Archive for the 'Education' Category

More than frakin’ around

My good friend and cousin Richard, who own Cruz Gallery in Santa Fe (I’ll be having a show of my photos there in July), jokes about his gallery: it only looks like we’re frakin’ around. Well, the same can be said about life here at Mediacology. Behind the scenes we’re building greater and improved tools for media users out there to become better citizens and mindfully engaged users of technology and media.

Consequently, this Spring I collaborated with the most wonderful UK organization, MediaSnackers, to develop a pro bono online training for new media that was delivered to two groups in the Pacific Islands. My particular piece was the section, “New Media LIteracy” (posted above). DK at MediaSnackers deserves most of the credit for getting the program together and putting it out there, but I was quite happy to do my little piece. The project is now available under a CreativeCommons license for anyone who wants to use it. Go to this link for all the relevant course materials.

Because I’ve become a lazy intellectual, I’m quite happy to let the Net think on my behalf (OK, only sometimes). In any case, Think : Lab wrote a great summary of our project:

think:lab: Heading to the Pacific with MediaSnackers:

Project aims:

* give participants an understanding of online platforms and technology for use with young people and in their own professional development

* enable and empower through a supportive process of practical and immersive learning approaches

* have fun.

Good on ‘em for the “have fun” goal, too!

The good stuff re: sharing great content:

All course content is available under the Creative Commons license which enables other organisations and young people to participate in the course themselves, remix or embellish upon it (as long as they provide us with credit/link).

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Michael Wesch profiled

Michael Wesch has created some of my favorite YouTube videos about the current technology zeitgeist. The Chronicle of Higher Education did this pretty cool article and video (posted above).

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Changing the education paradigm one viral video at a time

Via DramatechSpace

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Edupunks

Wow, I just got turned on to Edupunks. More here. So cool.

Sounds like the answer to this:

Via P2P Foundation

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Teach critical thinking, get fired

Democracy Now! | Juan Gonzalez on a NYC Middle School’s Student Uprising Against Standardized Testing:

AMY GOODMAN: Very quickly, you did a story yesterday: “New York 8th-Graders Boycott Practice Exam But Teacher May Get Ax.” He was fired, and what happened?

JUAN GONZALEZ: Yeah. Well, this is an amazing story in the South Bronx at an intermediate school. Last week, 160 out of 165 eighth graders in six classes boycotted a standardized—a practice test for a state test, because they were sick and tired of the constant testing that they’ve been submitted to over the years. They’re constantly, they say, being pulled out of their classes for standardized tests, sometimes for practice tests, sometimes just for dummy tests that the testing companies are trying to try out on students. And so, the entire eighth grade of this one intermediate school rebelled. They refused to take the test. They handed in a petition demanding an end to the oppression of all these tests.

And the response of the local principal was to fire the social studies teacher, because somehow she felt that he had instigated all of this. The students I interviewed said that they did it because they’ve been taught critical thinking and that they’ve decided that this kind of testing juggernaut has to be challenged.

AMY GOODMAN: Douglas Avella has been fired?

JUAN GONZALEZ: Well, yes. He was a probationary teacher. The principal removed him from the classroom the day of the boycott and has now notified him yesterday that she intends to fire him.

AMY GOODMAN: Well, and we’ll continue to follow that story, as well as what is going on in Puerto Rico.

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Modding the game

Grand-Theft-Taxi

Speaking of Grand Theft Auto, a media educator shares an interesting story about transgressing boundaries of the so-called virtual world.

Global Kids’ Digital Media Initiative:

He had, however, developed an unusual method for being a cabbie. Rather than slowing down before picking up a fare, he would often run a person over, wait for him or her to get back up (as if nothing had happened) and climb into his cab, then drive away. I could just imagine how this might appear in a newspaper: “Teen Learns Violent Acts Have No Repercussions.”

“Would you ever get in a taxi that ran you over?” I asked. Without breaking contact with the game the boy responded, “The A.I. is dumb,” referring to the code controlling the behavior of his passengers.

I love this anecdote from Global Kids‘ Barry Joseph because it illustrates how kids have a way of navigating the perimeters of media to mod them beyond the limits of their intended uses. Here Joseph talks about a kid who found his own path in Grand Theft Auto (Remember folks, it’s only a game. Really). I also appreciate how Barry made a point of talking with the kid before judging his behavior. Disclaimer: Barry and I are both authors in the MacArther Foundation’s book series on digital learning in the 21st Century.

