This October will mark nine years since the official launch of the MacArthur Foundation’s Digital Media and Learning Initiative, at an event held right down the hall from my desk at the American Museum of Natural History (yes, we offer a lovely room you too can rent out). At the time, I didn’t work at the museum, but the path that eventually lead me here was very much paved by the innovations in digital learning advanced by the foundation in the years that followed. And, I suspect that journeys like mine, which benefitted immeasurably from the
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Although The New York Times recently profiled the burgeoning development of “selfie scholarship,” the examination of the selfie genre in higher education is actually neither as new nor as radical as it seems. However, attention to selfie scholarship has been accelerated since hundreds of scholars joined a Facebook group founded by Theresa Senft of New York University to share bibliographies, curate specific selfie images, and disseminate new work. A select group began working on selfie pedagogy to launch The Selfie Course, including Fulbright scholar Radhika Gajjala, who was the subject of a profile piece on DML Central last
Oppression happens. So, what can students do? How can young people become upstanders (people who stand up for social justice and equality) in their communities? In the fourth of a four-part Connected Learning TV and Facing History and Ourselves webinar series, activists and educators tackled those questions. The webinar speakers — Mary Hendra, who leads the Los Angeles program team for Facing History and Ourselves; Jon Lego, who teaches at Animo Jackie Robinson High School in Los Angeles; Emily Weisberg, a program associate for Facing History and Ourselves; Andrew Slack, co-founder of the Harry Potter Alliance; Milton Reynolds, a senior program
For the last two years, a group of colleagues from across the universities of Stirling, Edinburgh and Bristol have been working with me on a seminar series exploring how code acts in education. As the project comes to an end, we have produced a free, open access e-book: “Coding/Learning: software and digital data in education.” The seminar series was designed to address two particular matters of concern: first, the extent to which learning processes, practices and spaces are increasingly mediated and shaped through code; and, second, the emergence of a movement based on the idea of
After my last post on designing a course into digital media, I’ve been doing a lot of reflection and work trying to figure out best practices and approaches for defining digital media across disciplines. This project is the primary function of my new position as the associate director for Digital Learning Projects at LaGuardia Community College’s Center for Teaching and Learning. Recently, a digital competency was added as a requirement for all students. I am very excited that this is happening, and that I get to be a part of it, but it leaves a big
As I write these words, St. Louis County has just declared a state of emergency in Ferguson, Missouri, in the wake of protests marking the one-year anniversary of Michael Brown’s death at the hands of police officer Darren Wilson. When word began to spread that night that protests were taking a violent turn, I did not immediately turn to The New York Times, CNN, or any other traditional news source to learn more about what was happening. Instead, I turned to Twitter. There, I found first-hand reports from people on the scene in Ferguson about what
This is the last of the four-part series that draws from our experiences of completing a Mentored MOOC called “Managing the Arts” with the Goethe Institute at the Leuphana Digital School this spring. In the first part, I argued that distributed learning might conceptually help us better than connected learning, as it shows the seams, and promises not connectivity but consolidation as the role of technologies of online learning. My colleague Mariam Haydeyan detailed the idea of a distributed learner and her fragmented learning processes that become consolidated when we imagine the learner not just as an individual
Not to brag or anything, but I figured out how to solve the academic achievement “problem” plaguing the U.S. today: just treat all of our children like geniuses. Maybe I should elaborate: As part of my summer reading, I enjoyed Denise Shekerjian’s “Uncommon Genius: How Great Ideas are Born.” Twenty-five years old at this point, Shekerjian’s work profiled more than forty winners of the MacArthur Foundation Fellowship, also known as the “genius award.” In case the fellowship is new to you, a few pieces of key information: fellows are chosen through a nomination process kept confidential from
Editor’s note: This blog is the third in a series of four on digital learning. In our day-to-day work, we come across a vast range of blog entries, papers, presentations, videos, posts and tweets about digital education, in which different aspects of online learning and teaching are depicted, experiences made are reflected upon and new concepts and approaches are presented. Reading through these, we cannot help but be reminded of the picture showing a typical teaching scenario of the Dark Ages: a teacher being surrounded by a group of learners, listening to him and learning from him.
Dr. Deborah Cohen, associate professor in the Global Education Innovation Center at Gyeongju University in South Korea, uses three digital media-based practices to encourage her students: YouTube videos such as the inspirational “Never, Ever Give Up” as “digital media artifacts” for teaching English as a second language. In her classes on “Social Media for Social Change,” she assigns her students to follow, analyze, and discuss social media campaigns in political campaigns as they progress. The third practice is “digital storytelling and life writing through digital stories.” Dr. Cohen started out in South Korea almost five years
Editor’s note: This is the second in a series of four blogs on digital technology. Nishant Shah’s Annotation: In the last entry, I had suggested that instead of connectedness, what we really need to think about, in connected and digital learning, is the idea of distributedness. I had argued that the role of technology in MOOC environments is that of consolidation, and it is the act of consolidation that allows for the distributedness of learners, teachers, and resources to be sustained. Building upon this conversation, my colleague Mariam Haydeyan at the Leuphana Digital School, uses the
I continue to think a great deal about how new media has grown the possibilities of our collective academic work. As the director of a Masters in Writing Studies Program at Kean University, I often reckon with how our traditional forms of scholarship are merely one reference point when considering how to produce and create new knowledge. As a result, I have for some time been a proponent of a more expansive sense of what writing might entail in the 21st century, and I have often spoken about “Writing-as-Making.” The digitized and computational environments of our
Editor’s note: This is the first in a series of four blogs on digital learning. In their accidental and ironic hit Youtube song, “What does the Fox say?”, the Norwegian band Ylvis, who first produced it as an “anti-hit” production, takes up a school-book primer describing all the different noises that animals make, and make a critical intervention in this taxonomy of school-room sounds: But, there’s one sound that no one knows, what does the fox say? The viral hit song has been adopted by many different user-movements, who have used it to draw attention to
The goal of “Words Onscreen,” Naomi S. Baron’s new book, is to account for the ways that “digital reading is reshaping our understanding of what it means to read” (p. xii). Baron argues that “digital reading is fine for many short pieces or for light content we don’t intend to analyze or reread,” but it “is less well suited for many longer works or even for short ones requiring serious thought” (p. xii). While Baron largely does an excellent job surveying the changes that new technologies have introduced to our reading habits — her demonstration of
Most practitioners and education researchers argue that digital divides are still the biggest obstacle to ensuring that diverse populations of youth have a shot at becoming the next Steve Jobs. Among these divides are gaps in students’ digital skills. For example, studies find that teachers do not equally teach the same digital skills in Internet use, online collaboration, and digital production. But school technology rollouts in recent history suggest it’s more than just about skills. When in 2013, Los Angeles Unified School District (LAUSD) signed a $30 million deal with Apple to buy iPads for its
When I moved out of the classroom a few years ago, one of the things I missed immediately was the imposed rhythm of the school year. There’s something inherently useful about knowing everyone’s on the same page. Staff and students alike know what’s coming next, with peaks and troughs of activity evident through a glance at the calendar. Over recent years there have been moves which, for better or worse, could alter this imposed rhythm. An increased focus on personalisation, more opportunities for blended/flipped learning, and concerns about student regression after the long summer break, mean
What’s this all about?
This collaborative blog and curated collection of free and open resources is produced by the Digital Media & Learning Research Hub, which is dedicated to analyzing and interpreting the impact of the Internet and digital media on education, civic engagement, and youth.
- Algorithmic Studies
- On-Ramps, Lane Changes, Detours and Destinations: Building Connected Learning Pathways in Hive NYC through Brokering Future Learning Opportunities
- Youth, New Media, and the Rise of Participatory Politics
- Teens, Digital Media, and the Chicago Public Library
- What Counts as Writing?