Skip to main content

Home/ EmergingSocialSoftware/ Group items tagged youth

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Deanya Lattimore

Children, Youth, and Environments 19(1) 2009 - 0 views

www.colorado.edu/...index.htm

video-games cmc children computer computer-mediated-communication

shared by Deanya Lattimore on 22 Jun 09 - Cached
  • Deanya Lattimore on 22 Jun 09
     
    Children, Youth and Environments Vol. 19, No.1 (2009) > The Fast-Paced Change of Children's Technological Environments > Nathan G. Freier and Peter H. Kahn, Jr. > > Environments Expanded: Interactive Humanoid Robots and Androids in Children's Lives > Takayuki Kanda, Shuichi Nishio, Hiroshi Ishiguro and Norihiro Hagita > > Cultural Environments: From New Zealand to Mongolia: Co-Designing and Deploying a Digital Library for the World's Children > Allison Druin, Benjamin B. Bederson, Anne Rose and Ann Weeks > ________________________________________ >Teaching with Hidden Capital: Agency in Children's Computational Explorations of Cornrow Hairstyles > Ron Eglash and Audrey Bennett > > Natural Environments: An Ethnographic Comparison of Real and Virtual Reality Field Trips to Trillium Trail: The Salamander Find as a Salient Event > Maria C.R. Harrington > > Youth Day in Los Angeles: Evaluating the Role of Technology in Children's Nature Activities > Deborah J. Chavez > > Underwater Explorers: Using Remotely Operated Vehicles (ROVs) to Engage Youth with Underwater Environments > Laurlyn K. Harmon and Mark Gleason > > The Developing Child: Accounting for the Child in the Design of Technological Environments: A Review of Constructivist Theory > Nathan G. Freier > > Do Stereotypic Images in Video Games Affect Attitudes and Behavior? Adolescent Perspectives > Alexandra Henning, Alaina Brenick, Melanie Killen, Alexander O'Connor and Michael J. Collins > > Cookie Monsters: Seeing Young People's Hacking as Creative Practice > Gregory T. Donovan and Cindi Katz > > The Sirens' Song of Multiplayer Online Games > Nicholas A. Holt and Douglas A. Kleiber > > Learning in Technological Environments: Neomillennial Learning Styles and River City > Edward Dieterle > > Cultural Historical Activity Theory as a Tool for Informing and Evaluating Technology in Education > Kim Rybacki > > Video Games as Learning Environments for Students with Learning Disabilities > Elizabeth S. Simpson > > Lea
Deanya Lattimore

Is There Social Capital in a Social Network Site?: Facebook Use and College Students' L... - 0 views

www3.interscience.wiley.com/...abstract

JCMC facebook college-students

shared by Deanya Lattimore on 26 Aug 09 - No Cached
  • Deanya Lattimore on 26 Aug 09
     
    Is There Social Capital in a Social Network Site?: Facebook Use and College Students' Life Satisfaction, Trust, and Participation1 Sebastián Valenzuela 1 Namsu Park 1 Kerk F. Kee 1 1 University of Texas at Austin 1 Earlier versions of this study were presented at the 2008 International Symposium on Online Journalism and the 2008 APSA Preconference on Political Communication. For intellectual and financial support on this research, we thank Sharon Strover. Helpful comments at various stages were provided by Jeff Gulati and Talia Stroud. Corresponding author: Sebastián Valenzuela [sebastianvalenzuela@mail.utexas.edu] ABSTRACT This study examines if Facebook, one of the most popular social network sites among college students in the U.S., is related to attitudes and behaviors that enhance individuals' social capital. Using data from a random web survey of college students across Texas (n = 2,603), we find positive relationships between intensity of Facebook use and students' life satisfaction, social trust, civic engagement, and political participation. While these findings should ease the concerns of those who fear that Facebook has mostly negative effects on young adults, the positive and significant associations between Facebook variables and social capital were small, suggesting that online social networks are not the most effective solution for youth disengagement from civic duty and democracy.
Rebecca Davis

