multimedia

Reinventing libraries for ‘hanging out, messing around and geeking out’ — from CNN.com by Emanuella Grinberg

Excerpt:

The staff takes special pride in its mentor-led activities, offered in partnerships with various community organizations: a spoken word workshop, a video game program and a makerspace, or workshop, where teens create birdcages, duct tape wallets and other art projects.

It might be a library, but for 18-year-old Alexis Woodward, the atmosphere is more like a “family reunion,” she said.

“It’s always packed until it closes. Everybody goes to the library after school,” said Woodward, who began participating in the spoken word program when she was 14.

Harvard MOOCs up ante on production quality — from educationnews.org by Grace Smith

Excerpt (emphasis DSC):

It’s called HarvardX, a program begun two years ago, that films professors who are creating lessons that act as an adjunct to their coursework. The catch is, the production value is equally proportioned to the subject matter. The underproduced in-class lecture being filmed by a camera at the back of the lecture hall is being updated, in a big way.

Two video studios, 30 employees, producers, editors, videographers, composers, animators, typographers, and even a performance coach, make HarvardX a far cry from a talking head sort of online class.

The Harvard idea is to produce excellent videos, on subject matters that might be difficult to pull off in a lecture hall or class. Then, to bring these videos into the class for enrichment purposes. An example is Ulrich’s online class, “Tangible Things”.

Also see:

Sea change of technology: Education — from the Harvard Gazette, Christina Pazzanese, May 26, 2014

Excerpt (emphasis DSC):

After centuries of relative torpor, technology breakthroughs have begun to reshape teaching and learning in ways that have prompted paradigm shifts around pedagogy, assessment, and scholarly research, and have upended assumptions of how and where learning takes place, the student-teacher dynamic, the functions of libraries and museums, and the changing role of scholars as creators and curators of knowledge.

“There are massive changes happening right now,” said Robert A. Lue, the Richard L. Menschel Faculty Director of the Derek Bok Center for Teaching and Learning and faculty director of HarvardX (harvardx.harvard.edu). “What has brought it into particularly tight focus now is that the revolution in online education has raised a whole host of very important questions about: What do students do with faculty face-to-face; what is the value of the brick-and-mortar experience; and how does technology in general really support teaching and learning in exciting, new ways? It’s been a major catalyst, if you will, for a reconsideration of how we teach in the classroom.”

…

Classrooms of the future are likely to resemble the laboratory or studio model, as more disciplines abandon the passive lecture and seminar formats for dynamic, practice-based learning, Harvard academicians say.

“There’s a move away from using the amphitheater as a learning space … toward a room that looks more like a studio where students sit in groups around tables, and the focus is on them, not on the instructor, and the instructor becomes more the ‘guide outside’ rather than the ‘sage onstage,’ facilitating the learning process rather than simply teaching and hoping people will learn,” said Eric Mazur, Balkanski Professor of Physics and Applied Physics at the Harvard School of Engineering and Applied Sciences.

It’s a shift that’s changing teaching in the humanities as well. “It’s a project-based model where students learn by actually being engaged in a collaborative, team-based experience of actually creating original scholarship, developing a small piece of a larger mosaic — getting their hands dirty, working with digital media tools, making arguments in video, doing ethnographic work,” said Jeffrey Schnapp, founder and faculty director of metaLAB (at) Harvard, an arts and humanities research and teaching unit of the Berkman Center for Internet & Society.

From DSC:
HarvardX is a great example of using teams to create and deliver learning experiences.

Also, the “Sea change…” article reminded me of the concept of learning hubs — whereby some of the content is face-to-face around a physical table, and whereby some of the content is electronic (either being created by the students or being consumed/reviewed by the students). I also appreciated the work that Jeff Schnapp is doing to increase students’ new media literacy skills.

As you read, the app adds music/sound effects, based on where you are in the story & the tone of your voice. It’s the future of children’s books.

On 04/19/2014, in cloud-based computing / apps / other cloud-related, creativity, digital audio, digital learning, digital textbooks, digital video, education technology, innovation, interactivity, multimedia, reading, story, storytelling, tools, transmedia, by Daniel Christian

New children’s book combines modern technology and storytelling — from iwantpop.com by

Excerpt (emphasis DSC):

MONTREAL, April 15, 2014 /IWANTPOP.COM/ — Jonathan Belisle, a Montreal teacher, script writer and web entrepreneur, has developed the ultimate storytelling system. It’s a combination of old and new, traditional mythology and modern technology, a mixture of fantasy and reality.

