managers’ own discomfort with race ends up harming employees of color, even when the manager thinks they’re doing the right thing. For example, they might manage a woman of color who needs some coaching on her work, but the manager doesn’t feel the same rapport with her that they feel with their white employees and/or they feel awkward coaching someone of another race on problems with her work … and so they let work issues go that they really should be addressing … and so that employee doesn’t get the same coaching and support that her white colleagues get … and as a result, she ends up not performing well and doesn’t advance. Sometimes she even loses her job

Let’s say you have a group of people in a room and every one of those people has the physical ability to see. The room is dark. You want to turn on the light so they can see. You turn on a light. Here’s what equity work is like. Some eyes will hurt when you turn the light on, and they will need to be coached or trained to adapt. Some will blink and adjust quickly. Some have been waiting anxiously for light. And some eyes will stay closed and never open and then will write you emails about how angry they are that you turned a light on.

say something more meaningful than, “It makes our workplace stronger.” Why do you care? Why should your managers care? Why should your employees care? And why should your employees of color believe you when you say this matters to our company?

Develop and simulate credential hub pilot software connectors to demonstrate system integration with an SIS/HRIS, LMS, Assessment and Student Life software platform

The academic institutions tend to resort to previous work processes for constructing academic credentials and the late-stage sharing of these deliverables for feedback, rather than engaging business members in the process of development. This limits the necessary structural and delivery alternatives that might be necessary to truly align to the industry needs

The CLR is designed as the "holder" for all of the learner–worker's achievements to organize, manage, and share at their discretion

Future Relationships

All education partners indicated they spent more time than initially anticipated on the project. It was estimated that approximately 100 hours were spent by one institution by one individual in one atypical case. Another institution described a series of meetings over many months that included many individuals. In the latter case, a steering committee with about 25 people met twice a month for the first two months, which then transitioned to a small group meeting of 3 people every few weeks for the last two months.

Interestingly, the employers were aware of the need to avoid including specific technologies or competencies that were narrowly identifying the company's niche skills. By generating broader competency statements, they were also creating more sustainable position descriptions that could guide the company into the future, beyond the current specific technology or minute skill needs

he competency framework development process was similar to the curricular design process; however, the operating philosophy was still compelled by the academic program rather than backward designed from the job role/employer need

Many employers are looking to either hire those with cybersecurity credentials that are layered on top of other degrees or certifications or advance incumbent employees with years of experience. In the case of one employer, it was indicated that they were looking for individuals with 10+ years of experience. One employer noted that the Wellspring Project provides the opportunity to develop internal organizational career paths, supported with tuition reimbursement

upskilling, re-skilling, or entry hiring of employees to fill skill voids that result from the introduction of new technologies,

Project Management

Education Design Lab offered a “T-Profile” training session, a tool utilized to prioritize the highest priority 21st-century skills within a particular job role and provide a common education-employer language for discussing these skills.

COMPETENCY FRAMEWORKS

Despite an encouragement to include employers in these initial and follow-up calls, all calls consisted solely of individuals or teams from the educational institution

With a global digital transformation underway, the “distance economy” (McKinsey, 2020) further impacts the need for rapid skills-based credentials such as industry certifications, certificates and micro-credentials, and machine-readable learner records that can be linked through standards-based interoperability to optimize talent identification in the marketplace

The learn-to-work skills ecosystem continues to burgeon with projects addressing different aspects of the talent supply chain

Use of common, preferred skills terminology when applicable can positively increase the understanding of skill descriptions

The work of creating and aligning competency and skills frameworks can be tedious and time-consuming.

the education community's current efforts will require equally robust initiatives in the industry to organize and signal their talent needs in an open-standard form

Global or national strategies to define skills must be flexible and agile enough to incorporate regional and local variations and alternative elements. Standards representing skills must recognize distinct global, national, and local constructs

an exploratory project to demonstrate the feasibility of educators and employers working together to develop and create machine-readable, interconnected skills frameworks, with educators documenting their Learning Outcomes program frameworks and employers describing their job requirements as competencies and skill framework

plethora

espite this, it is inarguable that the game expands diversity and builds capacity for these marginalized groups to meet and connect with one another over their gender identities and sexualities.

