The DML Lab collaborates with teachers and students to integrate digital media with curriculum. Ideally the units we create are curiosity-driven, digitally connected, and reinforcing the work of the class/teacher. In Science 8 recently we wanted to demonstrate knowledge of biomes and ecosystems—flora/fauna, climate, abiotic factors, and environmental concerns such as deforestation, drilling, global warming, invasive species, etc.  In the past, students had made posters (which are still fun and cool!). This time, though, we introduced Mozilla’s PopcornMaker. We had also used Zeega in another class. Both are resources to remix the web and create media experiences that tap the Internet’s shifting data flow. The (80+) students did a good job, learning the PopcornMaker within a class period or two, researching, and creating some beautiful and at times informative pieces. See several examples in  here (works best in Chrome) or here.

Because tools like Popcorn and Zeega can tap the web (a Flickr or Twitter hashtag, a Wikipedia entry), and because those content sources change, it’s difficult to cite consistently and precisely what you’re pulling into the Popcorn project. Our students found much of their information from their Holt Science & Technology Environmental Science textbook, but I am sure other content found its way into the presentations. So the question arises: How do you cite a remix? Do you cite a remix of a remix? Creative Commons begins to address the attribution problem. And we could always use a Works Cited page at the end of the Popcorn project. But I’m not sure that adequately addresses our scholarly responsibility. Mitch Resnick and the Scratch team encourage remixing—borrowing others’ Scratch creations, using them as starting points, then modding them. Additionally, bringing outside (knowledgeable) voices into a presentation strengthens the argument. But when is appropriation alright, and how do we reconcile this act with academic research process?

Thoughts on remixing the web and introducing (new) digital media into the classroom.

Rights. As I understand, users have relinquished some degree of their rights when they signed a user agreement with, say, Flickr, so if the company (Yahoo) wants to share their photos, the user may or may not have recourse. Flickr thankfully uses Creative Commons, but what’s at stake here if attribution is not required the corporate content owner?

Content. When I introduced new tools—Scratch, Zeega, Popcorn, and others—the project content was sometimes not as deep as I had hoped. Yet in one unit the Prezis students made on periodic table elements delved deep into the atomic structures and properties of various elements. Did one tool lend itself more readily to the granular tasks at hand? No doubt, there is a delicate balance to be struck among several factors: the time and brain power needed to ramp up and learn tech and the creative process and research and academic rigor.

Shininess coefficient. Sometimes with limited effort students can produce a slick presentation, but it lacks depth. We need to see through this illusion and coax students toward substance.

Zeega and Popcorn—

Remarkable and powerful is the HTML5ness of PopcornMaker’s capabilities— it embraces the web and folds live portions of it directly and dynamically into the project. Students, though, habituated to a PPT or Keynote mindset, think in the linearity of slides. More experience with these tools will hopefully open up greater willingness to experiment with the live web and its branching, looping, constantly changing elements.

Grade. How do you grade a project that shifts and changes with the Internet?

Notes

Shininess coefficient (PDF)

Connected Learning at Mount Greylock High School

For the past eight months we’ve been implementing a Digital Media and Learning program at Mount Greylock High School. This new role is ideal in that it allows me to listen to teachers and students, then build ways for Connected Learning to amplify and augment their work. The nascent DML Lab has been implementing ideas both through a Tech Exploratory and with individual teachers, starting the organic needs that arise from the classes. The DML Lab is great in that it combines Jim Gee and Michael Levine’s Digital Teacher Corps with MacArthur/UC Irvine-backed Connected Learning. Best of all, it starts with questions and inquiry.

Thus far, we’ve completed projects in Physics, Science 8, English, Digital Citizenship, and other fields. We’ve also played with varying and various degrees of technology: MaKey MaKey, Fold.It, Scratch, http://hackety.com/, https://ifttt.com/, and Mozilla projects such as Popcorn, Thimble, and Hackasraus.

