Skip to main content

Home/ Clif's Notes on EdTech/ Group items tagged Media

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Michael Johnson

Social Media in Learning examples - 11 views

c4lpt.co.uk/...examples2.html

shared by Michael Johnson on 25 May 10 - Cached
  • Michael Johnson on 25 May 10
     
    Examples of how social media can be used for 5 types of learning: IOL - Intra-Organisational Learning - how social media can be used to  keep the employees up to date and up to speed on strategic and other internal initiatives and activities FSL - Formal Structured Learning - how educators (teachers, trainers, learning designers) as well as students can use social media within formal education and training GDL - Group Directed Learning - how groups of individuals - teams, projects, study groups etc - can use social media to work and learn together (Note: a "group" could be as small as two people, so coaching and mentoring falls into this category) PDL - Personal Directed Learning - how individuals can use social media to organise and manage their own personal or professional learning ASL - Accidental & Serendipitous Learning - how individuals, by using social media, can learn without consciously realising it (aka incidental or random learning)
Henry Thiele

FRONTLINE: digital nation: an online interactive learning tool for frontline's digital ... - 17 views

www.pbs.org/...teachers

googleapps 21stCentury web2.0

shared by Henry Thiele on 03 Feb 10 - No Cached
  • Henry Thiele on 03 Feb 10
     
    Teachers are tapping into technology and digital media for learning. Watch How Google Saved a School and discuss the hype and the hopes for improving education through technology. More and more educators are tapping into the power of digital media and technology for teaching and learning. The variety of information resources available online is simply staggering. Explore how teachers and students are using the power of social media to promote students' active engagement, critical thinking and literacy skills. New Forms of Learning. It doesn't need to happen in school. Because it's visual, interactive and social, learning can happen anywhere with digital media as people collaborate and share about a wide range of topics and issues that matter to them. Technology and School Improvement. Technology may transform schools by promoting student engagement and creativity. But critics fear that too much focus on technology takes attention away from what's really needed to improve schools: capable, well-trained teachers; student-centered learning methods; and smaller class sizes. Hope, Hype and Reality. Are today's learners really different from previous generations? Compelling images of students using digital technology are impressive, but the research evidence on the impact of technology on learning is more mixed. And it's sometimes hard to separate the scholarship from the marketing hype, given the deep investment of technology companies in promoting the idea of technology's transformative potential.
Barbara Lindsey

