Earlier this year, I began to detect a growing interest in the idea that “neurotechnologies” such as brain-scanners and Brain-Computer Interfaces (BCIs) could be applied in education. A new field of “ed-neurotech,” I wrote, seemed to be emerging as part of a wider “neurotechnology revolution.” Ed-neurotech brings together educational technology development with aspects of educational neuroscience to monitor students through neural data. Some new developments suggest “neurofeedback learning” software might be used to train the brain, “neurostimulators” might improve cognition, or that “neuro-adaptive” software could be used to enhance personalized education. Students’ neural information and brainwaves
Call for Participation now open for the 2018 Connected Learning Summit! Accepting proposals for research papers, workshops, ignite talks, tech demos, working papers, & more. Learn more: https://t.co/IkJFE6LAHe #CLS2018 #CFP #ConnectedLearning pic.twitter.com/zey2TOYEEG— CL Summit (@TheCLSummit) November 15, 2017
More Blog Posts
At the top of the not-to-be-missed list is “Good and Bad Cyberbullying PSAs: How to Tell the Difference,” an exceptional blog post by childhood expert Rosalind Wiseman, who insightfully frames the cyberbullying issue. As more and more organizations are creating public resources about cyberbullying, criticism has grown, and not just against the over-reaction. Recently, we’ve seen a number of examples of resources explicitly designed to fight cyberbullying that have been criticized as being more harmful than helpful, and in some cases extremely harmful. Some underlying messages in some ads, for examples, would seem to promote suicide.
The notion of design is central to the way we think about learning, and to how we think about digital media. Some would argue that learning is “designed in” to digital media such as good video games. But what can this concept tell us about “designing in” social justice to learning experiences? Thinking about digital media from a design perspective compels us to recognize how much of what we take for granted as “just the way things are” are the consequences of design decisions, and reveals how things could be otherwise. It shows how individuals can
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. Networked social learning is most effective and truly magical when students who don’t know one another one day start scouring the world for knowledge
Retired Supreme Court Justice Sandra Day O’Connor and her iCivics team recently convened a thought provoking conference, Educating for Democracy in the Digital Age. In partnership with the Aspen Institute, Georgetown Law, and the MacArthur Foundation the conference raised a number of questions regarding the state of civic education. Concerned about the declining state of civic education in American schools, Justice O’Connor assembled a team to create a digital platform, iCivics, for use in formal and informal learning environments. iCivics is a games-based platform and civic curriculum designed to meet students where they are—in the gaming
Two weeks ago I blogged on DML Central on “Doing Better by Generation Y” and the tendency for pundits to criticize Gen Y’s absorption with new media, critique how little they know, blame their lack of attention, and castigate their inability to sustain real friendships (rather than “superficial” social networks). I argued that, even if this point of view were correct, it neither helps young people by providing them with better ways of understanding the social imperatives of the Internet culture into which they were born, nor does it recognize the social media skills students do
I want to have a conversation about what it’s going to take to turn schools around and why digital media — as it’s currently being used — isn’t yet helping. I’m going to start with a not-so-subtle secret: if we want to be innovative and if we want to make a significant impact on public schools (statistics suggest we should), we’re going to have to conduct work in schools. As broken as the current schooling system may seem, as much as we may belabor the ongoing gutting of arts, the mass-testing, and the lack of technology
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. Bots aren’t robots in the traditional sense, but rather are computer programs that scour the Net performing increasingly complex tasks. In his fascinating
Topping the new recommended resources list from Global Kids is “Gaming to Re-engage Boys in Learning,” a provocative video looking at the discrepancies in performance and achievement between boys and girls aged 3 to 13 and discussion of why school culture itself may be alienating to male students. Central to instructional designer Ali Carr-Chellman’s arguments are the lack of male representation in teaching, zero tolerance policies that disproportionately affect boys and the anti-gaming rhetoric of some schools that is hostile to youth invested in game culture. Though Carr-Chellman sidesteps the broader issue of what social factors
One of the hardest parts of doing fieldwork is hearing difficult, nuanced stories that break my heart. The more complicated the story, the harder it is to tell, but I feel a responsibility to at least try. Given how many educational reformists read this blog, I want to provide a portrait of some of the teens I’ve met who are currently being failed by the system. My goal in doing so is to ask a hard question: how do we help these specific teens? Let me start with Miguel. Miguel is 17 and in the 10th
When Lauren Sanders concentrates on her childhood memories, she can recall “the fuzzy sounds of dial-up Internet and the generic female voice cheerfully state, ‘You’ve Got Mail.’” Born in 1990, Lauren is an official member of “Generation Y,” defined by Wikipedia as “marked by an increased use and familiarity with communications, media, and digital technologies.” She notes that’s she’s grown up “around computers and other forms of technology” so, when she registered for my class, “This Is Your Brain on the Internet,” she was sure she “knew everything about the World Wide Web, and its use
What’s this all about?
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.