And, we’ve done some great live demos. Our OpenPath team (Jared Lamenzo, Ilona Parkansky, Shawn Van Every, and I) recently won our second round of funding from the Mozilla Foundation  and NSF to write some code. The first iteration of OpenPath uses WebRTC for real-time communication and co-learning around location. We demoed the first product with Pat Blackman’s and my Tech Exploratory, and shared insights and vision on how location-based learning, curation, and co-creation can take place in non-institutional settings, out in the world, where questions arise naturally, fluidly, spontaneously.

We also had the good fortune to demo the metaLAB at Harvard’s Zeega, which uses HTML5 as a  web publishing and interactive storytelling tool, using social media and real-time platforms. Ahmed did a great demo for us, and driven by the student interest, we created a mash-up: Gangnam Nayan Cat.

I am two months into my work with Mount Greylock Regional High School, where I am responsible for a nascent program in Digital Media and Learning. While the role is relatively uncharted at the school, I knew that I wanted to establish common ground regarding how we understood digital media and learning, and in specific, digital citizenship.

Liza Barrett teaches English at Mount Greylock and was cautiously eager to integrate technology with curriculum. Her 7th-grade classes typically do a multi-week exploration of autobiography in the fall, and we decided to fold digital citizenship into their work. Here is a sketch of our goals, process, and outcomes.

“Real” selves
Rather than simply tell students what to think, we asked them to generate ideas about themselves in a variety of contexts. First, we asked them to do a series of exercises, writings, and discussions concerning the different literal/physical/”real” contexts where they might find themselves—the classroom, the home, the playing field, hanging out with friends. The work was designed to raise their awareness of different contexts, their “self,” and how they act in those contexts. Of nearly 100 students, almost no one listed a digital context for themselves. Our work, however, suggests that they spend on average 20-25% of their waking time in some sort of digital context. (For recent data on teens and digital media, see Kristen Purcell’s presentation for Pew Research. Of note, “Some 76% of ALL teens are “social media users.“)

Digital Selves
Our next step was to investigate the digital contexts where students spend time. Across the board, these discussions were especially robust. Students shared places where they hang out with friends, where they spend time and money, and where they leave a digital footprint. Their comments were varied, from sharing ideas about applications and sites to expressing concerns about privacy, misrepresentation, and needing to unplug. We also defined citizenship and asked them to make linkages to the key concepts inherent in the definition—citizens belong to communities and groups, and they have rights and responsibilities. What then are your rights and responsibilities in a digitally connected world?

The culmination of the project presented students with a choice between two autobiographical essay assignments, both offering opportunities to include their digital “self” as a topic.  We also devised a project for collaborative group work where the kids synthesized their findings and opinions on digital citizenship to make a tri-fold mock-up/prototype pamphlet for elementary school students, presenting their Top Five Tips for being a good Digital Citizen. This project allowed students to distill their ideas, and to become teachers that share what they believe and know in an intelligent fashion.

Of note, our in-class work asked students to map out the hours of the day—asleep, awake—and then come up with an estimate of hours spent on some form of digital media (usually connected digital media: websites, games, mobiles, apps, etc.). The averages across classes suggest that 20-25% of their waking time spent with/in the digital. This specific exercise was especially powerful in that it implicitly underscored why we should investigate selfhood in a digitally connected world. It also highlighted our broader need to think about how kids are learning in these spheres and what Mount Greylock is doing to lead that process. Creating a Digital Citizenship unit that asks the entire incoming 7th grade to rigorously investigate their roles in these contexts is an amazing step toward this goal.

“Charting innovative scenarios for the future of knowledge creation and dissemination in the arts and humanities” –metaLAB

Last Thursday I visited openLAB, a showcase / open house for metaLAB at Harvard. They’re working on some fascinating ideas, projects that will have bearing on learning, inquiry, curation, and inter-disciplinary collaboration.

Some of the projects

Library Observatory: Harvard Accessions: using Digital Public Library of America (DPLA) API, this project tracks acquisition and accession of non-English items at the Harvard Library, rendering a curious and beautiful graphic representation across time, language, and events. Another piece juxtaposes accession with publication date, a swirling chronological visual narrative.

