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Rheingold.com

Rheingold.com
Crap Detection Mini-Course February 20, 2013 Public Sphere In The Internet Age Network Literacy Mini-Course February 19, 2013 Recording of my Education 2.0 conversation with Steve Hargadon

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CANNES LIONS EDUCATES AND INSPIRES MARKETING, ADVERTISING AND AR I hope you enjoyed the Alfred student guest author posts from Cannes Lions 2008 at DR4WARD.com and got taste of how busy and exciting it is at this must-attend international event. Here is a link to a video interview with the Lions Daily News that I did on the education, training, and mentoring of student delegates and young professionals at Cannes Lions. To the left you will find the magazine article from the interview and a photo of our group in the Lions Daily News. You can also view 2008 Festival Highlights / Video Clips to get a flavor. (Sorry - New users will have to get a password.) Education and Continuous LearningCannes Lions is a global leader in educating and inspiring students and professionals.

Transliteracy Research Group At 3Ts 2013: Transliteracy from Cradle to Career in Saratoga Springs this week I learned some new things about transliteracy. 1. In What I Want, When I Want to Watch It: Brief Thoughts on Television Literacy in the Streaming World with Hollie Miller & Michele Forte, Hollie aka @theotherinside showed us a feature on Hulu Plus which allows you to choose between adverts. Kathy Cassidy This spring, our class has been working with other classes around the world--sharing and learning together. Several collaborative projects have resulted. The book below is one of the products from that collaboration and contains pages created by various PreK - 2 classrooms from around the world as part of the Flat Classroom Project. Each of the participating classes focused on "A View From the Window" of their school in a different way. Our page (containing photos and text created by the students) is first, but it is fascinating to see what all of the other classes have created as well.

danah boyd The below original text was the basis for Data & Society Founder and President danah boyd’s March 2018 SXSW Edu keynote,“What Hath We Wrought?” — Ed. Growing up, I took certain truths to be self evident. Democracy is good. War is bad. And of course, all men are created equal. Can We Afford Not To Use New Media to Learn, Share, and Work Tog I have been working with my students to use new media to engage them and help them find significance with their education beyond just getting a grade. The old model of teaching has trained students to ask "What's on the Test?" or "What do I need to know or do to get a good grade?" The learning usually stops there and the students forget the answers the next day or week. As Michael Wesch points out, the vast majority of information today is available online and all around us all the time. Today the most important learning skills are how to harness this information and share it, discuss it, critique it, and make something new out of it.

7 Principles of Transmedia Storytelling (1) Across the next two weeks, we will be rolling out the webcast versions of the sessions we hosted during the recent Futures of Entertainment 4 conference held last month at MIT. (see Monday's post for the session on Grant McCracken's Chief Culture Officer). Many of the conference sessions were focused around the concept of transmedia entertainment. The team asked me to deliver some opening remarks at the conference which updated my own thinking about transmedia and introduced some basic vocabulary which might guide the discussion. My Application Video For Apple’s Distinguished Educator Program February 8th, 2011 by Dan Meyer I use a lot of Apple technology in my curriculum development + I like the people in Apple's education group + My doctoral interests include communities of practice online = I applied for membership to the ADE program. They required a video, which I'm posting because a) it's a 90-second summary of my curriculum adaptation process and b) I introduce Apple to you folks somewhere around the 1:15 mark.

Mimi Ito - Weblog Cross posted from the Connected Learning Research Network Leveling Up project blog It’s the start of a new year and time to take stock. It’s been three years since the launch of the Connected Learning Research Network and the Leveling Up project, and a year and a half since the launch of this blog. Along the way, we’ve delved into stories of knitters, boy band and wrestling fans, fashionistas, eSports enthusiasts, and game makers, as well as how the online world is supporting their learning, sharing, and civic engagement. The cases we’ve developed over these years have both confirmed many of the core values and principles of the connected learning model, as well as challenged them in some unexpected ways.

Introduction to a Few Tools to Help Us Learn, Share, and Work To In a previous post I asked Can We Afford Not To Use New Media to Learn, Share, and Work Together? The conclusion made in the post is that new communication technologies, the ever increasing pace of change, and global competition require important learning skills today to harness the vast amount of information online and to learn how to share it, discuss it, critique it, and make something new out of it. If skills for creativity, communication, and collaboration are needed today than what are some of the basic things we need to get started to do this? A starting point is understanding the big picture on how the separate tools are connected together. Please excuse the language but Marta Kagan asks and answers a great question ....

To Spread or To Drill? « Just TV I was invited by Henry Jenkins, Josh Green, and Sam Ford to contribute to a book project they are working on, Spreadable Media: Creating Value in a Network Culture.You can see an outline of the project posted serially on Henry’s blog, emerging from a research paper drafted as part of the Convergence Culture Consortium. The book will feature Henry, Josh, and Sam’s skeleton, fleshed out by short contributions from a range of media scholars and practioners–I was asked to contribute a piece on “Complexity and Engagement,” considering how the narrative complexity that I’ve been working on fits within patterns of spreadable media. As I am want to do, I broke away from my assigned topic. Instead of considering how spreading explains engagement with seriality and complexity, I pose another metaphor: drillable.

Yong Zhao » Blog Archive » The Medium is the Message: Educating Generation M Today’s young people (8 to 18 year olds) spend on average 7 hours and 38 minutes a day with media: watching TV (TV, videos, DVDs, pre-recorded shows), playing video games, listening to music, talking on the phone, and chatting with friends online, according to the Kaiser Family Foundation report Generation-M2: Media in the Lives of 8-18 Year-olds released on January 20, 2010. This is an hour more than the group found in 2004, when young people were found to spend nearly 6 and half hours a day on entertainment media. And because of multitasking, young people actually consume a total of 10 hours and 45 minutes worth of media content in those hours. That, indeed, is a lot of hours, practically all their waking hours outside school. In comparison, they spend 25 minutes a day reading books, 9 minutes for magazines, and 3 minutes for newspapers.

But I Don't Want to Teach My Students How to Use Technology Viewpoint 'But I Don't Want to Teach My Students How to Use Technology' By Trent Batson10/21/09 For some teachers, the technology revolution of the last 30 years was and is an epiphany, but for most faculty it remains an enigma, at best a fad and at worst a threat. A person responding to one of my recent articles in Web 2.0 told me that, "Come on!, I don’t want to teach my students how to use the technology but just do pure teaching."

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