The game may have brought us together, but it expanded my personal social supports for my interests

production-centered

It is peer-supported

“grindy” and time-intensive nature, as well as its high learning curve

It is sort of an initiation into the higher stages of plant membership

Marketplace

This connected and interactive community

uses the a K-pop song to teach her viewers some Korean phrases and to help them better understand the language

creates a platform

This type of learning is using a combination of approaches to retain information such as traditional learning and other aspects that help share ideas and knowledge in the context of modern society

This helps drive traffic and views to one another’s channels by broadening their viewership base

the brokers of this knowledge have been beauty or cosmetology schools. Now in the digital media age, these gatekeepers of knowledge have been surpassed by anyone with an internet connection

Reddit

His videos are super informative and entertaining, and every time you watch one of his videos you are bound to learn something new.

One of his videos can be viewed below

gravitate to community

A SUNY micro-credential is: Competency-based, reflecting skills and competencies mastered; Endorsed by the issuing institution as a whole; Developed through local faculty governance processes; and Meaningful and of high quality, with learning standards, assessments, and clear documentation of skills mastered that have meaning beyond one classroom, one program or the institution. Students can use a SUNY micro-credential to share their expertise to prospective employers, those hiring for internship opportunities, and to other academic institutions

Once we understand who our students are we can begin to tailor assessment processes and materials to have the greatest impact for their learning

The study found positive impact on student achievement and on the learning experience,

methods of assessment that can foster inclusiveness and academic success whilst upholding high standards for the quality of student learning” yet interestingly “most innovations in this context have focused on teaching rather than on student learning”

Rubrics were used such that the evaluation of the work was the same, thus quality ensured, but the demonstration could be different.

Assessment, if not done with equity in mind, privileges and validates certain types of learning and evidence of learning over others, can hinder the validation of multiple means of demonstration, and can reinforce within students the false notion that they do not belong

curating

Game designers traffic in the space of possibility. They design systems that define rules and thus give rise both to play and to a sense that anything is possible.

he desire to restrict hanging-out practices

access

well-educated

Pew’s 2007 survey found that daily 63 percent of teens go online, 36 percent send text messages, 35 percent talk on a mobile phone, 29 percent send IMs, and 23 percent send messages through social network sites

We also recognize that the ways in which U.S. youth participate in media ecologies are specifi c to contextual conditions and a particular historical moment.

This is just the tip of the innovation iceberg in a new deep-truth reality that is here today

This is just the tip of the innovation iceberg in a new deep-truth reality that is here today

There have been several studies done investigating the effects of what we are seeing on social media and its effects on our personalities, our moods, and how we feel we should live our lives

here are thousands of communities and groups dedicated to anything and everything to do with shoes

everyone has there own reason

Hype beast

Reliable information is hard to come by especially before the sneakers release. It’s a gamble every-time we decide to post something with limited information

The fans can also get inspired on how to mix the outfit for the season. I get inspiration from others, and of course for the fans

However, you can start to compare yourself and judge others and yourself from these difficult and serious topics. Some might struggle to fully agree or even just not seeing yourself as part of group can make others stressful. Still people will question it and questioning it means you still want to know anwsers and want a response which means you reacting to it. So even if, If you can turn the negative into positive and increase your knowledge in and later on you’ll be so baffled because of all the information you absorbed from Jubilee and the media

I made a high quality set of guides that made it easy for anyone to get into the community and start doing speedruns. I ran many of the community events, running the “Tasks” event and the weekly Bingo challenge. I also owned and moderated the community discord which was the central hub for the Super Mario Odyssey community. I managed the Super Mario Odyssey Speedrun twitter account which kept the community up to date with any major record, event, or discovery as well. In addition to all of this I also was a moderator for the leaderboards on speedrun.com and personally watched and verified many of the runs that are currently there. I put all of my time into bettering the Super Mario Odyssey community

YouTube and lots of other places such as Twitch

it creates a bond that is very special

built

To add on, much of the scene is openly networked meaning that anyone can find their place no matter what they drive and be able to learn from peer supported groups

What most don’t see is how impactful the community in Denver can be through ways of clubs, online forums, social media, and many other forms of passing on knowledge

While about half of all work activities globally have the technical potential to be automated by adapting currently demonstrated technologies

if we do turn our attention to the individual journeys that young people takethrough their educational, social, recreational and civic worlds, we see a marked absenceof clear “ladders” or sequential “pathways” of civic development. Instead we seemoments of activation when an affinity space is under threat, or periods of engagementwhen a cause becomes relevant to a deeply held identity or value

We have dissected the properties of narratives, practices, and infrastructures thatconstitute “consequential connections” that tie together these more conventionally dis-connected spheres

brokered

we learn best by investing ourselves into what brings us purpose in life

A great deal of my own learning stemmed from mentors, inside and outside of school; connecting other “branches”

.

