On October 10, 2010, filmmakers and citizens around the world will document a 24-hour period by taking photos and videos to upload to the One Day on Earth website. This collective effort will be used to create a documentary film capturing global life and culture. Participating will help create a gift for the world in the form of an online archive of a single day.
The document discusses social media and its use for universities. It notes that universities are quick to adopt social media because their audiences are already engaged on these platforms. It provides examples of how universities can engage alumni through LinkedIn, Facebook, and Twitter. The document also shares statistics on the growth and usage of Facebook, including that it has over 300 million active users and more fans than many universities and their departments.
Social Media for Youth Advocacy document provides an overview of social media and how it can be used for advocacy. It discusses the history and evolution of social networks, defines social media, and outlines some key social media platforms like Facebook, Twitter, YouTube, and Flickr. It describes how these platforms can be used to connect with others, share content, and find and organize information. The document also briefly touches on challenges with social media like access, privacy, and intellectual property issues. It encourages readers to engage with social media for advocacy through activities like tweeting, blogging, and contributing online.
The handout from Monica's keynote.
The internet is a powerful way to get your message across to the right audience. Social media sites like YouTube, Twitter, Flickr, MySpace, and Facebook can help raise awareness for your cause, build a network of support, coordinate events and create change. We'll explore the Dos and Don'ts of social networking, as well as hear some inspiring examples of how other nonprofits have used social media to advance their cause & broadcast their message to the world.
The document describes The Interdependence Hexagon Project, an international arts project that engages youth in real-world issues. The project uses hexagons as a metaphor for interconnectedness. Students create artworks in hexagon shapes to explore themes related to human rights, diversity, the environment, and other topics. The goals are to promote global awareness and understanding among students. Teachers leading the project discuss strategies for implementing hexagon art lessons and collaborating with other schools.
Pajka, Sharon, and Jane Nickerson. "Engaging Students with Videos in Integrated Learning Classes." The HUIC Arts and Humanities Conference. January 8, 2012. Ed. Derek Leong. Honolulu Hawaii: Hawaii University International Conferences, 2012. Print.
This document summarizes a work camp for international volunteers held in Hamburg, Germany in 2014. The camp included workshops on issues related to media, images, and global citizenship. Participants discussed how media portrays self and others as well as power dynamics. Volunteers also strengthened skills in areas like alternative learning, media literacy, and advocacy. The week culminated in participants developing their own advocacy campaigns on topics such as migration, human rights, and street art. The camp aimed to foster experience sharing and empower returned volunteers to promote global development issues in their home communities.
Media refers to various means of communication such as television, radio, newspapers, magazines, and the internet. Older media forms include printed materials while newer digital and interactive forms include the internet and video games. Media is used almost universally and allows people to share information through blogs or stay connected through social media. The internet has become the primary source of media through social networking, blogging, and instant messaging. Media has evolved significantly over time from black and white TVs to new technologies like 3D and virtual reality. Media affects society by influencing knowledge, stereotypes, and behaviors both positively through entertainment and sports and negatively through issues like violence and obesity.
Presented on November 9, 2009 as a part of the Seminar for Historical Administration surrounding the idea of how the changing media landscape has (and will continue to) alter the mission and behaviors of museums around the world.
The document discusses social media and its use for universities. It notes that universities are quick to adopt social media because their audiences are already engaged on these platforms. It provides examples of how universities can engage alumni through LinkedIn, Facebook, and Twitter. The document also shares statistics on the growth and usage of Facebook, including that it has over 300 million active users and more fans than many universities and their departments.
Social Media for Youth Advocacy document provides an overview of social media and how it can be used for advocacy. It discusses the history and evolution of social networks, defines social media, and outlines some key social media platforms like Facebook, Twitter, YouTube, and Flickr. It describes how these platforms can be used to connect with others, share content, and find and organize information. The document also briefly touches on challenges with social media like access, privacy, and intellectual property issues. It encourages readers to engage with social media for advocacy through activities like tweeting, blogging, and contributing online.
The handout from Monica's keynote.
The internet is a powerful way to get your message across to the right audience. Social media sites like YouTube, Twitter, Flickr, MySpace, and Facebook can help raise awareness for your cause, build a network of support, coordinate events and create change. We'll explore the Dos and Don'ts of social networking, as well as hear some inspiring examples of how other nonprofits have used social media to advance their cause & broadcast their message to the world.
The document describes The Interdependence Hexagon Project, an international arts project that engages youth in real-world issues. The project uses hexagons as a metaphor for interconnectedness. Students create artworks in hexagon shapes to explore themes related to human rights, diversity, the environment, and other topics. The goals are to promote global awareness and understanding among students. Teachers leading the project discuss strategies for implementing hexagon art lessons and collaborating with other schools.
Pajka, Sharon, and Jane Nickerson. "Engaging Students with Videos in Integrated Learning Classes." The HUIC Arts and Humanities Conference. January 8, 2012. Ed. Derek Leong. Honolulu Hawaii: Hawaii University International Conferences, 2012. Print.
This document summarizes a work camp for international volunteers held in Hamburg, Germany in 2014. The camp included workshops on issues related to media, images, and global citizenship. Participants discussed how media portrays self and others as well as power dynamics. Volunteers also strengthened skills in areas like alternative learning, media literacy, and advocacy. The week culminated in participants developing their own advocacy campaigns on topics such as migration, human rights, and street art. The camp aimed to foster experience sharing and empower returned volunteers to promote global development issues in their home communities.
