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Steve Ransom

Understanding 9/11: A Television News Archive - 32 views

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    The 9/11 Television News Archive is a library of news coverage of the events of 9/11/2001 and their aftermath as presented by U.S. and international broadcasters. A resource for scholars, journalists, and the public, it presents one week of news broadcasts for study, research and analysis.
Matt Claxon

Moving beyond technology in designing online learning - 70 views

  • Some loved them, some hated them, and few were indifferent.
    • Matt Claxon
       
      This is just like my students with the screencasts.  Look for a way to give the TV-haters more options and relevant learning media.
  • At the time (and for many years afterwards) researchers such as Richard Clark (1983) argued that ‘proper’, scientific research showed no significant difference between the use of different media. In particular, there were no differences between classroom teaching and other media such as television or radio or satellite. Even today, we are getting similar findings regarding online learning (e.g. Means et al., 2010).
  • different media can be used to assist learners to learn in different ways and achieve different outcomes. In a sense, researchers such as Clark were right: the teaching methods matter, but different media can more easily support different ways of teaching than others
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  • Thus requiring the television program to be judged by the same assessment methods as for the classroom lecture unfairly measures the potential value of the TV program. In this example, it may be better to use both methods: didactic teaching to teach understanding, then a documentary approach to apply that understanding. (Note that a television program could do both, but the classroom lecture could not.)
  • many media are better than one.
  • The use of different media also allows for more individualization and personalization of the learning, better suiting learners with different learning styles and needs.
  • technology on its own does not lead to the transfer of meaning.
  • This of course is what we do with technology in education. We try either to incorporate new technology into old formats, as with clickers and lecture capture, or we try to create the classroom in virtual space, as we do with learning management systems. What we are still developing but not yet clearly recognizing are formats, symbols systems and organizational structures that exploit the unique characteristics of the Internet as a medium.
  • Given the need to create and interpret meaning when using media, trying to use computers to replace or substitute for humans in the education process is likely to be a major mistake, at least until computers have much greater facility to recognize, understand and apply semantics, value systems, and organizational factors,
  • it is equally a mistake to rely only on the symbol systems, cultural values and organizational structures of classroom teaching as the means of judging the effectiveness or appropriateness of the Internet as an educational medium.
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    Defines the difference between technology and media and provides information (based on academic experience) about how to most effectively create online lessons and media.
Jeff Andersen

The State of Social Media Demographics: 2017 Benchmarks [Infographic] - 42 views

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    There's quite a bit of information out there to support the claims that people are moving farther away from broadcast television, and closer to the digital realm. And within that landscape, people are straying from their desktops and laptops, and opting to get online via mobile with more frequency. At least, that's what the folks at Nielsen and Google have found in their research. As the latter puts it, mobile devices are no longer "secondary," and people aren't just using them to get online -- they're using them to get social.
Marc Patton

Revision3: The Best TV Shows on the Internet - 1 views

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    Revision3 is the leading television network for the internet generation. We create and produce all-original episodic community driven programs watched by a super-committed and passionate fan base.
Roland Gesthuizen

UK children's media consumption at home 2011 | Data Plus Insight - 32 views

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    Ofcom, the UK government body which regulates and supervises the media, published a report on October 25th which is arguably the most detailed and up to date study of children's media behaviour. The report specifically concentrated on how much time children spend on the Internet; gaming - playing games on a computer, X-box or PlayStation; watching television; or listening to the radio.
Tracy Tuten

The real economics of massive online courses (essay) | Inside Higher Ed - 2 views

  • Is there a model out there, or an institution/student mix that could effectively utilize MOOCs in such a way as to get around this flaw? It’s hard to tell. Recent articles on Inside Higher Ed have suggested that distance education providers (like the University of Maryland’s University College – UMUC) may opt to certify the MOOCs that come out of these elite schools and bake them into their own online programs. Others suggest that MOOCs could be certified by other schools and embedded in prior learning portfolios.
  • The fatal flaw that I referred to earlier is pretty apparent:  the very notions of "mass, open" and selectivity just don’t lend themselves to a workable model that benefits both institutions and students. Our higher education system needs MOOCs to provide credentials in order for students to find it worthwhile to invest the effort, yet colleges can’t afford to provide MOOC credentials without sacrificing prestige, giving up control of the quality of the students who take their courses and running the risk of eventually diluting the value of their education brand in the eyes of the labor market.
  • In other words, as economists tell us, students themselves are an important input to education. The fact that no school uses a lottery system to determine who gets in means that determining who gets in matters a great deal to these schools, because it helps them control quality and head off the adverse effects of unqualified students either dropping out or performing poorly in career positions. For individual institutions, obtaining high quality inputs works to optimize the school’s objective function, which is maximizing prestige.
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  • We also know that there are plenty of low- to no-cost learning options available to people on a daily basis, from books on nearly every academic topic at the local library and on-the-job experience, to the television programming on the National Geographic, History and Discovery channels. If learning can and does take place everywhere, there has to be a specific reason that people would be willing to spend tens of thousands of dollars and several years of their life to get it from one particular source like a college. There is, of course, and again it’s the credential, because no matter how many years I spend diligently tuned to the History Channel, I’m simply not going to get a job as a high-school history teacher with “television watching” as the core of my resume, even if I both learned and retained far more information than I ever could have in a series of college history classes.
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    On why MOOCs are flawed
Casey Finnerty