In my own life

discourse

participatory culture

new literacies

media literacies

The sudden realization, I would like to say I stumbled upon, but more realistically punched me right in the face; was the fact that we learn best outside of the classroom. Who knew common sense could be so painful to the heart and mind. Now understanding this, I personally was struck with feelings of pointlessness and the sharp pains of a new black eye with a side of a broken nose. Coming across an epiphany like such leaves empty questions of what we spent the last 16 plus years of our lives doing in a classroom instead of living

YouTube will be my go-to

great source to find entertainment, information, help with school projects and or homework,

Academically, I was able to ask questions when I had concerns and follow a set of instructions without any additional help — this is where I had the opportunity to find my interests.

Speaking another language lead me to a different type of learning that certain students cannot comprehend

Media literacies

New literacies

When

able to learn from literally anywhere and anytime we want

I figured out more ways to make sure I was learning in the best way for me

I take what I have used on my computer and use it in the hospital in different programs to watch people's heart monitors or save a life.

new literacies that were probably not even around when my professors were learning

participatory culture where a group of people participates in a particular topic where they have an affinity

discourse

but I learn more with my friends. They are the ones who I can share my experiences, thoughts, and feelings with. Moreover, I can also give and receive much wonderful advice from them

media literac

learning from schools and classrooms but everywhere we are and anytime we have a chance

I also think

Today

There

they learn and develop skills within minutes. When one thing develops another grows bigger and because there are so many different ways to learn we have to step up and use all the tools we have

”

Learning

Things like Khan Academy and other learning YouTube Channels just like it

For example, LinusTechTips is a YouTuber

Reddit

without the need of a professor

Git

informal learning

T

The couple of clubs I was in fostered my learning more than hardly any class through those four years. The pre-med club allowed my to visit cadaver labs, and learn more about the human body than any biology class would have taught. I began learning on my own terms, and that has completely shifted how I view learning.

During this time discourses, or coordinations of things surrounding people, clarified my role in learning, as I wore a school uniform that differentiated me from the nicely dressed teachers to symbolize my lesser understanding

formal learning

At the moment, GPT-2 uses a binary search algorithm, which means that its output can be considered a ‘true’ set of rules. If OpenAI is right, it could eventually generate a Turing complete program, a self-improving machine that can learn (and then improve) itself from the data it encounters. And that would make OpenAI a threat to IBM’s own goals of machine learning and AI, as it could essentially make better than even humans the best possible model that the future machines can use to improve their systems. However, there’s a catch: not just any new AI will do, but a specific type; one that uses deep learning to learn the rules, algorithms, and data necessary to run the machine to any given level of AI.

up 40% from the previous study two years earlier

how meaning emerges collectivelyand collaboratively in the new media environment and how creativity operates differently in anopen-source culture based on sampling, appropriation, transformation, and repurposing

Ethics become much murkier in game spaces, where identities are assumed and actions are fic-tive, designed to allow broader rein to explore darker fantasie

young people were findingit increasingly difficult to separate commercial from noncommercial content in online environ-ments

focus on negative effects of media consumption

Empowerment comes from making meaningful decisions within a real civic context: we learnthe skills of citizenship by becoming political actors and gradually coming to understand thechoices we make in political terms

highly generative environment

people can participate in various ways accord-ing to their skills and interest

Participatory Culture

While to adults the Internet primarily means the world wide web, for children it means email, chat,games— and here they are already content producers.

Hanging out,” “messing around,” and “geeking out” describe differing levels of investments in new media activities in a way that integrates an understanding of technical, social, and cultural patterns. It is clear that different youth at different times possess varying levels of technology- and media-related expertise, interest, and motivation. The genres of participa-tion that emerged from our research can be viewed as an alternative to existing taxonomies of media engagement that generally are structured by the type of media platform, frequency of media use, or structural categories such as gender, age, or socioeconomic status

interest-driven practices. USC’s 2008 Digital Future Report surveyed some activities that could, but do not necessarily, indicate interest-driven practices. In its survey it asks about participation in, and attitudes about, online communities, which it defi nes as “a group that shares thoughts or ideas, or works on common projects through electronic com-munication only” (USC Digital Future Report Highlights 2008, 8). While the overall percentage of respondents who reported participating in an online community was relatively small—15 percent of all respondents—the authors note that this rate has more than doubled in three years.

access

Before we begin our description of youth practice, we need to map what those ecologie

It requires teaching values, knowledge and skills. In addition, multiculturalism and multilingualism are present in many parts of the world today.