Media refers to various means of communication such as television, radio, newspapers, magazines, and the internet. Older media forms include printed materials while newer digital and interactive forms include the internet and video games. Media is used almost universally and allows people to share information through blogs or stay connected through social media. The internet has become the primary source of media through social networking, blogging, and instant messaging. Media has evolved significantly over time from black and white TVs to new technologies like 3D and virtual reality. Media affects society by influencing knowledge, stereotypes, and behaviors both positively through entertainment and sports and negatively through issues like violence and obesity.
Presented on November 9, 2009 as a part of the Seminar for Historical Administration surrounding the idea of how the changing media landscape has (and will continue to) alter the mission and behaviors of museums around the world.
Updated version (June 2010).
General presentation about social media, answering to e.g. following questions:
- What is social media?
- Why social media matters?
- What kind of consumer trends derive from social media?
- How should companies react?
- What are the threats and possibilities of social media?
- How to succeed in social media?
Skillful Digital Activism: Cultivating Media Ecologies for Transformative Soc...Vicki Callahan
“Skillful Digital Activism: Designing Strategies for Transformative Social Change”
This presentation explores the conceptual frameworks and practical strategies employed in social change campaigns that have utilized digital media as a crucial component of their organizing tool kit. Moving beyond the hazards of superficial social media engagement, or the justly maligned “clicktivism,” to transformative and long term impact, I examine a range of case studies that have worked to develop a “horizontal,” rather than top down, rich media ecology, which networks diverse groups, fosters community, and promotes real change. Whether using virtual reality, interactive documentaries, or DIY tools, projects such as Half the Sky, Lunch Love Community, Food Inc, Triangle Fire Archive, Through the Lens Darkly/Digital Diaspora, VozMob, and #BlackLivesMatter are all pioneering digital tools and strategies in the struggle for social justice. While their philosophies and strategies might be different each campaign mark a shift from a broadcast to a participant focused model where advocacy and engagement are connected. This work was presented at Dublin City University on November 10, 2015 and also an earlier version of this was at the Performance, Protest, and Politics Conference at University College Cork in August 2015. These presentations with part of my Fulbright Research award for 2015-2016.
Helen DeMichiel and Patricia Zimmerman, “Documentary as Open Space,” in Brian Winston’s The Documentary Film Book (Palgrave McMillan, 2013)
Sasha Constanza-Chock, Out of the Shadows and Into the Streets: Transmedia Organizing and the Immigrant Rights Movement (MIT Press, 2014)
Henry Jenkins, Sam Ford, and Joshua Green, Spreadable Media: Creating Value and Meaning in Networked Culture (NYU Press, 2013)
Deborah Willis (ed.), Picturing Us: African American Identity in Photography (The New Press, 1996).
An audio slideshow combines still photographs with audio recordings and can be viewed online or on mobile devices. It originated as news outlets looked for more dynamic ways to present online content beyond just text. Audio slideshows allow unseen photos to be shared while telling stories in new ways. They come in different formats like news packages using still images like a TV news story. Creating effective audio slideshows involves ensuring both visual and audio elements advance the story in an engaging manner.
NGOs responding to Crisis: Using Social Media to Meet New Challenges, The Cas...Dlazarow
The document discusses how NGOs have used social media, particularly during the 2010 Haiti earthquake, to respond to crises in 3 main ways:
1) Communication - NGOs used blogs, Twitter, and Facebook to provide first response updates, appeal for donations and volunteers, and keep the crisis in the news. Twitter was particularly effective for quick information spreading.
2) Multimedia - Photos on Flickr and videos on YouTube helped show the devastation and relief efforts, putting a human face on the crisis.
3) Cellular technology - Haitians texted emergency locations to organizations and over $35 million was raised through text donations, the largest mobile fundraising campaign ever. Social media played a key role in
Introduction to Online Creative CollaborationKurt Luther
This document discusses online creative collaboration through examples like Mass Animation, Mozilla Firefox, and Star Wars Uncut. It then summarizes research on collaborative projects like Wikipedia and Newgrounds. For Newgrounds collaborations, the document outlines challenges collaboration leaders face in structuring projects, directing artists, and integrating animations. Leaders must balance authority with egalitarianism to avoid artists dropping out or projects remaining unfinished.
Social Media 101: Classroom Collaboration after the Bell
Topics: General Technology, Internet Tools
Last updated: March 2012
Download: PowerPoint presentation (5.7 MB)
Confused by all the talk about Twitter, Google+, Yelp, Reddit, and the like? This session is for you! Join Patrick Crispen as he helps demystify the world of social media, tours some of the most popular social media sites and tools, and gives you some field-tested tips and tricks to use web-enabled and mobile technologies to extend your classroom discussions beyond the end of the school day.
by Patrick Crispen
How user generated content has revolutionized modern mediaDasun Eranthika
The document discusses user-generated content (UGC) and modern media. It defines UGC as content created and uploaded by non-media professionals. Examples of modern media categories that often feature UGC are given, including blogs, wikis, social networks, photo/video sharing, and slide sharing platforms. Specific popular sites are listed for each category, such as Wikipedia, Facebook, YouTube, and Flickr. Both benefits and drawbacks of UGC are mentioned.
Social media platforms like Facebook, blogs, and YouTube create and change cultural archives by allowing anyone to instantly publish and share new creative works. They archive this content, making it accessible indefinitely. This democratizes information sharing on a global scale, while their networking features facilitate discussion around both new and old cultural works. However, established influences still shape popular discourse.