Wuxia the Fox is a transmedia project that comes as an illustrated book paired with an iPad app. “The app reacts to what it hears and sees,” explained Belisle. “As you read the story, the app adds the music and sound effects, based on where you are in the story and the tone of your voice. It’s the future of children’s books.”

The iPad app triggers new scenes of content using image recognition, and transforms into a musical instrument when interacting with small wooden blocks provided with the book.

Also see:
https://www.kickstarter.com/projects/jonathanbelisle/wuxia-the-fox-augmented-book-and-ipad-app

Also, another interesting item:

Predicting the future of cinema: No limits — and the web wins — from variety.com by David Cohen

Excerpt:

He said today’s tech already offers hints of what the future will bring: screens large and small that can duplicate nearly anything the eye can perceive; cameras that let filmmakers choose framing, depth of field, focus and brightness in post, rather than on the day of shooting; fast networks that permit “collaboration at the speed of thought” and allow people to work together regardless of how far apart they are.

From DSC:
As I was watching “The Future of Higher Education: MOOCs and Disruptive Innovation,” a video recorded last August, (GW’s School of Business) Dean Doug Guthrie mentioned a company named In the Telling. The name of that company piqued my curiosity, so I went to look at that company, and what instantly struck me about their offerings were the use of:

A team-based approach to education
The use of digital storytelling
Software as a Service

Dean Guthrie’s comments on interaction, community building, and customization rang true for me, but it was the customization part that really grabbed me. And there too, most likely it will take a team of people to understand and use the data, to build the algorithms that Doug was talking about to deliver the learning trees of the future (and I would add the phrases/terms learning paths and learning playlists).

I have it that as MOOCs continue to morph and as the perfect storm in higher education continues to amass, those institutions who implement a team-based approach to content creation, delivery, and assessment will be the ones who thrive in the future.

This thought was further brought home when I viewed Phil Hill and Michael Feldstein discussing “Online Learning – What Is It Good For?” Consider the appearance of the word TEAM in the following graphics:

APP Ed Review (appedreview.org) & the Global Education Database (gedb.org)

On 04/11/2014, in 21st century, 3D, A/V -- audio/visual, Apple, art, biology, Bring your own device (BYOD), chemistry, cloud-based computing / apps / other cloud-related, computer science, content development, aggregation, repositories, creativity, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, education technology, educational games / serious games, elearning, engagement / engaging students, engineering, Google, graphics, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, K-12 related, learning ecosystem, maker movement, mobile learning, multimedia, new media literacies, open courseware and systems, passions, physics, platforms, play, political science, presentations, productivity / tips and tricks, programming, publishing, science, simulations, STEAM-related, storytelling, student-related, tablets, teachers, teaching & learning, writing, youth, by Daniel Christian

App Ed Review

From the About Us page (emphasis DSC):

App Ed Review is a free searchable database of educational app reviews designed to support classroom teachers finding and using apps effectively in their teaching practice. In its database, each app review includes:

A brief, original description of the app;
A classification of the app based on its purpose;
Three or more ideas for how the app could be used in the classroom;
A comprehensive app evaluation;
The app’s target audience;
Subject areas where the app can be used; and,
The cost of the app.

Also see the Global Education Database:

From the About Us page:

It’s our belief that digital technologies will utterly change the way education is delivered and consumed over the next decade. We also reckon that this large-scale disruption doesn’t come with an instruction manual. And we’d like GEDB to be part of the answer to that.

It’s the pulling together of a number of different ways in which all those involved in education (teachers, parents, administrators, students) can make some sense of the huge changes going on around them. So there’s consumer reviews of technologies, a forum for advice, an aggregation of the most important EdTech news and online courses for users to equip themselves with digital skills. Backed by a growing community on social media (here, here and here for starters).

It’s a fast-track to digital literacy in the education industry.

GEDB has been pulled together by California residents Jeff Dunn, co-founder of Edudemic, and Katie Dunn, the other Edudemic co-founder, and, across the Atlantic in London, Jimmy Leach, a former habitue of digital government and media circles.