Zeega: Zeega.org is focused on inventing new forms of interactive storytelling and documentaries, a creation tool and platform combining editorial and design tools using HTML5, with JS libraries such as Backbone and Popcorn. (See http://mozillapopcorn.org/ for Mozilla’s work in this area.). You can click and drag content, collaborate with and through massive collections such as vimeo and Flickr, among others, and in general, start to make video work like the web (Mozilla). I am eager to try this with students.

A Wealth of Nations: The Wealth of Nations, Adam Smith’s book mapped to create a global geo-spatial representation of publication since 1776.

Digital Ecologies at Arnold Arboretum: Although just emerging in form, this initiative sounds especially promising for its embrace of a multidisciplinary approach that combines sciences, design, curation, and digital media. Project leader Kyle Parry writes, “We are asking what visitor experiences become possible when we integrate information and media ecologies into a living landscape teeming with natural and human histories.” This project, he notes, is “Conceptually situated at the intersection of nature and networks, landscape and media design, and science and aesthetics…”.

_____  _____

Throughout the evening, I participated in some great conversations, moving around the rooms, stumbling upon informal clusters of people gathered around visualizations, making observations, listening to presenters, and asking questions. Lots of good activity. One attendee seemed dismayed, though, that there weren’t enough Answers. And in truth, perhaps there were a few others who also longed for firmer conclusions, for tenable defenses. My sense is that answering questions was not the evening’s purpose, however.

Many of the openLAB projects looked at data artifacts or larger data patterns afforded by access to Library Cloud or DPLA. These works ask us to step back from the trees to see the forest. And as a result of this perspectival shift, viewers were curious. What is that contour and then sudden swirl in the Early Modern Collections visualization, and what does it say about the collecting (and funding) preferences of the institution? What is this anomaly is here, this lone instance of The Wealth of Nations in Argentina in the early 1800s? Why is it there?

These are “traces,” suggested metaLAB’s Mathew Battles. They are “bread crumbs” and paths we can follow, curate and, I would add, cultivate.

I like this language and imagery. It serves metaLAB projects well. In these works we start to see the nuances of data, contours and overlaps and intersections that we never would have seen. The odd thing is that these are patterns that have always been there, in front of us, but not visible. And strangely, we sometimes need to see a big picture in order to discover a small detail.  We encounter traces, residues, anomalies and patterns, and these moments of observation and inquiry become starting points for participation and collaboration, and for more questions. Resisting the Answer, then, becomes a beginning at metaLAB, not an end.

Library Observatory and A Wealth of Nations images from metaLAB.

In “What Tech in Schools Really Looks Like,” Audrey Watters describes the distribution of technology in US K-12 classrooms. Watters offers some notable examples of how schools are using digital media for learning, “[b]ut stories like these don’t represent what’s happening in most of our nation’s schools,” she points out. I argued a similar point re. mobile learning at MobilityShifts.org this fall: despite promising anecdotes and amazing potential, mobiles are not being leveraged for learning. The central idea for Watters, though, concerns inequity: “…the distribution of technology in our classrooms remains radically uneven. It differs by school and grade level. It differs by region. It differs in the make, model, and operating system of various computers. It differs in usage.”

There are a number of reasons why this is so, some of which I will examine in an article I am writing for IJLM, but for now I’d like to discuss a central point in Watter’s piece: BYOT (Bring Your Own Technology) / mobiles. More specifically, could the mobile device be a step toward addressing the radical inequality Watters describes? While this inequality reveals itself in varied regional and socioeconomic contexts, I’d like to focus on urban youth. We know from Pew Research that mobile adoption in black and Hispanic populations has been strong. In many instances, some less advantaged socioeconomic groups have skipped landlines and laptops, and have gone directly mobile. Is this an opportunity?

