What is generally lacking in the literature overall, and in the United States in particular, is an understanding of how new media practices are embedded in a broader social and cultural ecology. While we have a picture of technology trends on one hand, and spotlights on specific youth populations and practices on the other, we need more work that brings these two pieces of the puzzle together. How are specific new media practices embedded in existing (and evolving) social structures and cultural categories?
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Semantic Web Media Summit - 1 views
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B.L. Ochman on 02 Aug 11i'm excited to be going to this conference. anyone from the group going?
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Final Report: Introduction | DIGITAL YOUTH RESEARCH - 1 views
digitalyouth.ischool.berkeley.edu/book-introduction
socialnetworks digitalnatives socialnetworking youthmedia
shared by David McGavock on 27 Apr 12
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we describe how our work addresses this gap, outlining our methodological commitments and descriptive focus that have defined the scope of this book. The first goal of this book is to document youth new media practice in rich, qualitative detail in order to provide a picture of how young people are mobilizing these media and technologies in their everyday lives.
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In this section of this introductory chapter, we outline our methodological approach and how we have defined the objects and focus of our study. The descriptive frame of our study is defined by our ethnographic approach, the study of youth culture and practice, and the study of new media.
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How are new media being taken up by youth practices and agendas? Our analytic question follows from this: How do these practices change the dynamics of youth-adult negotiations over literacy, learning, and authoritative knowledge?
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We have developed an interdisciplinary analytic tool kit to investigate this complex set of relations between changing technology, kid-adult relations, and definitions of learning and literacy. Our key terms are “genres of participation,” “networked publics,” “peer-based learning,” and “new media literacy.”
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The primary distinction we make is between friendship-driven and interest-driven genres of participation, which correspond to different genres of youth culture, social network structure, and modes of learning.
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We use the term “peer” to refer to the people whom youth see as part of their lateral network of relations, whom they look to for affiliation, competition, as well as disaffiliation and distancing. Peers are the group of people to whom youth look to develop their sense of self, reputation, and status.
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In contrast to friendship-driven practices, with interest-driven practices, specialized activities, interests, or niche and marginalized identities come first.
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nterest-driven practices are what youth describe as the domain of the geeks, freaks, musicians, artists, and dorks, the kids who are identified as smart, different, or creative, who generally exist at the margins of teen social worlds.
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Rather than relying on distinctions based on given categories such as gender, class, or ethnic identity, we have identified genres based on what we saw in our ethnographic material as the distinctions that emerge from youth practice and culture, and that help us interpret how media intersect with learning and participation
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Genres of participation provide ways of identifying the sources of diversity in how youth engage with new media in a way that does not rely on a simple notion of “divides” or a ranking of more- or less-sophisticated media expertise. Instead, these genres represent different investments that youth make in particular forms of sociability and differing forms of identification with media genres.
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Our work here, however, is to take more steps in applying situated approaches to learning to an understanding of mediated sociability, though not of the school-centered variety. This requires integrating approaches in public-culture studies with theories of learning and participation.
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A growing body of ethnographic work documents how learning happens in informal settings, as a side effect of everyday life and social activity, rather than in an explicit instructional agenda.
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Our interest, more specifically, is in documenting instances of learning that are centered around youth peer-based interaction, in which the agenda is not defined by parents and teachers.
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What counts as learning and literacy is a question of collective values, values that are constantly being contested and negotiated between different social groups. Periods of cultural and technological flux open up new areas of debate about what should count as part of our common culture and literacy and what are appropriate ways for young people to participate in these new cultural forms.
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While what is being defined as “new media literacy” is certainly not the exclusive province of youth, unlike in the case of “old” literacies youth are playing a more central role in the redefinition of these newer forms. In fact, the current anxiety over how new media erode literacy and writing standards could be read as an indicator of the marginalization of adult institutions that have traditionally defined literacy norms (whether that is the school or the family).
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our work does not seek to define the components of new media literacy or to participate directly in the normalization of particular forms of literacy standards or practice. Rather, we see our contribution as describing the forms of competencies, skills, and literacy practices that youth are developing through media production and online communication in order to inform these broader debates.
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Although the tradition of New Literacy Studies has described literacy in a more multicultural and multimodal frame, it is often silent as to the generational differences in how literacies are valued.
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The chapters that follow are organized based on what emerged from our material as the core practices that structure youth engagement with new media.
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Media Ecologies, frames the technological and social context in which young people are consuming, sharing, and producing new media.
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introduces three genres of participation with new media that are an alternative to common ways of categorizing forms of media access: hanging out, messing around, and geeking out.