Addendum:

Favorite educational iPad apps that are also on Android — from the Learning in Hand blog by Tony Vincent

Expanding Learning Opportunities with Transmedia Practices (part 1) — from worlds-of-learning.com by Laura Fleming

Excerpt:

The proliferation of digital and networking technologies enables us to rethink, restructure, and redefine teaching and learning. Transmedia storytelling takes advantage of the rapid convergence of media and allows teachers and learners to participate in rich virtual (and physical) environments that have been shown to foster students’ real emotional engagement with the process of learning. Transmedia learning applies storytelling techniques across multiple platforms to create immersive educational experiences that enable multiple entry and exit points for learning and teaching. By utilizing constructivist and connectivist precepts in the application of these techniques, we can create pedagogies that are transformative on many levels. Encapsulating these notions in the concept of the Transmedia LearningWorld (TLW) allows educators to combine the exciting affordances of the digital technologies with real-life experiences and truly learner-focused pedagogies to produce profoundly productive and powerful learning experiences.

Expanding Learning Opportunities with Transmedia Practices (part 2) — from worlds-of-learning.com by Laura Fleming

Excerpt:

Transmedia storytelling exemplifies learning in the twenty-first century by merging the concept of storytelling with that of the listener-learner and the resulting emotional engagement with the pervasiveness of media. We might define transmedia learning as: the application of storytelling techniques combined with the use of multiple platforms to create an immersive learning landscape which enables multivarious entry and exit points for learning and teaching.

Expanding Learning Opportunities with Transmedia Practices (part 3) — from worlds-of-learning.com by Laura Fleming

Excerpt:

None of this is easy though. Teachers must be given the support they will need to prepare for the concomitant shift in instruction; they will need help to make sense of the new kinds of content that will make their way into the classroom; they will need encouragement to change their approach to teaching and to learning accordingly; and they will need support in how to effectively weave and integrate technology into their practice. The effective use of digital learning can help school districts meet these educational challenges, including, as we have noted, implementing college and career-ready standards for all students, as outlined in the Common Core. Educators need to come to see technology as intrinsic to their instructional practices. Rather than envisaging a process in which technology is merely embedded into the curriculum, an attitude that so often relegates the technology to an afterthought or just one amongst a range of motivating techniques, it should be about the seamless integration of technology into every aspect of teaching and learning through transmedia practices. Technology tools should be so much a part of learning that the friction is removed because of educators and learners do not waste energy thinking about how it works, instead becoming an essential component of all that goes on in the classroom.

Expanding Learning Opportunities with Transmedia Practices (part 4) — from worlds-of-learning.com by Laura Fleming

Excerpt:

The paradox lies in the fact that, at the same time that political and economic forces are pushing the agenda of standardization with some determination, the social-technological environment that we now inhabit is pushing education in the opposite direction. In a real sense, learning is breaking free from the tradition model of education—with school as the central paradigm in that model—simply because the walls of the school can no longer contain all the knowledge and content and desire to learn that is now flowing freely across the ether and intermingling across borders without constraint.

Expanding Learning Opportunities with Transmedia Practices (part 5) — from worlds-of-learning.com by Laura Fleming

Excerpt:

The power of Inanimate Alice lies in the organic connection that is made between the story and the medium along with the innovative use of design and structure. The story unfolds in a game-like world that makes readers direct participants in helping the story to unfold across multiple platforms. With hours of interactive audio-visual experience built in, a gripping mesh of games, puzzles, sights, and sounds embellish and enhance the storyline. The interactivity and narrative are not distinct from one another. In the case of Inanimate Alice, the interactive elements simply cannot be separated from the story. Whether it is controlling Alice’s Baxi (her handheld gaming device) or communicating with Brad (her virtual friend on the Baxi), the embedded technology enhances the narrative and helps it to unfold in manifold directions under the reader’s impulse. It is this that makes Alice a truly unique digital reading experience.

Expanding Learning Opportunities with Transmedia Practices (part 6) — from worlds-of-learning.com by Laura Fleming

Excerpt:

As co-creators of content, our students actively participate in and take control of their own learning. As echoed by the United States Department of Education, the rich, fictional worlds of transmedia tend to create a greater level of social interaction that can inspire children to create their own stories and media products and to share them with each other. The experience of reading is changing. In a transmedia learning experience, reading is now simultaneously an individual act and a social act. Similarly, students can be individual producers but are also able to engage on collaborative sharing, joint creativity, and proliferation of knowledge across the globe.

