Education

From Changing Education Systems to Changing Society

Monday, February 29, 2016 Comment Group of young people working at individual computer stations

Whether stated explicitly or not, a core proposition of DML is that there are deep consequences to the ways that young people are learning both in and out of school and using digital technology with peers, in affinity groups, as they develop interests and expertise. In the context of the U.S., digital media and learning (DML) offers challenges to the school curriculum and significantly to the organization of the out-of-school, community-based non-formal learning sector. But, what could it mean in other places around the world? I recently visited TUMO Centre for Creative Technologies, in Yerevan, the capital


Amplifying the Teacher Perspective on Connected Learning

Thursday, February 25, 2016 Comment workflow drawing for teacher

This is my second post in a series exploring my journey to develop and teach a graduate “Multimodal Literacies” course for pre-service and in-service teachers based on the connected learning framework. (Here are my first and second posts in the series, as well as my original inspiration.)    And, we’re off! In the blink of an eye, the first five weeks of my graduate course focusing on “New & Multimodal Literacies” with pre-service and in-service teachers have flown by. My six committed students and I have been engaged in an exploration of Connected Learning and its applications to


Love and Animation as Missing Ingredients: A Discussion With Marjorie Faulstich Orellana

Monday, February 22, 2016 Comment Prospective students and former staffers alike laugh hysterically at "Spimprov" (SPOP + Improv).

Books. Laptops. Construction paper. Text books. Desks. Bells. Backpacks. Pens. Smart board styluses. White boards. LCD projectors. Hall passes. The list goes on. The spaces of learning — whether we are discussing classrooms, libraries, extracurricular clubs — are full of a lot of tangible stuff. However, if we want to improve learning, the gaze of educators needs to look beyond the materiality of classrooms and closer at the individuals within these spaces. We need to consider how the relationships between participants in learning spaces captivate and thrill. Recently, I had the pleasure of talking with Marjorie Faulstich Orellana,


The Possibilities of Badges and Blockchain

Thursday, February 11, 2016 Comment open badges plus blockchain equals bit of trust

In March 2015, I wrote “Peering Deep into the Future of Educational Credentialing” for DML Central. In it, I explored the potential for the blockchain technology (best known for underpinning Bitcoin) to add an extra layer of trust and verification to Open Badges. Now, a year later, we’re a lot closer to that reality than I originally envisioned. The diffusion of innovation has moved so quickly that even government ministers are excited about the possibilities afforded by the blockchain. Let’s back up a bit first. The great thing about the Open Badges Infrastructure is that it’s


Annotation, Rap Genius and Education

Monday, February 08, 2016 Comment 3 young female students sitting at table and looking at their laptop screens

Annotation educator Jeremy Dean came to me through my serendipity amplifier: Twitter. I watch some people think aloud in public and some people attend to my public online musings; when I think out loud in perceiving range of the right publics, the serendipities start amplifying. One of my Rheingold U students asked me via an open tweet whether I still use Diigo for social bookmarking; I replied that I also liked Diigo as a way to have conversations with learners about online texts through highlights and comment threads. I had not known Dr. Dean, but he


Making Learning Matter in the Digital Classroom

Thursday, February 04, 2016 Comment Online Course description screenshot

In a recent blog post, I discussed the noteworthy success of a web-based course launched by a research university in a high-profile initiative that emphasized online access as much as digital education. As I pointed out, student evaluations are almost never universally positive about large courses, particularly required courses with many drafts due for projects that can feel like “busy work” to skeptical undergraduates. I interviewed the course instructor, Alexandra Sartor, in this blog post and wanted to follow up with the instructional designer, Ava Arndt, as well. A disclaimer is probably in order here, since


Museum’s MediaLab Explores Digital Innovation

Thursday, January 07, 2016 Comment people watching digital innovation projections at MET museums media lab

I recently took a walk across the park from American Museum of Natural History (AMNH), where I work, to our sibling museum founded on the other side of Central Park, The Metropolitan Museum of Art. For the first time, I got to go behind the scenes and visit their MediaLab, run by Marco Castro Cosio. After the tour, I met with both Marco and Neal Stimler, digital asset specialist in Collection Information. Both work together in the museum’s centralized Digital Department. I spoke with them about the Met MediaLab and what roles it plays spreading digital


The Spread and Evolution of Learning Labs

Monday, January 04, 2016 Comment man performing on stage in front of crowd at learning lab

For much of its duration, the Digital Media and Learning (DML) initiative has made a serious investment in not only reimagining learning but also remaking the kinds of institutions and places that support learning. This effort has come in many forms including the design of new kinds of spaces for children and teens to learn and cultivate the skills that are relevant in a knowledge-driven economy. One of the enduring outcomes of the initiative, for example, has been the design of learning labs across a number of cities. What are Learning Labs? The report, Learning Labs in


Learning in the Digital Microlaboratory of Educational Data Science

Monday, November 30, 2015 Comment close up of calculator keys

In the last few years, Educational Data Science has emerged as a new field of inquiry in educational research. Where did it come from, what is its likely future impact on the production of knowledge about educational practices and learning processes, and how might it affect studies in digital media and learning? In sociological research, it has become quite fashionable to conduct studies of particular academic fields, their historical origins and development, and their methods of knowledge production. Influential research has been conducted, for example, to trace the development of psychology, neuroscience, behavioural sciences, and the


Blended, Hybrid, Flipped, Online: Let’s Call the Whole Thing Off

Thursday, November 26, 2015 Comment Hybrid course development explanation drawing niagara college

This is my second post in a series exploring my journey to develop and teach a graduate “Multimodal Literacies” course for pre-service and in-service teachers based on the connected learning framework. You can see the first post here and my original inspiration here. Now that I have a sense of the conceptual and thematic organization of my course and have decided upon some focus texts, I am confronted with the task of setting up weekly structure and my methods for communicating content. Several of my colleagues have asked me whether, considering the multimodal subject I am