This summer I attended summer school…well kind of. For three weeks in June I worked with a great team to implement a digital media and design project with high school students. We followed that project with a two-week game design camp in July at the University of Texas with middle school students. Both projects are what you might call ‘connected learning’ design pilots. What exactly is that? The goal of each project was to put into action some of the ideas that we have been theorizing about in our work with the Connected Learning Research Network.
Fast Company magazine recently featured this article, from design studio Frog’s Fabio Sergio, on how mobile devices will provide learning opportunities for people across age and income spectrums. It offers a nice overview, from a design perspective, on how mobile is opening new opportunities for learning. He details the following: 1. Continuous learning2. Educational leapfrogging3. A new crop of older, lifelong learners (and educators)4. Breaking gender boundaries, reducing physical burdens5. A new literacy emerges: software literacy6. Education’s long tail7. Teachers and pupils trade roles8. Synergies with mobile banking and mobile health initiatives9. New opportunities for traditional
As I’ve been lately analyzing my data set related to in-school use of mobile devices at an urban school in South Central Los Angeles, I’ve been intrigued by some of the general tensions that exist in mobile media use in schools and the way teens tend to utilize mobile devices in ways that oppose traditional school power structures. Though the initial findings I will share in this post come from one research site over the course of a year, the social practices, based on my ongoing conversations with both high school youth and teachers, mirror the
Professor of urban planning, Amy Hillier, recently spoke at TEDxPhilly to talk about how data visualization technology can map a city’s emotions and memories. Geographic Information System (G.I.S.) technology has become more commonplace and allows statistics to be easily mapped, but in this article, “Mobile Technology: Mapping a City’s Emotions, Memories,” Hillier argues that we can go one step further. By using data visualization to map the city that isn’t visible to the eye (i.e. sewage system, water pipes, and other underlying infrastructure), it can be used as an experiential tool. She gives an example of
Take 40 precocious fifth graders, a box full of iPhones, and a group of game designers and educators, stir, and release onto the busy streets of New York City. What may sound like chaos is actually Mobile Quest, a mobile game design camp in its third year. The camp is hosted by Institute of Play at the New York City public school it co-designed and developed, Quest to Learn, and supported by the New Learning Institute, a program operated by the Pearson Foundation. A highlight of the week is the trip out to High Line Park,
During a recent research related visit to New York City I decided to take a stroll down 125th Street in Harlem. Among the assortment of shops and vendors on the famous stretch that is home to the legendary Apollo Theater were an abundance of mobile phone providers. Even a few of the street vendors offered mobile phone accessories such as cases, covers, and car adaptors. It struck me that while you could easily purchase a mobile phone on 125th Street you could not purchase a desktop or laptop computer. Not that long ago the assumption that