Millennials live in a world of contradictions. They are the most educated generation in U.S. history and yet they earn less than the previous generation of young workers. They live in the richest economy the world has ever seen and yet stable and meaningful employment remains elusive. This year, the U.S. Census announced that millennials now make up a greater share of the workforce than any other population segment. Millennials are coming of age at a time when many of our notions about work, identity, opportunity, and mobility are undergoing profound change. How are young 20 and 30-somethings navigating these
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A friend told me I was “going rogue” when I leased a slice of off-campus server to host The Social Media Classroom for my UC Berkeley and Stanford courses. The social affordances for the learning management systems at both institutions did not fulfill my needs for sophisticated forum, blog, wiki, and chat tools in courses about social media that used social media intensively as part of the curriculum. It cost me $50/year for a server that enabled me to install the SMC, MediaWiki, WordPress, and other online publishing platforms. When I taught Digital Journalism at Stanford,
Those looking for a top authority on how to teach effectively with selfies would be wise to put Terri Senft of New York University at the top of any list. Senft founded two influential Facebook groups of international researchers: the Selfies Research Network, which has more than 2,600 members; and a closed group with a smaller cohort, which is dedicated to collaborative teaching experiments with selfies. This group includes Alice Marwick (profiled on DML Central) and Miriam Posner (also profiled on DML Central). In a Skype interview with DML Central, Senft explained that “the impulse for the research group and
The racial profiling and racist treatment that followed Ahmed Mohamed’s clock, and the intense media punditry that buzzed and died out in typical fashion highlighted many powerful lessons for young people. And, while I’ve appreciated the ongoing dialogue about racialized perspectives of the maker movement and who gets to be seen as an innovator and who is profiled, the entire exchange: from a viral photo of young Mohamed in handcuffs to a trending hashtag to Obama’s invitation to the White House has been a crucial case study in the need for increased critical media literacy within
I was living in Los Angeles in 2013 when the Los Angeles Unified School District began implementing its ill-fated plan to provide all of its 640,000 students with iPads. I am now living in El Paso, Texas, where the El Paso Independent School District just completed its (admittedly much smoother) roll-out of laptops for all of its 60,000 students. I could likely be telling a similar story regardless of where I lived considering the frenzy across the country to get devices into the hands of students. While I think the goal of providing equitable access to
For most of the past decade, I have spent a week each summer reading essays by high schoolers in the Advanced Placement program. In the past few years, I’ve noticed a trend: They are getting easier to read. Not in the sense that the students are better at organizing their ideas or crafting sentences than they have been in previous years, but rather they are literally easier to read. This past year, while reading through my 100th or so essay one day, I realized why: Most of the students aren’t writing in cursive anymore. Of course,
Recently, I’ve been having some interesting conversations about the digital credentials landscape. On the surface, it’s a bit messy. There are arguments over whether the term “Open Badges” should be used over the more generic “digital badges”; startups are talking about“‘micro-credentials”; and in my own work consulting with City & Guilds (an awarding body in the UK), we’ve been talking about “professional digital credentials.” In this post, I want to spend a little time teasing out the differences between the various terms and explaining why I think the diagram at the top of the post might help
It is now possible to measure and manage emotions through mobile apps and other digital devices. As part of my current research exploring the expert practices and knowledge base of the emerging field of “educational data science,” I have been gathering examples of educational technologies that are designed to both monitor learners’ emotions through data mining techniques, and also to manipulate their feelings. I term these “psychopedagogies” of emotional maximization that are based on insights from the psychological sciences and delivered through digital media. They are also part of a wider trend in the digital control
As part of a series of blog postings exploring teaching and learning with selfies, it was logical to go next to Alice E. Marwick, Fordham professor and author of “Status Update: Celebrity, Publicity, and Branding in the Social Media Age.” After all, Marwick was the one who published the Selfie Course online to make its open access materials available to other educators. As Marwick explained, “my big research interest is identity and the Internet in very broad terms, people’s self presentation and self expression, and how it changes when they have access to the very large
If you’ve encountered the critical pedagogy of Paolo Freire and have only encountered it in theory, meet Shannon White, who teaches social studies “through a social justice and community-oriented lens, fostering deep critical thinking that challenges the status quo and engages students in as many authentic experiences as possible.” She uses YouTube playlists, hashtag galleries and donorschoose to fund and document her programs. If you are interested in educators who use digital media and networks to connect students with the real world, consider Ms. White. I first heard about Shannon White from Don Wettrick, an extraordinary
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
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
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?