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following two chapters focus on mainstream friendship-driven practices and networks.
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instant messaging, social network sites, and mobile phones
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making friendships, gossiping, bullying, and jockeying for status are reproduced online, but they are also reshaped
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chapter on Intimacy
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examines practices that are a long-standing and pervasive part of everyday youth sociality.
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flirting, dating, and breaking up.
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these norms largely mirror the existing practices of teen romance
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The next chapter on Families also takes up a key “given” set of local social relationships by looking across the diverse families we have encountered in our research. The
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use of physical space in the home, routines, rules, and shared production and play. The chapter also examines how the boundaries of home and family are extended through the use of new media.
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final three chapters of the book focus primarily on interest-driven genres of participation, though they also describe the interface with more friendship-driven genres.
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Gaming examines different genres of gaming practice: killing time, hanging out, recreational gaming, mobilizing and organizing, and augmented game play
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Creative Production, looking across a range of different case studies of youth production, including podcasting, video blogging, video remix, hip-hop production, fan fiction, and fansubbing.
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Work examines how youth are engaged in economic activity and other forms of labor using new media. The chapter suggests that new media are providing avenues to make the productive work of youth more visible and consequential.
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"What is generally lacking in the literature overall, and in the United States in particular, is an understanding of how new media practices are embedded in a broader social and cultural ecology. While we have a picture of technology trends on one hand, and spotlights on specific youth populations and practices on the other, we need more work that brings these two pieces of the puzzle together. How are specific new media practices embedded in existing (and evolving) social structures and cultural categories?"
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Hybrid Pedagogy: A Digital Journal on Teaching & Technology | Concordance - 1 views
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On this page, we compile a growing list of useful tools for extending conversation or activities outside the boundaries of the traditional online or on-ground classroom.
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Valuable teaching always involves contact with students in a way that makes their learning meaningful. A variety of tools enhance contact between teachers and their students in digital environments. On this page, we compile a growing list of useful tools for extending conversation or activities outside the boundaries of the traditional online or on-ground classroom.
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Hybrid Pedagogy: A Digital Journal on Teaching & Technology | Home - 1 views
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Hybrid Pedagogy | [What is Hybrid Pedagogy?] : combines the strands of critical and digital pedagogy to arrive at the best social and civil uses for technology and digital media in on-ground and online classrooms. : avoids valorizing educational technology, but seeks to interrogate and investigate technological tools to determine their most progressive applications. : invites you to an ongoing discussion that is networked and participant-driven, to an open peer reviewed journal that is both academic and collective.
Re-imagining Media for Learning - 3 views
Remote Online PC Support I Can Rely On - 1 views
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shared by Charles van der Haegen on 19 Sep 11
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Hartmut Rosa on Social Acceleration and Time - YouTube - 0 views
www.youtube.com/watch
acceleration time social theory modernity religion immortality health commercialization
shared by Charles van der Haegen on 19 Sep 11
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indicated by François le Palec see book "Renowned social theorist Hartmut Rosa talks about social acceleration in modernity, and its consequences for religion, immortality, health, and the commercialization of time" See also Hartmut Rosa's essay "Alienation and Acceleration: Towards a Critical Theory of Late-Modern Temporality" published at Summertalk Vol3 by NSU PressSummerlalk Another input, in my view, on MindAmp, Infotension, Mindfulness and Wisdom -
Hi Friends co-learners, I believe this to be of interest. I was juggling with deep and quick thinking and studying... This, and many other things I am digging into, hopefully brings me some framework. What about you? Course over, Life takes over? Who wants to dig further? Cheers, Charlie the Grandfather
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The Google+ Project | Scoop.it - 0 views
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"he Google+ Project "The strategy, concept, implementation and reactions to The Google+ project." Created and curated by Morten Myrstad Morten Myrstad curates this topic from blogs, tweets, videos and much more: find out how!"
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Curation asks for more curation, where is the end of it... I must say I feel sometimes completely lost
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Transom » Radiolab: An Appreciation by Ira Glass - 0 views
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Real journalism – and by that I mean fact-based reporting – is getting trounced by commentary and opinion in all its forms, from Fox News to the political blogs to Jon Stewart. Everyone knows newspapers are in horrible trouble. TV news continually loses ratings. And one way we broadcast journalists can fight back and hold our audience is to sound like human beings on the air. Not know-it-all stiffs. One way the opinion guys kick our ass and appeal to an audience is that they talk like normal people, not like news robots speaking their stentorian news-speak. So I wish more broadcast journalism had such human narrators at its center. I think that would help fact-based journalism survive.
