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Learning in New Media

This is a start to my notes and connections to this course. I hope to continue expanding it throughout the course as my concept map of all the readings combined!
by

David Shively

on 13 April 2011

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Transcript of Learning in New Media

Constructing Constructionism -
Learning in New Media Kate Shively
Indiana University
Concept Map for P574 Surface
approach Deep
approach How do students approach their learning? More likely to be associated
with higher quality learning
outcome. tasks are "imposed" on them
study without purpose or strategy can see relevance of learning new things
seek to develop new understanding Complex Learning Environment "This book is really about how a culture, a way of thinking an idea comes to inhabit a young ." Mindstorms "Thinking about thinking turns the child into an epistemologists" (p. 19). Instead of the computer programming the child, the child will program the computer. - Seymore Papert, 1980 How do people think and learn to think: Computer Cultures: Mathophobia: "The idea of 'talking mathematics' to a computer can be generalized to a view of learning mathematics in 'Mathland' that is to say, in a context which is to learning mathematics what living in France is to learning French" (Papert, pg. 6). "My conjecture is that muchof what we now see as too "formal" or "too mathematical" will be learned just as easily when children grow up in the computer-rich world of the very near future" (Papert, pg. 7). The fear of math Alternatives to traditional classroom and instruction: "constructing the education of the future" The Researchers Minds in Play: Game Design Project What is New Media? The Ideas The Culture - Prosser & Trigwell, 1997
What do the readings have to say in this regard?

What have your gleaned from your own experiences in the studio thus far?

What might you add to the discussions in the literature? Time Diversity Integration Choice Conviviality
Complex Learning Environment Pedagogical Interventions Video Games Digital images, phones,
cameras, and other
devices Computers: Desktops,
Laptops, iPads, and
virtual computers (coming soon) Computer Science and Informatics microchips Papert Resnick Kafai What is Constructionism? Examples of new media TED Talks Scratch Voice Thread Prezi Video Games YouTube screen shots Blogs Facebook & Twitter what does computer culture mean to you? Learning and Cognitive Skills Papert: immerse children in the computer culture - and so Kaifi did - constructed by children proof of learning artifacts Bers Piaget Manovich Ryan Bolter Sheridan Justifying "learning to think" Formal thinking Concrete thinking Powerful ideas affords a new way of thinking
a new way of putting knowledge to use
making important connections with domains of knowledge
Scratch Online community remix a project create - think and act creatively computer clubhouse collaboration reason systematically - work collaborative - think creatively Invent new opportunities Everything is subjective as a constructivist, you can relax - Five parts of New Media The next three depend upon the first two parts Numerical Representation Modularity Automation Variability Transcoding New media object can be described
mathematically & New media object is subject
to algorithmic manipulation Modularity =
structure and language
(independent parts broken apart
to smaller independent parts
like pixels are to phonemes.) Automation =
changeability or shortcuts
like digital editing or website templates
and media accessibility Variability =
the ability to have infinte variations
of digital objects
(individuality vs. conformity) Transcoding =
combination of "computer layer"
and
"cultural layer" =
a computer culture My new media objects
1. Modularity 2. Automation and variability 3. iKate's addition: immediacy this photo was taken
on the "fly" with a digital SLR - quickly edited and printed for display high end digital equipment makes it
possible for me to quickly make a
digital photograph of even the rarest moments - like a newborn's sleepy smile! Save as a jpeg to share online 4.Transcoding: Social/Communication 5. Automation -
Shopping Online 6. Transcoding: Social/Communication Website templates made it possible to create an online shop for clients blogging provides a venue to make myself "human" and not "digital" - it also allows for feedback and sharing of comments Facebook is an online community where posting and emailing are socially acceptable ways of communicating with clients, expecially when they are your "friends!" So much more, so little time WHAT'S NEW ABOUT NEW MEDIA? The readings are guidelines or principles for understanding New Media I have a new appreciation for media and new media I need to ponder this a bit more - The readings also connect new media to culture and vice versa The readings also provide a rationale for changing how we teach our children - they provide a foundation for understanding constructivism and how it applies to the bigger picture - our future What is New Media Literacy? Understanding written text
by Reading Letters (ABC)
Numbers (123) Computer languages
icons
images
online lingo
an extension of numeric
and alphabetic text and
much more...... the intersection of both comprehending
the written text by reading the ABCs
and 123s produced by
computer and digital technologies
which may include, but is not limited to
computer languages (HTML), icons,
images, and other forms of lingo/jargon
in the digital environment which
produces New Media and interacts
with New Media.
New Media LIteracy also is an awareness
of multiple literacies across the culture of
new media and digital technologies. How do we define Literacy? New Media has introduced New Media Literacy is.... Christine
Greenhow Clay Shirky Marc
Prensky Participatory
media Social Networks: MySpace & Facebook & Ning Media Sharing: YouTube and Flickr Social bookmarking: Delicious and CiteULike Collaborative knowledge develiopment: Wikis creative works: podcasts, videocasts, blogs, microblogs (Twitter & Blogger) Content aggregation adn organization: Really Simply Syndication (RSS) feeds and tagging tools Remixing or mash-ups of content from different content prroviders - new forms: combining geographical data with transportationa or crime data. Web 2.0 promotes users and their interconnections
through the following affordances: 1. User -defined linkages between
users and content: posting on other's
pages
2. simple mechanisms to share
multimedia content: blogs 3. Prominent personal profiling
(displayiing user preferences on custom profile pages) 4. intertechnology applications, enabling
interfaces with services and features on other sites:
sites that offer alternative designs for MySpace or Blogger
backgrounds - or widgets that plug information from
one site into another Broadening Conceptualization of Classrooms Technological Competencies Learning Ecology LEARNERS Learner participation and creativity Online identity formation 1. learners can link up, create, consume, and share independently produced information, media, and application on a global scale. 2. Web 2.0 is its capacity for content creation
and "remixing" practices, in which a range of found
or original online materials are cut, spliced, edited,
reworked, and mixed into new creations. 3. Web 2.0 is interactivity:
allow users to publish, share, consume,
and remix content. Blogs, wikis, and video-sharing,
photo-sharing, and audio-sharing sites can engage
students in promoting their works while also critically
considering the works of others. Digital Natives Digital Immigrants children "think and process information fudnamentally differently from their predecessors" "Different kinds of experiences lead to different brain structures, says Dr. Bruce D. Perry of Baylor College of Medicine." "Our students are "native speakers" of the digital language of computers, video games, and the Internet." What should we do? How should we teach? What should we teach? How do they learn? What's important to learn? The role of the teacher assessment Gaming and Learning "It just depends on how it is presented." Participatory Culture Research Directions

