216 Matching Annotations
  1. Sep 2020
    1. he desire to restrict hanging-out practices

      Think about the term "Gatekeepers" and what it might have to do with this...WHO brokers our learning? When and how do they broker it?

    2. access

      What does this ACCESS word mean to us in a larger sense? How important it is when we thing of the Practices in which we all engage on a daily basis, both within participatory cultures as well as our own general ways of being?

  2. Feb 2020
    1. well-educated

      Much like "at-risk" label, an assumption with "well-educated" could for most people be that it describes something innate about a person...vs a value judgement on the system(s) that were charged with ensuring the person's access to education.

  3. Jan 2020
    1. 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

      A lot changed in a short period of time.

    2. 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.

      Good to keep in mind as you read. This reading might seem dated even though it's only a few years old. What does that mean???? How do the authors' ideas relate to the "historical moment" of right now?

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

      In a moment of crisis for truth and trust, it is encouraging to encounter the term deep-truth and may offer a valuable term that is both accessible and powerful in advocating not just against what we despise but for what we hope to see in a better world.

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

      In a moment of crisis for truth and trust, it is encouraging to encounter the term deep-truth and may offer a valuable term that is both accessible and powerful in advocating not just against what we despise but for what we hope to see in a better world.

  4. Dec 2019
    1. 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

      This is something great to then link out to examples

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

      perfect place to drop links to examples

    2. everyone has there own reason

      eg: "highly personal"

    3. Hype beast

      Did your interviewee provide these definitions or are they your additions? Your formatting makes it look like you are quoting him.

    4. 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

      This speaks to "Judgement"

    1. 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

      This is a perfect quote for you to then analyze.

    1. 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

      This is great observation. How does it connect to our course learning? There is great stuff here (throughout your case study) to analyze through the lens of Connected Learning.

    1. 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

      This is great stuff in the interview! Can you connect it to our course learning? This is just so perfect for analysis...

    2. YouTube and lots of other places such as Twitch


  5. Nov 2019
    1. it creates a bond that is very special

      Is this the definition of an "affinity" group?

    2. built

      Explain how this demonstrates interest/challenge driven (maybe someone gets into the car and then goes to friends, garages and youtube to learn how to build it better and the challenge drives them (for example)

    3. 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

      YES! And, add to this. Offer an example and then analyze in your own words how that example demonstrates things like "openly networked" and "peer-supported"

    4. 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

      This is a great place to start to work in class terminology as well

  6. Oct 2019
    1. While about half of all work activities globally have the technical potential to be automated by adapting currently demonstrated technologies

      1/2 of all work is redundant (note: not .5 of all jobs but rather of the tasks we on given jobs; also, this is total so not on average meaning that some jobs are 99% today and others are less but point remains that even a CEO's job has redundancy)

    1. 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

      Is this a casual observation or do we believe the lack of a formal structure of "this is how to do Connected Civics" is a problem to doing Connected Civics?

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

      Does this framework call for us to get judgey? At some point must we decide "what counts" and what doesn't count? And is impact a factor? In other words, what if a connected civics effort flops...is it still connected civics even if few or no people connected with it?

    3. brokered

      BROKERED is a term that appears on the rubric for how you are graded. Good opportunity here to make sure you understand how this word is being applied. What does it mean to you?

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

      Why not connect this to our Core Media Literacies or the Connected Learning Framework? You've identified BIG stuff...why not tie it to the themes of the course?

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

      YES! This is where you can talk about "brokers" of learning. Don't pass up the opportunity to shift from generalities and into the specific stuff in your own learning map.

    3. .


    4. In my own life

      This whole paragraph is beautifully written. It's also general and vague. Consider giving specific examples of what this has looked like in your learning.

    5. discourse

      Same comment as for Media Literacies. Include example. Each of these could be its own short paragraph.

    6. participatory culture

      Same comment as for Media Literacies. Include example.