"Living and Learning with Social Media" - 0 views

www.danah.org/...PennState2009.html

socialmedia Facebook youth danahboyd

shared by Rebecca Davis on 05 May 09 - Cached
  • Today's teens are still more interested in their friends than their lessons. They're still resistant to power and authority at variable levels. They still gossip, bully, flirt, joke around, and hang out. The underlying dynamics are fairly consistent. That said, technology is inflecting these practices in unique ways. And my goal here today is to talk about these inflection points.
  • They use these sites to connect to people that they already know from school, church, activities, summer camp, etc.
  • One of the most problematic mistakes adults make when trying to make sense of social network sites is to presume that kids interact on these sites just like they do
  • ...37 more annotations...
  • Teens are using this space as a social hangout with their pre-existing network.
  • Profiles
  • Think of the profile as a digital body
  • This is about showing off to known individuals
  • self-expression for friends
  • Friends
  • it's socially rude not to
  • Friends is as intended audience
  • Comments
  • process of social grooming
  • Teens know how to have deeper conversations - this just isn't where those necessarily happen.
  • New Feed
  • according to Pew, the median age of the Twitterverse is 31
  • social pressure to be where your friends are
  • How are these environments similar or different to other public spaces?
  • Persistence
  • What you say sticks around
  • Replicability
  • crux of rumor-spreading
  • bullying
  • Searchability
  • when trying to avoid those who hold power over you, it may be less than ideal
  • Scalability
  • spiral out of control
  • (de)locatability
  • simultaneously more and less connected to physical space
  • implications have to do with the ways in which they alter social dynamics
  • Invisible Audiences
  • lurkers
  • we are having to present ourselves and communicate without fully understanding the potential or actual audience
  • Collapsed Contexts
  • Social media brings all of these contexts crashing into one another and it's often difficult to figure out what's appropriate, let alone what can be understood.
  • Blurring of Public and Private.
  • youth see privacy in terms of control - control of space, control of information, control of trust
  • reproduction of socio-economic status and class divisions in digital worlds.
  • Teens who use MySpace can't communicate with those on Facebook and vice-versa. So if you don't participate, you're written out of the story. This means that divisions are re-inforced. Forget all of the rhetoric about how the Internet is the great equalizer - it's the great reproducer of inequality.
  • For all of the attention paid to "digital natives" it's important to realize that most teens are engaging with social media without any deep understanding of the underlying dynamics or structure. Just because they understand how to use the technology doesn't mean that they understand the information ecology that surrounds it. Most teens don't have the scaffolding for thinking about their information practices.
Rebecca Davis

DHQ: Digital Humanities Quarterly: Designing Choreographies for the New Economy of Atte... - 0 views

www.digitalhumanities.org/...000049.html

digital_humanities attention backchannel twitter socialmedia pedagogy

shared by Rebecca Davis on 01 Mar 11 - Cached
  • n an information society, the scarce commodity is not information — we are choking on that — but the human attention required to make sense of it.
  • the scarce commodity is not information — we are choking on that — but the human attention required to make sense of it.
  • Are these new technologies reshaping human attention in ways that undermine key practices of teaching and learning? Or do they provide a framework for new curricular designs and alternative conceptions of attention that occur at an order of complexity appropriate to teaching and learning in this "new economy"?
  • ...44 more annotations...
  • Rather than seeking to ban these devices from the lecture hall and the classroom, we aim to ask what precisely they have on offer for a culture that equates individual attentional behavior with intellectual and moral aptitude.
  • his comes into clear relief in the context of formal education.
    • Rebecca Davis
      Rebecca Davis on 01 Mar 11
       
