Delivered at the Northeast Area Media Literacy conference "The New Media Literacies for Today's Plugged-in Generation" in Storrs, Conneticut. April 2008
In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm.
The implications are staff and students need to learning the literacies of this connectivist learning environment.
In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm.
The implications are staff and students need to learning the literacies of this connectivist learning environment.
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
Marshal McLuhan said that we shape our tools and then they shape us. This is the imperative for attending to information literacy and technology fluency in education.
Presented at the Centre for Research in the Social Professions [CRiSP] Symposium, Friday 15th November 2013, IT Sligo: MOOCing about: digitised pedagogies – a point of no return?
Centre for Research in the Social Professions [CRiSP] Symposium; Friday 15th November 2013
Here, the presenter relates how she discovered Twitter as a tool for professional networking and development and how it opened up new ways of learning and new professional opportunities.
Using first hand experience, the presenter takes us on a tour that encompasses a range of new theories and practices including, social networking, personal learning networks [PLN], personal knowledge management [PKM], digital literacies and digital age learning theories - connectivism, rhizomatic learning and heutagogy
The empowerment of minorities and migrants as media agents is a key issue since these groups have been rarely actively involved in the process of representation in the mainstream media...
Presentation to accompany proposal for a BC Board/Authority Authorized Course - framework posted at http://db.tt/yCrfoQ6A. Middle Earth 12 is a senior Humanities elective course - a personalized, blended approach to the study of Language and Landscape. Middle Earth 12 is designed to work as a stand-alone course but will be implemented with a Humanities Program that also includes students seeking credit for BC English 11 and Geography 12.
In partnership with the Macquarie ICT Innovation Centre, three Year 3 teachers and one Year 10 teacher will develop and design a transmedia story with their students to share with the other project classes to investigate the question: In what ways might transmedia storytelling allow teachers to re-imagine how they currently engage their class in an immersive literacy environment through the process of collaborative design?
The project will examine the potential value of transmedia storytelling for literacy development by investigating the worth of the ‘Weaving a StoryWorld Web’ framework, a teaching and learning model developed by MacICT’s research advisor to support the design, development and creation of transmedia storyworld. The project will particularly focus on the professional learning of the teachers, examining if transmedia story telling is an engaging and effective way to meet the ICT elements in the Australian Curriculum: English.
Find out more at www.macict.edu.au
Complexities of Copyright: Shepard Fairey vs. the APAnna van Someren
Participants in this workshop will explore three interactive, multimedia learning challenges that clarify the complexities of copyright in the digital age.
Throughout these three challenges, images, video, music, websites, and the story of the Obama "Hope" poster are used to illustrate how copyright, fair use, and the Creative Commons licensing system work.
Participants will see copyright issues brought to life through current and relevant media stories, discover how media elements connect to structure a Learning Library challenge, and discuss how they might customize these challenges for more specific learning contexts and goals.
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
Marshal McLuhan said that we shape our tools and then they shape us. This is the imperative for attending to information literacy and technology fluency in education.
Presented at the Centre for Research in the Social Professions [CRiSP] Symposium, Friday 15th November 2013, IT Sligo: MOOCing about: digitised pedagogies – a point of no return?
Centre for Research in the Social Professions [CRiSP] Symposium; Friday 15th November 2013
Here, the presenter relates how she discovered Twitter as a tool for professional networking and development and how it opened up new ways of learning and new professional opportunities.
Using first hand experience, the presenter takes us on a tour that encompasses a range of new theories and practices including, social networking, personal learning networks [PLN], personal knowledge management [PKM], digital literacies and digital age learning theories - connectivism, rhizomatic learning and heutagogy
The empowerment of minorities and migrants as media agents is a key issue since these groups have been rarely actively involved in the process of representation in the mainstream media...
Presentation to accompany proposal for a BC Board/Authority Authorized Course - framework posted at http://db.tt/yCrfoQ6A. Middle Earth 12 is a senior Humanities elective course - a personalized, blended approach to the study of Language and Landscape. Middle Earth 12 is designed to work as a stand-alone course but will be implemented with a Humanities Program that also includes students seeking credit for BC English 11 and Geography 12.
In partnership with the Macquarie ICT Innovation Centre, three Year 3 teachers and one Year 10 teacher will develop and design a transmedia story with their students to share with the other project classes to investigate the question: In what ways might transmedia storytelling allow teachers to re-imagine how they currently engage their class in an immersive literacy environment through the process of collaborative design?
The project will examine the potential value of transmedia storytelling for literacy development by investigating the worth of the ‘Weaving a StoryWorld Web’ framework, a teaching and learning model developed by MacICT’s research advisor to support the design, development and creation of transmedia storyworld. The project will particularly focus on the professional learning of the teachers, examining if transmedia story telling is an engaging and effective way to meet the ICT elements in the Australian Curriculum: English.
Find out more at www.macict.edu.au
Complexities of Copyright: Shepard Fairey vs. the APAnna van Someren
Participants in this workshop will explore three interactive, multimedia learning challenges that clarify the complexities of copyright in the digital age.
Throughout these three challenges, images, video, music, websites, and the story of the Obama "Hope" poster are used to illustrate how copyright, fair use, and the Creative Commons licensing system work.