Wired Up: Tuned out | Scholastic.com - 0 views

  • Compared to us, I believe their brains have developed differently," says Sheehy. "If we teach them the way we were taught, we're not serving them well."
    • Tony Baldasaro
       
      Whether their brains have developed differently or not, we still need to teach our students differently than we were taught. They are living in different times with different demands and expectations. If we teach to the demands and expectations of our childhood would not meet our students needs.
  • children were much more likely to have connections between brain regions close together while older subjects were more likely to feature links between parts of the brain that are physically farther apart.
  • "media multi-tasking."
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  • Recent reports from the Pew Internet and American Life Project show that 93 percent of youth ages 12 to 17 go online. Of those kids, 55 percent use social-networking sites (like Facebook and MySpace), and 64 percent are creating their own original content (such as blogs and wikis)
    • Tony Baldasaro
       
      Is this all happening outside of the classroom?
  • Unlike watching television, using the Internet allows young people to take an active role; this move from consumption to participation affects the way they construct knowledge, develop their identity, and communicate with others.
  • "Computers give you different ways to solve problems, the opportunity to run and test simulations, and a way to offload processing. . . . We need kids to think about problems in innovative and creative ways. We need to change the emphasis of education to focus on higher-order kinds of thinking."
  • "It's a shift from how to memorize and retrieve data in one's mind to how to search for and evaluate information out in the world
  • Even if we're duplicating a real-life scenario in a virtual environment, the fact that students are engaged with technology and performing through a semblance of anonymity lends itself to a deeper level of discourse.
    • Tony Baldasaro
       
      Why do we need anonymity to get to a deeper level of discourse?
  • "If we fail to do so, our kids are going to look at what they're learning in schools and see that it is irrelevant to the future they see before them."
  • Davis says today's teachers are seeking information when they need it instead of waiting for more formal professional development workshops.
    • Casey Finnerty
       
      Sounds like a quick learner. Does this 15 minute approach really work?
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    acob is your average American 11-year-old. He has a television and a Nintendo DS in his bedroom; his family also has two computers, a wireless Internet connection, and a PlayStation 3. His parents rely on e-mail, instant messaging, and Skype for daily communication, and they're avid users of Tivo and Netflix. Jacob has asked for a Wii for his upcoming birthday. His selling point? "Mom and Dad, we can use the Wii Fit and race Mario Karts together!"
Miss Miller

PBS | Life & Culture | People & Identity - 0 views

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    This Web site, provided by the Public Broadcasting Service (PBS), is home to more than 350 television show companion sites in addition to Web-original sites. PBS Online hosts interactive content for everyone - including kids, parents, educators, and the g
ExergameLab

How To Keep Flash Videos Full-Screen On A Second Monitor - 27 views

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    The first time I came across this issue, I was attempting to send video from my laptop to my television via s-video.  You see, at the time we did not have
Stan Golanka

Reading and the Web - Texts Without Context - NYTimes.com - 49 views

  • It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
    • Stan Golanka
       
      Core discussion topic? From this, I see a few discussion issues: 1. Do we prize "mash-ups" more than original work? Who is "we" in this? 2. If the answer to #1 is "yes," then the next question is: is this good or bad? 3. Finally, if the answer is "bad" to #2, what place do "mash-ups" have, and how do we help our students see the value in original work?
  • Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise;
    • Stan Golanka
       
      How do teachers help students rise above this "digital forest of mediocrity"?
  • Mr. Johnson added that the book’s migration to the digital realm will turn the solitary act of reading — “a direct exchange between author and reader” — into something far more social and suggested that as online chatter about books grows, “the unity of the book will disperse into a multitude of pages and paragraphs vying for Google’s attention.”
    • Stan Golanka
       