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The $100 laptop: a field report

Xo-1
Rising Voices published a report on successes and challenges of the OLPC XO-1, AKA the $100 Laptop. This comes from a sixth grade class blog in Uruguay.

Bloggers Desde La Infancia » Blog Archive » Analyzing the use of laptops in the first month of class:

Use of Laptop:

Weaknesses:

They freeze up and it is slow to fix them
I lose my work every time they freeze up
They are very slow
The keyboards have different layouts
The battery life finishes quickly
It continuously disconnects from the internet and I lose the connection to the web page I am reading
You can only connect at school because the wi-fi antennas don’t have much range
It lacks a Flash plug-in and so there are websites and activities that we can not see
We can not upload images to make slideshows.
It takes a long time to load images.
We are not able to see the videos on the Internet
We lose the desire to work
I see warnings online that say “these seem to take longer than usual,” which doesn’t allow us to work continuously.
We are losing a lot of time in class because of the delay.

Strengths:

Free access to the internet
We can write, take pictures, record audio, film, paint, and edit images.
The text and images from the web can copied and pasted in some cases
Easy to carry.
We can work collaboratively.

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Public School House Rock

Mad TV parodies School House Rock.

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That dumb argument

Dumbing
The Dumbing Of America - washingtonpost.com:

Dumbness, to paraphrase the late senator Daniel Patrick Moynihan, has been steadily defined downward for several decades, by a combination of heretofore irresistible forces. These include the triumph of video culture over print culture (and by video, I mean every form of digital media, as well as older electronic ones); a disjunction between Americans’ rising level of formal education and their shaky grasp of basic geography, science and history; and the fusion of anti-rationalism with anti-intellectualism.

This is the latest installment in the dumbing of America argument. The “dumbing down” polemic is pervasive in the media literacy movement and is also a subtext of Jean Twenge-inspired attacks on gen-y and the millennials so-called mediated narcissism.Though the article is compelling in its finely tuned arguments, riddle me this: if early educators in the US believed that universal literacy would produce a rational society, what happened? It appears to me that everything that the “dumbing down” crowd rails against is the product of highly rational, extremely well-educated people. From my vantage, rationality seems to be the problem, not the other way around.

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Electronically composting education

Another brilliant video from Michael Wesch’s Digital Ethnography program at Kansas State University. Makes one want to scrap the education system entirely.

You should definitely check out his other videos, The Machine is Us/ing Us and Information R/evolution. Wesch is brilliant at capitalizing on the medium to tell a story. These are truly zeitgeist movies.

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‘Climate porn’ and global ‘despair’

The study reported below examines how news coverage of climate change has an alarmist tone, arguing that this inhibits people from taking action. I wholeheartedly agree. One of my biggest complaints regarding media literacy practices is that they can be done with a fear-generating approach that leaves people disempowered because by the end of a workshop they will feel used and brainwashed. I’ve seen this happen many times and complained to one well-known media critic that his talks were making people feel helpless. He replied that it was a good thing to create an emotional response and it wasn’t his problem to help them find the solution. I believe this is the opposite approach that we should take with our critical thinking skills. Instead we should not only “deconstruct” but “reconstruct” as well. This is the difference between a design solution and one based simply on criticizing effects. I applaud Simon Retallack for taking the lead on this issue. You can hear an interview with him on Democracy Now!

AMY GOODMAN: I wanted to turn to Simon Retallack, who is just in from Britain for the International Forum on Globalization conference. What is “climate porn”?

SIMON RETALLACK: Good question. It’s a phrase that authors of a report that we commissioned in London came up with to describe the way in which some journalists, some environmentalists and even some politicians use alarmist language to talk about climate change, in a way that you might see headlined, certainly in British newspapers, saying almost “the end is nigh,” using biblical terms to describe the impacts of climate change. It’s a phrase that is certainly not used to undermine the science. It certainly doesn’t mean to do that. What it seeks to do is try to encourage people to think about what sort of language will be necessary to motivate the public to take action.

If we talk about climate change in a way that makes it appear that there’s nothing we can do anymore about it, that it’s too late, that it’s happening, it’s going to be devastating on a global scale, without giving people the option and making the solutions clear to act, then I think we’re going to turn people off. So it’s part of some research and a long-running project that we’re engaged with to try to find ways of simulating climate-friendly behavior amongst the public.