    7. new literacies

      Same comment as for Media Literacies. consider including an example from your own learning.

    8. media literacies

      Great opportunity here to explain what Media Literacies are and what you mean by it.

    9. 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

      Colorful writing and great voice. Suggest going back and revisiting your organization and cleaning it up so it's more clear that you are setting up a point and not actually declaring that forced learning is best:) Consider breaking this into multiple paragraphs and maybe inserting a graphic to help you make your point visually in addition to with words.

    1. YouTube will be my go-to

      Like what? Why not embed examples?

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

      ...and each of these are their own kind of learning, right?

    3. 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.

      This and what follows is great! AND, you could include specific examples that go deeper than these surface level descriptions and then offer analysis of why these informal and participatory learning examples are just that.

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


    5. Media literacies

      New paragraph. Great description in your own words. Now: how does this show up in YOUR life and learning?

    6. New literacies

      New paragraph. Also, you could add an additional specific example to analyze

    7. When

      New paragraph

    1. able to learn from literally anywhere and anytime we want

      Great point. Now support it. Offer an example and then analyze it to prove your point!

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

      Perfect! Now connect this to the ideas in this class!

    3. 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.

      What is this transfer of skills called?

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

      This is a great and you offer one really strong example. I suggest expanding on examples from your ecology map and tying them into the key themes mentioned in the rubric.

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

      FANTASTIC! What is missing is to now take those terms an explain them in your own words and through the examples in your map.

    2. discourse

      NICE!!! Now, give a sentence or 2 to explain what you mean.

    3. 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

      So, how do we describe these "informal learning" opportunities using themes from this class?

    4. media literac

      Close but "media literacy" is actually something else. But you are getting at an important point, just with the wrong words. I follow you.

    5. Nice design to start things off!

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

      You name examples in the map below but don't take advantage of the opportunity to explain and dive into analysis.

    2. I also think

      The rest of this is its own paragraph. And you describe stuff so well...just need you to connect it to the terms on the rubric!

    3. Today

      new paragraph

    4. There

      Consider adding a big bold heading "Family"

    5. 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

      Great! Now connect this to themes from class...what is this stuff called?

    6. citation?

    7. Learning

      Great place to start a new paragraph

  7. digitalmediabenson.weebly.com digitalmediabenson.weebly.com
    1. Things like Khan Academy and other learning YouTube Channels just like it

      Great...now to explain why! Use the big words that are given to you in the rubric!

    2. For example, LinusTechTips is a YouTuber

      why not embed one of their videos?

    3. Reddit

      links? screen shots?

    4. without the need of a professor

      What is this called? If the professor doesn't "broker" the learning, who/what does?

    5. Git

      This is a perfect thing to analyze! Don't just mention it, explore it through the themes in this course!

    1. informal learning

      your map has a whole bunch of informal learning...why doesn't it get much attention in your essay?

    2. T

      New paragraph

    3. 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.

      This could be a heading "Informal Learning" and could have its own section, not just 3 sentences....

    4. 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

      This is really great! How might you dig in a little deeper and apply this same analysis to other facets of your learning ecology?

    5. formal learning

      What about making this a section heading in bold?

  8. Sep 2019
    1. 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.

      This is a machine generated response in 2019. We are clearly closer than most people realize to machines that can can pass a text-based Turing Test.

    2. up 40% from the previous study two years earlier

      Is this a sign of increased cheating or the result of improved detection tools leading to a more accurate understanding of how much cheating has already been occurring?

    1. 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

      What examples of this can we point to? How have we seen people engaging in "new media environments" to collaboratively make meaning of things? Do we sometimes see collective meaning emerge that later ends up being wrong?

    2. 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

      Read today, this passage seems to predict Gamer Gate

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

      What does this phrase lead us to understand about this Transparency problem?

    4. focus on negative effects of media consumption

      What do we make of the "screen time" debate? Is it about more/less time with screens? Or is it more nuanced than that?

