new media literacies

Tidebreak Next Generation Mobile App Powers Full-Participation Learning [digitaljournal.com]

On 10/15/2013, in 21st century, A/V -- audio/visual, Bring your own device (BYOD), cloud-based computing / apps / other cloud-related, collaboration, education technology, emerging technologies, engagement / engaging students, higher education, human-computer interaction (HCI), ideas, innovation, interactivity, K-12 related, learning ecosystem, Learning from the Living [Class] Room, learning spaces, machine-to-machine communications, mirroring and/or multiple devices, mobile learning, multi-touch, multimedia, new media literacies, participation, second screen apps, simulations, smart classrooms, social learning / networks, streams of content, student-related, tablets, teaching & learning, TVs, videoconferencing, web-based collaboration, by Daniel Christian

Tidebreak Next Generation Mobile App Powers Full-Participation Learning — from digitaljournal.com

Excerpts (emphasis DSC):

Mountain View and Anaheim, CA (PRWEB) October 15, 2013

New web app increases collaboration between students and faculty in classroom in BYOD learning environments.

…

“Using technology in the classroom can help spur creativity, increase participation, and foster a collaborative environment,” said Andrew J. Milne, Ph.D., chief executive officer of Tidebreak. “The latest version of Tidebreak’s mobile web app allows students to use any tablet or handheld device to share information with the entire class in real-time. By incorporating mobile web apps into devices that students already own, faculty can improve the learning process by creating a more collaborative environment that encourages active participation.”

The mobile web app from Tidebreak has many new features that will help increase student participation in the classroom. New features that have been incorporated into ClassSpot, ClassSpot PBL and TeamSpot include:

Work “at the board” without getting up – Full keyboard and track pad control from a tablet or phone allows students to collaborate on the large classroom screen in real-time.
Bridge the physical and digital world – Capture and share photos of whiteboard content, physical objects, or images and then share it on-screen or archive it instantly.
Surf and share – Search the web for relevant content and then share it to the main screen, the session archive, or to everyone in the group simultaneously.
Navigate an enhanced design – A great deal of improvement has gone into the user interface which helps generate new ideas among students.

Here’s an augmented reality app to help your young one develop some creativity!

On 10/14/2013, in Augmented Reality (AR), cloud-based computing / apps / other cloud-related, communications, creativity, Daniel S. Christian, digital storytelling, innovation, K-12 related, new media literacies, story, storytelling, tools, by Daniel Christian

From DSC:
I’m sure it’s possible, but the really fun thing here would be if students could create these things from scratch — to foster their creativity, innovation, digital storytelling skills, and their new media literacies!

Also, somewhat related:

Our Story for iPad — by The Open University

Getty Images bets on videos, transmedia storytelling — from techgoondu.com by Raymond Lau

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Also see:

Getty Images Interactive video wall in action at Cannes Lions 2013 <– the type of technologies that may be featured in Smart Classrooms of the future; or better yet, in our living rooms

From DSC:
What does this have to do with learning? Keep your eye on the convergence of the television, the telephone, and the computer. This involves the software side of things as well (with technologies like WebRTC). I have it that in the future, it will have everything to do with learning and will greatly accelerate one of the other massive trends on my radar, the “Walmart of Education.”

True personalization is the next big thing in multiscreen TV [Moulding]

On 09/18/2013, in 21st century, 24x7x365 access, A/V -- audio/visual, active learning, adult learning, analytics, Apple, blended learning, Bring your own device (BYOD), collaboration, communications, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital video, disruption, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, experimentation, future of higher education, global / globalization, Google, higher education, homeschooling/homeschoolers, innovation, intelligent systems, intelligent tutoring, interactivity, internet, K-12 related, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning preferences, learning spaces, lifelong learning, love of learning, machine-to-machine communications, Microsoft, mirroring and/or multiple devices, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, more voice more choice more control, multi-touch, multimedia, Near Field Communication (NFC), new media literacies, online learning, online media, online tutoring, participation, personalized/customized learning, second screen apps, smart classrooms, storytelling, streams of content, technologies for your home, telepresence, television, transmedia, TVs, user experience (UX), videoconferencing, web-based collaboration, by Daniel Christian

True personalization is the next big thing in multiscreen TV — from .v-net.tv by John Moulding

From DSC:
Not a far stretch to see some applications of this in the future aimed at learning objects/learning agents/and personalized streams of content.