Some sharp, creative ideas and practices from the iPad Art Room blog

On 03/31/2014, in art, creativity, education technology, ideas, K-12 related, multimedia, productivity / tips and tricks, tablets, by Daniel Christian

Multi-media Workflows — from iPadArtRoom.com by Cathy Hunt

Excerpt:

Let’s get making using some mixed-media workflows that include the iPad.

The following three ‘workflows’ are progressively designed and do increase in complexity, but the midst and learning focus is the same – the creative process is not linear.

Students will have an opportunity to discover that as they construct imagery, ending points can become starting points and ‘finished’ work is a matter of decision making. I have found that highly original work evolves as students re-evaluate what they see in their work, and are empowered to reconsider what they make.

Deep engagement and understanding of the creative process is often the powerful result of working through rich tasks that challenge students to constantly reimagine and reconstruct work they produce.

Handy hardware for your iPad Art Room — from iPadArtRoom.com by Cathy Hunt

Excerpt:

Multi-media workflows – Mixing ‘hands-on’ & digital tools — from iPadArtRoom.com by Cathy Hunt

Excerpt:

The concept of mixing media is certainly not a new idea in Visual Arts, however across curriculum areas in schools technology and ‘digital tasks’ are often separated from the ‘hands-on’ learning opportunities. In many classrooms and studio space even mobile devices, perceived as an expensive and fragile commodity, are excluded as a matter of course from ‘making’ tasks, conspicuously absent when the messy business of creation begins.

Clay-Mation — from iPadArtRoom.com by Cathy Hunt

Excerpt:

Addendums on 4/1/14:

Using the arts to turn schools around — from Harvard Education Letter by Suzanne Bouffard | Volume 30, Number 2 | March/April 2014
Evidence builds in favor of integrating arts for positive outcomes
.
The best iPad apps for videographers — from apppicker.com by Cherry Mae Torrevillas

Video Splash

Interested in web design? Here are some resources for you.

On 03/31/2014, in career development, creativity, graphics, human-computer interaction (HCI), multimedia, new media literacies, online learning, online media, productivity / tips and tricks, professional development, usability, user experience (UX), user interface design, web design and production, by Daniel Christian

W3C: Web Design & Applications

Lynda.com

Web Design Groups on LinkedIn.com

Relevant hashtags on Twitter:

Top Designer Google+ Communities You Should Follow — from hongkiat.com by Charnita Fance. Filed in Web Design.

Excerpt:

If you are active on Google+ there are a lot of communities for web designers or UI designers to join. Google+ Communities are like online groups or forums where people can come together to talk about a common hobby, interest or career (such as Design). Only members of a given community can see your posts in their stream. As a designer, this is great because you can share your work and get feedback from thousands of other designers, for free.

In the design communities below, you’ll find lots of great information, freebies, tips and tricks, and personal design work from members. Plus, you can ask for help or offer help to others. Let’s find the perfect Google+ design community for you.

Fresh Resources for Designers and Developers — March 2014 — from hongkiat.com

Infographic: HTML5 vs. native mobile app development [updated] — from kony.com by Dipesh Mukerji — also see his posting: Developing apps with HTML5: benefits and challenges

Responsive e-learning in a Multi-Device World — from elearning-reviews.traineasy.com

Excerpt:

“Day by day, the number of devices, platforms, and browsers that need to work with your site grows. Responsive web design represents a fundamental shift in how we’ll build websites for the decade to come,” says Jeffrey Veen, CEO & Cofounder of Typekit.

New ebook all about web design for Google Glass — from glassalmanac.com by Christian Bullock

Excerpt:

Well that was fast.

As someone who didn’t really know too many people were currently all about ensuring a site’s web design was fit for Google Glass browsing, there’s now an eBook by author Joe Casabona (known for his blog People Reacting to Glass) that’s a guide to web design for Glass.

Pretty cool idea and something I could see as being crucial when Glass launches publicly. I’m sure Glass adoption won’t be as high as tablet or smartphone adoption rates, but as we’re seeing now, it’s necessary for web designers to think of other ways people are interacting with websites aside from normal desktop or laptop computers.

