I said I was going to give the students a quiz, during the third week of class, on “everything we had learned so far.” They should use the taxonomy of cheating and the university’s own policy to cheat on this quiz. Nothing was off-limits unless it was dangerous or illegal. Other than that, have at it, I told them. All the students had to do was complete the quiz and then write a one-page reflection that explained: 1) the ways in which they cheated, 2) what, if anything, they learned from it and 3) how they felt about the experience

*.*

Annotating DML

day-to-day school realities like extra credit,

Teens' appreciation of multimedia and social learning experiences has the project team focused on ensuring the designed XPs include these things

The teens' ideas for rewards generally fit into two main categories: product-based and future-based

watch videos to learn

One wanted to write essays as part of the XPs. Another mentioned sketching, mapping, and planning as activities that he found both fun and educational. Many participants mentioned a strong preference for video and photographic content over audio or text-based content.

engage and compete

Another large theme that surfaced was the need for social interaction

Not all

teens wanted learning experiences like the games and apps they already use

D igital Media and L earning .

he greatest thing a human soul ever does in this world is to see something and tell what it saw in a plain way.

as researchers and policy makers look to build more sustainable futures, they would be wise to design creative ways to support parents even as they pour more resources into supporting students. We instinctively understand that our public institutions (i.e., schools), policy initiatives, and the spread of media technologies must be a valuable resource for students. But, how can these institutions, policies and technologies become an asset for parents?