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particularly the places where the story turns, or where the hosts are to take different sides of an issue, those moments are always improvised.
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Thus the utterly effortless chitchat that floats you so cheerfully from plot point to character moment to scientific explanation to the next plot point is actually worked over second by second and beat by beat, over the course of weeks.
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Jad’s an Oberlin-trained composer so he’s always either writing the music to fit the stories on his show, the way a composer writes a film score, or he adapts other people’s music so well you can’t tell it wasn’t custom made.
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And all that meticulous work is in the service of something that’s the opposite of careful and meticulous: this totally chatty, happy, loose, spontaneous-sounding conversation between Jad and Robert and their interviewees.
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on Radiolab. They invented this insanely concise, entertaining way to tell that story, and they have no problem hurtling through it quickly.
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For my part, I find it comforting that this level of excellence is so labor intensive that they only can make ten full shows a year (plus, sure, 16 “shorts” that they distribute on the Internet). If they could do an hour of this every week, I think I’d have to quit radio. What would be the point of continuing? How could anyone compete with that?
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There was an entire hour recently that took up the provocative question: from an evolutionary perspective, why would it be useful for us, or for any creature, to ever help one another? To ever be good? That’s a really hard premise for stories with ideas and emotion and strong characters and interesting plot lines.
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“In an almost comic attempt to make their job hard, the duo take only the most difficult subjects from science and philosophy: ‘Time,’ ‘Morality,’ ‘Memory and Forgetting,’ ‘Limits.’”
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What’s striking is the ambition of all this. Jad and Robert seem to be inventing their effects and techniques as they go.
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Sometimes it seems like the only people who understand how terrific the show is, are listeners.
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Radiolab also does a beautiful job figuring out a mix of stories that’ll move us from one idea to the next over the course of an hour. Lots of their episodes have a coherent argument to them, an argument that takes an hour and several stories to lay out.
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Radiolab: An Appreciation I marvel at Radiolab when I hear it. I feel jealous. Its co-creators Jad Abumrad and Robert Krulwich have digested all the storytelling and production tricks of everyone in public radio before them, invented some slick moves of their own, and ended up creating the rarest thing you can create in any medium: a new aesthetic.
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A 2010 NPR/SmithGeiger survey of news consumers who rightly should be in the public radio audience, showed that one of the biggest reasons adults say they choose not to listen to public radio is that they’re put off by the tone. One survey respondent said: “This type of story could be interesting, but the reporter’s voice and intonation is soooo affected, upper class, wasp, Ph.D. student-like, it detracts from the story.
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This information is presented quickly and cheerfully. There’s a bounce to the whole thing. Music plays behind. Jad looks at a map, as he’s talking to Laura, naming the cities the balloon passed on its flight across England. It’s visual. Do I need to explain here that part of making great radio is remembering that you always need to give the audience things to look at?
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All this banter also helps them solve a storytelling problem
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Radiolab: An Appreciation I marvel at Radiolab when I hear it. I feel jealous. Its co-creators Jad Abumrad and Robert Krulwich have digested all the storytelling and production tricks of everyone in public radio before them, invented some slick moves of their own, and ended up creating the rarest thing you can create in any medium: a new aesthetic.
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Telling a story - capturing the attention and curiosity of people. Sparking our humanity.
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shared by Charles van der Haegen on 16 Jul 11
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TVO.ORG | Video | The Agenda - Tim Wu: Information Empires - 0 views
www.tvo.org/...TVO.woa
social media information empires concentration big business monopolies concentration power competition anti-trust
shared by Charles van der Haegen on 16 Jul 11
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transcript of my blog Tim Wu author of Master Swtch, interviewed http://ow.ly/5G0ry . No doubt a must read book, and if you doubt, view this video. The one thing that bothers me in Tim Wu's speech is his deep belief that the two things that will NOT change are economics and human nature … Food for thought, questions for deep dialogue and inquiry. I belief we can come up with solutions to these two "invariables", who seem more "metaphores" or "myths" than inescapable fatalities. Should these deep beliefs remain however , inconsciously hidden in our minds, they might prevent us to look at things from other, more hopefull underlying beliefs systems. New ways of looking at things bring with them other possibilities for the future of the World. Let's hope we can achieve a stage of mental capacity so that we allow a World to emerge without Wars all-over, without undignified living conditions for the majority of Humans, without unequality all-over even in so called advanced economies, without destruction of nature. Let's aim instead on Freedom and Self-Determination for all, a belief in Homan endowment and possibility, a change in mental capacity, a return to conditions for our Systems Intelligenge to express itself. This might allow us all to raise our consciousness and to cooperate collectively to solving the intractable problems our ongoing mental models have created.
