Students' passion is regained by facilitating conditions that provide the students with the opportunity to "own" the learning objective.
This link has been bookmarked by 55 people . It was first bookmarked on 07 Jul 2008, by Frances DiDavide.
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The rise of social media reflects new opportunities and outlets for creativity.
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Increased youth engagement through these activities
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cognitive surplus.
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elieves that a movement from passive activities such as watching television to more active and creative pursuits is emerging as a use of the cognitive surplus in the Web 2.0 era. Collaborative projects such as Wikipedia demonstrate that a previously unexploited collective intelligence can be tapped when the right conditions are established.
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08 Dec 13
Theresa MoanaThe journal and video posted on this web site explains more about the technology to engage students in their learning skills. Clay Shirky explain more about how to put learning education into interactive telecommunication programs. He emphasize how to increase youth engagement in activity represents. The video he post explains more into about interactions student have in technology and the usage. Sterling (2008) suggested that energy and creating that emerge outside of the school should be linked into the academic presentation of content. He also think that everything concern the school academic should be restricted or has a limitation. I really enjoy watching their two video concern about of how student should be engage using technology.
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multiple formats and channels of communication and creativity
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cognitive surplus
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phenomenon is associated not only with students’ abilities to access and enjoy media and online content, but also to create, produce, publish, and maintain it in real time
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presentation of content on the Web is subtly changing the way people read, process information, and think
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energy and creativity emerging outside schools should be harnessed and linked to the academic enterprise within schools
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We are looking to see how we capture that energy and passion in school. Often when they move into school, the energy goes out of it. I think we have to find ways to capture that excitement and get them as engaged in school work as they are outside. (Sterling, 2008)
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Informal learning happens throughout people's lives in a highly personalized manner based on their particular needs, interests, and past experiences. This type of multi-faceted learning is voluntary, self-directed, and often mediated within a social context
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lessons learned are not always translated into formats that can be employed within school settings
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Generation Y (Gen-Y), is the first to have lived their entire lives immersed in digital technologies. Almost all of the current Gen-Y students have computers and cell phones. They use communication technologies (instant messaging and texting) and social media (blogs, Facebook, etc.) extensively. Prenksy (2001) coined the term "digital natives" to describe this generation of students who are all “‘native speakers’ of the digital language of computers, video games and the Internet”
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Gen-Y teacher education students who are developing pedagogical and content knowledge can serve as collaborators in determining methods for adapting emergent social media and communications technologies to classroom use.
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development of a critical consciousness and critical media literacy on the part of students about new and emerging technologies, social media, and communications technologies and how they can best be utilized to teach or support the teaching of content.
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Social media are changing the world in ways not yet understood. The effects are rippling through news, business, entertainment, and the political arena. A new generation of students is significantly more active in the way that they create and interact with one another.
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The current generation of educators is not well equipped to serve as guides in this process – we are all learning together as new media technologies emerge
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The experience with communication technologies that teenagers today possess must be tapped by educators and connected to pedagogy and content, however, in order to address learning objectives in schools
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Teacher education faculty members are experienced in this arena. We are currently at a moment in time in which the current and next generation of educators each can make a genuine contribution by working together
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marilooBull, G., Thompson, A., Searson, M., Garofalo, J., Park, J., Young, C., & Lee, J (2008). Connecting informal and formal learning: Experiences in the age of participatory media. Contemporary Issues in Technology and Teacher Education, 8(2). Retrieved from http://www.citejournal.org/vol8/iss2/editorial/article1.cfm
http://www.citejournal.org/articles/v8i2editorial1.pdf -
02 Nov 10
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Donna Baratta"Connecting Informal and Formal Learning Experiences in the Age of Participatory Media"
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02 Jul 09
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Add Sticky NoteStudents’ energy and passion are lost, in part, because of the need to address specific learning objectives in a constrained amount of time.
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29 Jun 09
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21 Jun 09
monica arestaBull, G., Thompson, A., Searson, M., Garofalo, J., Park, J., Young, C., & Lee, J (2008). Connecting informal and formal learning: Experiences in the age of participatory media. Contemporary Issues in Technology and Teacher Education, 8(2)
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11 Jun 09
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04 Jun 09
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10 Mar 09
Stefani HiteThe Pew Internet and American Life project reports that the majority of all teens are now engaged in active creation of online content. The rise of social media reflects new opportunities and outlets for creativity.
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26 Feb 09
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07 Feb 09
David JakesThe renaissance stimulated by the World Wide Web is generating multiple formats and channels of communication and creativity. These include blogs, wikis, instant messaging, and texting in the realm of writing, podcasting in audio, countless sites such as
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11 Dec 08
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23 Nov 08
craig rolandBull, G., Thompson, A., Searson, M., Garofalo, J., Park, J., Young, C., & Lee, J (2008). Connecting informal and formal learning: Experiences in the age of participatory media. Contemporary Issues in Technology and Teacher Education, 8(2)
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20 Oct 08
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06 Oct 08
Connecting Informal and Formal Learning Experiences in the Age of Participatory Media
ict e-learning informeel_leren connectivism social_software onderwijs onderzoek for:edutweeter for:eduware
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28 Sep 08
Yvonne MurtaghCITE Journal. The renaissance stimulated by the World Wide Web is generating multiple formats and channels of communication and creativity; movement from passive activities such as watching television to more active and creative pursuits is emerging as a
web2.0 participatory interactive education2.0 Learning2.0 research
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Jill HeemstraConnecting Informal and Formal Learning Experiences in the Age of Participatory Media
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Jedd BartlettIn order to translate informal use of communication technologies outside school into applied activities inside school, educators must consider content and the pedagogies best suited for bridging these in- and out-of-school uses of technology. Schools of education provide a natural entry point for considering possible approaches for accomplishing this.
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27 Sep 08
Fernando SBull, G., Thompson, A., Searson, M., Garofalo, J., Park, J., Young, C., & Lee, J (2008). Connecting informal and formal learning: Experiences in the age of participatory media. Contemporary Issues in Technology and Teacher Education, 8(2). Retrieved from http://www.citejournal.org/vol8/iss2/editorial/article1.cfm
web2.0 media participación informal_learning technologias_educativas formal_learning digital_netives
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Timo RainioConnecting Informal and Formal Learning Experiences in the Age of Participatory Media
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24 Sep 08
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23 Sep 08
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Sarah SutterConnecting Informal and Formal Learning Experiences in the Age of Participatory Media (article by Bull, Thompson, Searson, Garofalo, Young, Lee, and Park)
article participatorymedia learning education web2.0 cognitivesurplus
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20 Aug 08
Mary Ann HarlanConnecting Informal and Formal Learning Experiences in the Age of Participatory Media
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07 Jul 08
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23 Jun 08
Public Stiky Notes
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