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

Addendum:
(With thanks going out to Mr. Richard Byrne over at the Free Technology for Teachers blog for this item)

Wow! Those teaching Physics/Science/Art might want to investigate new possibilities w/ Google Glass (& the like)!

On 09/13/2013, in 21st century, 24x7x365 access, 3D, A/V -- audio/visual, art, Augmented Reality (AR), biology, chemistry, creativity, digital audio, digital learning, digital video, education technology, elearning, emerging technologies, engagement / engaging students, experimentation, flipping -- inverted learning, Google, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), ideas, immersion, informal learning, innovation, K-12 related, learning ecosystem, media/film, Michigan, more voice more choice more control, multimedia, new media literacies, online learning, online media, physics, platforms, science, streams of content, student-related, teachers, teaching & learning, telepresence, ubiquitous learning, user experience (UX), videoconferencing, virtual field trips, vision/possibilities, visualizing information, web-based collaboration, by Daniel Christian

A first look at how educators are really using Google Glass — from by Stephen Noonoo

Excerpts (emphasis DSC):

Per Andrew Vanden Heuvel:

What Glass does offer, Vanden Heuvel said, is a shift in perspective, particularly because teachers can use it as a tool to engage students faster and more easily than before. After returning from Geneva, Vanden Heuvel launched a YouTube channel devoted to his experiments with science–and Glass–called STEMBite. To date, in more than two dozen videos, he’s guided viewers through the physics of ball spin on the tennis court to the polarization of light through (appropriately enough) a pair of glasses.

“What I’m excited by making these videos is not only that they’re filmed with Google Glass, but they’re high engagement videos, so they’re meant to be really short and to get kids to think about how math and science is all around,” he said. “I suppose I could have done that before, but it’s just so easy now.”

Per Hanna Brown:

“I’ve had videos in my classroom before–that’s not a novel thing–but I’ve never been able to take a video from my eye perspective,” said Hannah Brown, another early Glass adopter who works as a high school art teacher at Electronic Classroom of Tomorrow, an all-online statewide charter school in Ohio.

From DSC:
Virtual field trips, mobile learning, videoconferencing, web-based collaboration, Human Computer Interaction (HCI), and other topics come to my mind when I see this.

Google Glass: Surgery tool of the future? [Ferro] From DSC: Some serious potential for mobile/distance learning.

On 09/10/2013, in Augmented Reality (AR), Bring your own device (BYOD), communications, Daniel S. Christian, education technology, emerging technologies, engagement / engaging students, experimentation, face-to-face, Google, innovation, internet, learning ecosystem, Learning from the Living [Class] Room, lifelong learning, mobile learning, mobile technologies, more voice more choice more control, multimedia, new media literacies, online learning, online media, online tutoring, platforms, second screen apps, social learning / networks, teaching & learning, teaching online, telecommunications, telepresence, videoconferencing, by Daniel Christian

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Also see:

Wearable tech at the workplace — from connectedworldmag.com

Excerpt:

Wearable sensors are the latest tech-related fashion craze, but not just for consumers. Businesses could soon make use of sensors affixed to hats, watches, glasses, and more. Equipped to provide workers with much-need data about the surrounding environment, these devices may soon invade the job and redefine the workplace—much like tablets and smartphones did just a few years back.

Naturally, businesses have been discussing how something like Google Glass could be used at work. Even the BYOD (bring your own device) phenomenon has the potential to extend to wearable technology, with workers bringing their personal smart watches and glasses for use at work. However, the potential for wearable sensors could be much greater, with specific applications created for targeted industries.

From DSC:
Some serious potential for mobile/distance learning here. What if, instead of a surgeon, that person was an archaeologist on a dig speaking to students in their living rooms, on mobile devices, and/or in classrooms somewhere else…? An electrician fixing a broken transformer on the electrical grid and talking through what she is fixing…? The possibilities are numerous.