Webmonkey.com

WebDesignerDepot.com

WebDesign.Tutsplus.com

Addendums on 4/1/14:

The importance of psychology in web design — from creativebloq.com
Ethan Marcotte on how responsive web design came about — from creativebloq.com

24h Jerusalem: A new transmedia project by ARTE and BR [vast-media.com]

On 03/22/2014, in digital learning, digital storytelling, faith, geography / geology, media/film, mobile learning, multimedia, platforms, religion, second screen apps, social learning / networks, transmedia, by Daniel Christian

24h Jerusalem: A new transmedia project by ARTE and BR — from vast-media.com

Excerpt:

On the web, 24hjerusalem.tv will enrich the users’ TV experience before and during the broadcast with synchronized extra content such as texts, interviews, Vine videos and more. Users will be able to explore information, share content and discuss about the program. The platform can also be accessed on mobile devices.

Also see:

Five transmedia projects – spring 2014 — from Developing Media by Simon Staffans

The wonderful, powerful world of storytelling!

On 03/13/2014, in blogs / blogging / vlogging, creativity, Daniel S. Christian, digital storytelling, interactivity, marketing/social marketing, more voice more choice more control, multimedia, story, storytelling, teaching & learning, tools, by Daniel Christian

From DSC:
The items below speak to the wonderful, powerful world of storytelling. I see storytelling becoming more interactive/participatory — offering more choice and more control to the viewers. There are applications in education, training, marketing, advertising, and more. Finally, I’ve also included some interesting tools/sites for folks to create their own digitally-based stories.

How storytelling can do wonders in blogging — by Kumail Hemani

Excerpt (emphasis DSC):

Why then was my history class one of the best classes I had? We never had to learn by heart any of the history notes in spite of all the dates, events, places and names. What we heard in that class got imprinted in our mind word by word as soon as they reached my ears.

Reason?

It was in the art of my teacher’s style of speaking and style of lectures. She never took our lessons as lectures, instead she choose to tell them through stories.

My teacher knew the art of true speaking. She spoke in such a style that we students felt everything happening around us. The lectures used to start forming an image in students mind, creating a flow, making everything seem like it is happening in the present. In such style of lectures, it only took us moments before everything made an impact on us and we understood everything word by word.

5 apps for making movies on mobile devices — from edutopia.org by Monica Burns

Excerpt:

Every year at Hollywood award shows, we see fantastic movies celebrated for their rich storytelling and dynamic performances. Your students can become moviemakers, too, thanks to some powerful apps for mobile devices. With these tools, your children can take videos and edit their work to make professional quality movies using iOS devices (iPads and iPhones) and Android tablets.

One good thing about this easy-to-use technology is that students can still use important English language arts skills like writing a narrative, planning a sequential story, and including key details when getting ready to make a movie. These apps can enhance the work that you are doing with children in the classroom and give them room to be creative storytellers.

Visual storytelling: Why data visualization is a content marketing fairytale — from searchenginejournal.com by Shane Jones

Excerpt (emphasis DSC):

Humans are scientifically designed to love stories.
More of our brain is engaged when we listen to stories. They cause our neurons to act as if we were actually doing the actions we hear in the story. Stories also have that human element we were talking about earlier, which makes them more entertaining and engaging.

If you do it right, you can use your data to tell the human story – and how it can be improved through the use of your product or service. In fact, the best content visuals do just that. They introduce viewers to a concept or situation (the problem you address), walk them through the main information about that concept or situation (how you’ll address it), and then provide a conclusion in the form of CTA (converting).

In summary, people are interested in learning about themselves, but they’re sick of learning through plain copy, and they’re programmed to desire visual content that tells a tale. Visualizing data is an effective strategy for giving them exactly what they want – information that is more visible and less difficult to digest.

Crowdsourced storytelling: How can you make the most of user-generated content? — from latd.com by Kim Gaskins

Excerpt:

Connect with people on an emotional level.
This may sound obvious, but there are countless ways to frame a particular project or issue to people you’re hoping to entice—so make sure to think like a good marketer. For example, Israel Mirsky is the founder of Uncoverage, a crowd-funding platform for investigative journalism, who has decided to focus his message on the issues that are most emotionally accessible to his audience. There’s a compelling business case backing Mirsky’s efforts; namely, there’s no longer any business model to support important but resource-intensive journalism that may bring in fewer advertising dollars than simple, click-worthy headlines. It’s a powerful argument, but it’s not the one Mirsky is taking to potential contributors: “I suspect that talking about the problem with investigative journalism isn’t the right value proposition to bring to the table here. The right one is the one that individuals care about: the people and the issues that matter to them.”