We taught the same topics so the pupils could make connections between the languages in real time to help them identify the similarities, differences and even the same patterns

We all need to be cognizant of what we share, how we share, and to what extent that sharing dramatizes preexisting racial formulas inherited from “real life.” The Internet isn’t a fantasy — it’s real life

If there’s one thing the Internet thrives on, it’s hyperbole and the overrepresentation of black people in GIFing everyone’s daily crises plays up enduring perceptions and stereotypes about black expression

It requires me to make fewer assumptions about the audience.

Assessment and reassessment are part of any well-designed game because playersneed feedback to know if goals and tasks are complete. The fact that the player hasreached particular goals in a game could be in itself a useful assessment of theplayer’s status and learning needs.

game-based learning processes are demanding on teachers, requiring them to take on many different roles, each of which requires a specific skillset. Integrating games into formal educational settings is a laborious and complex process. This is partly due to the fact that schools are not structured for game-based learning, making the process an up-hill struggle, but it is also due to games not being sufficiently accommodating for the needs of teachers or the many characteristics an educational context may have. For game-based learning to move forward, teachers need to have a better understanding of games and how to work with them, and game creators need to understand teachers’ working conditions and know how to accommodate for the varying characteristics of formal educational settings with their products.

The skillsets needed to perform the roles well were also found to be quite diverse as they involved technological know-how, gaming literacy, subject matter expertise, and naturally a strong pedagogical foundation

The heterogeneity of a K-12 classroom as a gaming audience cannot be understated. Each individual student has their own levels of gaming literacy, gaming preferences, subject matter knowledge, motor skills, motivations to play and learn, socio-economical background, and general interests.

His tie formed a knot that can only be described as spectacular.

we ask: how much time do kids spend with media?

Social-emotional learning (SEL) skills can help us build communities that foster courageous conversations across difference so that our students can confront injustice, hate, and inequity. SEL refers to the life skills that support people in experiencing, managing, and expressing emotions, making sound decisions, and fostering interpersonal relationships.

Thinking strategically about who to include and what their role will be is the difference between “a badging initiative” and competency-based learning

not merely assigned for compliance purposes

Here are some questions worth asking:

may see the process as unnecessary, overly gamified or juvenile

encouraging learners to pursue badges and not skills

As white people, are we guilty of the sins of our forefathers? No, I don’t think so. But are we responsible for them? Yes, I believe we are.

Not just for our own actions, but also for the ways that our inaction can create a “safe” space for toxic behavior

There’s an elephant in the room that I’ve been thinking about a lot over these last few weeks. It’s the fact that, demographically, if we’re being honest: I have more in common with the fans in the crowd at your average NBA game than I have with the players on the court

place– based learning

perspective recognition, concerned students’ ability to examine contro-versial issues from multiple perspectives

Not only were students involved in co– designing their learning experiences (e.g., by helping decide the places and issues we studied), they also had autonomy when deter-mining the content and goals of their final designs

Second, students hoped the story would lead to an immediate action, with visitors making an informed decision whether or not to sign the petition

AR

Fieldwork

Phones aren’t necessarily disruptive to learning, simply disruptive to the order of the typical School classroom

a hierarchical model of delivery and adoption has narrow bandwidth; if change comes from the top, that limits the diversity possible of what is delivered to the masses. It is as true with educational materials as it is for television broadcasts.

Simplicity of storytelling. Writing about learning too often hides meaning within specialist jargon. Myself, the other editors, and our authors have tried our best to avoid this trap, describing the relevant goals and approaches in each project in everyday language as much as possible. These stories should be accessible to those without significant technological expertise or degrees in Education

Avoid authoritarianism

t is refreshing to see people working together across traditional divides.

Mobile media learning includes the instant and ongoing connection of handheld devices to online information and communication for personal growth and increased agency within professions and communities of practice

attempting to solve this by focusing on supporting titles that are low cost or free to play, that already have more diverse audiences and — importantly — we have decided to focus on playing a collection of games as a triathlon instead of a single game during each esports tournament

If esports is the new football, then internet bandwidth is the new football stadium. Without a big enough field, schools aren’t even able to play the game, let alone attract the right players, recruiters and donor funds

Esports tournaments can be decided in fractions of seconds as one player shoots, jumps or races to their goal. Schools without adequate bandwidth, with slower computers and without access to premium esports titles (some of which may cost $60 per license) all find themselves at a disadvantage

ll of these are awarded as merit scholarships, thereby skirting around Title IX protections and oversight for the student athletes involved. There is also little public information available on the financial details of university esports portfolios

nearly 400 million viewers worldwide that is growing by leaps and bounds every year

employ a longer response ‘wait time’ habit before commenting or liking; take a break altogether from liking things on social media (no likes, stars, or thumbs ups)only posting comments that ask curiosity-driven questions

With $50 million going to people who do not have contact with students, the data belies the district’s branding of “Students First” and “Team DPS.”

in early 2008, there were only three people handling press relations for the district. There are now eleven–making $700,000 a year. The full communications shop numbers thirty-seven, with a payroll of nearly $2 million.