2011 - Analyzing Wikieducators - Short EthnographyAlfonso Sintjago
Wikieducator.org is an online community for open educational resources (OER). The document discusses the founding and mission of Wikieducator, which aims to turn the digital divide into digital dividends using free content and open networks. It provides background on OER and related open movements. The author describes their research project studying Wikieducator through participant observation, interviews, and discourse analysis of forum data.
This document outlines a 12-lesson plan to teach students about the impact humans are having on Earth. The plan uses an inquiry-based "Five E's" approach of engage, explore, explain, elaborate, and evaluate. Lessons cover topics like water, pollution, recycling, deforestation, climate change, and raising awareness. Formative and self-assessments are built into the lessons. The overarching goals are for students to understand our effect on the planet and ways to influence positive change.
Everything Unplugged is an informal learning group that meets regularly in London and Norwich to have wide-ranging conversations about learning and society. The conversations are loosely structured and bring together diverse people to discuss challenges to traditional education and hierarchies. Participants discuss ideas for more open, non-hierarchical forms of learning and engagement that are rooted in social contexts and networks. The goal is to help people take control of their own learning and contribute to conversations that are generating new possibilities for the future of learning.
The document provides background information on peace building and the four major stages of conflict resolution according to the United Nations: conflict prevention, peacemaking, peacekeeping, and peace building. It describes each stage in 2-3 sentences. Conflict prevention aims to resolve conflicts before violence occurs through strengthening governance, rights, development, and disarmament. Peacemaking involves negotiating ceasefires. Peacekeeping uses neutral groups to encourage non-violence and protect aid delivery. Peace building is a complex, long-term process of rebuilding society through reintegration, relief, infrastructure, and social and economic rehabilitation.
Film and Media Education in School, Public and Academic LibrariesRenee Hobbs
This session explores the practices of film, media and information literacy education in school, public and academic libraries. Five core pedagogies are demonstrated in this interactive and hands-on learning experience that showcase the uses of digital technologies and uses dialogue and discussion to advance the film, media and information literacy competencies of participants.
[Challenge:Future] Social exclusion or social inclusion?Challenge:Future
The document calls for action to increase social inclusion and address social exclusion. It proposes that 1) social norms often do not fit all people, 2) many youth feel alienated and silent, and 3) the current system of values sometimes wrongly labels and excludes people. The target group is youth who can educate others. Suggested actions include self-education to discuss social inclusion, educating others, and creating school courses on topics like social inclusion, urbanism, alienation, and cultural studies. The courses should be interactive and require students to identify real examples, and spread ideas online. The goals are to interest more youth in social problems and train them to address issues of exclusion.
This document discusses using Wikipedia in college classrooms. It notes that 10 years ago students were told not to cite Wikipedia, but it is now ubiquitous. It asks if this access to information makes us smarter and if we know how to use it. The document argues that Wikipedia is important for understanding societal changes in knowledge production. It also argues that Wikipedia offers unique teaching opportunities and that academics should engage with it rather than ignore it, as students want to understand and participate. It provides resources for educators to utilize Wikipedia.
This chapter introduces the concepts of intercultural communication and culture. It provides practical reasons for studying intercultural communication, such as adjusting to a global workplace, adapting to domestic diversity, and enhancing intercultural relationships. The chapter defines culture as a learned meaning system consisting of patterns of traditions, beliefs, values, norms, meanings, and symbols shared within a community and passed down between generations. Culture is compared to an iceberg, with surface-level culture being popular culture and deeper levels including cultural norms and shared traditions.
Communities form for social and practical reasons. They allow people to feel a sense of belonging and to build social capital by sharing ideas, skills, and collaborating on goals. Communities can be interest-based, practice-based, or circumstance-based. Successful communities often contain subgroups that focus on specific interests, practices, or circumstances. Diversity within communities is important, both in surface characteristics and deep skills/personalities. Open source projects function best as interest-based communities that encourage diverse participation.
Social media refers to virtual communities and networks where people interact and share information. Some of the earliest forms of social media include cave wall paintings from ancient times. Modern social media platforms like Facebook, Twitter, and YouTube allow individuals to publish information more cheaply and accessibly compared to traditional media. While social media can help facilitate information sharing and connection, overuse has disadvantages like reduced in-person social engagement and effects on attention span and eyesight. Moderation is important to gain benefits while avoiding negative impacts.
This document outlines the objectives and content of a workshop on intercultural competence. The workshop aims to help participants gain cultural self-awareness, understand why intercultural dialogue is important, apply Hofstede's cultural dimensions to examples, develop skills for lifelong cultural learning, and prepare to handle uncomfortable intercultural situations. It includes discussions of culture, cultural identity, nonverbal communication differences, team building activities, and approaches for embracing ambiguity and supporting others through discomfort.
The document discusses how global education and technology can help create a culture of peace. It provides examples of how students in the 1980s used early technologies and online projects to connect across borders and conflicts. Global education aims to increase awareness of other cultures, commitment to respecting differences, and engagement in collaborative actions. The document highlights several ongoing international projects coordinated by iEARN that allow students to learn from each other on issues like environmental sustainability and migration. It calls for connecting all US schools to global education opportunities by 2016 to develop globally competent citizens who can address global challenges.
Updated version (June 2010).
General presentation about social media, answering to e.g. following questions:
- What is social media?
- Why social media matters?
- What kind of consumer trends derive from social media?
- How should companies react?