      especially note the focus on "engaging students"--essentially we are focusing on getting them to pay attention
  • By the early 20th century, this rational-empiricist conception of mind had become pervasive and the command of attention was considered a normative aspect of modern life.
  • In short, distraction is a logical by-product of a successive array of technologies of attention.
  • the ability to focus one’s attention is tantamount to proper socialization.
  • Rather than assuming that their presence "takes away" from an established order of attention, we are seeking to understand how they reconfigure that order in ways that might allow for new methods of engagement.
  • The present essay grows out of a project funded by the National Endowment for the Humanities where we are studying the integration methods of remote participation and digital backchannels into live scholarly events (http://digitallyceum.org).
  • New technologies are employed to make attentive the naturally distracted minds of youth,
  • In the absence of strong conventions for shaping the conduct of these events, the presence of the network and multiple channels for interaction could, indeed, prove highly disorienting
  • we suggest that, if properly choreographed, these channels, just like the organization of chairs and podiums in a lecture hall, can augment the live event in new and powerful ways
  • controlled distraction enables participants to experience richer, multimodal relations without wandering outside the space(s) of the event.
  • Goffman’s contention is that, in comparison to other live performances like a stage play or a ballet, the lecture typically aspires to diminish attention to the staging and organization and direct the audience toward a focus on the subject matter itself
  • These efforts and "special effects" might be a good opening joke, an interesting aside, an evocative turn of phrase, or a moment of clarity in an otherwise abstruse topic that transports the audience members from their natural state of distraction toward a focus on the topic-at-hand.
  • audience members communicate constantly with one another, through, for instance, smiles or unsettled glances between two people, the shifting in chairs that takes place when an audience collectively expects the talk to be over, or the quiet contemplation during a particularly riveting moment.
    • Rebecca Davis
      Rebecca Davis on 01 Mar 11
       
      is this possible with telepresence?
  • we might speculate that the hesitancy on the part of some academics to integrate emerging media into their pedagogical practice is part of a larger hesitancy to consider these performative conventions as central to their craft as educators.
  • It is our contention that the presence of laptops and other networked devices within "live" academic events changes the texture, flow, and distribution of attention, and that this change in the practical order of these events therefore requires a rethinking and a redesign of how they are organized and performed.
    • Rebecca Davis
      Rebecca Davis on 01 Mar 11
       
      And yet, on a couple of recent occasions I have seen the attempt to integrate twitter fail due to a lack of committment. Instead people fall back on their conventions.
  • On this argument, the ability to shape people’s attention is now a more valuable commodity than the things around which our attention is presumably focused.
  • But if significant choices that require little energy (like aiming at a fly in a urinal) are designed into our environments, we are more likely to make use of them. If economists, architects, and lecturers, actually pay attention to fluff, then stuff will get done.
  • when network spaces are left unplanned, they add complexity without encouraging focus, dissemination without articulating message. User attention needs our attention.
  • When there is no choice architecture to nudge the distracted participant, there is little motivation for her to integrate additional information channels into the way she assimilates information and there is no framework for her to share that information with the event community.
  • gently nudging attention instead of commanding it,
    • Rebecca Davis
      Rebecca Davis on 01 Mar 11
       