    5. 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

      What is this saying about EMPOWERMENT? How might you rephrase it in your own words?

    6. highly generative environment

      What examples of this can we think of from what we've experienced/observed in the Affinity Spaces that we inhabit?

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

      Within Affinity Spaces, who you are is about how you participate (as opposed to typical defining characteristics)

    8. Participatory Culture

      Participatory Culture defined.

    9. 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.

      In today's society, how does the definition of "The Internet" vary by age group (and other demographic groupings)?

    1. 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

      Can someone rephrase what this is saying in their own words????

    2. 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.

      What about this passage makes sense? What predictions do we have about how the findings have likely changed since this was published?

    3. access

      ACCESS What does this word really mean in 2019? Why is it so important?

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

      In a sense, the authors are showing us how to do our first project...Mapping our Learning Ecologies!!!!

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

      Knowledge is but one of many important learning targets, and in a world in which knowledge is easily accessible without going through teachers as brokers to accessing it, the skills and awareness mentioned by Marina are becoming more and more essential for teachers to help students acquire.

    2. 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

      Connections through similarities. We often default to differences and it's at the expense of helping learners appreciate that we have a lot of things in common with one another.

  9. Aug 2019
    1. 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

      Since I first read this 2 years ago, it's been on my mind every single time an app suggests a GIF. It's changed my behavior. If I decide to use a GIF featuring a Person of Color, it is now intentional and only after asking myself these questions.

    2. 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

      What feels like merely expressing a reaction in GIF form can also be a larger act of perpetuating harmful myths and stereotypes. This is especially true when we consider that though we are individuals, our sharing is actually a collective act (such as contributing to the learning of algorithms that suggest the top GIFs).

  10. Jul 2019
    1. It requires me to make fewer assumptions about the audience.

      Ditching our assumptions is a huge challenge, especially because we don't always realize that we're even making assumptions

  11. Jun 2019
    1. 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.

      Speaks to the importance of recognition.

    1. 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.

      Importance of empathy for game designers and of understanding of expanded roles for teachers. Both knowing what they are getting into will impact success factors.

    2. 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

      It takes a lot more than a game idea for teachers to be effective in supporting game-based learning

    3. 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.

      Just because they are young does not ensure gaming literacy.

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

      If a man's tie knot can get a sentence in an NYT profile, perhaps it is a life skill worth teaching kids who want to gain any advantage they can. I wonder if there might be a Badge for that?

  12. Apr 2019
    1. we ask: how much time do kids spend with media?

      Do we agree that this is the "wrong question" to be asking? Is it about how much time we spend or is it about the how we engage during that time?

    1. 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.

      Language to describe SEL in concise, digestible and meaningful ways is super helpful and itself an overlooked tool in leading SEL.

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

      The authors already advocated for putting in the time to get this right and this is a strategy that will definitely create grind and speed bumps. But including diverse and even unexpected stakeholders is an investment in going slow now in order to go fast later. Especially in the case of pushback, I'd rather have it early from someone who is engaged as a co-designer than later from the same person whose role is instead that of defiant resister to change.

    2. not merely assigned for compliance purposes

      This is a risk factor for any system attempting to help people learn and grow. Specific to digital badge credentials, this approach is a miss because it fails to harness the transformative potential of badges and instead recycle a strategy that we know doesn't work and simply dress it up in the sexy new suit of badges.

    3. Here are some questions worth asking:

      Wise to take this sort of ecosystem approach, not just badge system approach

    4. may see the process as unnecessary, overly gamified or juvenile

      One thing I've noticed people doing (and adopted myself) to inexpensively address this is to avoid using the word 'badge' in isolation from the word 'credential'.

    5. encouraging learners to pursue badges and not skills

      Important point here. They don't have to be mutually exclusive however, and one challenge is in marrying these two.

    1. 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.

      This is put so well! A lot of us well-meaning white people are struggling with the discomfort of owning racism and for a lot it comes down to not understanding the rhetorical point. Korver really makes the argument conceptually accessible here.