This research is methodologically different from previous research as it introduces the use of a Twitter Direct Messaging Interview protocol, an innovation that may be of use to researchers in many other fields

To evaluate membership to a community of practice by educators on Twitter, McLeay (2008) used three terms defined by Wenger (1998): mutual engage-ment (the negotiations among the members of the com-munity and how this participation binds them together), joint enterprise (the shared understanding of their goals), and shared repertoire (a set of communal resources used to reach the goals of the shared enterprise)

although they were not aware of being read by students or management, they were aware of the possibility and maintained a very professional tone in their tweets. Being in a public arena had an effect on what the interviewees tweet, with many stating that they were careful about what they tweeted or retweeted

stated that they would describe the #MFLtwitterati as a community, citing reasons such as a common purpose, support, shared resources, and dialogue.

he concluded that the #MFLtwitterati feel they are part of a large group of like-minded colleagues where they can share their classroom experiences and be supported when experimenting with new ideas; can reflect on their own practice through informal discussion with others and feel they have become better teachers as a result, always open to new ways to improve; find it eas-ier to keep up to date with the latest resources, national news, government documents, Ofsted initiatives, links to useful blog posts, etc.;

highlighted the access that Twitter provides to the perspectives and experience of veteran teachers. Pieterse and Peled (2014) set up a Twitter practice where teachers in training shared experiences with fellow students and mentors with very positive results, as did Lord and Lomicka (2014)

list the following steps to becoming an educator curator: finding content, selecting (depending on quality, relevance and originality), edito-rialising (by contextualizing, summarizing, and/or add-ing your own perspective), arranging, creating, sharing, engaging with others, and tracking that engagement.

Over 4.2 million daily tweets are reported to be from educators (Hill 2014), who share their work

ngagement in participatory politics was equitably distributed across racial groups

youth who infrequently engage in such interest-driven online activities reported engaging in 1.2 political acts in the past year, while those who were highly involved in nonpolitical interest-driven activities averaged 4.5 political acts (

what appears on the surface to be a matter simply of humor or fun (playing games or circulating memes on Facebook) may in fact be an appropriation of pop culture for social change (taking advantage of the networked popularity of games and memes on Facebook, Twitter and Tumblr to circulate and raise awareness of a low-resourced organization

Many youth, for example, participate in online communities that share interests in hobbies, sports, or comparable topics often associated with popular culture.#This participation provides them with opportunities to create, critique, and share work while expanding their social networks and developing a variety of online participatory skills (see Ito et al. 2009, Jenkins et al. 2009). Interestingly, studies of o!ine extracurricular activities indicate that such interest-driven activities provide youth with opportunities to develop civic skills—how to speak in front of a group, how to plan collective undertakings, how to mobilize others—and productive norms of behavior within organizations and social networks.#These, in turn, have been found to promote later civic and political engagement (

hat is, while seeking out political information is important, we do not regard consumption of information as a form of participation. It is when one circulates political information or shares one’s perspectives on it that the activity becomes participatory. I

affinity group. Fellow artists? Check! Cat people? Check! Nintendo fans? Check! It helps getting feedback or reading people’s comments & reactions to my work.

tarting an art blog

link

browse through the forums until I find a solution

majority

older literacies

Outside sources

YouTube

y. I

Participation Gap

Low-income and less-educatedcitizens, as well as recent immigrants and those less proficient in English, have far less voice in the political process

It makes sense for policymakers and educators to amplify such efforts and to be sure that the civic dimensions of media literacy (learning how to critically assess media, to produce compelling and informed media tied to societal issues, to engage in dialogs in a respectful manner, for example) are included in these efforts

hen the video games provide civic learning opportunities by focusing on societal issues or placing the player in the role of a political leader, playing video games is strongly associated with offline civic and political activity and commitments

Games for Change

more likely to seek online sources of political information, to give money to a charity, to beinterested in politics, to protest or demonstrate, and say that they had persuaded someone to vote in a particular way

This supports the idea that as youth have opportunities to learn how to engage in online, they become more likely to do so

One interesting initiative is “The Change Society” –a subgroup of older teens in the YouMedia fold who work with one of the organization’s mentors to create media pieces (music, poetry, video) with a focus on civic engagement.