NOTE:
These types of classes would be highly engaging to students even. More colleges and universities need to be offering these types of courses.
On 04/30/2010,
in learning preferences, learning theories, multimedia, pedagogy,
by Daniel Christian
On 04/22/2010,
in art, computer science, digital audio, digital learning, digital storytelling, digital textbooks, digital video, economics, education technology, educational games / serious games, emerging technologies, engagement / engaging students, engineering, interaction design, interactivity, interface design, learning spaces, multi-touch, multimedia, music, new media literacies, physics, programming, project-based learning, psychology, science, smart classrooms, sociology, storytelling, student-related, user experience (UX), virtual field trips, Virtual Reality (VR) / worlds / learning, visualizing information, web-based collaboration, workplace,
by Daniel Christian
What sorts of cross-disciplinary assignments come to mind when you view these items?
- Visitors explore the electromagnetic spectrum on a custom 100? multitouch table
- AudioTouch Multitouch Audio Table
- MT 50 Multitouch Table
- Microsoft Surface – The Possibilities
- Innovative use of technology
- Interactive Retail Solutions
- “Holographic” Multitouch (Eatang Digital Technology)
- The Big Screens Show
- Touch Topics
- Multi Touch Music Wall
- Video-wall / Multi-display / Big Screen / Super Size Display
- How to Build a 20′ Multitouch Screen in 3 Weeks
- Interactive Storytelling on Microsoft Surface
- More Multi-touch: Multi-touch Table at Schlossmuseum Linz, by Struckt Design Studio (added 4/24/10)
For these and other reasons, I’m trying to get a multi-touch wall built into our future smart classrooms.
Talk about keeping students engaged! Talk about working together in teams — very real-world!
On 04/22/2010,
in multimedia, pedagogy,
by Daniel Christian
“The Learning Score is a new and imaginative take on lesson-planning. Using the metaphor of a music score, Learning Score shows the planned activities for a lesson, and any multimedia attachments, as a graphical time line. Whole lesson plans can be saved, along with all the embedded resources and annotations, to be used again at a later date, or to be shared with colleagues. The Learning Score was invented by John Davitt and grew out of a desire to provide teachers and learners with a modern, flexible, technology-friendly and pedagogically rigorous approach to lesson-planning that is suitable for the 21st-century classroom.”
On 04/20/2010,
in digital audio, digital learning, digital video, multimedia, online media,
by Daniel Christian
On 04/20/2010,
in multimedia, online media,
by Daniel Christian
The graphic above is from Media chemistry: Exploring the elements of online communication (p. 18/20) — which fills in the last few years of my posting regarding an instructional media timeline with some of my reflections regarding the technologies of the last 100 years.
World Book’s new online Early World of Learning gives youngest learners a head start in literacy — from eschoolnews.com
Developed with education experts for preschool through early primary grades, Early World of Learning enriches classroom curriculum
CHICAGO– April 16 2010 – World Book, Inc. today introduced Early World of Learning, the premier online resource to help young learners build vocabulary, comprehension, phonics, and reading fluency. As the latest addition to World Book Classroom, a series of innovative and effective teaching resources to improve learning in the classroom setting, Early World of Learning offers rich resources that easily integrate into the classroom curriculum in preschool and early elementary grades.
Early World of Learning includes three interactive learning environments:
• Trek’s Travels, offering stories, games, and original videos to help young learners master critical early childhood themes, develop vocabulary, and gain reading comprehension.
• Welcome to Reading, helping pre- and early readers strengthen phonics, vocabulary, phonemic awareness, and comprehension skills.
• Know It, engaging early learners with non-fiction reading in a richly visual interactive first encyclopedia.
On 04/17/2010,
in digital audio, digital learning, digital storytelling, digital textbooks, digital video, disruption, education technology, emerging technologies, entrepreneurship, faculty, future of higher education, game-changing environment, generational differences, higher education, history, internet, learning ecosystem, multimedia, new media literacies, online media, pace of change, tools,
by Daniel Christian
From DSC:
In an assignment for a class last week, I ran across a time-saving tool offered via timetoast.com. If you want to put together interactive timelines — without having to know programming languages or scripting languages — you might be interested in kicking the tires on this web-based tool. As an example, I was able to put together the following timeline of instructional media* in an hour or so:
Further reflections on this from DSC:
- As I was putting this timeline together, I saw how Thomas Edison and others proclaimed that technology X would make _____ obsolete…or that invention Y would change education forever. (I made a note to myself that I didn’t want to make such bold proclamations…and appear so foolish…but I’m probably too late in this area!) 🙂
- But anyway, I reflected on how school museums were first used, on how radio and instructional television had an impact for a while but then died down in terms of educational use, how the training films of WWII impacted what we know and do today, and the post WWII research in audio-visual-based arenas , and then the advent/rise of the personal computer as well as other educational technologies and the Internet……….and I thought of how disappointed people probably were after the hype ended. But then I reflected upon these technologies as seeds that were planted over time and later produced a harvest. They changed our “wineskins” (see below):
- Radio didn’t really disappear or disappoint. We still use it today; however, not necessarily for education, but we appreciate the audio it delivers to us (whether that be in music or in talkshows). Some seeds were planted…and the wineskins were changed**.
