36 Matching Annotations
  1. Feb 2016
    1. What I see here is the 'desire to participate' as the human aspect and the 'affordances' is the technological aspect. Apart from the AI argument, it is the humans that push the tech, humans that design the tech and in many cases it is the humans that replicating what existed 'pre-digital' into the digital.

  2. Jan 2016
    1. participatory culture

      Hmmm (again) Is it participatory "culture" on display here or is it co-opting the idea of Participatory Culture for financial gains? This is an idea explored in other ways in the book that we have been slow-reading, right? This is a twist -- using the elements (remix for opposing point of view) for advertising gain (show me the money)

    1. We need translation zones where there’s sharing of power between interest-driven, peer-driven, and institution-driven imperatives. The Chicago YOUmedia learning lab, as well as others that are opening up around the country, are examples of experiments in this vein.

      I like this idea and I think this is a place where we can see potential for digital badging. When a mentor can identify and badge the work and learning that is taking place in these spaces that aren't school, students can see the connections better and articulate their strengths and learning styles.

    2. In our New Media Literacies work, we have an activity where we ask students to map their identities as readers, to identify the many different things they read and write and the roles they play in their lives – from menus and cereal boxes to magazines and websites (Jenkins, Reilly, and Mehta, 2013). We’ve had any number of students complete the activity and come to the realization that, while schools have long classified them as not very good readers, they read all the time. Reading is a key part of their lives, but they simply don’t engage in the kinds of reading that schools value. They don’t read the right things or in the right way.

      What an important mapping activity! I think there is all kinds of potential for learners to map how they are interacting and learning in social spaces. We could map how we engage with this slow reading book study and that might teach each of us something about how we learn, or how we might approach the next collaboration.

    3. Teenagers tell me that they’ve been told that Wikipedia is bad while Google is good. When I push them on this, I find that they’re often not sure exactly what this means. But they’ve been taught to read certain platforms as trustworthy and to eschew others, with no critical apparatus to understand why. I’m saddened by the low level of computational and media literacy out there and the broad refusal to engage with these issues. It’s easier to be afraid of technology and media than to engage critically with it.

      Usually teens are told that Wikipedia is bad because the teacher sees how heavily they rely on Wikipedia. I usually reflect that the teacher is acting as a "scold" instead of acting as a translator. When we explain how Wikipedia works and how learners can use it strategically, we're translating. These can be really productive conversations with teens that lead to critical thinking.

    4. What does it mean to be literate in an environment where information isn’t just at your fingertips but flooding your senses?

      I like this as an essential question for 21st century learners. It is the question I hear Terry grappling with when he tries to find signal in the noise of online communication. It is the puzzle that newcomers to cMOOCs grappler with when trying to figure out how to engage productively in a swarm of information and participation.

    5. Rather, we should think about literacy as involving the capacity to engage with networked publics, to share what you write, and to receive feedback from some kind of larger community. In that sense, we were trying to move literacy from the capacity to produce and consume information to the capacity to participate in some larger social system. This expanded conception of literacy brings new kinds of ethical expectations – a greater sense of accountability for the information we produce and share with others given the impact of our communication practices on the people around u

      This is a view that is not so far removed from the ambitious goal of asking students to read for authentic purposes and write for authentic audiences. In my experience, writing for an authentic audience is logistically trickier without the web and interactive platforms.

    6. useful bridge

      Image Description

    7. The more authoritative a classroom structure becomes, the less students feel that their own voice and their own choices matter, the less free they are to pursue their own passions and interests, and the less likely the curriculum is to reflect the realities of their lives beyond the schoolroom.

      This was the anchor of my audio letter to Mimi Dear Mimi

    8. New media technology has the possibility to reproduce many of the traditional assumptions of learning: disembodied, behaviorist, and sequestered. Examples include drill-and-practice software and more efficient testing regimes.

