CTLT and Friends

The We Are Media Project is a community of people from nonprofits who are interested in learning and teaching about how social media strategies and tools can enable nonprofit organizations to create, compile, and distribute their stories and change the world. Curated by NTEN, the community will work in a networked way to help identify the best existing resources, people, and case studies that will give nonprofit organizations the knowledge and resources they need to be the media. The community will help identify and point to the best how-to guides and useful resources that cover all aspects of creating, aggregating, and distributing social media. The resulting curriculum which will live on this wiki and will also cover important organizational adoption issues, strategy, ROI analysis, as well as the tools.

Participatory culture: 21st Century Media Education “We have also identified a set of core social skills and cultural competencies that young people should acquire if they are to be full, active, creative, and ethical participants in this emerging participatory culture:

Play — the capacity to experiment with your surroundings as a form of problem-solvingPerformance — the ability to adopt alternative identities for the purpose of improvisation and discoverySimulation — the ability to interpret and construct dynamic models of real world processesAppropriation — the ability to meaningfully sample and remix media contentMultitasking — the ability to scan one’s environment and shift focus as needed to salient details.Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacitiesCollective Intelligence — the ability to pool knowledge and compare notes with others toward a common goalJudgment — the ability to evaluate the reliability and credibility of different information sourcesTransmedia Navigation — the ability to follow the flow of stories and information across multiple modalitiesNetworking — the ability to search for, synthesize, and disseminate informationNegotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.”

We need far more knowledge on the development of learning interests and learning pathways over time and space - and their influences.

In fact, I think in the long run, we’re going to look back at many facets of old media and realize that we were living in a desert disguised as a rain forest. Local news may be the best example of this. When people talk about the civic damage that a community suffers by losing its newspaper, one of the key things that people point to is the loss of local news coverage. But I suspect in ten years, when we look back at traditional local coverage, it will look much more like MacWorld circa 1987. I adore the City section of the New York Times, but every Sunday when I pick it up, there are only three or four stories in the whole section that I find interesting or relevant to my life – out of probably twenty stories total. And yet every week in my neighborhood there are easily twenty stories that I would be interested in reading: a mugging three blocks from my house; a new deli opening; a house sale; the baseball team at my kid’s school winning a big game. The New York Times can’t cover those things in a print paper not because of some journalistic failing on their part, but rather because the economics are all wrong: there are only a few thousand people potentially interested in those news events, in a city of 8 million people. There are metro area stories that matter to everyone in a city: mayoral races, school cuts, big snowstorms. But most of what we care about in our local experience lives in the long tail. We’ve never thought of it as a failing of the newspaper that its metro section didn’t report on a deli closing, because it wasn’t even conceivable that a big centralized paper could cover an event with such a small radius of interest.

They envisioned the database and the Web combining into a system that documents submitted problems and the evolving design solutions to those problems. The database would serve as the repository for all the iterative design concepts, technical notes, working files, and images around a problem and its solution. This repository would be searchable, cross-referenced, free, and open to the public.

ePortfolio ePortfolios, the Harvesting Gradebook, Accountability, and Community (!!!) Harvesting gradebook Learning from the transformative grade book Implementing the transformed grade book Transformed gradebook worked example (!!) Best example: Calaboz ePortfolio (!!) Guide to Rating Integrative & Critical Thinking (!!!) Grant Wiggins, Authentic Education Hub and spoke model of course design (!!!) ePortfolio as the core learning application Case Studies of Electronic Portfolios for Learning

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Kozol came to Amherst to promote his latest book, "Shame of the Nation: The Restoration of Apartheid Schooling in America," which discusses "re-segregation" of public schools and the difficulties facing schools with a high minority population.

Kozol explained the failing of such testing, saying, "You don't fatten your lambs by weighing them. Our lambs are getting thinner yet we're weighing them more often."

— Jonathan Kozol at Westfield State College’s 157th Commencement