- Motion picture films and TV didn’t disappear or disappoint either, really. We still use these technologies today…but again, not necessarily for education (though some programs are definitely educational in nature and intent). We are used to viewing films and consider it second nature to watch video. So, other seeds were planted…and the wineskins were changed again.**
- Neither did the computer disappear or disappoint. We are still using computers today and they present another piece of the communications juggernaut that’s been created. Again, more seeds were planted…and the wineskins were changed yet again.**
- The Internet is here and growing as well. A significant ROI is being enjoyed with each passing day — and from educational perspectives no doubt. Again, the fields are starting to grow, and are growing quickly now. The seeds are no longer seeds and the wineskins we have today are not like the wineskins from 100+ years ago. **
So what am I saying here?
I’m saying that we are used to using/hearing/seeing audio, video, interactivity, multi-directional communications because of these technologies. They cultivated the ground for people using the technologies that we are:
- Comfortable with
- Using
- and innovating with today.
So when we employ highly-powerful, multimedia-based, educationally-beneficial items on the Net today — when we contribute podcasts, vodcasts, lectures, exercises, animations, etc. to the Net — we can thank these technologies for being the technological ancestors in the tech-family tree. They really didn’t disappoint after all. They were the seeds that were planted over time to create a wonderful harvest….a very powerful communications network…the most powerful one the world has ever known. Not bad for 100 years.
* Based upon article by Robert Reiser:
Reiser, R. (2001). A history of instructional design and technology: Part I: A history of instructional media. ETR&D. Vol. 49(1). pp. 53-64.
**As Jesus once responded when asked about why his disciples didn’t fast, he replied:
16“No one sews a patch of unshrunk cloth on an old garment, for the patch will pull away from the garment, making the tear worse. 17Neither do men pour new wine into old wineskins. If they do, the skins will burst, the wine will run out and the wineskins will be ruined. No, they pour new wine into new wineskins, and both are preserved.”
These technologies created the environment…the proper wineskins…to lay the foundation for the “new wine” to be poured into our worlds without this new wine “running out” and ruining the wineskins. Can you imagine if someone had been able to introduce these technologies within 10-20 years…would they have taken? Given human nature, I doubt it. The wineskins took time to change. The thing is, the pace of change is quickening and is increasingly more difficult to keep up with.
I wonder…will the current wineskins hold? Or are our wineskins now very used to this pace of change?
Who Should Attend?
Digital music entrepreneurs, music executives, investors, advertising, social media and marketing professionals, hackers, games developers, content creators, producers, promoters, managers, business strategists and analysts – all professionals involved in the digital media and music industries…
On 04/12/2010,
in convergence, creativity, digital audio, digital storytelling, digital video, engagement / engaging students, multimedia, student-related,
by Daniel Christian
Columbia to combine journalism, computer science in new digital media focus — eSchoolNews.com
From DSC:
Given what has been and is occurring within journalism — and publishing in general — this is a great move by Columbia. With the ability to offer interactive, multimedia-based, digital storytelling on devices like the iPad, these types of skills will come in handy. Along those lines, I think it’s very beneficial to students when they encounter such cross-disciplinary assignments, projects, and environments — as that’s what teams in the real-world have to do.
On 04/08/2010,
in creativity, design, digital audio, digital learning, digital storytelling, digital textbooks, digital video, elearning, emerging technologies, engagement / engaging students, lifelong learning, mobile learning, multimedia, web design and production,
by Daniel Christian
Also see:
Introducing creativeLIVE.com: Worldwide FREE Creative Education — from Chase Jarvis
On 03/23/2010,
in Apple, computer science, interactivity, journalism, multimedia, publishing,
by Daniel Christian
“Even though the iPad looks like an iPhone built for the supersize inhabitants of Pandora, its ambitions are as much about shrinking our laptops as about stretching our smartphones. Yes, the iPad is designed for reading, gaming, and media consumption. But it also represents an ambitious rethinking of how we use computers. No more files and folders, physical keyboards and mouses. Instead, the iPad offers a streamlined yet powerful intuitive experience that’s psychically in tune with our mobile, attention-challenged, super-connected new century. Instant-on power. Lightning-fast multitouch response. Native applications downloaded from a single source that simplifies purchases, organizes updates, and ensures security.”
From DSC:
From my perspective, the iPad will usher in more interactivity, more multimedia-based content, more end-user control, more choice about the type of media one consumes (even on the same article/topic), and the ability to quickly “drill down” more deeply into a topic.
Also see — and item originally from:
13 ways of looking at an iPad — from brainstormtech.blogs.fortune.cnn.com