- How do teachers educate learners to negotiate different online public spaces and to ascertain what information should be kept private?

-In what ways can learners understand and enact digital citizenship while also supporting their freedom to experiment and speak freely online?

-What types of modeling, facilitating, and assessment are best for developing desired digital competencies?
- I found Greenhow's article to
be motivation for future research - her references to Learning Ecologies and Participatory Media engages my interest in how children learn - how they think - how can we best facilitate their continued learning through their interest and knowledge base. What is new media?

What is "new" in new media?

How do we learn in new media?

What is new media literacy?

My questions:
How do we teach new media literacy?

How do help digital immigrants to accept the natives? conversation
collaboration
collective action Forming groups organizing in the digital age without the organizations tags complexities of group thought - especially as the group grows amateur photographers have a place in global communication amateur journalists (bloggers) have found a niche in the global news genre Shirky's article focuses on the
Internet as an organized platform where conversation
collaboration and collective action happen

- mentioning the challenges - especially as
the groups grow -

how do we work with this challenge? International Youth Network (IYN)
Digital Youth (DY) there is a digital disconnect
between students and schools
- although this is from Levine (2002)
I still see evidence that this is very true
(ie: reading in the AM and math in the PM
without any computer/technology connection) ISTE recommend
new standards that

emphasize the learner

his/her experiences and choice

cognitive , social, and cultural dimensions of how technology is used in various settings. Barron (2006) definition: "set of contexts found in physical or virtual spaces that provide opportunities for learning" situated learning and cognitive apprenticeship learning located in contexts and relationships rather than merely in the minds of individuals. . .

learning derives from particiaption in joint activities...

a) individuals are simultaneously involved in many situations

b) individuals create learning contexts for themselves within and across settings

c) the boundries among settings can be permeable

d) interest-deriven activities can span contextual boundries and be self-sustaining given adequate time, freedom, and resources. http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf Extras: Digital Youth Report and Katie Salen on Games and Learning Papert advocates for constructionism in the classroom - with the use of technology Kafai conducts research about pedagogical
practices and new media Resnick opens Computer Clubhouses and researches how children learn in the digital contexts Manovich defines New Media Greenhow poses future research questions about New Media Literacy and the importance for educators to begin creating environements conducive for learning new media Prensky introduces Digital Natives and Digital Immigrants Shirky discusses social interactions and organization
in the context of digital media. His discription of groups working together supports Greenhow's learning ecology and Prensky's Digital Native plea for educators to transform their methodology and pedagogy. Bers researches early childhood play and the theory of constructionism as Piaget and Papert advocate - writing the book Blocks to Robots Oh my!
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