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Posts Tagged ‘Digital Media and Learning’

DML Lab Updates 2014

Wednesday, January 22nd, 2014

We’ve been doing some totally fun work recently at the school DML Lab.

Digital Media and Learning Lab

Digital Media and Learning Lab

One of the senior bio classes beta tested the Gates funded STEM game Radix, MIT’s new immersive environment for genetics and biology. (Students land on an island and encounter a group called the “Curiosi, who ask them to help find solutions to some of the island’s worst problems, both environmental and societal.”)

Our machines were perhaps too slow to run the game efficiently, and it took a while to learn the game mechanics/terms before delving into the genetics content, but the overall response from the students was quite positive. They were inspired to continue the quest and learn more about the Radix world/ecosystem, plants, animals. MIT Education Arcade formal beta starts in Feb., I believe.

NWP Educator Innovator

The DML Lab received some funding from the National Writing Project for an Educator Innovator Grant. Earlier in the year, I used some of those funds to offer faculty PD sessions in Mozilla’s PopcornMaker with roughly 15+ faculty from the local high school and two elementary schools. The idea here was to use Popcorn to loosen up, relax, and play with digital media in fun ways by making presentations that draw content from the live web. This resource is ideal in that it encourages a high level of participatory engagement with the web as teachers create perpetually morphing experiences with video, location, Wikipedia, Soundcloud, Flickr, etc.

And, inspired by a student I work with, I used some of the Educator Innovator funds to purchase a PrintrBot Simple for roughly $300. The printer arrived—-unassembled—-and soon there was a bunch of students hanging out during Directed Study, building the printer and hacking various other projects. Very exciting. AutoDesk123D Catch, for example, offers a cell phone capture app we’re looking forward to using.

Hopefully we’ll soon print our first test cube. We’ve run into problems though because the PrintrBot shipped with no firmware on the card.

We’re also headed to Williams College to see the 3D printer they constructed this winter term.

Addendum: we checked out artist Lorna Barnshaw‘s work. She attempted to 3D print herself.  Seeing her work got us thinking about some of the possibilities beyond merely printing representations of geometric shapes or human forms. What, for instance, would it look like to print a spoken word?

(ex)Citing Remixes

Friday, May 31st, 2013


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?

Creative Commons

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?


Shininess coefficient (PDF)

An unusual opportunity: Implement Connected Learning

Friday, March 1st, 2013

Connected Learning at Mount Greylock High School

Mount Greylock Tech Ex - Connected Learning

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,,, and Mozilla projects such as Popcorn, Thimble, and Hackasraus.

OpenPathDemo_MountGreylockTEchExAnd, 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.