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
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Learning with digital media is often articulated through an affective vocabulary of play, informality, enjoyment, and creativity, as opposed to the formality, standards and routines of conventional schooling. This difference in the language of learning corresponds with changing patterns in work. Employers now claim they want to hire more playful and creative recruits with portfolios of experience in social networking and online virtual worlds. The 21st Century Workforce Mindset The links between schooling, culture, and employment are now changing as the growth of an “interactive economy” places new demands on youth both as potential consumers of
When I started using digital media in my classroom, I began my search for mentors by inspecting Will Richardson’s social bookmarking networks on Diigo, then followed on Twitter some of the people Will paid attention, which led to Web 2.0 learning expert Steve Hargadon. When Hargadon invited me to participate in an online Elluminate session with 100 educators and librarians, it was an opportunity to learn about a subject I’m deeply interested in — the literacy of critical consumption of online information (or, as Hemingway put it more plainly, “Crap Detection“). So I told Steve I’d
A viral video of an Australian boy retaliating against a bully at school has sharply ratcheted up offline and online discussions of cyberbullying. On websites in numerous countries, young and old alike have recounted their own bullying problems and there’s a sense that this is an universal phenomena. In Brazil, it has become increasingly common for kids to suffer from bullying not only in schools, but also on social networking sites. Many aggressive incidents are recorded by cell phones and posted on sites such as Youtube. Online communities are formed to ridicule these bullied students, and
What are the connections between emotional education and digital media and learning? Faced with a global economic recession, civic unrest, and major environmental catastrophe, governments around the world are now obsessed with cheering us all up, especially kids. Measures are being designed to gauge global, national, organizational and individual levels of happiness, and well-being is being put at the heart of public policy. Ensuring children’s happiness now and in the future is therefore becoming an urgent aim for education. The State of Happiness Schools are emotional places. Everyone remembers their school days through the rhythm of
Times of crisis are times of change and provide an opportunity to imagine alternative educational futures. Following the UK’s winter of protests about cuts to education budgets and rising tuition fees, students and staff are raising questions about what kind of education they are fighting for. Even before tuition fees were introduced, access to higher education was exclusive, with young people from well off backgrounds disproportionately represented. With the value of higher education increasingly framed as a financial investment that pays off against future earnings, there is much about the current system that many would not
At the top of the must-read list this month is “How the Internet Gets Inside Us,” an article by New Yorker writer Adam Gopnick who offers an insightful overview of the range of opinions found in recent books regarding the shifting relationship between humans and technology. He categorizes books about the Internet into the Never-Betters, the Better-Nevers, and the Ever-Wasers. The Never-Betters believe that we’re on the brink of a new utopia, the Better-Nevers think that we were better off without the Internet, and the Ever-Wasers insist that at any moment in modernity something like this
In a cartoon depicting the evolution of Good Samaritanism in the digital age, a man walks by a homeless person lying on the street and does nothing. In the next frame, he is at his computer — “What’s this?!! Sally needs a bag of fertilizer for her Farmville farm? I better get right on it!” Many are struck by the amount of time some people spend in online communities — and concerns have been raised that our attention to virtual communities may be distracting us from the tangible needs of those around us. Frankly, when it
In a recent post on her blog, Duke’s Cathy Davidson responds to a New York Times article on the increasing popularity of iPads in schools, arguing that iPads, or any technology, aren’t a panacea for education. To support her point, Davidson tells the story of how, when she was a Vice Provost at Duke, she helped create a program that gave iPods to incoming freshman. However, she points out that these students weren’t simply given the new music player and expected to carry on as if everything were the same — that is, as if they
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 information, and then any other computer in the world set up to understand those protocols could receive it? What if we all, the human community, could exchange our ideas
This semester, MIT professor Fox Harrell is teaching an ambitious new course on “Identity Representation” that includes studying identities adopted in computer games and social network sites. In the course description posted online, Harrell explains that he is more broadly interested in getting students to “look at how humans express multiple identities for different purposes both in the real world and online.” As the first researcher both in MIT’s School of Humanities, Arts, and Social Sciences and Computer Science and Artificial Intelligence Laboratory, Harrell is developing what he calls a “toolkit” for the “Advanced Identity Representation
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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.