Caught this article about index/nonfiction as story - niemanstoryboard.us/2010/04/13/from-treme-to-the-911-commission-report-index-as-story/
which led me to the show's web site - www.hbo.com/treme/index.html
and to this article - www.nola.com/treme-hbo/index.ssf/2010/04/hbos_treme_explained_do_you_kn.html (which has a place readers can share comments - more interaction)
What I like about this
First, as a general awesome link between a fiction and non-fiction source - cool!!!!
Second, it is a way for newspapers to find a place to jump back into places where they seem to be dying.
Third, what a great way to teach culture, geography, social studies and such
I do not have HBO so still waiting to see Treme (I am looking to see if it is online yet...) - but I can see from the official site there are some transmedial elements and potential for even more - how many people might start to really look into this time period and place (I already have as I write some stories that take place in Nola and from general time period).
This is an example of how I think transmedia can be used in education!!!!!!!
Showing posts with label education theory. Show all posts
Showing posts with label education theory. Show all posts
Thursday, April 15, 2010
Wednesday, March 17, 2010
A model for learning
Interesting blog (by Dave Bill on May 3, 2009) discussing the ideas of participatory culture and a framework 9transmedia would play into this concept)
www.davidbill.org/2009/05/03/a-model-for-learning/
from article
"Our students participate. They want to be involved. They are connected, ALL the time. If we ignore that fact we will lose our students. Henry Jenkins alluded to this fact in his 2006 white paper on participatory culture. It is vitally important that our students create, circulate, connect, and collaborate. Research by Project New Media Literacies highlights this point. But not only will this participatory model be useful in engaging our students, it is an opportunity to teach ethical behavior when working with digital media."
www.davidbill.org/2009/05/03/a-model-for-learning/
from article
"Our students participate. They want to be involved. They are connected, ALL the time. If we ignore that fact we will lose our students. Henry Jenkins alluded to this fact in his 2006 white paper on participatory culture. It is vitally important that our students create, circulate, connect, and collaborate. Research by Project New Media Literacies highlights this point. But not only will this participatory model be useful in engaging our students, it is an opportunity to teach ethical behavior when working with digital media."
Teacher professional development and change
Oh what an interesting time last week. Wednesday and Thursday we had a speaker come in to lead small workshops on co-teaching and related topic. Dr. Hines is a great speaker and has a lot of perspective that a teacher in rural southern NJ does not have. So much of what she said she sees in education at the federal level and the place education is going in other states aligns with my idea of transmedia approaches in education.
She mentioned the concept of gaming in education and also discussed Florida's new virtual high school – you can go K-12 totally online – and there is a huge waiting list for this program. A lot of the change in culture, technology and approach regarding students came up. There are definitely two camps to education theory (ok there are more, but still)....
I was a little saddened to hear many of the responses to what she was talking about. And I know that for 95% of those that attended, it will be status quo come today.
Friday we had out teacher in-service – and again I squirmed listening to the conversations. First was a review of the new standards. It was mentioned just lat week the Governor's board approved the math and English standards (except Texas, which do not get me started, and Alaska) - www.corestandards.org/. Many teachers were tuned in and many tuned out.
In our new state standards – I am finding almost direct references to concepts a transmedia project can address – I am entering some of those here and when I share my unit materials, I've aligned things even more rigorously. And of course NJ is updating their standards as well - www.njcccs.org/
Well, we had a session on school culture, and that descended into griping chaos. We are very lucky in this district and yet… this is why change in education will be very slow or nonexistent, yet, it is coming.
-------------
here are a few - again - just a few - and these are just for the high school - I could cite more
8.1.12.A.3 Participate in online courses, learning communities, social networks, or virtual worlds and recognize them as resources for lifelong learning.
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.
8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service).
8.1.12.B.1 Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation.
8.1.12.C.1 Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community.
Digital tools facilitate local and global communication and collaboration in designing products and systems.
8.2.8.E.1 Work in collaboration with peers and experts in the field to develop a product using the design process, data analysis, and trends, and maintain a digital log with annotated sketches to record the development cycle.
8.2.12.E.1 Use the design process to devise a technological product or system that addresses a global issue, and provide documentation through drawings, data, and materials, taking the relevant cultural perspectives into account throughout the design and development process.
The designed world is the product of a design process that provides the means to convert resources into products and systems.
8.2.8.G.1 Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved.
8.2.8.G.2 Explain the interdependence of a subsystem that operates as part of a system.
8.2.12.G.1 Analyze the interactions among various technologies and collaborate to create a product or system demonstrating their interactivity.
The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time.
9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1.12.A.2 Participate in online strategy and planning sessions for course-based, school-based, or outside projects.
Critical thinking and problem solving in the 21st century are enhanced by the ability to work in cross-cultural teams in face-to-face and virtual environments. 9.1.12.A.3 Assess how a variety of problem-solving strategies are being used to address solutions to global problems by participating in online discussions with peers from other countries.
9.1.12.A.4 Justify problem-solving strategies used in the development of a particular innovative product or practice in the United States and in another country.
9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.
Digital media are 21st-century tools used for local and global communication.
9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets.
9.1.12.E.2 Generate digital media campaigns in support of or opposing a current political, social, or economic issue.