See Andrew Vanden Heuvel’s work on this as well:

How Andrew Vanden Heuvel is revolutionizing education from outside the classroom
Find out what this Google Glass Explorer and online science teacher thinks about online learning and the future of education.
Teaching with Glass
STEMbite: An Experiment in Teaching with Google Glass
Explorer Story: Andrew Vanden Heuvel [through Google Glass]
STEMbite (other/more)

Moving back to the surgery…one last thought/idea here:

What if there were several people wearing Google Glasses and the learners/students could pick the camera angle that they wanted to see?

Content as a Service (CaaS) — from knowledgestarblog.wordpress.com by David Grebow

Excerpt:

The etextbook in 2018 will be dramatically different than the etextbook of today. It will be coupled to an app that will provide you with Content as a Service (CaaS). CaaS will include many of the following features (and more that have yet to be imagined):

Multimedia
Simulations
Educational Games
Animations
Pre- and post-tests
Formative and Summative Quizzes
Adaptive testing
Networked Social Learning
Study groups
Analytic Datasets
Virtual and Flipped classes
Communities of Learning and Practice
Virtual classes.

Also see:

.

About the program (emphasis DSC):

Thanks to digital media, the Internet and new advances in understanding how students learn, educators are beginning to appreciate the importance of breaking out of the classroom and into the wider world. There’s a growing understanding that learning should not just be preparation for life, but is actually “life itself.”

Is School Enough? documents vivid examples of where new modes of learning and engagement are taking hold and flourishing. Featuring nationally recognized educators and researchers, Stephen Brown’s powerful stories show that when students have the opportunity to explore real interests and problems, they step up and perform at the highest level. This new approach reaches motivated students as well as kids that educators call “the bright and bored,” helping these learners tune in rather than drop out.

Is School Enough? introduces parents, educators, and everyone passionate about learning to:

• Students in Maine who work with veterinary experts and digital apps to prepare a new home for a retired circus elephant.
• Young people worldwide who use the online Harry Potter Alliance to launch meaningful social justice initiatives.
• A curious and creative teen who crafts her own educational experience based on her passion for natural healing and yoga.
• A young man in Oakland who produces state-of-the-art music videos to engage his community—and himself.

Through the voices of these inspired students and America’s foremost education thought leaders, Is School Enough? provides insight into an essential new understanding of what education can be in the 21st century. Is School Enough? is the second in a series of programs about kids, digital media and education. The first program, Digital Media: New Learners of the 21st Century explores students claiming digital media as a means of connecting, communicating, creating, and learning, while interpreting its importance and providing a window into 21st-century education.

E-books could be the future of social media — from fastcolabs.com by Michael Grothaus

Excerpt (emphasis DSC):

Both Apple and Amazon were designing e-book readers by copying the 2,500-year-old idea of books as self-contained collections of words, completely missing how readers share and discuss content online today. While most e-readers allow you to share passages or links to the book you are reading, and sites like Goodreads let you share what you’ve read, their implementations treat the book and the discussions around them as separate collections. Worse, these apps force users to venture into the distracting world of the open Internet when they want to share, making it hard to stay focused on reading.

This didn’t sit well with Berggren, so he came up with an ingenious solution: Make each and every book its own self-contained social network.

From DSC:
When people urge us to do things differently due to the technologies at our disposal, this is a great example of that. It rethinks what can be done now vs. how it has been done in the past. I like the increased opportunities this type of big-thinking, innovative solution offers for increased participation, collaboration, and discussion.

Questions that come to my mind:

How might this affect what’s possible with digital storytelling? With transmedia?
Could each MOOC/course/stream of content be its own social network?
“The app itself is free, so the company makes money by selling anonymized data it collects about its users’ consumption habits to publishers.” Will we see more of this type of business model?

Also see:

.