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

      History has shown us the consequences of silence and not standing up to hate. Inaction in the face of hate is often just as bad as celebrating it because it goes unchecked.

    3. 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

      This cuts back to when Korver reports other players sharing they felt like they were "in a zoo"

  13. Mar 2019
    1. place– based learning

      Does "place-based" have to be physical? Can it be a mixed reality or even exclusively a digital space?

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

      Why might we agree/disagree that this is a core skill of today's media literacy landscape?

    3. 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

      If the students designed the content and goals, do we think it fell short of, met or exceeded the rigor of what this unit would have looked like in a more traditional learning setting?

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

      This is where we get into Connected Civics

    5. AR

      AR = Augmented Reality

    6. Fieldwork

      You will be doing this for your DML Case Study

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

      Do we agree with this? Are phones the problem or the learning structures that fail to involve phones?

    2. 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.

      Traditional, top-down delivery of learning will always struggle to be flexible compared to what we can do when learners drive the learning itself

    1. 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

      INTE 2500 students: THIS RIGHT HERE. When you are writing for this course, be sure to include what the rubric grades you on AND strive for a simple, storytelling voice that engages readers!

    2. Avoid authoritarianism

      Is this a service or disservice to readers? Should experts be taking a step back and allow readers absolute control of learning and interpretation or should they assert their authority?

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

      What are examples that you've noted of this in your own learning experiences?

    4. 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

      How might we re-phrase this in our own words?

  14. Feb 2019
    1. 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

      Good to know there are active attempts at solutions already. Hope even more ideas rise to surface!

    2. 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

      Great analogy.

    3. 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

      This could mean that students in rural areas with slower internet are also potentially left behind.

    4. 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

      So access isn't just about socioeconomic conditions but gender as well.

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

      Huge number of viewers in 2019. Where will this be in 2025?

  15. Jan 2019
    1. 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

      I'm curious to learn from reflections of anyone who attempts these actions!

    1. 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.”

      The bias that has been cited by critics wishing to undermine the general argument of this article (and similar articles, blogs, social media claims, etc), is that figures being shared for expenditures on non-teaching staff are misleading because they include funding positions such as nurses who are in schools every day providing vital services directly to students. I believe this is critique is factual.

      On the other hand, there are claims that the total amount spent on administrative staff is dramatically under-reported as DPS classifies certain staff as school-based who in fact serve in roles that are central admin in nature. Whether this is intentional deception or aligned with standard accounting practices probably depends on who you ask. Either way, I believe this claim is also true. At the risk of offering annotations that qualify as "what aboutism" I include the point here because it is possible that the amounts that critics cite as being spent on staff that do not interact with students may actually be significantly less than what DPS is actually spending.

    2. 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.

      In an age of shrinking News Room budgets, there is huge power to having a strong Communications department as reporters of local news can be reduced to writers who are expected to crank out an unrealistic amount of content and therefore rely on press releases for turnkey stories. I have first-hand knowledge of this dynamic: when I worked a marketing internship, I saw my exact language appear in the local paper under a reporter's byline multiple times.

      While there is clear benefit to the District's administration when it comes to exerting ownership of the public narrative, it is worth asking how this serves students and whether it is in fact in the public's best interest to use public funds in order to manipulate the news coverage the public relies on for learning about the district's efficacy in educating area youth.

  16. Dec 2018
    1. 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

      Interesting protocol. Appreciate the diagram being included.

    2. 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)

      Community of Practice criteria. Interesting

    3. 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

      Is this a condition we should accept or are their speech concerns that are being unfairly forfeited?

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

      This aspect of "community" is crucial. Most hashtags on twitter are temporary townhalls that are mostly occupied by people with megaphones clamoring for attention. They are absent dialogue and engagement, and have no aims of sustained exchanges.