- What are the threats and possibilities of social media?
- How to succeed in social media?
Skillful Digital Activism: Cultivating Media Ecologies for Transformative Soc...Vicki Callahan
“Skillful Digital Activism: Designing Strategies for Transformative Social Change”
This presentation explores the conceptual frameworks and practical strategies employed in social change campaigns that have utilized digital media as a crucial component of their organizing tool kit. Moving beyond the hazards of superficial social media engagement, or the justly maligned “clicktivism,” to transformative and long term impact, I examine a range of case studies that have worked to develop a “horizontal,” rather than top down, rich media ecology, which networks diverse groups, fosters community, and promotes real change. Whether using virtual reality, interactive documentaries, or DIY tools, projects such as Half the Sky, Lunch Love Community, Food Inc, Triangle Fire Archive, Through the Lens Darkly/Digital Diaspora, VozMob, and #BlackLivesMatter are all pioneering digital tools and strategies in the struggle for social justice. While their philosophies and strategies might be different each campaign mark a shift from a broadcast to a participant focused model where advocacy and engagement are connected. This work was presented at Dublin City University on November 10, 2015 and also an earlier version of this was at the Performance, Protest, and Politics Conference at University College Cork in August 2015. These presentations with part of my Fulbright Research award for 2015-2016.
Helen DeMichiel and Patricia Zimmerman, “Documentary as Open Space,” in Brian Winston’s The Documentary Film Book (Palgrave McMillan, 2013)
Sasha Constanza-Chock, Out of the Shadows and Into the Streets: Transmedia Organizing and the Immigrant Rights Movement (MIT Press, 2014)
Henry Jenkins, Sam Ford, and Joshua Green, Spreadable Media: Creating Value and Meaning in Networked Culture (NYU Press, 2013)
Deborah Willis (ed.), Picturing Us: African American Identity in Photography (The New Press, 1996).
An audio slideshow combines still photographs with audio recordings and can be viewed online or on mobile devices. It originated as news outlets looked for more dynamic ways to present online content beyond just text. Audio slideshows allow unseen photos to be shared while telling stories in new ways. They come in different formats like news packages using still images like a TV news story. Creating effective audio slideshows involves ensuring both visual and audio elements advance the story in an engaging manner.
NGOs responding to Crisis: Using Social Media to Meet New Challenges, The Cas...Dlazarow
The document discusses how NGOs have used social media, particularly during the 2010 Haiti earthquake, to respond to crises in 3 main ways:
1) Communication - NGOs used blogs, Twitter, and Facebook to provide first response updates, appeal for donations and volunteers, and keep the crisis in the news. Twitter was particularly effective for quick information spreading.
2) Multimedia - Photos on Flickr and videos on YouTube helped show the devastation and relief efforts, putting a human face on the crisis.
3) Cellular technology - Haitians texted emergency locations to organizations and over $35 million was raised through text donations, the largest mobile fundraising campaign ever. Social media played a key role in
Introduction to Online Creative CollaborationKurt Luther
This document discusses online creative collaboration through examples like Mass Animation, Mozilla Firefox, and Star Wars Uncut. It then summarizes research on collaborative projects like Wikipedia and Newgrounds. For Newgrounds collaborations, the document outlines challenges collaboration leaders face in structuring projects, directing artists, and integrating animations. Leaders must balance authority with egalitarianism to avoid artists dropping out or projects remaining unfinished.
Social Media 101: Classroom Collaboration after the Bell
Topics: General Technology, Internet Tools
Last updated: March 2012
Download: PowerPoint presentation (5.7 MB)
Confused by all the talk about Twitter, Google+, Yelp, Reddit, and the like? This session is for you! Join Patrick Crispen as he helps demystify the world of social media, tours some of the most popular social media sites and tools, and gives you some field-tested tips and tricks to use web-enabled and mobile technologies to extend your classroom discussions beyond the end of the school day.
by Patrick Crispen
How user generated content has revolutionized modern mediaDasun Eranthika
The document discusses user-generated content (UGC) and modern media. It defines UGC as content created and uploaded by non-media professionals. Examples of modern media categories that often feature UGC are given, including blogs, wikis, social networks, photo/video sharing, and slide sharing platforms. Specific popular sites are listed for each category, such as Wikipedia, Facebook, YouTube, and Flickr. Both benefits and drawbacks of UGC are mentioned.
Social media platforms like Facebook, blogs, and YouTube create and change cultural archives by allowing anyone to instantly publish and share new creative works. They archive this content, making it accessible indefinitely. This democratizes information sharing on a global scale, while their networking features facilitate discussion around both new and old cultural works. However, established influences still shape popular discourse.
2011 - Analyzing Wikieducators - Short EthnographyAlfonso Sintjago
Wikieducator.org is an online community for open educational resources (OER). The document discusses the founding and mission of Wikieducator, which aims to turn the digital divide into digital dividends using free content and open networks. It provides background on OER and related open movements. The author describes their research project studying Wikieducator through participant observation, interviews, and discourse analysis of forum data.
This document outlines a 12-lesson plan to teach students about the impact humans are having on Earth. The plan uses an inquiry-based "Five E's" approach of engage, explore, explain, elaborate, and evaluate. Lessons cover topics like water, pollution, recycling, deforestation, climate change, and raising awareness. Formative and self-assessments are built into the lessons. The overarching goals are for students to understand our effect on the planet and ways to influence positive change.