      reminds me of John Seely Brown
  • When backchannels are successfully implemented, the parameters of the lecturer’s work must, in turn, expand to take account of the user practices that are part of the overall composition of the event.
  • transforming what is typically referred to as backchannels into channels of parallel discourse that amplify audience participation.
  • n 2007, two thirds of U.S. college classrooms were wireless [CCS 2007]. However, the pedagogical need to design the sort of communication made possible by that access is routinely ignored.
  • This physical set-up provided a good context for introducing digital backchannels. We built a tool that aggregated feeds from Delicious, the social bookmarking site, and Flickr, the photo sharing site; it also included a video feed, a space in Second Life and an open source question tool called backchan.nl (http://backchan.nl) [Harry et al. 2008]. When the symposium started, we announced that these features were available and we invited everybody’s participation. Throughout the day, we periodically projected various feeds onto the secondary screen and the live moderator referenced questions and discussions that were taking place online.
  • There is significant research on how computers and networks facilitate collaboration ([Billinghurst et al. 2007]; [Liang et al. 2005]; [Page et al. 2005]; [Billinghurst and Hirokazu 2002], but little has been written about how the practices associated with these technologies transform the presentation, assimilation and dissemination of knowledge within large educational spaces.
  • We do acknowledge, however, that more channels do not necessarily equal richer communication.
  • providing these channels crippled the participatory capabilities of those without laptops, making the un-connected participant feel left out of the conversation.
  • The successful choreography of attention, therefore, considers how architectural space, digital channels and screens combine to produce a situation that is inclusive and expansive.
  • During our symposium, we could have taken several measures to mitigate user fatigue or unproductive distraction. By providing more onscreen prompts to help participants find the designated tools we could have reduced barriers to participation.
  • One of the challenges we confronted early on was the integration of proximate and remote audiences.
  • he Second Life audience had no access to the live audience.
  • those attending virtually had the most forward-focused attentional experience of the event.
  • Another element that fell short in our experiment was the frequency with which the moderator addressed the backchannel conversations.
  • raditional structures of attention should not simply be protected or rejected; they should be negotiated. Along with tables and chairs, wifi accessibility and data projection, the twenty-first century education environment has to design the frameworks of attention into its four walls.
  • Bauerlein 2007 Bauerlein, Mark. 2007. The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don't Trust Anyone Under 30). New York: Penguin Books.
  • Billinghurst and Hirokazu 2002 Billinghurst, Mark, and Kato Hirokazu. 2002. "Collaborative Augmented Reality". Communications of the ACM 45 (7):64-70.
  • Billinghurst et al. 2007 Billinghurst, Mark, S. Hayes, A. Gupta, Y. Sannohe, H. Kato, and K. Kiyokawa. 2007. "Communication Behaviors of Co-Located Users in Collaborative AR Interfaces". Paper read at International Symposium on Mixed and Augmented Reality, at Darmstadt, Germany.
  • Lanham 1997 Lanham, Richard. 1997. "A Computer-Based Harvard Red Book: General Education in the Digital Age". In Gateways to Knowledge: The Role of Academic Libraries in Teaching, Learning and Research, edited by L. Dowler. Cambridge, MA: MIT Press.
  • Lanham 2006 Lanham, Richard. 2006. The Economics of Attention: Style and Substance in the Age of Information. Chicago: University of Chicago Press.
  • Liang et al. 2005 Liang, J., T. Liu, H. Wang, B. Chang, Y. Deng, and J. Yang. 2005. "A Few Design Perspectives on One-on-one Digital Classroom Environment". "Journal of Computer Assisted Learning" 21 (3):181-189.
  • Meyrowitz 1985 Meyrowitz, Joshua. 1985. No Sense of Place: The Impact of Electronic Media on Social Behavior. New York: Oxford University Press.
  • Page et al. 2005 Page, K., D. Michaelides, D. D. Roure, N. Shadbolt, C. Yun-Heh, and J. Dalton. 2005. Collaboration in the Semantic Grid: A Basis for e-learning. Applied Artificial Intelligence 19 (9/10):881-904.
  • Thaler and Sunstein 2008a Thaler, Richard, and Cass Sunstein. 2008. Nudge: Improving Decisions About Health, Wealth, and Happiness. New Haven: Yale University Press.
  • Rebecca Davis on 01 Mar 11
     
    Good examination of the role of the backchannel in a public lecture and the economy of attention.
Deanya Lattimore

The Right to Play: Youth, Video Gaming, and the Law Carly A. Kocurek / University of Te... - 0 views

flowtv.org/?p=3223

shared by Deanya Lattimore on 07 Apr 09 - Cached
  • Deanya Lattimore on 07 Apr 09
     
    On Friday, February 20, 2009 the 9th U.S. Circuit Court of Appeals United ruled against a California law banning the sale or rental of "violent" video games to minors, finding the 2005 statute to be a violation of minors' rights under the First and 14th amendments.
Daisy PhD

Digital Education: Will Digital Natives Revolutionize Teaching? - 0 views

blogs.edweek.org/...digital_natives_revolutio.html

digital_humanities teaching youth

shared by Daisy PhD on 03 Apr 09 - Cached
  • "Being able to use technology does not necessarily mean being able to use technology critically, wisely, or meaningfully," the article says. "The digital generation often falls short in demonstrating the fundamental understanding of digital media."
  • Daisy PhD on 03 Apr 09
     
    "Being able to use technology does not necessarily mean being able to use technology critically, wisely, or meaningfully," the article says. "The digital generation often falls short in demonstrating the fundamental understanding of digital media."
Daisy PhD

Web 2.0: Teens love Facebook and Apple, confused by Twitter | VentureBeat - 0 views

digital.venturebeat.com/...-and-apple-confused-by-twitter

twitter teaching youth

shared by Daisy PhD on 23 Oct 09 - Cached
  • Daisy PhD on 23 Oct 09
     
    These kids could be my students. For a group that didn't even know what Twitter was last year, this year many flat out resent it and refuse to open themselves to the idea that we can build class community or share resources by using it.
1 - 12 of 12
Showing 20▼ items per page