Public School Classrooms: Incubators for Social Learning

What does it mean to be a teacher in the 21st century? It’s a question educators like Antero Garcia have been looking to answer since the digital media and learning initiative launched in 2006. Prior to joining the English department at Colorado State University in Fort Collins as an assistant professor, Antero spent eight years teaching high school English and ESL in South Central Los Angeles. While teaching at the majority-minority school, Antero took note of his students’ social connection to digital media. By incorporating mobile media devices and social m edia platforms into his formal

Why We Need a Learning Standard for Web Literacy

Mozilla is working to create a new open learning standard for Web Literacy. In this post I want to consider why we need a ‘standard’ and who might be interested in helping define one. I’ve written much more about this on my blog and you can find more about this area of work on the Mozilla wiki.   Look around you. There are many people and organisations doing amazing things all over the world, in all kinds of areas. Some of this work is highly co-ordinated but most, I would suggest, is not. It’s something frustrating

Social Networks Support Grieving, Healing in Aftermath of Brazilian Nightclub Tragedy

On the early morning of Jan. 27, one of the most striking tragedies in Brazil’s history took place. A fire started and spread in a popular nightclub in Santa Maria, killing more than 230 people and wounding another 116. The fire began when members of a band ignited fireworks for special effect. A spark reached foam insulation in the ceiling, quickly filling the building with toxic smoke that killed the majority of the victims. Most of the victims were young students from local universities, between the ages of 17 and 20. Almost immediately, online social networks

Connected Learning: Unlocking Potential

One of the more interesting assertions of connected learning is the need to create new approaches to education that recognize the vitality of learning and the fact that it happens in many different ways.  There is widespread agreement among researchers from sociology, economics, and education that the academic achievement gaps in the U.S. are attributable to both in–school and out-of-school experiences.  While there is widespread recognition of the former, there is a tendency to gloss over the importance of the latter, out-of-school learning. What young people from upper income households do with their time out-of-school varies

Code Acts: How Computer Code Configures Learning

Computer code is rapidly becoming a mature part of contemporary collective life. Commonly understood as the instructions that act on software and computing machines, code itself is now however becoming a significant focus for social scientific research. Yet the specific influence of code on learning remains only barely researched. So how might we think about researching how computer code acts to configure learning? Rethinking CodeCode is the language of computation; it instructs software how to act. But as the instructions written down in code travel out into the world, organized in the algorithmic procedures that make