Everything Unplugged is an informal learning group that meets regularly in London and Norwich to have wide-ranging conversations about learning and society. The conversations are loosely structured and bring together diverse people to discuss challenges to traditional education and hierarchies. Participants discuss ideas for more open, non-hierarchical forms of learning and engagement that are rooted in social contexts and networks. The goal is to help people take control of their own learning and contribute to conversations that are generating new possibilities for the future of learning.
The document provides background information on peace building and the four major stages of conflict resolution according to the United Nations: conflict prevention, peacemaking, peacekeeping, and peace building. It describes each stage in 2-3 sentences. Conflict prevention aims to resolve conflicts before violence occurs through strengthening governance, rights, development, and disarmament. Peacemaking involves negotiating ceasefires. Peacekeeping uses neutral groups to encourage non-violence and protect aid delivery. Peace building is a complex, long-term process of rebuilding society through reintegration, relief, infrastructure, and social and economic rehabilitation.
Film and Media Education in School, Public and Academic LibrariesRenee Hobbs
This session explores the practices of film, media and information literacy education in school, public and academic libraries. Five core pedagogies are demonstrated in this interactive and hands-on learning experience that showcase the uses of digital technologies and uses dialogue and discussion to advance the film, media and information literacy competencies of participants.
[Challenge:Future] Social exclusion or social inclusion?Challenge:Future
The document calls for action to increase social inclusion and address social exclusion. It proposes that 1) social norms often do not fit all people, 2) many youth feel alienated and silent, and 3) the current system of values sometimes wrongly labels and excludes people. The target group is youth who can educate others. Suggested actions include self-education to discuss social inclusion, educating others, and creating school courses on topics like social inclusion, urbanism, alienation, and cultural studies. The courses should be interactive and require students to identify real examples, and spread ideas online. The goals are to interest more youth in social problems and train them to address issues of exclusion.
This document discusses using Wikipedia in college classrooms. It notes that 10 years ago students were told not to cite Wikipedia, but it is now ubiquitous. It asks if this access to information makes us smarter and if we know how to use it. The document argues that Wikipedia is important for understanding societal changes in knowledge production. It also argues that Wikipedia offers unique teaching opportunities and that academics should engage with it rather than ignore it, as students want to understand and participate. It provides resources for educators to utilize Wikipedia.
This chapter introduces the concepts of intercultural communication and culture. It provides practical reasons for studying intercultural communication, such as adjusting to a global workplace, adapting to domestic diversity, and enhancing intercultural relationships. The chapter defines culture as a learned meaning system consisting of patterns of traditions, beliefs, values, norms, meanings, and symbols shared within a community and passed down between generations. Culture is compared to an iceberg, with surface-level culture being popular culture and deeper levels including cultural norms and shared traditions.
Communities form for social and practical reasons. They allow people to feel a sense of belonging and to build social capital by sharing ideas, skills, and collaborating on goals. Communities can be interest-based, practice-based, or circumstance-based. Successful communities often contain subgroups that focus on specific interests, practices, or circumstances. Diversity within communities is important, both in surface characteristics and deep skills/personalities. Open source projects function best as interest-based communities that encourage diverse participation.
Social media refers to virtual communities and networks where people interact and share information. Some of the earliest forms of social media include cave wall paintings from ancient times. Modern social media platforms like Facebook, Twitter, and YouTube allow individuals to publish information more cheaply and accessibly compared to traditional media. While social media can help facilitate information sharing and connection, overuse has disadvantages like reduced in-person social engagement and effects on attention span and eyesight. Moderation is important to gain benefits while avoiding negative impacts.
This document outlines the objectives and content of a workshop on intercultural competence. The workshop aims to help participants gain cultural self-awareness, understand why intercultural dialogue is important, apply Hofstede's cultural dimensions to examples, develop skills for lifelong cultural learning, and prepare to handle uncomfortable intercultural situations. It includes discussions of culture, cultural identity, nonverbal communication differences, team building activities, and approaches for embracing ambiguity and supporting others through discomfort.
The document discusses how global education and technology can help create a culture of peace. It provides examples of how students in the 1980s used early technologies and online projects to connect across borders and conflicts. Global education aims to increase awareness of other cultures, commitment to respecting differences, and engagement in collaborative actions. The document highlights several ongoing international projects coordinated by iEARN that allow students to learn from each other on issues like environmental sustainability and migration. It calls for connecting all US schools to global education opportunities by 2016 to develop globally competent citizens who can address global challenges.
The document discusses how global education and technology can help create a culture of peace. It provides examples of how students in the 1980s used early technologies and online projects to connect across borders and conflicts. Global education aims to increase awareness of other cultures, commitment to respecting differences, and engagement in collaborative actions. The document outlines specific past and present iEARN projects that help students develop these skills and work together internationally on issues like the environment, migration, and cultural exchange. It calls for connecting all US schools to global education opportunities by 2016 to give students skills for addressing global problems.
Lecture 2: Perspectives of Mass CommmunicationsPhilip Gan
The document summarizes a lecture on introductory mass communication. It discusses two main perspectives on studying mass communication - the functional approach and critical/cultural approach.
The functional approach examines how media fulfills certain roles or functions for society, such as surveillance, interpretation, and entertainment. It also looks at uses and gratifications theory, which analyzes how individuals use media to fulfill needs.
The critical/cultural approach developed from Marxist and feminist theories. It examines concepts like ideology, hegemony, and culture. It views media as reinforcing existing power structures and promoting dominant values. Both approaches provide useful ways to analyze media but come to different conclusions.
