Liz Losh  Profile Picture
By Liz Losh May 6, 2013 - 12:35pm Comments
Wikipedia is often not thought of as a platform for pedagogy, since so many teachers explicitly tell their students to steer clear of the site as a source of information.  However, as a site for learner-driven inquiry and informal education, it is without question the chief reference point for many discussions from matters of general knowledge to areas of arcane expertise.
How to Use Wikipedia as a Teaching Tool: Adrianne Wadewitz Blog Image
Ethan Zuckerman Profile Picture
By Ethan Zuckerman November 29, 2012 - 1:35pm Comments
A great deal of our conversation lately has focused on getting governments to open up their data and to share what they know with the general public. We are beginning to see a larger trend emerge -– much of the thinking of the power of technology to transform societies, especially societies in the developing world, focuses on government transparency. I think this focus is deeply important, but I also think it’s an incomplete way to understand the space of technology and social change.
What Ancient Greek Rhetoric Might Teach Us About New Civics Blog Image
monika hardy Profile Picture
By monika hardy October 25, 2012 - 2:20pm Comments
Imagine we redefine public education so that Dewey’s democratic society is co-created ongoingly, bettering each moment we practice it. The purpose of public education is a democratic society -- John Dewey
Five Elements to Help Redefine Public Ed Blog Image
Antero Garcia Profile Picture
By Antero Garcia October 1, 2012 - 11:15am Comments
Lately, I've been thinking about what digital media can do to improve what we know about learning. And you know what I've decided? I think it is time that learning needs to be kickstarted ( and I think we need Reddit ( to help us out. These two wildly popular websites are currently used to guide production of films, music, clothing, and public opinion.
Why We Need a Reddit and Kickstarter for Educational Research Blog Image
Ethan Zuckerman Profile Picture
By Ethan Zuckerman September 3, 2012 - 2:15pm Comments
Last week, I gave a lecture titled “The Emergence of Digital Civics” at Flinders University in Adelaide, Australia. I was in South Australia to give another lecture, a joint lecture with Dr. Genevieve Bell of Intel in memory of her friend James Tizard. I hope to write up the talks Genevieve and I gave, but since I had detailed notes for my civics lecture, I’ve worked them into a blog post.
Understanding Digital Civics Blog Image
Ethan Zuckerman Profile Picture
By Ethan Zuckerman August 13, 2012 - 9:20am Comments
Ten people each contribute $100 a month into a pool. They meet once a month and discuss possible projects to support. Each month, they give a grant of $1000 to a project that meets a simple criterion: it’s awesome.
How Do We Make Civic Crowdfunding Awesome? Blog Image
Raquel Recuero Profile Picture
By Raquel Recuero June 11, 2012 - 3:15pm Comments
Several new projects are trying to use cyberspace as a platform to help citizens build an information network and share information about their cities. One effort that has achieved significant traction is, a platform for the citizens of Porto Alegre, the capital of Rio Grande do Sul state in Brazil to interact, share information about their city, and mobilize for cause.
Porto Giving A City Back to Its Citizens Blog Image
Howard Rheingold  Profile Picture
By Howard Rheingold January 23, 2012 - 9:40am Comments
Editor’s Note: This evening Howard will deliver the 2011 Regents’ Lecture at the University of California, Berkeley. His topic: the transformative power of social media and peer learning. Here, in a continuing series, Howard reflects on his ongoing experiment in high-end, peer-to-peer, global learning via the internet and social networks.
Toward Peeragogy Blog Image
Jeff Brazil Profile Picture
By Jeff Brazil May 23, 2011 - 7:55am Comments
Meet Philipp Schmidt, co-founder and executive director of Peer to Peer University, an emerging, Web-based global learning community. At P2PU, study groups form and gather online to learn a particular topic. They do group work together and provide constructive feedback for one another. All courses are free and open. Schmidt started P2PU after he and a few friends wanted to learn more about psychology together.
P2PU: Learning for Everyone, by Everyone, about almost Anything Blog Image
Howard Rheingold  Profile Picture
By Howard Rheingold April 28, 2011 - 4:00pm Comments
If Rheingold U, my current experiment in cultivating wholly online, multimedia, unaccredited, for-not-much-pay learning communities, originally germinated out of fun and impulse, the next stage was more scary-serious. As soon as I took people's money and started telling the world about my intentions, I was obligated as well as motivated to make it work – not just to deliver a rich set of learning materials, but to conjure actual social learning magic.