6 great examples of digital storytelling — from 8ms.com by Simon Heyes

Excerpt:

In the socially connected world, the attention span of an audience becomes shorter as more and more mundane content is thrust in front of their eyes. Digital storytelling allows a brand to evoke emotion, and become more connected with consumers.

If content is at the heart of digital marketing, then we believe audiences are at the heart of digital storytelling. By creating a story that is authentic to your brand and to your audience, and then building content around that story, you will connect your brand to the lives of your consumers.

Here are six handpicked examples where we believe great writing is combined with great imagery to create authentic content, and a brilliant digital story.

5 steps for successful transmedia storytelling — from 8ms.com by Simon Heyes

From DSC:
I see storytelling becoming more interactive/participatory — offering more choice and more control to the viewers. As such, here are some interesting tools/sites:

Also see:

5 reasons why you should be using storytelling in training — from dashe.com by Ben Nesvig

Excerpt:

Storytelling has been a popular tool for learning since the dawn of civilization, but thanks to technology bringing new mediums for storytelling, it has been on the rise in training in the workplace. Despite the fact that storytelling is a powerful vehicle for teaching, some still prefer to do a “data dump” because it’s easier than constructing a narrative, though not more effective. Below I provide 5 reasons why storytelling should be used more frequently in the workplace.

Digital storytelling: an efficient and engaging learning activity — from elearningindustry.com

Storehouse
“The easiest way to create, share, and discover beautiful stories.”

Bringing the Wonder of the Web to Video (emphasis DSC)
Our mission is to usher in a new age of expression.

Anyone can easily create professional-quality videos combined with all the interactivity you expect to find inside a browser. We call these TouchCasts, a new medium that looks like video, but feels like the web.

— Per TouchCast.com

TouchCast in Education

Also see:

Engaging with the YouTube Generation — by Ayelet Segal
.
The Future of Personal Broadcasting: Consider this your invitation — from touchcast.com by Charley Miller

Excerpt:

The very idea of who a “broadcaster” is (the “we”) is about to change. It’s about to become you.

Reflections on “TVs are becoming the next app battleground” [Adler]

On 03/01/2014, in 21st century, 24x7x365 access, A/V -- audio/visual, active learning, analytics, Artificial Intelligence/Agents/LLMs/and Related, Australia, Bring your own device (BYOD), changing business models, cloud-based computing / apps / other cloud-related, collaboration, communications, communities of practice, convergence, cost of getting a degree, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, digital video, disruption, global / globalization, India, informal learning, innovation, intelligent systems, intelligent tutoring, interactivity, internet, Learning from the Living [Class] Room, learning hubs & pods & microschooling, media/film, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, more voice more choice more control, motivation, multimedia, Near Field Communication (NFC), New "Amazon.com" of Higher Education, new business models, online learning, online media, online tutoring, participation, personalized/customized learning, platforms, second screen apps, smart classrooms, smart/connected TV, social learning / networks, social media, streams of content, student-related, technologies for your home, television, by Daniel Christian

TVs are becoming the next app battleground — from by Emily Adler

Excerpt:

The app store phenomenon, centered on smartphones and tablets, has been the biggest story in software for the past five years.

Its next logical destination: the living room, via smart TVs and set-top boxes connected to the Internet.

…

The smart TV app revolution is inevitable: People spend four hours in front of their TVs in the U.S., and 63% of all global ad spending goes to TVs. The old guard, represented by cable and entertainment conglomerates, will not be able to fend off improvements like those that apps are bringing to mobile phones.
.
The smart TV revolution will not just be led by new TVs with built-in Internet connections, it will also result from consumer adoption of less expensive game consoles or set-top boxes like Roku and Apple TV, which transform traditional TVs into smart TVs with access to app stores. At least 20% of U.S. consumers already have their TVs connected in one of these ways.

From DSC:

Keep an eye on the convergence of the telephone, the television, and the computer.
.
Start thinking of ways that you could provide learning/educationally-based experiences with second screen apps. What would that experience look and act like?
.
If such “channels” come to fruition — and happen to coincide with MOOCs and advances in cognitive computing (such as IBM’s Watson) — the word disruption comes to mind.
.
The trick, then, will be to offer streams of content that are relevant, and up-to-date.
.
Such a platform could be used in learning hubs throughout the world, as well as in hybrid/blended classrooms — while also addressing lifelong learners from their living rooms.
.
Such a platform could take Communities of Practice to an entirely new level.