    5. 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.;

      List goes on. These are important Community of Practice characteristics. For INTE2500, examples here align with discourses exhibited within affinity spaces

    6. 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)

      This might be a transformational aspect of the Twitter PLN: pre-service and early career educators have expanded access to veteran educators while all educators experience democratized access to being the ones offering supports. In many cases, our ideas will be received and interpreted on their merit alone, as those reading might not always take the time to click and view the age, experience, location or other demographic details about the person sharing their ideas.

    7. 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.

      The editorializing is an important piece to intentionally probe. A lot of content gets RT'd based on a headline for an article that the curators haven't actually read. This "guided by gut intuition" style of curation is a real thing whether we like it or not, so the real question is "so what?" Also, the final point about "tracking that engagement" is worth exploring: what role does a curator's self-interest in measuring impact play in assessing their curation?

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

      These are 2014 numbers so volume is likely far greater today. This speaks to Twitter as an affinity space for educators as being a very large one.

  17. Nov 2018
    1. ngagement in participatory politics was equitably distributed across racial groups

      Often times, race does play a role. Why do we think participatory politics seems to be unimpacted by race?

    2. 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 (

      Why do we think this is?

    3. 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

      So, does activism need to "look like" activism?

    4. 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 (

      Online vs Offline participation and consequences

    5. 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

      This is an important distinction. How do we know when we have gone from consumption to participation?

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

      This would be better presented as bullet points and you could dive a little deeper with examples, media and links to each.

    2. tarting an art blog


    3. link

      This is a place where you could include a screen shot of the tumblr post that taught you this.

    4. browse through the forums until I find a solution

      What is this an example of? What terms does this class use to describe these relationships?

    5. majority


    1. older literacies

      Explain how!

    2. Outside sources

      In Mr. Blume's class, did you find other outside sources? YouTube? Articles? Blogs? Noticing things from class in movies you watched with friends?

    3. YouTube

      Good opening paragraph. Please proof read! Also, you take a pass on including citations from our readings. Perhaps revisit the quote cards from the first weeks.

  18. Oct 2018
    1. Participation Gap

      When you were in high school, did you see this play out in classes when assignments required students to be online even though different students had different levels of access to be online?

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

      What do the authors think is needed to help ensure that low income and less-educated citizens have a voice in their process?

    3. 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

      Do we agree with making this Literacy a priority? How should it be done?

    4. 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

      What might be policy recommendations for schools and governments based on this finding?

    5. Games for Change
    6. 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

      (quote begins on prior page) So what's the difference here? The survey found that game play is NOT predictive of engagement but that this kind of game play does make an impact. What do we think is going on here?

    7. This supports the idea that as youth have opportunities to learn how to engage in online, they become more likely to do so
    8. 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.
    9. we found that young persons’ non-political, interest-driven participationwas a strong predictor of their civic participation

      So to get people involved in cicic participation, where does this suggest we start?

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

      So to get people involved in cicic participation, where does this suggest we start?

    1. 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.”
    2. 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

      Important distinction here.

    3. 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.

      3 intersecting realms of activity that make up Connected Civics

    4. 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 (

      "Affinity" will drive connected civics participation AND it's important to recognize that there are significant differences between the affinities. They aren't all the same and even when they are aimed at making the world a better place, we need to be careful with comparisons that can lead to weighing or valuing the efforts as this can quickly lead to problematic and harmful practices.

    5. efficacious

      fancy way of saying "effective"

    6. 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

      So you can be something of an activist even if you don't consider yourself to be an activist or your goals and motivations have nothing to do with connected civics. What are the implications then for personal responsibility? If I'm not trying to be an activist but others look to me in that light, do I have a responsibility in my own actions to consider how they might reflect on the community I'm (unintentionally) serving?

    7. 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

      Good explanation here of "participatory politics"

    8. 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

      Are the authors asserting academic observation or their own hopes here? They seem to advocate for more than just trying to create a flood of viral content in order to make a difference that is meaningful. This was written over 10 years ago...do we think the reality of today confirms their view?