‘Climate porn’ blamed for global warming ‘despair’ | Special Reports | Guardian Unlimited Politics:

Government and media organisations were today accused of undermining efforts to tackle global warming by using alarmist language that amounts to “climate porn”.

The “apocalyptic” way in which climate change is often portrayed in the press and on government websites succeeds only in “thrilling” people while undermining practical efforts to tackle the problem, according to Labour’s favourite thinktank, the Institute for Public Policy Research.

It analysed reports of climate change in 600 articles, 90 television adverts and news clips, as well as websites run by government and green groups.

A report on the project, published today, found that the issue was discussed in wildly divergent ways, and it argued that this meant the message to the public on climate change was “confusing, contradictory and chaotic”.

It says that the most prevalent tone for the discussion was “alarmist” and this was not confined to the tabloid press. It even cited a video on climate change produced by the Department for Environment, Food and Rural Affairs.

Articles cited included one in Dazed and Confused, which said “We’re heading for dodo status”, and a piece in the Financial Times, which said “Think of being a canoe drifting downstream, then recognising too late that you are about to go over a waterfall”.

The report said that such “sensationalism… serves to create a sense of distance from the issue”.

It argued: “Alarmism might even become secretly thrilling - effectively a form of ‘climate porn’ rather than a constructive message. All of this serves to undermine the ability of this discourse to bring about action.”

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Quotable: John Dewey’s My Pedagogic Creed

 Projects Centcat Centcats Fac Images Faculty Img18 Lrg

John Dewey My Pedagogic Creed:

I believe that this educational process has two sides - one psychological and one sociological; and that neither can be subordinated to the other or neglected without evil results following. Of these two sides, the psychological is the basis. The child’s own instincts and powers furnish the material and give the starting point for all education. Save as the efforts of the educator connect with some activity which the child is carrying on of his own initiative independent of the educator, education becomes reduced to a pressure from without. It may, indeed, give certain external results but cannot truly be called educative. Without insight into the psychological structure and activities of the individual, the educative process will, therefore, be haphazard and arbitrary. If it chances to coincide with the child’s activity it will get a leverage; if it does not, it will result in friction, or disintegration, or arrest of the child nature.

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Comics: a novel approach in the classroom

Understanding-Comics-Panel
Panel from Understanding Comics
If it’s true that graphic novels are subversive, it’s probably why I love them so much. Scott McCloud’s Understanding Comics makes a very convincing argument that graphic novels are indeed a high form of art. My absolute favorite is The Invisibles, but there’s too much drugs and sex to make it usable in a normal classroom setting. Still, I hope will read the series anyway.

Anyhow, I came across the following article that argues for graphic novels in the classroom. I wholeheartedly agree!

Reading Online - New Literacies::

Educators need not worry that graphic novels discourage text reading. Lavin (1998) even suggested that reading graphic novels may require more complex cognitive skills than the reading of text alone. Some English teachers use graphic novels to teach literary terms and techniques such as dialogue, and they use works like the Victorian murder novel The Mystery of Mary Rogers (Geary, 2001) as a bridge to other classics of that period. Graphic novels can also inspire writing assignments. For example, the human interest story Jack Cole and the Plastic Man (Spiegelman & Kidd, 2001) intersperses an essay on the short, tragic life of comic artist Jack Cole with examples of his artwork, photographs, and even reproductions of a Christmas card Cole sent. The collage that results captures biography in a new way. For a challenging classroom project, students could create graphic novels based on literary works or their own autobiographies.

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Pay attention


An interesting video from TeacherTube. It’s all stats and one liners but it gets one thinking about the reality of young people today and why education must shift. Ironically, though, given the need for short blasts of info, this may be too long to inspire a new paradigm. More info at: http://t4.jordandistrict.org/payattention

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Quotable: John Taylor Gatto

One of my favorite education critics, John Tayor Gatto. From “Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling”:

“School, as it was built, is an essential support system for a model of social engineering that condemns most people to be subordinate stones in a pyramid that narrows as it ascends to a terminal of control. School is an artifice that makes such a pyrimidical social order seem inevitable, even though such a premise is a fundamental betrayal of the American Revolution.” (p.13)

I also highly recommend:


“The Underground History of American Education” (John Taylor Gatto)

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Deconstructing schooling

From a new blog. Right on! Deconstruct away!

My Learning Space:

The ‘mass production line’ is a great analogy to describe the traditional school system. Students as the raw material and educators as the cogs in the machine worki