While so much attention is focused on improving teaching – the controversy over using text scores as “teacher accountability” measures, for example – isn’t it also important to think about how we improve our notions of improvement? We see no lack of thinking about reforming education: Shouldn’t some attention be directed to how we’re thinking about educational change – and how to improve that thinking? Fortunately, Louis M. Gomez, who is scheduled to deliver the keynote address at DML 2014, has been working on these issues for some time. Perhaps the existing digital media and learning
In this post I want to compare two European research projects that investigated creative production by young people in informal, out-of-school and, to a great extent, self organised contexts. Around the world scholars are very interested in the development of any kind of learning community and especially those seemingly stimulated by or reliant on forms of digital technology. It is the key premise for DML. Virtually all of the scholarship is interested in the types of different relationships such cultures have with formal schooling both to see how they might serve as templates for educational reform
When asked to explain his attitude toward arts education, British photographer Jonathan Worth describes what he is teaching as “storytelling” that should be an integral part of everyone’s “digital literacy and digital citizenship” rather than a rarified artistic skill for niche training of a cadre of aesthetic elites. Worth is currently the instructor of Phonar, the sprawling massive, free, and open undergraduate photography course that he teaches to as many as 30,000 participants at one time. Worth’s initiative was one of five recognized recently for outstanding innovation in the international Reclaim Open Learning Challenge and Symposium.
Computer code, software and algorithms have sunk deep into the “technological unconscious” of our contemporary “lifeworld.” How might this affect academic research in the social sciences and the formation of the professional identities of academics? These are important questions for researchers working in Digital Media and Learning, asking us to consider how the digital devices and infrastructures that we study might actually be shaping our practices, shaping our production of knowledge, and shaping our theories of the world. Professional work across the natural, human and social sciences is now increasingly mediated and augmented by computer coded
It is a common theme to complain about the way that writing (or reading or math) skills are declining as our society becomes increasingly digitized. In this post, I look at some examples of the way that digital technologies are making writing more interesting by exploring stories or trends from the past year that have impacted writing and the teaching of writing. Not all of these examples suggest that writing is getting better (or that it is getting worse). Rather, they illustrate how writing is changing under the influence of emerging technologies. 1. Writing is in
From the “Indignados” in Spain, to “Occupy” in the United States, from Tahrir Square in Egypt to Syntagma Square in Greece, from Gezi Park in Turkey to #Euromaidan in Ukraine, the recent years have witnessed a proliferation of protests which, while embedded in differing circumstances and specific grievances, share multiple characteristics. Social media, an integral aspect of all these movements, is not a mere “tool” that is external to the organizational and cultural structure of these movements. Instead, it has become increasingly clear that communication is a form of organization, and the form of communication strongly
In January 2012 the Mayor of New York tweeted, along with thousands of other people, that he planned to ‘learn to code’ during the course of that year. Whether or not he was successful in this venture, it’s a good indication of how ‘learn to code’ has captured the zeitgeist and become a movement. A recent Computer Science Education week, for example, was re-branded as ‘Hour of Code’ – and Code.org features celebrities urging everyone to just learn a little bit of code. The argument is largely economic and aligned with agendas around science, technology, engineering