Addendum/also see:

A new pedagogy is emerging… and online learning is a key contributing factor — from contactnorth.ca

Excerpt:

THREE EMERGING PEDAGOGICAL TRENDS
Underlying these developments are some common factors or trends:

1. A move to opening up learning, making it more accessible and flexible. The classroom is no longer the unique centre of learning, based on information delivery through a lecture.

2. An increased sharing of power between the professor and the learner. This is manifest as a changing professorial role, towards more support and negotiation over content and methods, and a focus on developing and supporting learner autonomy. On the student side, this can mean an emphasis on learners supporting each other through new social media, peer assessment, discussion groups, even online study groups but with guidance, support and feedback from content experts.

3. An increased use of technology not only to deliver teaching, but also to support and assist students and to provide new forms of student assessment.

It is important to emphasize that these are emerging pedagogical trends. More experimentation, evaluation, and research are needed to identify those that will have lasting value and a permanent effect on the system.

…

Impact on Student Learning
Student learning is the other key component of an emerging pedagogy, with their success as the goal of all our efforts.

What new demands are student making in terms of how they want to be taught and assessed and what are your responses?
What new roles are students taking in their online or hybrid learning and how has this changed your teaching practice?
What new strategies for and areas of student support are being built into course structures to facilitate effective online learning?

Transmedia Storytelling: Trends for 2014 [Pratten]

On 01/27/2014, in attention, communities of practice, creativity, digital learning, education technology, educational games / serious games, emerging technologies, engagement / engaging students, human-computer interaction (HCI), interactivity, learning, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, love of learning, mobile learning, mobile technologies, more voice more choice more control, multimedia, new business models, new media literacies, online learning, participation, passions, personalized/customized learning, platforms, publishing, second screen apps, smart/connected TV, social learning / networks, social media, storytelling, transmedia, trends, by Daniel Christian

Transmedia Storytelling: Trends for 2014 — from Robert Pratten, CEO at Transmedia Storyteller Ltd on Dec 06, 2013

Excerpt:

From DSC:
Something here for education/learning? With the creativity, innovation, interactivity, participation, and opportunities for more choice/more control being offered here, I would say YES!

Also see:

Simon Staffans: What 2014 holds for cross-platform content — from blog.mipworld.com by Simon Staffans
TV meets gaming; ad-funded transmedia; multiplatform finally valued… the biggest names in transmedia’s predictions for the year

The PresenterTouch Wall — from Ideum

Also see:

Clarity Matrix MultiTouch
Interactive LCD Video WallThe Clarity™ Matrix MultiTouch LCD Video Wall is an ultra-slim profile touch screen video wall ideal for public spaces or collaboration environments. Utilizing the latest touch technology, Clarity Matrix MultiTouch enables up to 32 touch points and allows multiple users to simultaneously interact with video wall without affecting other users.

Planar announces next generation Clarity Matrix LCD video wall system — from avinteractive.com

Planar announces next generation Clarity Matrix LCD video wall system

From DSC:
In addition to video walls and large multitouch surfaces…we need to start thinking about how we might integrate the Internet of Things (IoT) into the classroom. For example, what might occur if technologies like Apple’s iBeacon were in the blended/hybrid classroom? Tony goes to corner A, and up pops a video re: XYZ for him to check out on the large multitouch display. Tony then moves across the room, to another corner of the room, and up pops a quiz or an assignment related to what Tony saw in the first corner of the room. Available on one of the windows on the video wall is of a remote specialist on the subject. Tony clicks on the “Connect with specialist” button and finds himself in a videoconference with this remote specialist/tutor on a portion of the video wall.

As learning hubs* grow, these technologies might be very useful.

* where some of the content is electronically
delivered and where some of the content
is discussed in a face-to-face manner

Learning Ecosystems

HarvardX using a collaborative, TEAM-based approach

As you read, the app adds music/sound effects, based on where you are in the story & the tone of your voice. It’s the future of children’s books.

Reflections on “In the Telling” — it’s going to take a team-based approach to compete in the future

Interested in web design? Here are some resources for you.

The wonderful, powerful world of storytelling!

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