Reconstruction 8.3 (2008) Return to Contents» Abstract: This essay argues for an analysis of the narrative models of postmodern cinema by looking at them as visualization forms re-mediated (Bolter and Grusin 1999) by new media's formal structures. Instead of being organized in a classical way through causal and temporal logics, contemporary storytelling models seem to be structured according to "casual," "catalogue" and "homogeneous" aggregative logics following the "database" and "navigable space" visual forms of new media (Manovich 2001). The conventional "narrative" paradigm (Metz 1974; Branigan 1992, Jullier 1997) in postmodern film seems to be fully "fragmented," following textual organization models similar to computer logic and aesthetics. This essay aims to classify these new models as "database forms" (aggregation of events, by "accumulation," or "catalogue"), and "navigable space forms" (aggregation of events by "loop/repetition," "hyperlinking" or the "network" of stories). I.
Digital Literacies in Transition – A Model for Transforming Graduate Attributes Summary Learners have a common goal - to succeed through Higher Education and into the global market. This once meant attaining a level of academic competence, this definition has become fluid both in the eyes of the learner, those involved in delivery and future employers. Indeed, a recent review of what employers want from graduates is diverse and includes numerous attributes and skills of which a core part is digital literacy (DL). Despite the significant amount of work to support students’ transition into HE as well as progression through a programme there is a gap in our understanding around how transition and attainment of graduate attributes is linked to digital literacies.
Bring Your Own Disruption: Rhizomatic Learning in the Composition Class Too often, rather than inviting First-Year Composition (FYC) students into the disruptive experience of being a writer, we try to shield them inside the safety of the walled garden of neatly ordered paths that is the traditional, instructor-driven composition classroom. Even while some of us have refocused on the process, rather than products, of writing, we continue to hamstring students with scaffolded compositional tasks and writing “prompts,” assuming that by allowing students to choose between various (artificially-created, instructor-mapped) paths, we are endowing them with an autonomy so empowering that they will arrive at the end of their journey through our garden as self-identified writers. But this is a squalid kind of psuedo-autonomy. How many writers take baby-steps into writing — first mastering sentences before moving on to paragraphs before moving on to five-paragraph essays? And how many writers start with a writing prompt (generated by someone else)?
20 collaborative Google Apps activities for schools Google Apps are collaborative, which makes them highly powerful. They offer opportunities for students to engage unlike ever before. Here are 20 ideas. Google Apps is beginning to revolutionize education. With its highly collaborative, online/offline format — and its attractive price tag (free!) Narratology as a cognitive science by David Herman The purpose of this essay is threefold. One of my aims is to sketch out some of the implications of recent work in cognitive science for narrative theory. A second aim is to consider how, inversely, current modes of narrative-theoretical inquiry bear on the field of cognitive science. To be sure, the sheer scope and complexity of the issues involved would make it difficult to accomplish either of the two goals just mentioned, let alone both of them concurrently. Yet-and here I come to my third overall aim-The MIT Encyclopedia of the Cognitive Sciences, published in both a book and CD-ROM format in 1999, provides an indispensable guide in this context. (The page citations contained in this essay refer to the book version of the Encyclopedia.
JISC Digital Literacies programme: A history of Digital Literacy in UK & EU #JISCDigLit — Digital Fingerprint Sarah Payton & Tabetha Newman The EU describes it as digital competency. Lots of debate about what it is, but if we’re talking policy at institutions, it’s important to know what you are seeking to implement. Recommended books: Great (simple) definition of digital literacies: Arguments against “digital natives”: Making Sense of the Rhizome Metaphor for Teaching and Learning This is the second post in a series of four about a presentation Frances Bell and Jenny Mackness will make at the ALTMOOCSIG on Friday 29th June this week. One of the reasons for these posts is that it is going to be impossible to cover all this in the time we have available at the conference. For the first post see – The Rhizome as a Metaphor for Learning
Schut We live and work in the 21st century, and all our students will spend their working lives there. That is why the Screen and Media Studies curriculum is oriented towards the future. Everything we do is guided by the question: how relevant is this to the future of the media? We believe that the future will be global, multicultural, multi-skilled, digital, creative and smart. That is why our curriculum combines thinking and making. You cannot understand the media without making them; you cannot make media without understanding how they work.
The Rhizome as a Metaphor for Learning in a MOOC June 22, 2014 by jennymackness This is the first in a series of 4 blog posts which Frances Bell and Jenny Mackness have written in preparation for a presentation that we will give at the ALTMOOCSIG conference – MOOCs – Which Way Now? on Friday June 27th
Cautionary Tales in Transmedia Storytelling One of the greatest challenges in transmedia game development is crafting a believable story universe that persists across multiple media without tricking or endangering the game’s players. In her SXSW presentation on the ethics of transmedia storytelling, Andrea Phillips recounted a number of cautionary tales from the genre’s history in order to illuminate best practices in transmedia production. By Brandie Minchew, ARGNet Andrea Phillips has excellent qualifications to talk about ethics in transmedia. Principles for Rhizomatic Thinking This is the third in a series of posts which outline the thinking and planning Frances Bell and Jenny Mackness have been doing in preparation for their presentation – The Rhizome as a Metaphor for Teaching and Learning in a MOOC – for the ALTMOOCSIG conference on Friday 27th June. The first post was – The Rhizome as a Metaphor for Teaching and Leaning in a MOOC The second post was – Making Sense of the Rhizome Metaphor for Teaching and Learning Principles for Rhizomatic Thinking
Framework for 21st Century Learning P21's Framework for 21st Century Learning was developed with input from teachers, education experts, and business leaders to define and illustrate the skills and knowledge students need to succeed in work, life and citizenship, as well as the support systems necessary for 21st century learning outcomes. It has been used by thousands of educators and hundreds of schools in the U.S. and abroad to put 21st century skills at the center of learning. The P21 Framework represents both 21st century student outcomes (as represented by the arches of the rainbow) and support systems (as represented by the pools at the bottom). Tweet the Framework While the graphic represents each element distinctly for descriptive purposes, P21 views all the components as fully interconnected in the process of 21st century teaching and learning. 21st Century Student Outcomes
How Do You Define 21st-Century Learning? Published Online: October 11, 2010 Published in Print: October 12, 2010, as How Do You Define 21st-Century Learning? By Elizabeth Rich The term "21st-century skills" is generally used to refer to certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help students thrive in today's world. In a broader sense, however, the idea of what learning in the 21st century should look like is open to interpretation—and controversy. To get a sense of how views on the subject align—and differ—we recently asked a range of education experts to define 21st-century learning from their own perspectives.