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.

we found that young persons’ non-political, interest-driven participationwas a strong predictor of their civic participation

we found that young persons’ non-political, interest-driven participationwas a strong predictor of their civic participation

Nerdfighters are a community of mil-lions that has grown up around video blogging brothers John and Hank Green and definesitself as working together to “decrease world suck.”

Not all forms of participatory politics are tiedto a deeply felt interest; signing an online petition or liking a cause of Facebook areexpressions of civic agency and potentially impactful (Earl,2013), though not necessarilytied to a personal interest, social bond, or affinity network

As pictured inFigure 1, “Connected civics” is a way to describe the learning that takesplace at the intersection of three realms of activity: young people’s agency within peercultures and public spheres; their deeply felt identities, interests and affinities; and civicengagement and opportunity.

We want to be clear here that by highlighting affinity as a driving force among, forexample, fans of Harry Potter advocating for fair labor practices and, for another exam-ple, undocumented youth fighting for their own rights and dignity, we do not mean to cre-ate an equivalency between the two (

efficacious

Young people continue to value their interestsin slam poetry, for example, or gaming,or comics, or reading and writing back into wildly popular texts likeHunger Gamesfortheir own sake and not just to the extent that these activities advance a civic or politicalagenda

As articulated within the framework of participatorypolitics, these activities can involve: production and circulation of information about amatter of public import; carrying out dialogue and feedback related to that issue; investi-gating topics that are consequential to the community; using that information to holdaccountable people in power; and mobilizing others on questions of justice, rights, andequality

Simplycirculating civic content among peers does not necessarily do much of anything for thepeople who hit “share,” nor does it necessarily advance the set of concerns they aim toaddress (though it can, and sharing information can sometimes be anything but simpleand carry serious risk). The overwhelming dataflow that results can sometimes blur spe-cific political messages and distract from the arduous work of organizing sustained, con-nected action; in other words, as Jodi Dean (2005) has argued, the waves of content canstart to feel like part of a never-ending stream. Thus, we need to actively support learningand consequential connections between spaces of youth cultural production, their agency,and their civic and political worlds

Through remix and other forms of media appropriation, popularculture fans and other consumers can exercise citizenship and create frameworks foractivism

Young people producing thesepractices are often expressing and in some cases organizing resistance to institutions andideologies they deem problematic, obsolete, or oppressive

identifying the features of environments that build consequential connections ratherthan the “in the head” work (for example, knowing who controls the judiciary branch orwhich party holds the majority in the U.S. Senate) that very often draws attention withindebates about the state of civic education or youth political participation

3. by developingcross-cutting infrastructure, young peopleoften working in collabora-tion with adultsinstitutionalize their efforts in ways that make a loosely affiliated net-work into something that is socially organized, self-sustaining, and recognized as such bythose outside the original interest-driven community

2. throughshared civicpractices, young people lower barriers to entry and multiply opportunities for young peo-ple to engage in civic and political action that can be temporary or more lasting in nature

We propose “connected civics” as a form of learning that mobilizes young people’sdeeply felt interests and identities in the service of achieving the kind of civic voice andinfluence that is characteristic of participatory politics. Of course there is nothing newabout the idea that interest, affinity, and identity are drivers of political action, but toooften when it comes to learning, we can default to civic educational experiences that failto tap the kinds of cultural practices young people produce through their everyday sym-bolic expression

Those whostart off with civic and political commitments bolster those efforts by linking them to par-ticipatory culture.

same skills and dispositions areindispensible within “participatory politics”

hey can “hang out” together while physicallyapart, sharing photos, videos, captions and comments all throughout the day and night;and they can “geek out” together by swapping ideas, techniques and critiques related toprojects that tap their deepest interests and aspirations

young people todayare engaging in new forms of politics that are profoundly participator

The students have first to gain an under-standing of where the food comes from and make decisions about what can be on the menu at what part of the year. During the last two weeks of the course, students create lunch for the entire school, applying math and science concepts

400 Fortune 500 CEOs. They found that 75% of long-term college and career success depends upon developing soft skills.

But you can see how other editorial dynamic insertion frameworks can be designed and executed. For example, in theory, the tech allows for better targeting, and as such, if you could reliably identify the location of a listener, you could deliver editorial programming or journalistic information to that person specific to her city, town, or state

But if I'm challenging myself in the studio, I want to challenge you as well.