Participants will see copyright issues brought to life through current and relevant media stories, discover how media elements connect to structure a Learning Library challenge, and discuss how they might customize these challenges for more specific learning contexts and goals.
Moby-Dick Remixed: Appropriation as a New Media LiteracyAnna van Someren
This is a talk I gave at the Society for Cinema and Media Studies conference in Philadelphia PA, March 2008. I was also on the panel "The Educational Affordances of Remix Culture".
How Informal Learning Networks Can Transform EducationAlec Couros
Keynote presentation for ASI 2010, York University, Toronto, Ontario - August 2010.
Mashup of several presentations. More info available at http://couros.wikispaces.com/asi2010
Training course about New Media Literacies: an inspiration for new approaches to the classroom practices, held by professor Ilaria Filograsso, of the University of Chieti-Pescara
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.
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
7. our research questions:
1. What do young people need to know in
order to become full, active, creative, critical,
and ethically responsible participants in a
media-rich environment?
2. What steps do we need to take to make
sure that these skills are available to all?
8.
9.
10. the new skills:
multitasking collective intelligence
appropriation play
performance networking
negotiation
transmedia navigation
simulation distributed cognition
judgment
24. Learning Library: in development
NML
user
blurb blurb blurb blurb
data
what is
live-action pretend
sign up for
learning through
youth portal what do you
remixi
educator
entering
resources multiple
deconstructing
press adaptati
alternative
about us privacy policy
25. Learning Library: in development
NML
user
blurb blurb blurb blurb
data
what is
www.newmedialiteracies.org/blog/learning-library
sign up for
live-action pretend
learning through
youth portal what do you
remixi
educator
entering
resources multiple
deconstructing
press adaptati
alternative
about us privacy policy
30. Teachers’ Strategy Guide: formal learning (ELA)
consideration of reading a participatory culture
project-based curriculum
31. Teachers’ Strategy Guide: formal learning (ELA)
consideration of reading a participatory culture
project-based curriculum
emphasizes creativity
32. Teachers’ Strategy Guide: formal learning (ELA)
consideration of reading a participatory culture
project-based curriculum
emphasizes creativity
encourages dynamic engagement with canonical texts
33. Teachers’ Strategy Guide: formal learning (ELA)
consideration of reading a participatory culture
project-based curriculum
emphasizes creativity
encourages dynamic engagement with canonical texts
Moby-Dick is the sample text
34. Teachers’ Strategy Guide: formal learning (ELA)
consideration of reading a participatory culture
project-based curriculum
emphasizes creativity
encourages dynamic engagement with canonical texts
Moby-Dick is the sample text
why?
41. play: the capacity to experiment
with your surroundings
to solve problems
42. play: the capacity to experiment
with your surroundings
to solve problems
43. Session 2: Activity - Finding the Sign Posts
Related Subjects:
English, media studies
Objectives:
By the end of this chapter, students will:
•Be able to recognize and identify literary terms, including plot, dialogue, tone,
diction, and language, and to recognize and identify shifts in these (NCTE
standards
•Be able to identify and distinguish between different types of literary texts by
performing a close reading of tone, language, dialogue, diction and purpose
(NCTE standards 4, 9, 10, 11, & 12);
•Understand the basics of academic annotation of a text, including identifying
key passages, defining unfamiliar terms, and conducting and presenting
research on historical, literary, or biographical elements of a text (NCTE
Standard 24);
•Begin to acquire a vocabulary of literary terms and apply them to literary texts
(NCTE standards 10, 12)
45. Sessions 3 & 4: Activity II - Creating your own discontinuous text
In today's world of new media, students have to deal with alternate forms of text. Often
information is presented online as hypertext with links to related or explanatory
information. An understanding of how hypertext works sheds new light on older literary
texts like the Bible and Moby Dick that rely on discontinuous narratives. These
discontinuous, or quot;digressivequot; texts, can be thought of as classic 'hypertext' documents
that include digressions such as genealogies, histories, or philosophical musings within
the narrative itself. This activity asks student to imagine traditional texts as
hypertexts, in order to aid the development of the skill of networking - in this case,
not only the ability to searching for information, but to synthesize and disseminate this
information in a new format.
46. Sessions 3 & 4: Activity II - Creating your own discontinuous text
In today's world of new media, students have to deal with alternate forms of text. Often
information is presented online as hypertext with links to related or explanatory
information. An understanding of how hypertext works sheds new light on older literary
texts like the Bible and Moby Dick that rely on discontinuous narratives. These
discontinuous, or quot;digressivequot; texts, can be thought of as classic 'hypertext' documents
that include digressions such as genealogies, histories, or philosophical musings within
the narrative itself. This activity asks student to imagine traditional texts as
hypertexts, in order to aid the development of the skill of networking - in this case,
not only the ability to searching for information, but to synthesize and disseminate this
information in a new format.
Required materials
* Computer to view video and hypertext examples
* Computers for students (high-tech version)
* Paper and Pens (low-tech version)
* Paper copies of a previously-chosen passage (low-tech version)
* Copies of passage from Annotated Moby Dick
49. developing assessment tools & strategies
NML working with Jim Gee, Dan Hickey,YMEX
embedding assessment into the materials
50. developing assessment tools & strategies
NML working with Jim Gee, Dan Hickey,YMEX
embedding assessment into the materials
harnessing social networking for self-assessment