a lot
of old ideas and put
them into a sort of
mental kaleidoscope.
We give them a turn
and they make new
and curious
combinations.”
16. They must know how to link apparently
unconnected elements to create something new.
People who hope to thrive in the Conceptual Age
must understand the connection between
diverse, and seemingly separate disciplines.
-- Daniel Pink in AWhole New Mind
17. Creativity is just
connecting things.
When you ask creative people
how they did something, they
feel a little guilty because they
didn’t really do it, they just saw
something. It seemed obvious
to them after a while.
That’s because they were able
to connect experiences they’ve
had and SYNTHESIZE
new things.
- Steve Jobs, 1995
23. READING:
Key Ideas And Details
2. Determine central ideas or themes of a text
and analyze their development; summarize the
key supporting details and ideas.
!
Craft And Structure
6. Assess how point of view or purpose shapes
the content and style of a text.
24. READING:
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in
diverse media and formats, including visually
and quantitatively, as well as in words.
!
9. Analyze how two or more texts address
similar themes or topics in order to build
knowledge or to compare the approaches the
authors take.
25. WRITING:
Text Types And Purposes
3 . Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
26. WRITING:
Production And Distribution Of Writing
4. Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach.
6. Use technology, including the Internet, to
produce and publish writing and to interact and
collaborate with others.
27. SPEAKING AND LISTENING:
Comprehension and Collaboration
1. Prepare for and participate effectively in a
range of conversations and collaborations with
diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
!
2. Integrate and evaluate information
presented in diverse media and formats,
including visually, quantitatively, and orally.
28. SPEAKING AND LISTENING:
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting
evidence such that listeners can follow the line of
reasoning and the organization, development,
and style are appropriate to task, purpose, and
audience.
!
5. Make strategic use of digital media and visual
displays of data to express information and
enhance understanding of presentations.
57. Summary
The pigs will be space pilots creating the
first human settlements on Mars.
Their structures will be threatened by their
own malfunctioning robot.
However, the robot is also their only hope
of returning home.
58. Non-Examples
It’s like The Three Little Pigs, but they’re
dogs.
Instead of a brick house, it’s made of
stone.
The pigs will live in a desert!
60. How do the
changes make
the story better?
9. Analyze how two or more texts address
similar themes or topics in order to build
knowledge or to compare the approaches
the authors take.
61. Persuasion
Three Martians is a suspenseful, sci-fi
take on The Three Little Pigs. It takes the
classic story and retells it for an older
audience.
There is real danger for the characters as
they try to stop the robot while keeping it
working so they can return to earth.
62. Non-Examples
It will be better.
You will like it since it’s funnier.
This version will have lots of interesting
things.
74. REMIX POSTER PLANNING!
!
TITLE!
!
FONT !
!
!
!
TAGLINE!
Sum up your story in one memorable sentence. !
!
ICONIC IMAGE!
What three images come to mind when thinking of your story? !
!
CAN YOU TAKE A PICTURE OR DO YOU NEED TO FIND ONE? !
!
!
WHAT COLORS WILL YOU USE? !
DISPLAY HANDWRITING SERIF SANS SERIF
THREE !
ADJECTIVES
1
2
3
1
2
3
75.
76.
77.
78. TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
!
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
!
(Renzulli, 1977)