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

      Think political memes.

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

      A lot of connected civics isn't just about supporting what we are with; it's about organizing opposition to what we're against.

    11. 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

      Connected Civics isn't about knowing facts about civic institutions or laws, it's about actually doing something and believing that it's meaningful.

    12. 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

      It's almost like saying that connected civics efforts that possess this "cross cutting infrastructure" can help participants gain greater sense of meaning. As the effort grows beyond and outside of the original community, participants may begin to feel that they are having a greater impact and making a real interest, which itself will drive continued and increased participation.

    13. 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

      Making involvement easy for people with commitment issues

    14. 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

      Does this feel different than Civics learning from your own middle or high school classes?

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

      What might an example of this look like?

    16. same skills and dispositions areindispensible within “participatory politics”

      Do you agree that your everyday online activities are actually helping you to build skills that will be valuable in the realm of participatory politics?

    17. 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

      We read this in class earlier in the semester so I hope it's familiar. Also, note that technologies allow us to be together even when physically apart. Where have we seen examples of this in the real world and why does it matter?

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

      It's not enough to know about politics, young people want to be involved.

    1. 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

      Learning is unsheltered by the silo of a given content area. Here, students are hooked on the food yet meaningfully apply concepts of math and science (plus marketing, history, research skills and writing!)

  19. Sep 2018
    1. 400 Fortune 500 CEOs. They found that 75% of long-term college and career success depends upon developing soft skills.

      Unclear methodology but even if the numbers are off, it's clear that leaders at our biggest companies value these skills that, right now, are not reliably communicated as a part of learner narratives.

    1. 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

      There's a lot of power inherent in this and we are wise to pay attention to how that power is used. Will we observe it deployed for good? Will the exercise of these powers be intentional and self-aware? Will average users have agency in determining how technology like this impacts them? Will average users even be afforded awareness of when they are impacted?

      As emergent as Information Literacy is as a concept and societal imperative, it will be a steep challenge to keep up with rapid technological evolutions like this in order to empower us as content consumers to at least possess awareness around how and why we are targeted.

  20. Aug 2018
    1. But if I'm challenging myself in the studio, I want to challenge you as well.

      @inte2500 As consumers, readers are historically aware of creators attempts to push them, to challenge them, to grow them in some direction. How might pushing this intention across borders to other mediums like music, gaming, etc, reflect the "new ethos stuff" of New Literacies?

    1. Novice, Advanced Beginner, Competent, Proficient and Expert

      Raises consideration: pivot from age-band system to proficiency band system? Add in proficiency to existing age-band construct?

    2. meaningfully applied regardless of age/grade

      Validates APS approach.

    3. 20 core skills

      Adopting these will look very different but digging in we can see that a transition would be minimally disruptive for teachers we serve bc of how similar they are.

  21. May 2018
    1. Artificial Intelligence (AI) is here and it’s getting more sophisticated every day. But AC – Artificial Creativity – barely exists.

      My understanding is that AI is informed by rules and patterns. Creativity relies on pushing beyond the fences that are limiting constructs to our thinking. In a sense, it is at its best when the rules are broken and patterns not adhered to.

    1. 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?

      I remember being a kid and wrestling with Charles Barkley declaring, "I am not a role model." He had a point, I thought, that he didn't ask to be a role model so why should he have to be? Why couldn't he just be a great basketball player? Coates, in this passage, helps me see why. Some people who reach greatness don't just reach greatness, they embody the very hope of achieving greatness for whole communities. These greats don't ask for their station but there it is, along with the accompanying responsibilities, and it doesn't matter whether or not it's fair, people are counting on them.

  22. Jan 2018
    1. Studies have shown that over 90% of the media’s coverage

      Citation? Especially given the context of this entire page, one might expect a commitment to faithfully demonstrate factual integrity.