Hyperlearning Blog Image
John Jones  Profile Picture
By John Jones April 14, 2011 - 8:10am Comments
Robots are always in the news, it seems. Whether they are serving as caregivers for the elderly or helping solve the Japanese nuclear crisis, robots are becoming an increasingly important part of contemporary life. Even though we all don't yet own a personal robot assistant, there is a way in which automated processes are part of all of our lives: in the many bots that make the data structures of the Internet possible.
When Robots Write Blog Image
Cathy Davidson  Profile Picture
By Cathy Davidson March 4, 2011 - 6:45am Comments
When Tim Berners-Lee and a handful of colleagues began developing the World Wide Web, they did so without a blueprint but with something better:  a principle.  What if all the world’s knowledge could easily be transferred between us without going through a central node controlling the shape of that information?  What if my computer could abide by certain kinds of communication protocols, could send out packets of
Designing Learning From "End to End"  Blog Image
Howard Rheingold  Profile Picture
By Howard Rheingold February 21, 2011 - 11:05am Comments
Rheingold U, my current experiment in cultivating wholly online, multimedia, unaccredited, for-not-much-pay learning communities, grew out of a desire to follow the fun and act on impulse. When I impulsively tweeted  a couple of weeks ago, "Anyone willing to pay $100 for five-week Intro to Mind Amplifiers course?" I was long-practiced in the art of riding the waves of personal impulse. In fact, the most productive learning trails I've followed or blazed in life started with singular impulses that fulfill life-long interests but were triggered by superficial, even accidental proximate causes.
D.I.Y.U.: An Experiment Blog Image
Barry Joseph Profile Picture
By Barry Joseph January 13, 2011 - 8:55am Comments
Paleontologist from American Museum of Natural History shows I Dig Brazil kids images of ancient animals. Editor's note: Global Kids does a great job each month pointing us to excellent new resources. Digital and Media Literacy: A Plan for Action (report)This report by media literacy scholar Renee Hobbs for The Aspen Institute and the Knight Foundation is a call to arms. It begins with the declaration that "the time to bring digital and media literacy into the mainstream of American communities is now." These literacies include the ability to make responsible choices, analyze messages, create content, reflect on one's own conduct and communication, and take social action "to share knowledge and solve problems in the family, workplace and community, and by participating as a member of a community." Both this framework for digital literacies, and its action plan for using a community education movement to bring a curriculum into both formal and informal settings, is valuable for anyone concerned about digital media, learning, and issues of equity.
Media Literacy, Social Learning and Recommended Resources Blog Image
Liz Losh  Profile Picture
By Liz Losh December 1, 2010 - 8:50am Comments
At November’s University of California Institute for Research in the Arts conference, the emphasis was on college courses that couldn’t be planned out according to set syllabi and fixed course objectives, because students were expected to be co-creators of the classes in which they often found themselves enrolled. Whether capitalizing on emergent interactions with online or offline communities, such courses defy predictability, because the students on the class roster aren’t the only participants in a new generation of service learning courses that take advantage of social media technologies. For example, at the Otis College of Art and Design, a course like neighborgapbridge might begin with a shopping list on the first day of class, progress to a trip to the grocery store around the corner, and end with a cookout at the local park. Of course, the basic questions that neighborgapbridge explores are ones rarely posed in a traditional lecture hall: “Can artists + designers collaborate + assume the role of ethnographers to investigate their neighbors? Can they identify ‘gaps’ in communication and propose ‘bridges’ to connect them?” Half-way through the semester, professors allow for the big “student takeover” to take place, and then they sit back to observe what happens. The Student-Based Creative Exchange at UC Santa Barbara turns the curriculum entirely over to students, who might choose sewing, welding, and button making over conventional reading, writing, and research activities. One of the most enthusiastic proponents of this new form of anarchic digital-oriented project-based service learning is Mark Marino of the University of Southern California. Last year Marino’s students signed up for a summer semester of a required writing course but ended up creating SOS Classroom.
