I recently had the opportunity to talk about technology, equity, and learning with a group of administrators, coaches, and support staff in an urban school district during their end-of-year leadership summit. My morning presentation offered Connected Learning as a framework for instructional design that takes advantage of the possibilities for amplification, dissemination, and (of course) connection afforded us by digital media tools. I used a quote attributed to 20th century American philosopher William James to establish my thematic focus – the need for learning experiences that recognize and capitalize upon the interconnectedness of citizens within a
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Just days before a gunman killed 49 people in a crowded nightclub in Orlando, Fla., the Harry Potter Alliance launched its “Protego” campaign, which aims to make the world a safer place for the transgender community. The Pulse nightclub shooting, the 11-year-old nonprofit HPA notes, was a hate crime that “sits at the intersection of many forms of oppression.” In author J.K. Rowling’s books, the heroes fight against injustice and the HPA wants people to do that in real life. “Protego is the HPA’s first ever transgender rights and safe spaces campaign, named after the shield charm used in the Harry
Does connected learning — particularly in disadvantaged communities and for underrepresented youth — work? The answer is important to students, educators, and parents. It’s also of great interest to institutions such as the MacArthur Foundation, which has a multi-decade commitment to improving educational outcomes. After years of granting millions of dollars to schools, the foundation started a broad initiative that was based not strictly on educational institutions, but also on the extra-curricular learning environments that were emerging as more and more young people became immersed in digital media: “In 2004, we decided to consider alternative paths.
When I earned my teaching credential in the late 1990s, I had to take a class called “Technology for Teachers.” We mostly talked about using programs like Microsoft Office to prepare students for the workplace. Absent were conversations about the ways learning, communication, and engagement have changed in the digital age. Unfortunately, such supports are still rare in teacher education and schools. For example, a district-wide survey conducted in Oakland, California in 2013, found that 93% of teachers believe that technology is essential, but 63% reported not having had ANY technology-related professional development. The innovative teachers
“The web is more a social creation than a technical one. I designed it for a social effect — to help people work together — and not as a technical toy. The ultimate goal of the Web is to support and improve our weblike existence in the world.” — Tim Berners-Lee A phrase that I and other Open Badges strategists use often is: “Open Badges work like the web.” Recently, I’ve been asked by those less familiar with the technical architecture of the web what exactly we mean by this. My starting point is “Working openly on
As a researcher who actively engages in tech policy, Seda Gürses considers how a variety of actors may disrupt online wellbeing. She also brings an international perspective to her collaborative work. As part of the Trust Challenge team launching the Center for Solutions to Online Violence, Gürses contributes her expertise as a computer scientist and privacy advocate. Now based at Princeton, she previously held positions at New York University and the University of Leuven. In an interview with DML Central, Gürses mused about the fact that her earliest digital literacy experiences had been shaped by childhood experiences.
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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.