She mentioned the concept of gaming in education and also discussed Florida's new virtual high school – you can go K-12 totally online – and there is a huge waiting list for this program. A lot of the change in culture, technology and approach regarding students came up. There are definitely two camps to education theory (ok there are more, but still)....
I was a little saddened to hear many of the responses to what she was talking about. And I know that for 95% of those that attended, it will be status quo come today.
Friday we had out teacher in-service – and again I squirmed listening to the conversations. First was a review of the new standards. It was mentioned just lat week the Governor's board approved the math and English standards (except Texas, which do not get me started, and Alaska) - www.corestandards.org/. Many teachers were tuned in and many tuned out.
In our new state standards – I am finding almost direct references to concepts a transmedia project can address – I am entering some of those here and when I share my unit materials, I've aligned things even more rigorously. And of course NJ is updating their standards as well - www.njcccs.org/
Well, we had a session on school culture, and that descended into griping chaos. We are very lucky in this district and yet… this is why change in education will be very slow or nonexistent, yet, it is coming.
-------------
here are a few - again - just a few - and these are just for the high school - I could cite more
8.1.12.A.3 Participate in online courses, learning communities, social networks, or virtual worlds and recognize them as resources for lifelong learning.
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.
8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service).
8.1.12.B.1 Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation.
8.1.12.C.1 Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community.
Digital tools facilitate local and global communication and collaboration in designing products and systems.
8.2.8.E.1 Work in collaboration with peers and experts in the field to develop a product using the design process, data analysis, and trends, and maintain a digital log with annotated sketches to record the development cycle.
8.2.12.E.1 Use the design process to devise a technological product or system that addresses a global issue, and provide documentation through drawings, data, and materials, taking the relevant cultural perspectives into account throughout the design and development process.
The designed world is the product of a design process that provides the means to convert resources into products and systems.
8.2.8.G.1 Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved.
8.2.8.G.2 Explain the interdependence of a subsystem that operates as part of a system.
8.2.12.G.1 Analyze the interactions among various technologies and collaborate to create a product or system demonstrating their interactivity.
The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time.
9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1.12.A.2 Participate in online strategy and planning sessions for course-based, school-based, or outside projects.
Critical thinking and problem solving in the 21st century are enhanced by the ability to work in cross-cultural teams in face-to-face and virtual environments. 9.1.12.A.3 Assess how a variety of problem-solving strategies are being used to address solutions to global problems by participating in online discussions with peers from other countries.
9.1.12.A.4 Justify problem-solving strategies used in the development of a particular innovative product or practice in the United States and in another country.
9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.
Digital media are 21st-century tools used for local and global communication.
9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets.
9.1.12.E.2 Generate digital media campaigns in support of or opposing a current political, social, or economic issue.
Research for Educational styles
Oh there is so much out there, and as I am trying to organize, categorize and produce resources, I am coming across so much.
I need to finish reading through this presentation www.slideshare.net/goonth/technology-integration-adaptive-vesus-disruptive-engagement- but it is good background research that i file in the developing a classroom approach and developing the theory end.
I found the presentation at this blog - welcometonow.blogspot.com/2009/12/digital-landscape-no-longer-truly.html - which is a good read as well, this is a blog aimed at marketing, but it hits home with education as well.
Here are a couple of quotes from the article and they tie into the presentation.
"Take a social utility such as Facebook, for example. We’re seeing tremendous growth in adoption, yet profound shifts in retention, and a noticeable decline in attention. This means that people are yearning for experiences they can’t get anywhere else (or those they can get anywhere), and are not interested in being herded into a corner to find them. They also crave ubiquity — this means less time spent in a particular location, engaging with content we think they care about. "
and this one
"The larger point is that all of the real-world intelligence we have available at our fingertips is actually reopening the doors of self-actualization, because we are now seeking action, not just alignment with our personal value systems. The social web of the last few years has validated much of our beliefs, and now it is formalizing more viscerally in the way we build our social graphs and in how communities band together. We are witnessing a profound shift in consciousness, and this is not something that I think any of us could’ve predicted or even imagined, at least not to this extent. "
I need to finish reading through this presentation www.slideshare.net/goonth/technology-integration-adaptive-vesus-disruptive-engagement- but it is good background research that i file in the developing a classroom approach and developing the theory end.
I found the presentation at this blog - welcometonow.blogspot.com/2009/12/digital-landscape-no-longer-truly.html - which is a good read as well, this is a blog aimed at marketing, but it hits home with education as well.
Here are a couple of quotes from the article and they tie into the presentation.
"Take a social utility such as Facebook, for example. We’re seeing tremendous growth in adoption, yet profound shifts in retention, and a noticeable decline in attention. This means that people are yearning for experiences they can’t get anywhere else (or those they can get anywhere), and are not interested in being herded into a corner to find them. They also crave ubiquity — this means less time spent in a particular location, engaging with content we think they care about. "
and this one
"The larger point is that all of the real-world intelligence we have available at our fingertips is actually reopening the doors of self-actualization, because we are now seeking action, not just alignment with our personal value systems. The social web of the last few years has validated much of our beliefs, and now it is formalizing more viscerally in the way we build our social graphs and in how communities band together. We are witnessing a profound shift in consciousness, and this is not something that I think any of us could’ve predicted or even imagined, at least not to this extent. "
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