This document discusses how social media and web 2.0 tools can be used in music classrooms for professional development, advocacy, collaboration, and teaching/learning experiences. It provides examples of how tools like Twitter, blogs, and Facebook can be used for activities like participating in online discussions through hashtags, reading other educators' blogs, advocating for music programs, and collaborating on lessons or projects. The document also describes activities the readers participated in, like creating Twitter accounts, exploring music education hashtags and blogs, and developing social media-based lessons.
This document discusses best practices for creating an engaging social media community for students. It begins by explaining why universities should embrace the social aspects of social media, as the online world is becoming more integrated with real life. It then outlines various elements to consider, including key channels, listening to students, different levels of participation, and content strategies. The rest of the document provides tips on community building, such as understanding student behaviors, defining the target audience and community goals, examples of international student communities, and the role of community managers. Measurement of success is recommended to focus on community activity and engagement.
This document discusses the issues facing global identity in communication. It covers how the internet and technology have transformed identities from local to global, influenced by television, music, fashion and social media. It introduces the concept of an "e-netizen" as someone with a hybrid local and global identity due to being wired to the internet. E-netizens experience spatial and temporal dialectics online. Gadgets and social media have changed communication patterns to be faster, more truncated via text, and have allowed people to be social change agents. Developing identity takes time but can now transform quickly online, for better or worse.
One Day on Earth is a global community of filmmakers, educators, students, and inspired individuals. We are committed to using documentary filmmaking as a platform to create greater understanding and civic engagement around the issues that will most affect or future.
This slideshow is part of a complete curriculum designed to give teachers an entry point to using filmmaking and social media as powerful educational tools.
See more at www.onedayonearth.org/education
One Day on Earth is a global community of filmmakers, educators, students, and inspired individuals. We are committed to using documentary filmmaking as a platform to create greater understanding and civic engagement around the issues that will most affect or future.
This slideshow is part of a complete curriculum designed to give teachers an entry point to using filmmaking and social media as powerful educational tools.
See more at www.onedayonearth.org/education
One Day on Earth is a global community of filmmakers, educators, students, and inspired individuals. We are committed to using documentary filmmaking as a platform to create greater understanding and civic engagement around the issues that will most affect or future.
This slideshow is part of a complete curriculum designed to give teachers an entry point to using filmmaking and social media as powerful educational tools.
See more at www.onedayonearth.org/education
One Day on Earth is a global community of filmmakers, educators, students, and inspired individuals. We are committed to using documentary filmmaking as a platform to create greater understanding and civic engagement around the issues that will most affect or future.
This slideshow is part of a complete curriculum designed to give teachers an entry point to using filmmaking and social media as powerful educational tools.
See more at www.onedayonearth.org/education
One Day on Earth is a global community of filmmakers, educators, students, and inspired individuals. We are committed to using documentary filmmaking as a platform to create greater understanding and civic engagement around the issues that will most affect or future.
This slideshow is part of a complete curriculum designed to give teachers an entry point to using filmmaking and social media as powerful educational tools.
See more at www.onedayonearth.org/education
The document discusses the process of reviewing footage and making selects. It recommends viewing all footage to determine which shots came out successfully, which did not, and if any necessary shots were missed. When reviewing, the viewer should look for strong composition, compelling imagery, interesting movements, and shots that support the story being told. The document provides examples of criteria to log for each shot, including timecode, duration, comments, and whether it is good or not. It advises filling out a logging chart with this information for each take while reviewing footage.
This document discusses editing video sequences. It defines editing as organizing and structuring shots from raw footage into a coherent narrative. A sequence is a series of related or unrelated shots that develop a subject or have a particular style. The word "cut" has several meanings in film including joining shots together in the editing process, ending a take, or transitioning between shots. A rough cut is an unfinished first draft that contains the main content, while a final cut is the exported version that cannot be further edited. The document advises keeping a journal during editing to record notes on what works, doesn't work, desired changes, and any challenges encountered.
This document discusses digital information and how computers organize and store data. It explains that computers use binary digits (1s and 0s) to represent all digital information. This allows incredible amounts of data to be stored and processed using relatively simple on/off signals. Examples like CDs and DVDs are given of how binary representations can encode high-quality audio and video. The document also notes that while computers view data digitally, humans perceive information in a more analog/continuous manner. Finally, it briefly mentions how external storage devices can be used to transfer and play back digital files.
This document provides instructions for reviewing footage and selecting clips. It explains that reviewing footage is an important step and that footage may be in one continuous piece or divided into clips. It instructs the reader to look for successfully and unsuccessfully shot clips, any missing shots, and technical problems. When reviewing, the reader should note strong composition, compelling imagery, interesting movements, shots that support the story, and shots that ask or answer questions. The document provides an example logging chart to catalog clips during the selection process.
This document provides instruction on shooting fundamentals including composition, framing, camera angles, shots, and camera settings. It discusses composing shots with different objects and lines. It also covers technical camera settings like zoom, focus, white balance, exposure, sound, using a tripod versus handheld shooting, and panning and tilting. Exercises are provided to help learn these fundamentals by experimenting with a camera.
The document discusses the history of moving images from early optical devices like the camera obscura and zoetrope to modern technologies like film, video, and digital cameras. It explains perceptual phenomena like persistence of vision that allow individual still images to be perceived as motion when viewed rapidly in sequence. Key early innovations that helped advance moving images include the zoetrope, which produced an illusion of motion through spinning slits that revealed sequenced drawings, and motion picture cameras which similarly captured sequenced still frames that the eye perceives as a moving picture.