Novice, Advanced Beginner, Competent, Proficient and Expert

meaningfully applied regardless of age/grade

20 core skills

Artificial Intelligence (AI) is here and it’s getting more sophisticated every day. But AC – Artificial Creativity – barely exists.

We knew that we were tied to him, that his physical destruction was our physical destruction, because if the black God, who made the zombies dance, who brokered great wars, who transformed stone to light, if he could not be beautiful in his own eyes, then what hope did we have—mortals, children—of ever escaping what they had taught us, of ever escaping what they said about our mouths, about our hair and our skin, what hope did we ever have of escaping the muck?

Studies have shown that over 90% of the media’s coverage

It is a threat to AAPL itself, because they are behind the other giants when it comes to big data collection and its uses

The major situations for growth mindset are: When we do not know an answer When we make error When we experience failure When we are anxious.

having all students select an online game, app, or learning module from a pre-determined list is not really student choice—after all, someone else curated the list. While it’s a step in the right direction, allowing students time to explore and make choices for themselves bears a stronger connection to personalization

“I got a badge and I shared it on my Twitter account, and people came out of the woodwork,” she said, adding that, “having IBM’s name on there was important.”

Corporate thought leaders have now realized that it is a much greater challenge to actually apply that data. The big takeaways in this topic are that data has to be seen to be acknowledged, tangible to be appreciated, and relevantly presented to have an impact. Connecting data on the macro level across an organization and then bringing it down to the individual stakeholder on the micro level seems to be the key in getting past the fact that right now big data is one thing to have and quite another to unlock.

The Wichita Eagle

disintegrating

we realize that we need to connect purpose to student data.

requires completion

This sometimes made it difficult to give timely and effective feedback. Gathering work and managing feedback can be a chal-lenge for any teacher, whether in the classroom or in professional learning, but being able to anticipate crunch times could have helped us facilitate our workflows more efficiently

a struc-ture that includes established target dates for submitting work is also necessary

hose levels are broken down into smaller chunks or modules.

to appeal to the intrinsic motivation that autonomy provides

symbols that represent discrete academic achievements or valued skills not represented by course outcomes or a degree.

aspirations

performative publishing

Comments sections have served this purpose in the past to an extent, but we might think of web annotation as an evolution of (rather than proxy for) page-bottom commentary.

However we may define open in the context of web annotation

allowed students to attach a preset (though variable) set of terms to specific selections of text. It touts itself as a critical reading tool but in fact delimits the variability of a reader’s response to a text, not to mention a teacher’s approach to textual analysis.

Prestige networks replicate prestige.

“Of the 11.6 million jobs added since the rebound took hold in 2010, about 99 percent – or 11.5 million jobs – were filled by people with either at least some college education, a bachelor’s degree or better.”

What’s a scam, what’s a crime, and – despite increasing tuition rates and growing student loan debt – what’s a “real university”?

relationship between literacy and documenting learning

Quiver

Duolingo

To be clear, that free time doesn’t have to be spent online. Although the suggestions I’ll make here are, great alternatives can include drawing, creating with Legos or Play Doh, or more!

To be clear, that free time doesn’t have to be spent online. Although the suggestions I’ll make here are, great alternatives can include drawing, creating with Legos or Play Doh, or more!

Hall of Fame

look at guys my size

a breakthrough Internet communications device with desktop-class email, web browsing, searching and maps

As the team moves forward with the program, there are still questions that need to be answered.

We need to see design thinking as something that transcends subjects.