Learning and New Media (original) (raw)
Related papers
Communication and Learning in the New Media Space
Acta Technologica Dubnicae, 2012
The age of electronic communication is the age of opening categorical and classification boundaries. In the new media space the traditional distinctions between children and adult experiences collapse and disappear. The aim of this essay is to show that the use of electronic technologies has abolished the traditional pedagogical thinking, and brings in new conventions. As a result of evolving new practices which rely on electronic communication devices, communication has become an essential activity among children, helping them acquire and share everyday information and knowledge with intensity and efficiency that can even change the traditional pedagogical thinking. The use of new communication technologies and forms of learning support gain particular importance especially in a system of lifelong learning, which provides identical frameworks for children and adults.
2008
I am grateful to all who have helped me over the last four years but a few deserve special mention. John Furlong and Anne Edwards, my academic supervisors, provided continued support, inspiration and encouragement throughout this intellectual journey. In particular, I'd like to thank John for helping me believe in some less than orthodox ideas at the time and Anne for helping me shape and transform these ideas into a thesis. In addition I would like to thank: Henry Jenkins, for the opportunity he gave me to spend three months at M.I.T.'s Comparative Media Studies and for helping me understand why we should look to the margins to glimpse the future; Howard Noble, Dave White, Ken Kahn and Ravi Purushotma whose passion for understanding the implications of media change for learning and education has helped my ideas to grow and flourish through a continuing exchange of lunchtime conversations and URLs;
New-Media-and-Learning_-Innovative-Learning-Technologies.pdf
This chapter is to challenge the research opportunity of media literacy in the twenty-first-century learning environment. Different technologies with human-computer interaction are addressed in this section as two different main structures. The relationships between these two structures are constructed as matrices. One of these structures is constituted by the educational technologies of the twenty-first century. The second is the learning framework of the twenty-first century. The research will be done using content analysis of the technologies used and learning frameworks. Based on the data obtained, this study will attempt to demonstrate that teachers can provide more effective and productive instruction using humancomputer interaction. This section will hopefully provide information to teachers and students about suitable learning environments designed for the use of and in conformance with twenty-first-century skills with the use of innovative technologies, and technologies they should use in these environments.
Media education, education and media
Limina, n.2, July 2012, 2012
The current mediascape requires a deep inquiry on the use of the media (of the “old” and “new” media) in many fields and in particular in the educational realm. Tools like computers, consoles, smartphones, extended TV, MP3 readers, photo and videocameras are of common use today and give rise to many applications which can change the way we get in touch each other, communicate, learn and teach. In our culture the remote and mediated communication has become increasingly relevant. In order to have an idea of the extent of this process, which occurred in less than 200 years, we could compare today’s many opportunities – synchronous communications like cellular and old plain telephony, IP based communications like Skype and chats, and asynchronous communications like email, fora, blogs, social networks and so on... – which can be very inexpensive, with the communications technologies which were available by mid of the XIX Century. Before the mass diffusion of photography (which Baudelaire considered as a bane) only a small number of people was able to create pictures. Today everybody can easily create images through many devices, like cameras, computers, smartphones, webcams... And photography has become that “brothel without walls” as defined by McLuhan. Today people can create videos in an easy and economic way, a common task that only twenty years ago was very difficult and expensive, and, more, they can share online their videos with millions people. Ten years ago the audiovisual remote synchronous communication was complex and expensive and only the television organizations could manage it. Today a videoconference can be made with cheap and personal tools which everybody can manage, just like PCs, smartphones and wired or wireless connections. And many other examples could be done. This evolution is opening up a wide bunch of unprecedented communication possibilities, which have changed and are changing the way people live, work, study, learn. People are experts in communication, are information producers, gatherers, disseminators, sharers, modifiers and storers. Communities are no more only country (locally)-based. Today an increasing part of the knowledge on the world we live in is achieved through the media (in a mediated way) and a relevant role in this trend is performed by the remote communications, both synchronous and asynchronous. People can instantly, inexpensively and easily communicate in remote and an increasing part of the communication is in remote. What for centuries has been the dream of the political and economic power, of the governments, of the inventors and of the magicians, is here and cheap today. This has a relevant role in teaching, since teachers are often in front of students who daily use these tools, who are born with them and maybe they are the best users of these tools. Experiences like e-learning, distance learning, videoconference, learning in the metaverse, interactive learning..., are usual. Since the early two thousand Noema has been developing and using some of these tools and experiences, and in 2010, in the Xth anniversary of Noema’s foundation, we are restructuring and improving the tools related to (new) media education and research.
New New Media-Challenges for Media Education
This paper concerns the problem of the behaviour new new media users according to the term proposed by Paul Levinson. This phenomena is called, by the other researchers, social media Web 2.0 or the art of shielding. Examples of such common in network societies behaviour we can ind in bloggers activities, Wikipedia editors, Facebook and Twitter users, Second Life players etc. On the one hand it is luck that the Web became, in all those examples, the source of needed information and a place to communication exchange, through the cross and intercultural dialogue platform. On the other hand it leads to questions: did we have to look for all those information in Web? Does the Web communication can replace the "face to face" one? That was for sure the fastest and the easiest way but it leads to a question what we are missing because of that? Transferring our life into the Network we lost our freedom of choice, part of our laws, privacy, freedom of speech, job, transparency, and,...
The literature review surveys six bodies of research that provide a perspective on the predicament of the learner. The first provides a model for thinking about media convergence in terms of a dialectical collision between an emergent web-based participatory culture (Jenkins, 2006a) and a top-down Culture Industry (Adorno, 1972 [1947]) drawing on media theory and cultural studies traditions. Small scale ethnographic studies of tech-savvy teens illustrate how some young people aggressively appropriate new media for creative production and serious play. The ‘digital generations’ literature is critiqued and exposed as highly speculative. Survey studies highlight interesting trends but provide limited insight into the diverse ways learners are making use of new technologies in everyday life. Mixed method studies of computer use in the home succeed in highlighting emergent tensions and contradictions that characterise the predicament of learners situated at the fault lines of media convergence. However, studies that attempt to understand the changing nature of literacy in the new media age reveal a need for further research focussed on the digitally mediated practices of learners. Each tradition helps to frame the current investigation and suggest how further localised insider perspectives might help to tease out the full implications of media change for the predicament of the learner. Key Words: Culture Industry, Participatory Culture, Convergence Culture, Digital Generations, Survey Studies, Virtual Ethnography, Everyday life, Digital, techno and new media literacies, Citation: Francis R.J (2008) The Predicament of the Learner in the New Media Age: an investigation into the implications of media change for learning: DPhil. University of Oxford. < http://ora.ox.ac.uk/objects/uuid%3A0cbd0185-c7ed-4306-b34e-993acd125e96 >
Old meets new-media in education
2011
It has been nearly a decade since participants at the UNESCO Forum in 2002 "expressed their satisfaction and their wish to develop together a universal educational resource available for the whole of humanity‖ and agreed upon the term Open Educational Resource (OER) to refer to ―the open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes‖ (UNESCO, 2002). Since then the number of higher education institutions, governments, initiatives, academics and international organizations which have taken interest in OER has been increasing. Despite issues remaining to be addressed or issues that need further considerations, the trend towards sharing learning resources has been gaining momentum and OER has been recognized not only as a fascinating technological development but as potentially a major educational tool that bridges the gap between formal, informal an...