      If Johnson's predictions are true, is this necessarily bad? How much of this concern is "nostalgia"? What would be lost from an academic p.o.v, and what migh be gained?
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  • Instead of reading an entire news article, watching an entire television show or listening to an entire speech, growing numbers of people are happy to jump to the summary, the video clip, the sound bite — never mind if context and nuance are lost in the process; never mind if it’s our emotions, more than our sense of reason, that are engaged; never mind if statements haven’t been properly vetted and sourced.
    • Stan Golanka
       
      Should teachers "fight" this, or embrace it? Can summaries/sound bites ever be appropriate for academic discussions?
  • And online research enables scholars to power-search for nuggets of information that might support their theses, saving them the time of wading through stacks of material that might prove marginal but that might have also prompted them to reconsider or refine their original thinking.
  • Digital insiders like Mr. Lanier and Paulina Borsook, the author of the book “Cyberselfish,” have noted the easily distracted, adolescent quality of much of cyberculture. Ms. Borsook describes tech-heads as having “an angry adolescent view of all authority as the Pig Parent,” writing that even older digerati want to think of themselves as “having an Inner Bike Messenger.”
    • Stan Golanka
       
      Can teachers moderate this attitude? Does our (adults) use/non-use of technology help breed this attitude?
  • authors “will increasingly tailor their work to a milieu that the writer Caleb Crain describes as ‘groupiness,’ where people read mainly ‘for the sake of a feeling of belonging’ rather than for personal enlightenment or amusement. As social concerns override literary ones, writers seem fated to eschew virtuosity and experimentation in favor of a bland but immediately accessible style.
    • Stan Golanka
       
      Does this ring true to educators? Are social concerns and literary conerns opposites? How does web publishing affect "literary" publishing, as opposed to "non-literary" publishing?
  • However impossible it is to think of “Jon & Kate Plus Eight” or “Jersey Shore” as art, reality shows have taken over wide swaths of television,
John Phillips

Understanding 9/11: A Television Timeline - 90 views

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    This is a site that has gathered footage from over 25 networks from around the world on 9/11/01. These clips are not edited for content and demonstrate the reaction after the event as it unfolded on TV.
Stephanie Holt

11 surprising language "errors" that have become common usage - 67 views

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    Straightforward blog post listing 11 words once denounced or disputed. Objections are not disccussed, but come from a fascinating range of sources, and on varying grounds. Stretches from the sixteenth century to more recent coinages (TS Eliot on "television).
Jeff Andersen

Attention, college shoppers. These schools are slashing their prices. - The Washington ... - 15 views

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    As soaring tuition scares off many families, a growing number of private colleges have embraced a marketing tactic associated more with selling airline tickets or flat-screen televisions than higher education: a price cut. St. John's College slashed tuition from $52,734 in this school year to $35,000 in the next.
Enid Baines

What English classes should look like in Common Core era - 99 views

  • The National Assessment for Educational Progress does not measure performance in English class. It measures performance in reading, reading across the disciplines and throughout the school day.
  • research reports that young people ages 8-18 consume on average 7 ½ hours of entertainment media per day: playing video games, watching television, and social networking. These are the same students who tell their teachers they don’t have time to read. Children have time. Unfortunately like Bartleby, they would simply prefer not to.
Clint Heitz

MLA 8 vs MLA 7: What you need to know! - 32 views

  • 2. Inclusion of “containers” in citations. Containers are the elements that “hold” the source. For example, if a television episode is watched on Netflix, Netflix is the container. Both the title of the source and its container are included in a citation.
    • Clint Heitz
       
      This could be a massive help! With documentaries and interviews available on so many streaming sources, adding the container will be much more specific and useful.
  • Due to the various ways that information is now received, in books, websites, lectures, tweets, Facebook posts, etc, it has become unrealistic for MLA to create citation formats for every source type. Now, there is one standard, universal format that researchers can use to create their citations
Yozo Horiuchi

The Best Twitter Chat For Teachers In 2015 - 65 views

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    by TeachThought Staff If there was ever a doubt that education twitter chats were kind of a big deal, this television guide-style document should set things straight. Twitter chats aren't just "things," but have evolved into fully-functioning professional development for teachers. At their worst, they're laid-back, back-and-forth resource sharing and celebration of possibility.
Dennis OConnor

James Burke Institute for Innovation in Education the Knowledge Web - 89 views

  • Welcome to the home page of the James Burke Institute for Innovation in Education and its flagship project, the Knowledge Web.
  • Founded by James Burke, the author, host, and narrator of the acclaimed television series Connections, the Institute exists to encourage innovative uses of educational technology.
Glenda Baker

H2O - Television Review - 34 views

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    Common Sense media reviews
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