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I believe this interview says a lot about what might happen if the proponents of open and free social media and internet loose their battle. It also shows that this battle is broader, is it inescapable that human nature and economic paradigms are invariable? Are we doomed to see unchanged economic pursuits (meaning money and concentration of wealth) combine with unchanged human nature (incessant and exclusive pursuit of more wealth and power). I believe not, this is the whole point of new paradigms for cooperation combined with the effects of Mind Amplification and social media
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Video Games and the Future of Learning (Jan Plass and Bruce Homer) - YouTube - 0 views
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really fascinating talk on video games and learning research by the Games for Learning Institute at NYU
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How Hashtagging the Web Could Improve Our Collective Intelligence - 0 views
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Why all the fuss over tweets? Twitter hosts valuable, communal conversation in real-time. And Twitter trends become more powerful the more users contribute to the dialogue. Finally, Twitter allows the chatter of millions to be parsed into channels (hashtags) of real-time conversation that covers widely varying topics. Jokes, rumors, political movements, pop culture fanaticisms, the collective screaming of teenagers — they all bubble to the surface and shift and change like an oil slick, much like a collective human consciousness.
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One thing that makes Twitter so powerful is its use of a standard language: hashtags. Any hashtagged tweet is automatically linked to every other tweet that shares the same tag. This allows for consistent dialogue and measurement. However, the Internet as a whole is not a very consistent medium. Patterns emerge in specific areas of the web, but no uniform underlying structure exists to merge these patterns. Content may go viral or score a high page rank, but it doesn’t easily connect to related topics or encourage a larger conversation. It is a frustrating vestige of print culture that my web curation should be limited by my search ability.
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Twitter can gather direct, mass conversation into subject categories like #watermelon, but the conversation is limited by the short form nature of the platform. If longer form methods of online communication could be aggregated into a similar form of direct conversation, it would serve both spectators and authors alike. For that to happen, citation must be standardized. Current citation methods like hashtags are rarely, if ever, exhaustive, and they often take on the subjective viewpoint of the author or sharer. Imagine the level of constructive debate and creativity that we might achieve when we organize and bucket all web content into Twitter-like categories. Imagine the kinds of things we might learn about our collective culture.
BOATLIFT, An Untold Tale of 9/11 Resilience - YouTube - 2 views
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shared by B.L. Ochman on 18 Jul 11
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Google Plus Tips & Shortcuts - 0 views
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Google+_tips shortcuts Google+ guide Cooperation Infotention
shared by B.L. Ochman on 18 Jul 11
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Social Media's Slow Slog Into the Ivory Towers of Academia - Josh Sternberg - Technolog... - 0 views
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If you took a soldier from a thousand years ago and put them on a battlefield, they'd be dead,"
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"If you took a doctor from a thousand years ago and put them in a modern surgical theater, they would have no idea what to do. Take a professor from a thousand years ago and put them in a modern classroom, they would know where to stand and what to do."
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So they went back to school to learn how to create Facebook campaigns, how to incorporate SEO best-practices, how to blog, and how to create social media strategies.
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But as social interactions and technologies mature, there has been a swing in the pendulum. Professors are now approaching the teaching of social media from a pedagogical perspective, as much as a practical one.
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the theories behind social media: why do things go viral, the social theories of how people act and how they communicate to a network, or one person at a time, and why do certain tools work they way they do for us
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Instead of understanding social media as products, students are encouraged to treat status updates as part of a larger information ecosystem.
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With social media being a pervasive, if not invasive, aspect of our lives, it makes perfect sense for the Ivory Tower to embrace social media from a theoretical perspective to help students understand the technology and its effect on their daily lives, as well as the epistemological question of "how do we know what we know?"
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The medium is relatively new enough that there's no canon shaping social media, just conceptual frameworks for looking at the effects of social media on students' lives and communities and on society as a whole. The task of academics is to give students a vocabulary to understand these perspectives, tools to make sense of the theoretical discussions and think critically about social media.
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"I don't think you have the credibility of doing research, of writing about, unless you get to really know that culture. And the best way of knowing the culture is to actually be immersed in it."
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"no positive incentives for innovating in pedagogy."
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Rheingold puts it,
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Underpinning a disdain for social media in higher education is the assumption that incoming students already have an inherent aptitude for new technologies
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Terms like "digital native" (those born during or after the introduction of digital technology -- computer, Internet, etc. -- and have an assumed greater understanding of how technology works because they've been using digital technology their entire lives) and "digital immigrant" (those born before this introduction and have had to adapt and adopt the technology at a later point in life) have been bandied around by experts and marketers as ways of classifying and differentiating between generations, and, more importantly, the expectations of those who fall into either category.
