And a creative visual that encapsulates key thoughts from J. S. Brown's presentation above:
cc licensed flickr photo shared by Rachel Smith
Yet again we encounter the creative use of graphics and playful text that serves to attract our attention, grab our interest as users, and that hopefully presents some insight regarding content: enough that we may want to delve further.
According to their website the New Media Consortium was founded in 1993 in order to:
"explore and promote innovative applications of technology to teaching, learning, and creative inquiry. The organization's history parallels the emergence of multimedia, the Internet, the world wide web, online video, and the mix of technologies loosely called Web 2.0, and now is poised at the frontier of new innovations like social networks, serious games, virtual worlds, and the semantic web"
Mimi Ito opening keynote address at the New Media Consortium (NCM) 2010 conference titled: Learning with Social Media: The Positive Potential of Peer Pressure and Messing Around Online.
In her session Mimi Ito speaks to the power of social media to promote peer-based learning. She also talks of the ability of today's technologies to allow access to experts, learning resources and sharing with the online community. Her criticism is of the education community and its seeming reluctance to embrace such powerful learning. This presentation supports and exemplifies aspects of John Seely Browns ideas around peer learning and the power of social learning and creating.
And another creative visual that encapsulates key thoughts from Mimi Ito's presentation:
cc licensed flickr photo shared by Rachel Smith
I wish I could create such wonderful accompanying graphics in my teaching! Wouldn't that be something?
Both of the above speakers advocate much more acceptance of social learning practices than are the norm, however much of what they advocate in the way of changes to practice require more than a pedagogical mind adjustment for teachers: the complete teaching and learning bureaucratic framework would need to accept radical re-situating.
To be continued...
Both of the above speakers advocate much more acceptance of social learning practices than are the norm, however much of what they advocate in the way of changes to practice require more than a pedagogical mind adjustment for teachers: the complete teaching and learning bureaucratic framework would need to accept radical re-situating.
To be continued...
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