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views

www.academiccommons.org/...knowledgable-knowledge-able

wesch social media web2.0 education teaching academic commons

shared by Barbara Lindsey on 31 Mar 09 - Cached
  • The message of Wikipedia is not “trust authority” but “explore authority.” Authorized information is not beyond discussion on Wikipedia, information is authorized through discussion, and this discussion is available for the world to see and even participate in. This culture of discussion and participation is now available on any website with the emerging “second layer” of the web through applications like Diigo which allow you to add notes and tags to any website anywhere.
  • Many faculty may hope to subvert the system, but a variety of social structures work against them.
  • Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.
  • ...19 more annotations...
  • The physical structures are easiest to see, and are on prominent display in any large “state of the art” classroom. Rows of fixed chairs often face a stage or podium housing a computer from which the professor controls at least 786,432 points of light on a massive screen. Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room. The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.
  • at the base of this “information revolution” are new ways of relating to one another, new forms of discourse, new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating. Wikis, blogs, tagging, social networking and other developments that fall under the “Web 2.0” buzz are especially promising in this regard because they are inspired by a spirit of interactivity, participation, and collaboration. It is this “spirit” of Web 2.0 which is important to education. The technology is secondary. This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.
  • Even in situations in which a spirit of exploration and freedom exist, where faculty are free to experiment to work beyond physical and social constraints, our cognitive habits often get in the way
  • Most of our assumptions about information are based on characteristics of information on paper.
  • Even something as simple as the hyperlink taught us that information can be in more than one place at one time
  • Blogging came along and taught us that anybody can be a creator of information.
  • Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.
  • Taken together, this new media environment demonstrates to us that the idea of learning as acquiring information is no longer a message we can afford to send to our students, and that we need to start redesigning our learning environments to address, leverage, and harness the new media environment now permeating our classrooms.
  • Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education. In some ways these technologies act as magnifiers.
  • Usually our courses are arranged around “subjects.” Postman and Weingartner note that the notion of “subjects” has the unwelcome effect of teaching our students that “English is not History and History is not Science and Science is not Art . . . and a subject is something you 'take' and, when you have taken it, you have 'had' it.” Always aware of the hidden metaphors underlying our most basic assumptions, they suggest calling this “the Vaccination Theory of Education” as students are led to believe that once they have “had” a subject they are immune to it and need not take it again.5
  • As an alternative, I like to think that we are not teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world. Subjectivities cannot be taught. They involve an introspective intellectual throw-down in the minds of students. Learning a new subjectivity is often painful because it almost always involves what psychologist Thomas Szasz referred to as “an injury to one's self-esteem.”6 You have to unlearn perspectives that may have become central to your sense of self.
  • We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).
  • So while the course is set up much like a typical cultural anthropology course, moving through the same readings and topics, all of these learnings are ultimately focused around one big question, “How does the world work?”
  • Students are co-creators of every aspect of the simulation, and are asked to harness and leverage the new media environment to find information, theories, and tools we can use to answer our big question. Each student has a specific role and expertise to develop. A world map is superimposed on the class and each student is asked to become an expert on a specific aspect of the region in which they find themselves. Using this knowledge, they work in 15-20 small groups to create realistic cultures, step-by-step, as we go through each aspect of culture in class. This allows them to apply the knowledge they learn in the course and to recognize the ways different aspects of culture--economic, social, political, and religious practices and institutions--are integrated in a cultural system.
  • The World Simulation itself only takes 75-100 minutes and moves through 650 metaphorical years, 1450-2100. It is recorded by students on twenty digital video cameras and edited into one final "world history" video using clips from real world history to illustrate the correspondences. We watch the video together in the final weeks of the class, using it as a discussion starter for contemplating our world and our role in its future. By then it seems as if we have the whole world right before our eyes in one single classroom - profound cultural differences, profound economic differences, profound challenges for the future, and one humanity. We find ourselves not just as co-creators of a simulation, but as co-creators of the world itself, and the future is up to us.
  • I have often found myself writing content-based multiple-choice questions in a way that I hope will indicate that the student has mastered a new subjectivity or perspective. Of course, the results are not satisfactory. More importantly, these questions ask students to waste great amounts of mental energy memorizing content instead of exercising a new perspective in the pursuit of real and relevant questions.
  • When you watch somebody who is truly “in it,” somebody who has totally given themselves over to the learning process, or if you simply imagine those moments in which you were “in it” yourself, you immediately recognize that learning expands far beyond the mere cognitive dimension. Many of these dimensions were mentioned in the issue precis, “such as emotional and affective dimensions, capacities for risk-taking and uncertainty, creativity and invention,” and the list goes on. How will we assess these? I do not have the answers, but a renewed and spirited dedication to the creation of authentic learning environments that leverage the new media environment demands that we address it.
  • The new media environment provides new opportunities for us to create a community of learners with our students seeking important and meaningful questions.
  • This is what I have called elsewhere, “anti-teaching,” in which the focus is not on providing answers to be memorized, but on creating a learning environment more conducive to producing the types of questions that ask students to challenge their taken-for-granted assumptions and see their own underlying biases.
Michael Johnson

Big Thinkers: Henry Jenkins on New Media and Implications for Learning and Teaching | E... - 5 views

www.edutopia.org/tion-henry-jenkins-media-video

Social Media media education thinkers HenryJenkins edutopia Teaching and Learning video

shared by Michael Johnson on 19 Feb 10 - Cached
  • Michael Johnson on 19 Feb 10
     
    Henry Jenkins' thoughts on the implications of new media for teaching and learning. I'll try to add more later
Jeff Johnson

StreamLine: Educate Integrates Learning Management - 0 views

www.campustechnology.com/...65991

course_management digital e-learning flash-based interactive media streaming streamline webcasting

shared by Jeff Johnson on 06 Aug 08 - Cached
  • Jeff Johnson on 06 Aug 08
     
    Digital media software developer Stream57 has released a new version of StreamLine, the company's Webcasting solution. The new 2.8 release adds a suite of e-learning features, including course management and assessment functionality. Part of the StreamLine: Educate suite, StreamLine 2.8 is a Flash-based, interactive streaming media platform. The new 2.8 release incorporates a variety of new features...
Jenny Darrow

Where Social Learning Thrives | Learn at All Levels | Fast Company - 0 views

www.fastcompany.com/...where-social-learning-thrives

NHWHEL social-media

shared by Jenny Darrow on 17 Feb 10 - Cached
  • Jenny Darrow on 17 Feb 10
     
    Social learning is not just the technology of social media, although it makes use of it. It is not merely the ability to express yourself in a group of opt-in friends. Social learning combines social media tools with a shift in the corporate culture, a shift that encourages ongoing knowledge transfer and connects people in ways that make learning a joy.
Dean Mantz

