Mind Map of the Digital Age — from fastcompany.com by Richard Watson
A new map showing how the digital era is changing our minds and in particular about how new digital objects and environments are re-wiring our brains. Best viewed by people aged 35+ with full-time jobs and teenage kids.
About Horizon Project Navigator — from the New Media Consortium (NMC) by Nancy Reeves
The Horizon Project Navigator, currently in development by the New Media Consortium (NMC), will allow users to fully exploit the Horizon Project’s extensive and expanding collection of relevant articles, research, and projects related to emerging technology and its applications worldwide, as well as the NMC’s expert analysis and extensive catalog of sharable rich media assets. Users will be able to manipulate and customize information in real time, contribute new information, add their own commentary and analysis, and rate the quality and usefulness of the ideas, models, and content shared by the community.
We use Lynda.com and the feedback has been excellent. Back in 1997, I took a 1-day seminar from Lynda Weinman out at SFSU’s Multimedia Studies Program. I learned more from her in a few hours then I have in many courses. She knows how to make things very understandable…and she’s a great teacher. If she doesn’t know the topic, she selects people who know how to explain that topic in easy-to-understand terms.
So when I saw this item — Connect@NMC: Panel Discussion Led By Laurie Burruss of Lynda.com – Implementing Lynda.com Campus-Wide — I felt that I should pass it along.
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From DSC:
Perspectives from an English professor at Duke University, who has also studied biology and neuroscience, and who has been working for years on a variety of items surrounding this topic.
5Across: Beyond J-School — by Mark Glaser
5Across is sponsored by Carnegie-Knight News21, an alliance of 12 journalism schools in which top students tell complex stories in inventive ways. See tips for spurring innovation and digital learning at Learn.News21.com.
Just as traditional media has struggled with disruptive technology and the Internet, so too have the institutions that run journalism education. Most journalism schools and training programs are run by people whose careers were framed by print, broadcast and traditional PR, so how can students get the skills they need in the digital age? We convened a group of journalism educators, a trainer, a student and a J-school dropout to discuss how journalism education is shifting.
Guests
Lea Aschkenas wrote a story about her experiences for Salon. Her post-journalism school career includes a stint as a staff reporter, itinerant freelance writer, and author of the memoir, “Es Cuba: Life and Love on an Illegal Island” (Seal Press, 2006). She has also written for the Washington Post, Los Angeles Times, and San Francisco Chronicle. Currently, she works as a public librarian and teaches poetry-writing through the California Poets in the Schools program.
Kelly Goff is a senior in the journalism department at San Francisco State University, focusing on print and online journalism. She recently moved to San Francisco from Los Angeles, where she earned her associates in journalism from Pierce College. She is also an assistant events planner with the Journalism Association of Community Colleges.
Jon Funabiki is a professor of journalism at San Francisco State University and executive director of the Renaissance Journalism Center, which conducts projects to stimulate journalistic innovations that strengthen communities. Funabiki is the former deputy director of the Ford Foundation’s Media, Arts & Culture Unit and was the founding director of San Francisco State University’s Center for Integration and Improvement of Journalism. As a journalist with The San Diego Union, he specialized in U.S.-Asia political and economic affairs and reported from Japan, China, South Korea, the Philippines, Vietnam and other countries.
Lanita Pace-Hinton is the director of the Knight Digital Media Center, a continuing education program based at the University of California, Berkeley Graduate School of Journalism. The Knight Digital Media Center offers free week-long workshops that provides journalists with hands-on training on multimedia storytelling and how to use web tools and social media. Lanita has served as director of career services and industry outreach for the UC Berkeley journalism school. She advised students on skills development and how to prepare for their entry into the profession.
Full disclosure: The Knight Digital Media Center is a sponsor of PBS MediaShift.
Howard Rheingold is a prominent author, educator and speaker on technology and the Internet. He wrote best-sellers about virtual reality and virtual communities, and was the founding executive editor of HotWired. He also founded Electric Minds in the mid-’90s. Rheingold has taught as appointed lecturer at UC Berkeley and Stanford University and has spoken about the social, cultural, political and economic impacts of new technologies.
Also see:
College journalists: Master new media or disappear — from USAToday.com
Last month, a college newspaper adviser from Florida, writing in the Huffington Post, took student journalists to task for failing to exploit their multimedia savvy. He’d been judging a contest and concluded that, except for some clear standouts, most of the stories on college newspaper websites looked like they were “tossed online without much thought. Or pictures, graphics, or video.”