Student-Created Curriculum: Demanding, Digital, Compelling Blog Image
John Jones  Profile Picture
By John Jones November 8, 2010 - 8:30am Comments
In Larry Sanger's history of the development of Wikipedia in Open Sources 2.0, the Wikipedia co-founder writes: For months I denied that Wikipedia was a community, claiming that it was, instead, only an encyclopedia project, and that there should not be any serious governance problems if people would simply stick to the task of making an encyclopedia. This was wishful thinking. In fact, Wikipedia was from the beginning both a community and an encyclopedia project. (p. 329; my emphasis). In other words, Sanger argues that the problems he associated with Wikipedia when he was head of the project -- the bias against experts, for example -- were a direct result of his acting as if Wikipedia were merely an unique, communal encyclopedia rather than a community that was producing an unique, communal encyclopedia.
Community and Writing in the Age of New Collectives Blog Image
Howard Rheingold  Profile Picture
By Howard Rheingold October 15, 2010 - 12:00pm Comments
When I started using social media in the classroom, I looked for and began to learn from more experienced educators. First, I read and then tried to comment usefully on their blog posts and tweets. When I began to understand who knew what in the world of social media in education, I narrowed my focus to the most knowledgeable and adventurous among them. I paid attention to the people the savviest social media educators paid attention to. I added and subtracted voices from my attention network, listened and followed, then commented and opened conversations. When I found something I thought would interest the friends and strangers I was learning from, I passed along my own learning through my blogs and Twitterstream. I asked questions, asked for help, and eventually started providing answers and assistance to those who seemed to know less than I. The teachers I had been learning from had a name for what I was doing -- "growing a personal learning network." So I started looking for and learning from people who talked about HOW to grow a "PLN" as the enthusiasts called them. Learning innovator Will Richardson led me to Shelly Terrell, who genuinely lives out her "collaborate for change" maxim.
Shelly Terrell: Global Netweaver, Curator, PLN Builder Blog Image
Cathy Davidson  Profile Picture
By Cathy Davidson October 7, 2010 - 7:40am Comments
Last December, deans from the Graduate School and the College of Arts and Sciences at Duke University came to me and asked if I and the team at the Humanities, Arts, Sciences, and Technology Advanced Collaboratory (HASTAC) team based at Duke would assess the need and opportunity and then propose a multi-disciplinary Master's Degree that would help its graduates be prepared for communication, interaction, commerce, and other features of a digital age.  We began work, putting calls out to the HASTAC and Digital Media and Learning community, soliciting feedback on our way to drafting a proposal for a new Master's degree in Knowledge and Networks.  This is a degree that, by design, spans the two cultures of technology and science on the one hand, and human and social sciences and the arts on the other.  It encompasses deep learning in the theory and history of communication, technology, and social networks with actual preprofessional (we're calling it "re-professional") training in project management, community building, and application of humanistic knowledge of communication in real-world settings, either with a social purpose (such as nonprofits) or as part of small businesses (entrepreneurship and innovation).  We have shown these ideas to many faculty, and have arrived at a draft proposal ready to be seen and discussed, both at Duke University and by anyone in the world.
Becoming a Master in Knowledge and Networks Blog Image
Raquel Recuero Profile Picture
By Raquel Recuero October 4, 2010 - 12:25pm Comments
Diego Casaes and Paula Goes from Global Voices Online have been instrumental in crowdsourcing efforts for the 2010 Brazilian elections. Oct. 3 was Election Day in Brazil. About 135 million Brazilians voted (in Brazil, voting is compulsory) for their candidates for president, state governors, senators, federal and district deputies. However, these elections took place in a new context. It was the first time Brazilians experienced the Internet playing a significant role in the media coverage and in the election itself. All the candidates for president and most of the other candidates have had websites and Twitter accounts. The election saw the first online debate among presidential candidates in August. Several other debates were recorded and published on the Internet. And also, many citizen-created projects flourished, allowing voters to have a more active role in the elections.
Brazilian Elections and Emerging Webcitizenship  Blog Image
Liz Losh  Profile Picture
By Liz Losh June 21, 2010 - 9:15am Comments
A few weeks ago, just before the 2010 THATCAMP, a well-known technology and humanities “unconference,” got underway at the Center for History and New Media at George Mason University, the center’s director, Dan Cohen, and his colleague and co-director, Tom Scheinfeldt, made a radical proposal.  In a blog posting called “One Week, One Book: Hacking the Academy," Cohen proposed that conference participants and others following the discussion on Twitter and in the academic blogosphere should assemble a book about digital media and higher education.  The mandate was to do the project quickly – in only one week by “crowd sourcing” content – and to create a publishable work that could be mass produced by an established academic publisher while also remaining on the Web in open access form.
Crowdsourcing Scholarship Blog Image