Teaching Resources | Media Education Lab - 12 views

mediaeducationlab.com/...materials

copyright media literacy resources teaching media lab media_literacy technology education learning

shared by Dean Mantz on 26 Oct 09 - Cached
  • The Media Education Lab is one of the leading providers of multimedia curriculum resources for K-12 media literacy education.
Nancy Miller

Center for Media Literacy - 0 views

www.medialit.org

idt7064 literacy media technology curriculum education

shared by Nancy Miller on 22 Jul 12 - Cached
  • Nancy Miller on 22 Jul 12
     
    Resources and toolbox for teaching Media Literacy
Jenny Darrow

U.S. Geological Survey: Social Media at the USGS - 0 views

www.usgs.gov/socialmedia

USGS social-media geology geography

shared by Jenny Darrow on 21 Jul 10 - Cached
  • Jenny Darrow on 21 Jul 10
     
    The USGS has several social media presences1. The sites listed below are those that are considered official USGS presences. Any site found that is not listed below is considered a non-USGS presence.
Dean Mantz

PolicyTool for Social Media - 16 views

socialmedia.policytool.net

policy socialmedia social policytool WEB2.0 tools media education

shared by Dean Mantz on 29 Nov 10 - Cached
  • Dean Mantz on 29 Nov 10
     
    Use this web 2.0 tool to create social media policy.
drew polly

Online Digital Storytelling Curriculum from Independent Student Media ? Moving at the S... - 0 views

www.speedofcreativity.org/...from-independent-student-media

audio digital-storytelling digital_storytelling digitalstorytelling podcast

shared by drew polly on 28 Jun 08 - Cached
  • drew polly on 28 Jun 08
     
    Online Digital Storytelling Curriculum from Independent Student Media
drew polly

Social Media Classroom - 0 views

socialmediaclassroom.com

socialmedia web2.0 collaboration Learning2.0 SocialMediaClassroom learning classroom education

shared by drew polly on 20 Mar 09 - Cached
  • drew polly on 20 Mar 09
     
    Repository for social media tools.
Matt Clausen

Share More! Wiki » Work/Convert FLV to MOV using VLC Media Player? - 0 views

www.edsupport.cc/...index.php

converter video video editing video_in_the_classroom vlc

shared by Matt Clausen on 09 Jun 08 - Cached
  • Matt Clausen on 09 Jun 08
     
    Instructions for converting .flv movies to other formats (.mp4, .mov) using VLC media player.
Dean Mantz

PBS Teachers | PBS Digital Learning Library - 0 views

www.pbs.org/dll

pbs resources K-12 education digital library media images documents

shared by Dean Mantz on 02 Jul 09 - Cached
  • The PBS Digital Learning Library is a public media system-wide repository of digital media learning objects, including videos, images, interactives, audios and documents. The PBS Digital Learning Library content will be easily searchable, tagged and correlated to state education standards. The content from the PBS Digital Learning Library will be accessible through digital services offered by local PBS stations.
Michael Johnson

SimpleK12 » Blog Archive » How to use Jing in your classroom - 7 views

blog.simplek12.com/...-to-use-jing-in-your-classroom

blog Jing simplek12 educational technology Social Media

shared by Michael Johnson on 25 Feb 10 - Cached
  • Michael Johnson on 25 Feb 10
     
    Some ideas on using Jing in the classroom. Jing is a way to do screen captures (stills and animated), and otherwise add media to what is usually text based chats, etc.
Barbara Lindsey

Digital Natives - 10 views

www.digitalnative.org/#home

digital natives cybersafety fryer media

shared by Barbara Lindsey on 02 Jan 10 - Cached
  • Barbara Lindsey on 02 Jan 10
     
    A collaborative space supported by the Berkman Center for Internet & Society at Harvard Law School and the Research Center for Information Law at the University of St. Gallen in Switzerland. The project's goal is to better understand young people's experiences with digital media, including Internet, cell phones and related technologies. By gaining insight into how digital natives make sense of their interactions in this digital lanscape, we may address the issues their practices raise, learn how to harness the opportunities their digital fluency presents, and shape our regulatory and educational frameworks in a way that advances the public interest. Thx to Wes Fryer for this find!
1 - 20 of 112 Next › Last »
Showing 20▼ items per page