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it has stopped educators from teaching what they need to teach. It has scared educators into thinking students know more than us. God forbid we learn something from our students. And, so, we assumed these kids already know, and we don't teach them. And we expect them to know things and we grade them; we evaluate them; we hire them based on what we think, we assume, they know. And they don't. How would you know this stuff if no one ever bothered to point it out to you that this is something you should be learning, because everyone assumes you already know?"
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the lack of critical literacy.
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ce students of the Digital Age have not had to acclimate to this sweeping change from analog to digi
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al and are assumed to possess some innate technological knowledge based solely on the year they were born, they don't necessarily have to acclimate to the sheer velocity of recent innovations.
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"We have on our hands the last generation of educators who do remember life before these tools, and so therefore, we have an opportunity to teach some critical literacy that these students may not get otherwise; this generation may not get otherwise
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Rheingold puts the onus on the students to learn not just from him, but from each other. Instructors can serve as a facilitator, but the student has to want to be there, process that information, and use that information in a productive way.
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"The issues around social media -- community, identity, presentation of self, social capital, public sphere, collective action; a lot of important topics from other disciplines -- aren't really being raised in academia," said Rheingold. "They ought to be because these topics, not only academically, in terms of the shifts in media and literacy that they're triggering in the world, are where the students live and work."
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shared by Charles van der Haegen on 05 Aug 11
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Yochai Benkler on the eG8 - YouTube The liberty of Internet - 0 views
www.youtube.com/watch
freedom internet resistance change technology liberty free speeech open democracy intellectual property creatives
shared by Charles van der Haegen on 05 Aug 11
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Interview of Yochai Benklepresents his conclusions of the eG8 in Paris DANGER for the liberty of the Inyternet
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I believe all people should try to understand what's at stake here. Let's feriousosly oppose any move that could lead to the net doesn't get hyacked by particumar interests monopolies and partisan hegemonies. Let's not allow discouragement to take the upper hand, let's not get influenced by the fact that all prior information empires have been.through, if we have to believe Tim Wu in his book the Master Switch, But let's be watchfull, very watchfull indeed. This time the fate of closed hegemonies getting the upper hand should be disavowed. People who still believe in freedom, equity, and humanness, please, let's band together beyond all our differences tp disavow this fate. Democracy and our grandchildren's life are at stake
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Educational Psychology Interactive: Videos in Educational Psychology - 0 views
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"EDUCATIONAL PSYCHOLOGY INTERACTIVE Audio-Video Materials Related to Educational Psychology"
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A wealth of videos. Many are relevant to critical thinking and the scientific method.
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shared by Charles van der Haegen on 27 Jul 11
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OnTheSpiral - 0 views
onthespiral.com/about
economy technology markets conventionsuniverse of value exchange fundamental values disruption emergent forward looking future
shared by Charles van der Haegen on 27 Jul 11
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"What we commonly refer to as "the economy" can be understood on three levels: Psychology - What do humans value, and therefore seek? Why? Economics - How do humans behave in the domain of activities related to seeking value? Technology - What mechanisms and systems are used to mediate economic behavior? Mainstream coverage of "the economy" is myopically focused on the day to day details of one specific set of technologies - the markets and conventions that pervaded the industrial economy. But, these specific technologies and conventions represent only only a subset of the total universe of value exchange. The mainstream coverage has completely lost touch with the reasons why these technologies exist at all. What are the fundamental values that real people seek to satisfy? Now a new set of technologies is emerging that threatens to disrupt the current paradigm, but that does not mean existing knowledge can be safely ignored. Those economic insights that describe fundamental human motivations will continue to be relevant in any technological environment. This blog addresses psychology, economics, and technology in an effort to better understand what will persist, what will be threatened by disruption, and what emerging technologies offer the most promise of producing real human value. My hope is that these musings help forward-looking individuals to better understand their current place in the world and to more easily plot the course of their future endeavors. If you find yourself wrestling with these same issues then I would encourage you to connect with me via any of the services on the right and to subscribe for regular updates…" Recent posts (from end of May to end of July (2 moths) Utilizing Scarcity in the Four Quadrant Value Universe The Varieties of Copllapseoconmics Navigating the Four Economics Unifying the value Universe The Intention economy and the Evolution of Relationship Management How much monetization is enou
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I believe this to be a blogsite of disruptive, novel uncomfortable ideas and knowledge well fitting in our Rheingold U course materials
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