The document discusses the history of moving images from early optical devices like the camera obscura and zoetrope to modern technologies like film, video, and digital cameras. It explains how persistence of vision creates the illusion of motion and covers experiments investigating beta movement. A variety of visual technologies are introduced that capture sequential still images which appear as motion when viewed rapidly in succession.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
2. Introduction to One Day on Earth
On October 10, 2010, in every country in the world, filmmakers, inspired citizens,
and students will document the 24-hour period and share their footage and
photographs by uploading them to the website. This collective action will help create
an online archive that will be used to produce a documentary film. By participating in
this historic event, you will help capture the diversity of life and culture on this planet.
Together we will create a document that is a gift to the world.
Together we will create a document that is a gift to the world.
Lesson 1: Introduction to One Day on Earth
3. What is Participatory Media?
Participatory Media is content that is shared in an open community venue
Lesson 1: Introduction to One Day on Earth
4. What is Participatory Media?
Participatory Media is content that is shared in an open community venue
and is produced by private citizens.
Lesson 1: Introduction to One Day on Earth
5. What is Participatory Media?
Examples of participatory media venues are:
• Community media sites such as Facebook
Lesson 1: Introduction to One Day on Earth
6. What is Participatory Media?
Examples of participatory media venues are:
• Blogs
Lesson 1: Introduction to One Day on Earth
7. What is Participatory Media?
Examples of participatory media venues are:
• Wikis such as Wikipedia
Lesson 1: Introduction to One Day on Earth
8. What is Participatory Media?
Examples of participatory media venues are:
• Video sharing sites such as YouTube and Vimeo
Lesson 1: Introduction to One Day on Earth
9. What is Participatory Media?
Examples of participatory media venues are:
• Music sites such as Pandora
Lesson 1: Introduction to One Day on Earth
10. What is Participatory Media?
Examples of participatory media venues are:
• Photo sharing sites such as Flickr
Lesson 1: Introduction to One Day on Earth
11. What is Participatory Media?
Examples of participatory media venues are:
• Podcasts
Lesson 1: Introduction to One Day on Earth
12. What is Participatory Media?
Examples of participatory media venues are:
• and participatory video projects like One Day on Earth.
Lesson 1: Introduction to One Day on Earth
14. Participatory Media shares three common characteristics:
Par%cipatory media derives its power from the ac1ve par1cipa1on of
a par1cular group’s members.
1
Lesson 1: Introduction to One Day on Earth
15. Participatory Media shares three common characteristics:
When social networks are combined with other networks, they can
become be=er performing networks.
2
Lesson 1: Introduction to One Day on Earth
16. Participatory Media shares three common characteristics:
Through social networking technology, par1cipatory media can use
images, text, audio, video, so@ware, data, tags, and links.
3
“Words, words, mere words,
no matter from the heart...”
Assouka Eteki
100111011010101
011101101101010
101010111011001
101110010010101
000101110101001
101110110101010
www.onedayonearth.org
Lesson 1: Introduction to One Day on Earth
17. What is a Social Network?
A social network is a a social structure made of individuals or
organizations which are connected by one or more specific types of
interdependency such as friendship, common interests, knowledge, beliefs,
or kinship.
With the creation of the internet, social network systems can now be easily
hosted by websites such as myspace and One Day on Earth.
Lesson 1: Introduction to One Day on Earth
18. Questions...
1. How many participatory media and social media
networks are you currently interacting with?
2. How many times a day do you interact?
Lesson 1: Introduction to One Day on Earth
19. What is Participatory Culture?
Members of a participatory culture not only act as consumers...
Lesson 1: Introduction to One Day on Earth
20. What is Participatory Culture?
... but also as contributors.
Lesson 1: Introduction to One Day on Earth
21. What is Participatory Culture?
... but also as contributors.
While not all members contribute,
all have the belief that they are
free to contribute when they are
ready, and what they contribute
will be appropriately valued.
Lesson 1: Introduction to One Day on Earth
23. Participatory cultures are characterized by:
• Low, or no, barriers to artistic expression and civic engagement
• Strong support for creating and sharing one’s creations with others
• Some type of informal mentorship whereby what is known by the most experienced
is passed along to novices, such as Philip Bloom, a participant of One Day on Earth
who posts online tutorials at his website: http://philipbloom.net/tutorials-1/
• Members believe that their contributions matter
• Members feel some degree of social connection with one another
Lesson 1: Introduction to One Day on Earth
24. Participatory cultures are characterized by:
• Low, or no, barriers to artistic expression and civic engagement
• Strong support for creating and sharing one’s creations with others
• Some type of informal mentorship whereby what is known by the most experienced
is passed along to novices, such as Philip Bloom, a participant of One Day on Earth
who posts online tutorials at his website: http://philipbloom.net/tutorials-1/
• Members believe that their contributions matter
• Members feel some degree of social connection with one another
Lesson 1: Introduction to One Day on Earth
25. Participatory cultures are characterized by:
• Low, or no, barriers to artistic expression and civic engagement
• Strong support for creating and sharing one’s creations with others
• Some type of informal mentorship whereby what is known by the most experienced
is passed along to novices, such as Philip Bloom, a participant in One Day on Earth
who posts online tutorials at his website: http://philipbloom.net/tutorials-1/
• Members believe that their contributions matter
• Members feel some degree of social connection with one another
Lesson 1: Introduction to One Day on Earth
26. Participatory cultures are characterized by:
• Low, or no, barriers to artistic expression and civic engagement
• Strong support for creating and sharing one’s creations with others
• Some type of informal mentorship whereby what is known by the most experienced
is passed along to novices, such as Philip Bloom, a participant of One Day on Earth
who posts online tutorials at his website: http://philipbloom.net/tutorials-1/
• Members believe that their contributions matter
• Members feel some degree of social connection with one another
Lesson 1: Introduction to One Day on Earth
27. Participatory cultures are characterized by:
• Low, or no, barriers to artistic expression and civic engagement
• Strong support for creating and sharing one’s creations with others
• Some type of informal mentorship whereby what is known by the most experienced
is passed along to novices, such as Philip Bloom, a participant of One Day on Earth