Also see:

From managing learning to building an Enterprise Learning Network — by Jane Hart

Addendum on 9/10/13:

Content as a Service (CaaS) — from knowledgestarblog.wordpress.com by David Grebow

Excerpt:

The etextbook in 2018 will be dramatically different than the etextbook of today. It will be coupled to an app that will provide you with Content as a Service (CaaS). CaaS will include many of the following features (and more that have yet to be imagined):

Multimedia
Simulations
Educational Games
Animations
Pre- and post-tests
Formative and Summative Quizzes
Adaptive testing
Networked Social Learning
Study groups
Analytic Datasets
Virtual and Flipped classes
Communities of Learning and Practice
Virtual classes.

From DSC:
What if the objects you touched you just wanted to know more about…? This could tie into educationally-related applications at that point!

Transmedia stories and games explained — from splash.abc.net.au by Dr. Christy Dena; with thanks to The Digital Rocking Chair for Scooping this onto Transmedia: Storytelling for the Digital Age
Opportunity abounds in the area of ‘transmedia projects’, or stories and games that span more than one medium or artform. Dr Christy Dena explains this evolving area of education. This is Part 1 in her blog series.

Excerpt:

One of the areas I work in is ‘transmedia’ or ‘cross-media’ writing and design. I work in the area as a practitioner, and also as an educator for industry professionals and undergraduate students. Transmedia or cross-media fundamentally refers to projects that span more than one medium; for example, a book and computer. I work in creating transmedia stories and games, and so also teach students about making their own. Over my two articles for ABC Splash, I share some of the approaches I use when giving students the opportunity to make their own transmedia stories and games.

Opening the door to transmedia projects — from splash.abc.net.au by Dr. Christy Dena
In her second article on transmedia projects, Dr Christy Dena shares the guidelines she’s created to open the door to this form of education in schools.

Excerpt:

It is important that students are given at least two media locations to work with, such as a website and poster. I always include a live event of some kind as well.

— from Walt Disney Imagineering Research & Development (“WDI R&D”)

From DSC:
Though it looks like the latest round appears to be done, what caught my eye here were the following items:

Blending the physical w/ the virtual and the platform:

The experience must take place simultaneously in a physical space and one of the following:
- Interactive Website
- Mobile (smartphone, tablet device, etc.)
- Another physical location
Other media formats and platforms are encouraged as well. Use your imagination!

Immersion

Digital storytelling

Creativity

New media literacies

Interactivity

Participation

Imagination

Questions:

How might these concepts be used in modern K-12 courses? In higher education?
How could our “textbooks” incorporate these concepts?
Which disciplines should be involved in these cross-disciplinary endeavors?

What we’ve learned about e-learning and Generation Z [indigomultimedia.com]

On 08/12/2013, in digital learning, education technology, elearning, generational differences, multimedia, new media literacies, online learning, online media, play, student-related, by Daniel Christian

What we’ve learned about e-learning and Generation Z –– from indigomultimedia.com with thanks to Mayra Aixa Villar for the Scoop on this

Excerpts/key points:

Online is as important as offline to Gen Z
Playing = Learning
Digital DNA

In the beginning was the Word; now the Word is on an app — from nytimes.com by Amy O’Leary

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Nathan Weber for The New York Times
Listeners use a Bible app during a sermon at Fellowship Missionary Baptist Church in Chicago.

Excerpt (emphasis DSC):

EDMOND, Okla. — More than 500 years after Gutenberg, the Bible is having its i-moment.

For millions of readers around the world, a wildly successful free Bible app, YouVersion, is changing how, where and when they read the Bible.

Built by LifeChurch.tv, one of the nation’s largest and most technologically advanced evangelical churches, YouVersion is part of what the church calls its “digital missions.” They include a platform for online church services and prepackaged worship videos that the church distributes free. A digital tithing system and an interactive children’s Bible are in the works.

…

This month, the app reached 100 million downloads, placing it in the company of technology start-ups like Instagram and Dropbox.

Learning Ecosystems

Getty Images bets on videos, transmedia storytelling [Lau]

See it. Like it. Touch it. Buy it. Some sharp interactive video tech by AVD Digital Media.

Transmedia stories and games explained [Dena]

In the beginning was the Word; now the Word is on an app [O’Leary]

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