      It sure does ... and we see it all the time. Pushing back on this seems like a Life Mission. Doing it with others who have similar ideas of immersive learning (like all of you) makes it seem like a movement as opposed to an isolated experience (we draw energy from each other to keep on keepin' on)

  3. Dec 2015
    1. particularly because a better understanding of youth requires us to question our adult norms, practices, and cultural values.  
    2. “For which kids and communities is it a positive or negative force?”
    3. Teens are not a homogeneous or uniform population. There’s huge diversity in what they are trying to achieve, what they really care about, and how they employ what’s available to them to get there.
    4. I think the period when youth are this super-special category of early social media adopters might be over.
    5. but teens aren’t sharing everything.
    6. “You know, the more that I share, the less you ask about what’s really private.”

      Good point

    7. the ways in which participants lose control of what happens to the disclosed information once it enters into digital circulation.
    8. Now that so many grown-ups are on Facebook and are texting, maybe the idea that young people are somehow pathologically concerned about social connection can be debunked.


    9. Young people do not need adults snooping over their shoulders, but they do need people who can help watch their backs.
    10. “beta reading”

      Interesting model for peer reviewing

    11. interacting with adults enables them to learn a whole new set of skills, technical and otherwise, that result from intergenerational interaction.

      Good point

    12. It’s not about age, ultimately. It’s about a refusal to participate. Some adults take a passive perspective: “I don’t know what these kids are doing. I hope it’s okay. I’m not going to touch that part of their life and therefore I have no accountability for it.” Some take an aggressive stance: “I can’t use this, so you shouldn’t either.” The latter group of adults can feel deeply threatened by the unknown world, by activities and platforms that were not part of their own growing-up experience. The digital immigrant/digital native language allows adults to let themselves off the hook for making the transition the rest of society has undergone.

      Yes. And some educators use it as an excuse not to engage with technology.

    13. We’d never accept the premise that immigrants bring nothing of value with them from the old world as they enter the new.

      Actually this is exactly the rhetoric of Britain First, the EDL, the SDL, UKip etc.

    14. As Genevieve Bell has noted, the natives never win. They have historically gotten enslaved, killed, or “harmonized” by powerful “immigrants” (a.k.a. colonizers).

      Ha! and hmmm

    15. They want to be in public, but that doesn’t mean that they always want to be public.

      This is an important distinction

    16. It is only a Band-Aid on the fear.


    17. plenty of parents

      I wonder if there is anything to support this assertion

    18. The early amateur radio movement in the early twentieth century had strong youth involvement.

      My brother & I were big CB users, and it helped us to make friends with folk as far as 30 miles away. That was a big thing at the time

    19. some functions of social media are still more apt to be explored by those who are outside dominant structures,

      Such as a lot of activism, which is organised over social media.

    20. moral panic response


    21. adults

      Actually there is a divide here, though not the one Prensky thought. There's a type of "adult" that won't engage with social media, for example, and so does not understand how learning can be going on.

    22. The differences between how various populations of youth use technology are as important to understand as the differences between youth and their elders.

      This can also be a equality issue, e.g. no internet, smart phone = cannot participate. Also if one has internet/smart phone but peers do not = cannot participate

    23. generational rhetoric

      Rhetoric = assertions without argument

    1. I feel like in different ways, we have each taken on the challenge of adding some texture to blanket proclamations about “kids these days.”

      I appreciate adding texture and nuance to these conversations, and know I need to do a better job avoiding generalizations.

    2. Everyone can be a maker, but not many are. The vast majority of children’s engagement with media consists of consuming media, with only a small portion devoted to creating content

      Terry, this is what I referenced in a blog post some time ago and which you had some thoughts about the word choices being used, if I remember correctly.

    3. we did so, we solicited questions through various social media, and we made sure to address as many of them as we could. And then, we worked through the transcripts, again and again, clarifying our concepts, refining our arguments, shuffling the pieces to insure greater clarity and accessibility

      I appreciate this "explaining how we did this" as a process statement.