who posts online tutorials at his website: http://philipbloom.net/tutorials-1/
• Members believe that their contributions matter
• Members feel some degree of social connection with one another
Lesson 1: Introduction to One Day on Earth
28. What is Citizen Journalism?
Citizen journalism is news and commentary from the public at large. Using
wikis, social networking sites, and blogs, anyone can contribute information
about a current event. The concept behind citizen journalism is that a
community of sources is more accurate than news coming from one source.
One example is Ground Report. (www.groundreport.com)
Lesson 1: Introduction to One Day on Earth
29. What is Documentary Filmmaking?
Documentary film is a broad category
of visual expression that is based on
the attempt, to "document" reality.
Erin Levin
Lesson 1: Introduction to One Day on Earth
30. What is Documentary Filmmaking?
In a documentary film, the filmmaker
chooses a topic to document, and
attempts to visually present the facts
about this topic.
Erin Levin
Lesson 1: Introduction to One Day on Earth
31. Journal and Discussion Questions...
• Have you ever seen a documentary film?
• What was it about?
• What topic did it document?
• What type of topics interest you?
Lesson 1: Introduction to One Day on Earth
32. Journal and Discussion Questions...
• Have you ever seen a documentary film?
• What was it about?
• What topic did it document?
• What type of topics interest you?
Lesson 1: Introduction to One Day on Earth
33. Journal and Discussion Questions...
• Have you ever seen a documentary film?
• What was it about?
• What topic did it document?
• What type of topics interest you?
Lesson 1: Introduction to One Day on Earth
34. Journal and Discussion Questions...
• Have you ever seen a documentary film?
• What was it about?
• What topic did it document?
• What type of topics interest you that
you would like to see documented?
Lesson 1: Introduction to One Day on Earth
35. One Day on Earth is…
One Day on Earth is a participatory media project and culture, which
utilizes a social network to create and share content.
Members of our community can interact with each other creatively,
pass on knowledge through mentorship, and share creative
contributions with each other.
Our membersʼ contributions are validated by others in the community.
The One Day on Earth community website helps build social
connection through the premise of collectively filming 10.10.10.
Lesson 1: Introduction to One Day on Earth
36. One Day on Earth, the documentary and you...
Using participants’ footage, One Day on Earth will create a documentary film about the
amazing diversity, conflict, tragedy, and triumph that occurs in one 24-hour period on Earth.
Lesson 1: Introduction to One Day on Earth
37. One Day on Earth, the documentary and you...
Using participants’ footage, One Day on Earth will create a documentary film about the
amazing diversity, conflict, tragedy, and triumph that occurs in one 24-hour period on Earth.
Your footage could be in the film. Our team of editors will review all of the submissions
received, and have the duty to finding the most compelling material to include in the
One Day On Earth documentary... it could be yours!
Lesson 1: Introduction to One Day on Earth
38. What is the One Day on Earth website?
The One Day on Earth website is a social networking site that provides the following:
Lesson 1: Introduction to One Day on Earth
39. What is the One Day on Earth website?
The One Day on Earth website is a social networking site that provides the following:
• A place to communicate with participants around the world.
• A venue to share photographs, videos, and music with community
members.
• Groups through which you can create events, plan and execute
creative ideas, and share common interests
• A video time capsule where you can explore videos created by
other participants on 10.10.10.
Lesson 1: Introduction to One Day on Earth
40. What is the One Day on Earth website?
The One Day on Earth website is a social networking site that provides the following:
• A place to communicate with participants around the world.
• A venue to share photographs, videos, and music with community
members.
• Groups through which you can create events, plan and execute
creative ideas, and share common interests
• A video time capsule where you can explore videos created by
other participants on 10.10.10.
Lesson 1: Introduction to One Day on Earth
41. What is the One Day on Earth website?
The One Day on Earth website is a social networking site that provides the following:
• A place to communicate with participants around the world.
• A venue to share photographs, videos, and music with community
members.
• Groups through which you can create events, plan and execute
creative ideas, and share common interests.
• A video time capsule where you can explore videos created by
other participants on 10.10.10.
Lesson 1: Introduction to One Day on Earth
42. What is the One Day on Earth website?
The One Day on Earth website is a social networking site that provides the following:
• A place to communicate with participants around the world.
• A venue to share photographs, videos, and music with community
members.
• Groups through which you can create events, plan and execute
creative ideas, and share common interests.
• A video time capsule where you can explore videos created by
other participants on 10.10.10.
Lesson 1: Introduction to One Day on Earth
43. Assignment:
Make a list of how many participatory
and social media networks you interact
with and how many times a day you
interact with each one. Keep track for a
full 24 hours.
Lesson 1: Introduction to One Day on Earth