Why Teach New Media Writing
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A presentation from day two of TCU's New Media Writing Summer workshop for faculty from multiple disciplines.
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This document discusses the concept of multiliteracies and its importance for teaching English. It defines multiliteracies as involving a multiplicity of discourses, being influenced by new technologies and multimedia, and incorporating different representational forms like visual design. Research shows literacy is not singular but takes multiple forms based on one's environment and culture. This shift means teaching English must include situated practice with new literacies, overt instruction on interpreting various meanings, and applying understandings to different contexts. Incorporating popular culture and media can develop important cognitive skills. Teaching multiliteracies requires openness to changing literacies and social relations in digital spaces.
A learning community for teens on a virtual island - The Schome Park Teen Sec...
Authors: Julia Gillen, Peter Twining, Rebecca Ferguson, Oliver W Butters, Gill Clough, Mark Gaved, Anna Peachey, Dan Seamans, Kieron Sheehy.
Virtual 3D worlds such as Second Life and online gaming environments are attracting educationalists' interest. This paper reports upon the first European Teen Second Life educational project for 13-17 year olds: the Schome Park
Networked Learning
Networked learning: experience the educational power of the network and the participatory culture of the web Presented at the Asia Society Ning.com is a free web-based platform that allows users to create their own social networking sites with many of the same features available on Facebook or MySpace. (The word “ning” means “peace” in Chinese.) Sites created with Ning allow virtual communities to form around common interests and around the world. Come explore how participating on a Ning—and even creating your own—enables students and teachers alike to engage in networked learning.
Shifts In Learning
The document discusses the shift to 21st century learning, including a move from linear to networked learning, an emphasis on community and collaboration over individual achievement, and the need for schools and teachers to adapt to these changes. It notes that skills like creativity, innovation, and pattern recognition will be increasingly important for the future workforce. Statistics are provided on the growth of information and how quickly knowledge becomes outdated, emphasizing the need for lifelong learning. Effective technology integration depends on pedagogical approaches rather than the technology alone.
The digitally literate learner and the appropriation of new technologies and ...
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Inaugural Lecture
John Cook
Date: Tuesday 3rd of Feb, 2009
Time: 6pm
Venue: Henry Thomas room, Holloway Road, London Metropolitan University
Introduced by Brian Roper, Vice-Chancellor London Metropolitan UniversityStudents Voice: Continuum of Choice for the future of education
How much and to what extent should we consider trust and student voice as we redesign education? This is the first year report of findings from the Future(s) of Education project (www.futureofeducationproject.net)
Pulp Fiction
The document discusses how education is being impacted by technology and the information superhighway. It raises questions about who will own knowledge and content in the digital age. It argues that simply introducing new technologies into education is not enough, and that teachers need to help students critically understand the social structures and values promoted through different media. A real commitment is needed to reconstruct education and professional roles in relation to the new techno-culture.
Sociomedia: The Transformative Power of Technology
a model for using educational technology in light of new emerging literacies. this goes along with the podcast available here: http://www.anabiosispress.org/temp/sociomedia.mp3
Shall We Play?
The document discusses literacy for engaging in a participatory culture. It argues that developing new media literacies requires understanding our relationships with media, not just technology. A focus on media emphasizes the social and cultural practices that emerge around communication tools. The document outlines several core new media literacies like play, performance, and collaboration that are important for full participation in today's media landscape. It also discusses how initiatives are working to help students tap into rich learning networks through connected learning approaches. However, barriers like uneven access to opportunities and skills can prevent some from fully participating. Educators need to become participants themselves in new media to help students develop important new media literacies.
Dm, it & læring
This document discusses how new media and technology can impact learning. It covers sociocultural learning theory, characteristics of new media use such as personalization and social software. It explores informal learning opportunities enabled by "hanging out", "messing around", and "geeking out" online activities. It addresses challenges this poses to established education systems, such as a widening gap between school and students' everyday digital lives. It proposes alternatives to simply replicating formal education online, such as leveraging the unique aspects of networks, open resources and social contexts to support self-directed learning.
CM258 - Class 3
This document discusses the rise of participatory culture among youth through their use of new media technologies. It defines participatory culture as having low barriers to artistic expression and civic engagement, strong support for sharing creations, and mentorship between experienced and novice members. The document outlines several forms of participation including affiliations, expressions, collaborative problem-solving, and circulations. It argues that access to participatory culture functions as a new form of education, shaping which youth will succeed. While some argue youth learn skills independently through popular culture, the document raises concerns about unequal access, transparency of media influences, and lack of ethics training. It outlines new literacy skills needed to navigate participatory culture and argues these cultures can empower youth through civic engagement
Digital Rhetoric 9/11/2014
This document provides an agenda and discussion topics for a class on rhetoric and design. It includes reminders about assignments due, an introduction to the rhetors being discussed in class and their relevant quotes. The document then discusses the rhetoric surrounding 9/11 and has students work in pairs to redesign the 9/11 memorial logo. It provides reading for the next class on design principles and working without graphics expertise.
eXtension Twopointzero
This presentation describes the tools for increasing participation, interaction and community in designing new media programs and activities.
BGIMGT566sx 2010 Elluminate A
Presentation for the live Elluminate session for week one of the 2010 BGI (Bainbridge Graduate Institute) course "Using the Social Web for Social Change". Topics included Shared Language, Social Web Definitions, Social Bookmarking & Collaborative Discovery.
Final Assignment Tsci 2009 2010 C.P. Rozenberg
This document proposes research on the future of digital learning environments. It discusses new media like the internet and how it has converged different forms of media. This creates opportunities for more accessible education through new digital tools. However, multitasking online may hamper focus. The document recommends a backcasting methodology to research possibilities. This would specify milestones to achieve desired futures for education through interviews and literature review. The proposed research would cost €25,600 over two months to explore how to best develop digital learning environments.
Elearning 2.0
The document summarizes new tools and approaches for e-learning, including blogs, wikis, video sharing, and web-based office applications. It discusses how these tools enable new forms of collaborative and social learning, based on theories of communities of inquiry, identity production, and the wisdom of crowds. Examples are given of how reflection, autonomy, and participation in learning networks can help people learn.
Shiftsinlearnig Rochester
The document discusses the need for schools to shift from traditional models of teaching and learning to models suited for the 21st century. It notes that learning is becoming more collaborative, participatory and networked as the world becomes more connected through technology. Half of what students learn in their first year may be outdated by their third year, so schools must focus on lifelong learning and preparing students for an uncertain future.
LIBR 559M Project Outline
This document outlines a series of public library programs aimed at encouraging young adults aged 13-18 to engage with and create digital content using social media. The goals are to bring young people into the library, teach them how to use social media tools safely and effectively, and allow them to share what they create. Some potential tools covered include blogs, YouTube, Flickr, and digital storytelling. Feedback on the outline and additional resources will help strengthen the final program proposal.
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Why Teach New Media Writing
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