Here, Jerod Jarvis, a senior majoring in journalism at Whitworth University in Spokane, Wash., challenges aspiring scribes everwhere to “be on the forefront of this revolution” and “move the industry forward.” Take it away, Jerod:
Also see:
Leveraging digital media across the higher education campus
Phil Ice, Ed.D., Dir. of Course Design, R&D, American Public University System
Sebastian Diaz, Ph.D., J.D., Assoc.Professor, Technology, Learning and Culture, West Virginia University
Ellen Wagner, Ph.D., Executive Director, WCET
Note: This webinar from earlier today was sponsored by Adobe. This is the white paper from that webinar, which contains the below excerpts:
The Multimedia Landscape in Higher Education
In higher education, the effective integration of rich multimedia assets and platforms (and the requisite design and development skills demanded for their effective use) has become an expectation from schools of design, art, and communications. Engineering and journalism programs have recognized that as technology transforms industries, students with design and development proficiencies are in high demand. The obvious value of improving analytical and digital communications for teachers is now being addressed through initiatives such as the i3 Fund. Relatively less attention has typically been given to the integration and use of multimedia in other disciplines.
Emerging New Media Literacy in Academia
This paper has thus far explored the implications that collaborative, creative software solutions have on how we evaluate academic work. Just as importantly, one needs to consider the changing nature of how we communicate that work within the Academy. As the prices for video cameras continue to fall, the expectations for manifesting our work in new media formats will continue to rise. Given the availability of software such as Adobe Premiere Pro, we are finding that it is increasingly quite reasonable to expect that students possess the tools and skills necessary to produce representations of their work in dynamic visual formats, as is evidenced by www.YouTube.com. Although for a while it was believed that YouTube was an online version of America’s Favorite Home Videos, it is dangerous to assume that this phenomenon is merely a fad among the younger generation. Today’s YouTube is a marketing machine used by commercial and nonprofit entities alike, an online school and a news portal as well. YouTube serves as an accurate indicator of how newer generations will express themselves personally, artistically, and academically through what is commonly referred to as new media literacy.
Conclusion
Members of the Academy should anticipate that in the future conventionally printed papers will be replaced by much more dynamic multimedia representations of academic work. This applies not only to student assignments, examinations, and theses; it also applies to faculty work. Even as we begin to struggle with the fundamental shift from paper-based publication of work to electronic formats on the Internet, we also need to anticipate that in the near future, this research will take on new media formats. To help our faculty prepare for these changes, academic institutions must develop formal and informal faculty development initiatives to address the changes. In anticipation of these changes, it is imperative that academic departments and colleges begin to embrace technologies like Adobe Creative Suite such that we continue to develop our own intellectual capital as well as that of our respective institutions and the Academy.
From DSC:
I appreciated this well-done webinar. I also appreciate the work Adobe has done in the past and is currently doing.
I must say though, I struggle with how much we can load onto 1 person’s plate — i.e. the faculty member. We need a more team-oriented approach I think…as the bar continues to get higher and higher…and 1 person just can’t do it all anymore.
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Where will kids put the Internet in the world? — from freetech4teachers.com by Richard Byrne
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Also see:
“We deliver 21st century technology learning opportunities that foster academic excellence leading to global collaboration, digital citizenship, and a love for learning.”
Education remix: New media, literacies, and the emerging digital geographies — from Australian Policy Online by Lalitha Vasudevan [via GetIdeas.org blog]
This article explores instances of youth educating themselves beyond the boundaries of school through engagement with and production of ‘digital geographies’, or the emerging landscapes that are being produced through the confluence of new communicative practices and available media and technologies.
A framework of digital geographies, which is grounded in theories of spatiality, literacies, and multimodality, is used to analyze the social media practices and multimedia artifacts produced by two court-involved youth, who are part of an ongoing, multi-year ethnography of an alternative to incarceration program. Attention to digital geographies, and attendant communicative practices, can yield important insights about education beyond the school walls. The conclusion addresses the implications of this research for meaningful educational contexts for adolescents’ literacies and how learning might be conceptualized and designed within school.
Make Me a Story
Teaching Writing Through Digital Storytelling
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“Just as writing can be a process of discovery, so can digital storytelling, where images, words, and music all work together to create meaning.” — Lisa Miller
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Excerpt of contents
Introduction
Chapter 1: Stories That Matter
Chapter 2: How Do Writers Tell (Digital) Stories?
Chapter 3: Taking Students Through the Writing Process, Part 1
Chapter 4: Taking Students Through the Writing Process, Part 2
Chapter 5: Learning Through Digital Storytelling: Standards and Assessment
About the author
Lisa C. Miller is an associate professor of journalism at the University of New Hampshire and has worked on digital stories with elementary school teachers and students.