Here’s where Chris Emdin comes in. Emdin is a professor at the Department of Mathematics, Science and Technology at Teachers College, Columbia University. His recent work focuses on how to teach, or inspire the curiosity to learn, STEM subjects.

Emdin has a new book out, Urban Science Education for the Hip-hop Generation, one he recently discussed  in conversation with @NewBlackMan, Mark Anthony Neal.

In the interview, Emdin proposes our using the languages and culture of the “‘hood” to teach sciences. He suggests focusing on urban youth culture, a black vernacular that has been marginalized in STEM disciplines. How, Emdin asks, may hip hop culture be used as a pedagogical tool?

This makes sense: Use the forces and influences in brown and black students’ lives (what Emdin describes as “a way of knowing and being”) to connect content and skills for learning in sciences.

So, what if we were to connect the dots between Emdin’s ideas, Audrey Watters’ ideas, and mobile devices?

I can imagine an entire program designed and implemented around mobiles—the devices many students already own—to leverage mobile technology for STEM learning. Why don’t we design curricula that are mobile, using the neighborhood as the science lab? (You could easily use platforms such as TheWildLab.org.) And thinking about Connected Learning, I also imagine Mobile STEM for the ‘Hood as successfully embodying connected design and learning principals.

Learning Principles
Interest-powered
Peer-supported
Academically oriented

Design Principles
Production-centered
Openly networked
Shared purpose

On Connected Learning

And Audrey Watters

“What Tech in Schools Really Looks Like”

And Chris Emdin

I’ve been playing soccer with Joe Cleary for years. He teaches mathematics at The Loomis Chaffee School (CT) and was always curious about MobileEd.org, so I’d keep him up to speed. One thing led to another, and now Joe (@jhcleary), Scott MacClintic (@Smacclintic), and I are hosting a mobile learning conference on April 23, 2012 at Loomis. On board to present are Professor Eric Klopfer, MIT Associate Professor and Director of the MIT Scheller Teacher Education Program; Jared lamenzo, theWildlab.org; Ralph Morelli, Trinity College, Department of Computer Science (on App Inventor); Jon Moser, finalsite; and Crystal Fantry, Wolfram Alpha Research (using mobiles).

If you’re interested, please sign up. It’s a mere $25.

Further info.: Mobiles4Learning 2012 explores current practices and future uses of mobile technologies by/for secondary school educators and students. Hosted by The Loomis Chaffee School, this one-day gathering will bring together innovators who are leveraging cell phones and other mobile devices for educational purposes. In addition to teacher-led hands-on presentations and an Ignite Mobile Session, there will be a keynote address by Professor Eric Klopfer, MIT Associate Professor and Director of the MIT Scheller Teacher Education Program. Klopfer is also co-director of the recently created MIT Center for Mobile Learning.

I met Super Awesome Sylvia at DML2012 in San Francisco a few weeks back.

Her dad @techninja42 took this photo of us.

Super Awesome Sylvia spoke on a panel with Gever Tully (tinkering school), Jess Klein (Hackasaurus, Mozilla) and Dr. Preeti Gupta. She showed some clips from her maker show, episodes where she gets to destroy things, make things, experiment with stuff—sewable circuitry, Arduino, Coke Mentos Rockets, and MakerBot, among other things. Totally fun.

I had just spent the last few days at The California Academy of Sciences, working on our Universal Badges project for the Mozilla Foundation, etc. Seeing all the kids at the Academy (they supposedly have close to 2 million visitors a year), and talking a bit with Super Awesome Sylvia at DML2012, made me think of our projects at home. I was inspired to push forward with Hazel to complete our Etsy DIY amp (hesslerk).

After viewing some of Super Awesome Sylvia’s shows, we set to work soldering (lead-free!).

We need to troubleshoot, as the amp is distorting, but it still sounds pretty dirty and fun.

Here are some resources, in case you’d like to check out Super Awesome Sylvia:
SuperAwesomeSylvia/feed

Sylvia Show

Open Mobile Learning Badges: Scenarios

MobileEd.org’s proposal for Mobile Learning Badges was selected for the next stage of the Mozilla/MacArthur/HASTAC DML Competition. Here are some of the mobile learning scenarios I described in the application.

Mobile Environmental & Citizen Science

As a member of the local river and watershed organization, the Hoosic River Watershed Association (HooRWA), Tony participates in the annual flora and fauna census, collecting data and documenting the health of the local river ecosystem. Tony uses his mobile phone to geolocate, record, and contribute vital data sets to the larger study. Tony has earned two badges for his work with HooRWA—a Mobile Environmental Badge and a Mobile Citizen Science Badge.

Tony’s badges appear on his website, social media pages, and in Tony’s Learning Tree, an online dossier documenting his lifelong accomplishments in any number of activities and fields of study—both formal or informal.

Mobile Local History

Catherine, a college History major, uses her mobile phone to create several key bodies of content that the community now uses for educational and historic purposes.

For The Architectural Record, a work that documents noteworthy architectural structures and stories in her small city, Catherine uses an online map (Google, FourSquare, Layar, etc.) to geolocate and photo-document houses and buildings of historic merit. Community members use their mobile phones to tour the city, learn from the tags and audio recordings, contribute details and narratives, and view historic layers over their city.

She uses her phone to photo-document and record veteran’s narratives which become living documents on the community Veteran’s Center website. Further, students from the local elementary and high schools contribute fresh narratives each year, thereby perpetuating the growth and relevance of the veterans’ stories to community history.

Catherine received several badges for her work in this field: a Mobile Local History Badge, a Mobile Veterans’ Services Badge, and a Mobile Civic Engagement Badge.

Mobile Art

Ben is a digital and performance artist living in Pittsburgh, PA. His work concerns massive open participatory media events where disparate participants briefly form mobile art communities. Recently, Ben received a grant to implement his latest project: a mobile symphony. Ben set up seven telephone numbers, each with a different note, and another five lines that play found percussion sounds. Using trunking lines from a mobile VoIP (Voice over IP) provider, each number can be concurrently dialed and played by multiple callers. On July 14, over 85 participants gathered at Pittsburgh’s Cathedral of Learning to create a “mobile sound wave” with their phone speakers, and with the local experimental dance collective, create a spontaneous collaborative performance. Part of the artist’s interest lay in if and how a group of strangers could gather and then self-organize to make “art.” The event was a success.

Ben earned a Mobile Art Badge and a Mobile Music Badge. Participants also earned Mobile Community Art Badges for their involvement.

Mobile Fundraising and Civics

Margaret, the first of her family to graduate college, knows from personal experience that early intervention plays a powerful role in helping reverse failing trajectories. To help her Early Childhood Literacy Center raise money for their new initiative in underserved neighborhoods, Margaret collaborated with a local friend who had expertise in advertising and graphic design. Together, the two created a simple yet successful QR and Text For Literacy campaign in the city. They postered and distributed flyers, and they placed PSA ads with various media outlets. Community members, by texting “literacy” to 54454, could contribute $10, $20, or $50. The two women also persuaded a local business to host a coffee hour, where they shared success stories of the literacy program. Attendees could text in their support immediately.

Margaret earned two important badges through her work: a Mobile Volunteer Badge and a Mobile Educator Badge.

More on Open Mobile Learning Badges

MobileEd.org just submitted a proposal for the HASTAC / Mozilla Foundation / MacArthur Digital Media & Competition on Badges for Learning. See this link for our ideas on using badges to recognize achievement in mobile learning.

An excerpt from the application:

Because these learning activities fall outside the aegis of “school,” they go unrecognized. We must acknowledge noteworthy and meaningful achievement in use of mobile phones to pursue fields of learning or civic engagement outside traditional educational structures.

To address this need, MobileEd.org proposes creation of the Open Mobile Learning Badge program to recognize achievement using mobiles in various fields of interest—both in established learning practices and yet-to-be discovered modalities for learning that are made possible through mobile technology.

Please comment if you have insights that might be useful.