  23. Nov 2017
    1. It is a threat to AAPL itself, because they are behind the other giants when it comes to big data collection and its uses

      This seems presumptuous. The company that was until recently the most valuable in the world has been in a lot of pockets for a decade collecting tons of data. To think Apple would have taken a complete pass on operationalizing that data strikes me as wishful thinking.

  24. Sep 2017
    1. 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.

      Moments that are prime for "Growth Mindset"

    1. 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

      How do we reconcile student choice to make learning personal with frequent need to scaffold choice (in this case, through curation) for learners who are still in effect learning how to learn and need support?

  25. Apr 2017
    1. “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.”

      Real world validation of ENDORSED credentials

  26. Mar 2017
    1. 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.

      Simply possessing pools of data is of limited utility. It's like having a space ship but your only access point to it is through a pin hole in the garage wall that lets you see one small, random glint of ship; you (think you) know there's something awesome inside but that sense is really all you've got. Margaret points out that it has to be seen (data visualization), it has to be tangible (relevant to audience) and connected at micro and macro levels (storytelling). For all of the machine learning and AI that helps us access the spaceship, these key points are (for now) human-driven.

  27. Feb 2017
  28. Jan 2017
    1. we realize that we need to connect purpose to student data.

      Important to consider what student data is used in seeking connections. If a teacher is credentialed for an SEL competency, for example, do we seek validation in students' reading scores or other metrics like student surveys or cortisol levels?

    2. requires completion

      I'm excited to learn from them how they avoided this feeling like "seat time" equivalent

    3. 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

      Begs the question: in designing the process, how do we ensure the needs we are addressing are those of our adult learners WHILE creating sustainable implementation practices? (In other words, how do we check ourselves and designing as though the evaluator is the primary user?)

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

      Is this objective fact or a subjective call?

    5. hose levels are broken down into smaller chunks or modules.

      Granular approach,,,

    6. to appeal to the intrinsic motivation that autonomy provides

      Worth being aware that this is a choice; how we appeal to intrinsic (and/or extrinsic) motivation is something about which we can and should be intentional.

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

      Important to note that this is not a redundant effort that simply gives a new name to a familiar practice; aim is to notice and name skills and achievements currently absent from the narratives of who we are as learners and achievers.

    8. aspirations

      What's good for the goose... We expect teachers to help students articulate and plan for achieving their dreams. Intrigued by their approach to using Badges to help do the same for teachers

    1. performative publishing

      This term is new to me. It really catches my attention while at the same time making me wonder whether there is such a thing as a published text that is not performative. Is the act of publishing - even if as an annotation in the margins of a niche academic journal where it is unlikely to ever be discovered by another set of eyes - inherently performative, regardless of author intent and potentiality for audience?

  29. Dec 2016
    1. 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.

      This strikes me as a key factor in web annotation reaching the mainstream, especially in education. When an educator asks, "How is this significantly different from leaving comments at the end of an article?" it will be helpful to have a concise, comprehensible and convincing response. When I speak about this, I focus on the "contexting" that web annotation facilitates and the potentiality for authentic audience and dialogue. The problem with both of these points is that a critic can (rightly) respond that existing page-bottom commentary can already allow a degree of both of these.

    2. However we may define open in the context of web annotation

      Just as there is ambiguity around defining a word as simple as open this conversation hints at an emerging struggle with a shared meaning of annotation. As Remi points out, the traditional view of annotation is as a tool acting in service of reading comprehension. What we are talking about goes beyond that.

      While Merriam Webster and other disseminators of meaning can add extra definitions to their dictionaries under the word 'annotation', I wonder if an easier path to meaning making might be through using different words. There's a risk that it only leads to complications and muddying the waters over semantics but is it worth considering? I describe it as uptexting (not sure if I thought of that on my own or borrowed from someone else). I've heard University of Texas' Carl Blyth describe this as Social Reading and am drawn to this term because it captures the community aspect and might be less confusing because it doesn't seek to reappropriate an existing, commonly held definition.