Principes, praktijk en prototypes voor het sociale web. A Case Study of Micro-Blogging for Learning at Qualcomm. The Power of Crowd and Place: A Conversation with Jeff Kirchick from SCVNGR. Jeff Kirchick is the Universities and Schools Specialist for SCVNGR, a gaming platform about doing challenges at places. I first met Jeff at the CASE Social Media Conference in San Francisco where he was organizing a “trek” for the conference. It was the most fun I’d had participating in extra-curricular activities at a conference. I asked Jeff to talk a little about how SCVNGR uses the power of “the crowd and place.”
What is SCVNGR? SCVNGR is a mobile game about going places, doing challenges, earning points, and unlocking rewards. SCVNGR exists in two major ways: as a casual game, and as a themed experience. You could also take part in a SCVNGR trek – some type of themed experience that guides you to a set of places where you have to complete specific challenges as part of the game. What makes SCVNGR different from other geo-location applications like Foursquare or Facebook Places? That being said, SCVNGR’s core unit is the challenge, not the check-in. Well, I have seen quite a bit! (Social) Media Literacy. Ideeenboek Social Media in het Onderwijs. Literatuurlijst 'Sociale media in het onderwijs' Social Media in Education. Virtual Community and Social Media - What important issues are raised by the use of social media? | Connected Learning.
New-Media Literacies. Being literate in a real-world sense means being able to read and write using the media forms of the day, whatever they may be. For centuries, consuming and producing words through reading and writing and, to a lesser extent, listening and speaking were sufficient. But because of inexpensive, easy-to-use, and widely available new tools, literacy now requires being conversant with new forms of media as well as text, including sound, graphics, and moving images.
In addition, it demands the ability to integrate these new media forms into a single narrative, or “media collage,” such as a Web page, blog, or digital story. The nature of literacy has changed in another respect as well. Since the advent of the Web, expression has shifted toward including social, rather than strictly individual, kinds of communication. As our students migrate to new media, we must blend the essential aspects of more traditional media with the offerings of new forms of media.
From Read-Only to Write-Possible. Social media are moving organisations from a ‘Hierarchical’ into a ‘Wirearchical’ approach | Online Faciliteren en meer. What do the words ‘Cynefin’, ‘Daniel Pink’, ‘Ted Talk’, ‘Big Marker’, ‘Twitter‘, ‘Fuzzy‘, ‘Alpe d’HuZes’ all have in common? The relation is that participants of the webinar ‘Serendipitous learning’ learned something unexpected recently. ‘A lot of our learning is accidently, we actually learn all the time’, explains Jane Hart (C4LPT), ‘We don’t necessarily know what we’ve learned, till we start to use the knowledge’.
During the Flipped (social) webinar on the 15th December 2011 she shared her knowledge and experiences about serendipity. ‘Enabling serendipitous learning is one of the major challenges, organisations are facing in the coming decade’. Identify and encourage the people who like to share Learning is about sharing of knowledge, especially while using social media. Jane: ‘Many people are happy to share.
‘An important pré-condition is to build a culture of trust. Towards a performance based approach The community gardener, an insider or outsider? More resource materials: