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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Innovation in EvaluationApril 4th and 5th, 2011Cambridge, MA
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Frameworks for New Media
Literacy Assessment
Margaret Weigel, bambini [email protected]
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About me…
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http://www.bambini-media.com
http://www.pz.harvard.edu
http://www.projectnml.org
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Project New Media Literacies…
http://www.projectnml.org
-- one of the first three projects funded by the MacArthur Foundations $50M Digital Media and Learning Initiative (2005).
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Project New Media Literacies…
http://www.projectnml.org
-- one of the first three projects funded by the MacArthur Foundations $50M Digital Media and Learning Initiative (2005).
-- Year One: Framework for new media literaciesPrototypes of potential work
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Project New Media Literacies…
http://www.projectnml.org
-- one of the first three projects funded by the MacArthur Foundations $50M Digital Media and Learning Initiative (2005).
-- Year One: Framework for new media literaciesPrototypes of potential work
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Project New Media Literacies…
http://www.projectnml.org
-- one of the first three projects funded by the MacArthur Foundations $50M Digital Media and Learning Initiative (2005).
-- Year One: Framework for new media literaciesPrototypes of potential work
“Confronting the Challenges of Participatory Culture: Media Education for the 21st Century”
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What constitutes a participatory culture?
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What constitutes a participatory culture?
-- Low barriers to participation (i.e. access)
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
What constitutes a participatory culture?
-- Low barriers to participation (i.e. access)
-- Strong support for creating and sharing work with others
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
What constitutes a participatory culture?
-- Low barriers to participation (i.e. access)
-- Strong support for creating and sharing work with others
-- Informal mentorship where experience and knowledge is passed down to novices
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
What constitutes a participatory culture?
-- Low barriers to participation (i.e. access)
-- Strong support for creating and sharing work with others
-- Informal mentorship where experience and knowledge is passed down to novices
-- A sense of meaning and purpose
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
What constitutes a participatory culture?
-- Low barriers to participation (i.e. access)
-- Strong support for creating and sharing work with others
-- Informal mentorship where experience and knowledge is passed down to novices
-- A sense of meaning and purpose
-- Some degree of social connection with others (individuals, a community)
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Two fundamental challenges…
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Two fundamental challenges…
-- What to teach
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Two fundamental challenges…
-- What to teach
-- How to teach it
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Two fundamental challenges…
-- What to teach
-- How to teach it
-- The Transparency Problem:educating students to identity how media shapes information via presentation…
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Two fundamental challenges…
-- What to teach
-- How to teach it
-- The Transparency Problem:educating students to identity how media shapes information via presentation…
-- The Ethics Challenge:educating students to behave as a responsible participant and community member….
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What skills can be cultivated?
-- Play
-- Performance
-- Simulation
-- Appropriation
-- Multitasking
-- Distributed Cognition
-- Collective Intelligence
-- Judgment
-- Transmedia Navigation
-- Networking
-- Negotiation
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Play “the capacity to experiment with one’s surroundings as a form of problem-solving”
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?
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Play “the capacity to experiment with one’s surroundings as a form of problem-solving”
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Students are given ‘free time’ online to explore what interests them.
?
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Play “the capacity to experiment with one’s surroundings as a form of problem-solving”
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Students are given ‘free time’ online to explore what interests them.
?
Students use time online to chat with friends, skim the web, or browse inappropriate content.
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Play “the capacity to experiment with one’s surroundings as a form of problem-solving”
+-
Students are given ‘free time’ online to explore what interests them.
?
Students use time online to chat with friends, skim the web, or browse inappropriate content.
Is there an identifiable academic payoff?Is there sustained/deeper exploration?Does it captivate the student’s attention?
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Simulation “the ability to interpret and construct dynamic models of real world processes”
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Simulation “the ability to interpret and construct dynamic models of real world processes”
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Students grow a functional society from the ground up by playing “SimCity.”
?
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Simulation “the ability to interpret and construct dynamic models of real world processes”
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Students grow a functional society from the ground up by playing “SimCity.”
?
Students do not bother to discover what facilitates (or even breaks) the SimCity model.
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Simulation “the ability to interpret and construct dynamic models of real world processes”
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Students grow a functional society from the ground up by playing “SimCity.”
?
Students do not bother to discover what facilitates (or even breaks) the SimCity model.
Does the student understand processes better?Can the student deliberately alter outcomes by manipulating variables?
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Performance “the ability to adopt alternative identities for the purposes of improvisation and discovery”
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Performance “the ability to adopt alternative identities for the purposes of improvisation and discovery”
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A student adopts a professional role (I.e. architect) in a sustained fashion (epistemic games).
?
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Performance “the ability to adopt alternative identities for the purposes of improvisation and discovery”
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A student adopts a professional role (I.e. architect) in a sustained fashion (epistemic games).
?
A student either chooses a role s/he is not interested in, and/or cannot sustain the role.
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Performance “the ability to adopt alternative identities for the purposes of improvisation and discovery”
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A student adopts a professional role (I.e. architect) in a sustained fashion (epistemic games).
?
A student either chooses a role s/he is not interested in, and/or cannot sustain the role.
Does the student demonstrate an understanding of this role?Can the student engage with others while performing this role?
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Appropriation “the ability to meaningfully sample and remix media content”
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Appropriation “the ability to meaningfully sample and remix media content”
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A student creates a collage out of photos of the Civil War found online.
?
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Appropriation “the ability to meaningfully sample and remix media content”
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A student creates a collage out of photos of the Civil War found online.
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A student finds some random images and slaps them together in no particular order.
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Appropriation “the ability to meaningfully sample and remix media content”
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A student creates a collage out of photos of the Civil War found online.
?
A student finds some random images and slaps them together in no particular order.
Has the student found meaning in the content?Is this meaning new?Is it apparent to an external audience?Can s/he explain the choices made?
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Multi-tasking “the ability to scan one’s environment and shift focus onto salient details on an ad hoc basis”
+-
?
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Multi-tasking “the ability to scan one’s environment and shift focus onto salient details on an ad hoc basis”
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A student works on a ‘breaking news’ blog, updating content as it is sent along.
?
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Multi-tasking “the ability to scan one’s environment and shift focus onto salient details on an ad hoc basis”
+-
A student works on a ‘breaking news’ blog, updating content as it is sent along.
?
A student gets distracted by text messages and email, and does not return to the work at hand.
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Multi-tasking “the ability to scan one’s environment and shift focus onto salient details on an ad hoc basis”
+-
A student works on a ‘breaking news’ blog, updating content as it is sent along.
?
A student gets distracted by text messages and email, and does not return to the work at hand.
Does the student focus on appropriate material?Can s/he pick up where s/he left off?Can s/he ignore stimuli as necessary?
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Distributed Cognition “the ability to interact meaningfully with tools that expand our cognition.”
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?
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Distributed Cognition “the ability to interact meaningfully with tools that expand our cognition.”
+-
Student teams play a roleplaying game using handheld devices, which allow them to share information with other team members.
?
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Distributed Cognition “the ability to interact meaningfully with tools that expand our cognition.”
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Student teams play a roleplaying game using handheld devices, which allow them to share information with other team members.
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Students don’t share information, can’t or won’t operate the devices, and show no interest in solving the puzzle.
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Distributed Cognition “the ability to interact meaningfully with tools that expand our cognition.”
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Student teams play a roleplaying game using handheld devices, which allow them to share information with other team members.
?
Students don’t share information, can’t or won’t operate the devices, and show no interest in solving the puzzle.
Can the student operate the device?Does s/he use it appropriately?Can s/he understand/synthesize information?Is s/he engaged in solving the puzzle?
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Collective Intelligence “the ability to pool knowledge and compare notes with others towards a common goal.”
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Collective Intelligence “the ability to pool knowledge and compare notes with others towards a common goal.”
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Students compile a list of local government resources, publish it in a wiki, and initiate dialogues with community residents.
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Page 45
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Collective Intelligence “the ability to pool knowledge and compare notes with others towards a common goal.”
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Students compile a list of local government resources, publish it in a wiki, and initiate dialogues with community residents.
?
Students don’t share information with the broader community, or find it independently, that further the common goal.
Page 46
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Collective Intelligence “the ability to pool knowledge and compare notes with others towards a common goal.”
+-
Students compile a list of local government resources, publish it in a wiki, and initiate dialogues with community residents.
?
Students don’t share information with the broader community, or find it independently, that further the common goal.
Can the student interact with individuals and groups outside of school?Can the student identify existing information?Is the student engaged in the problem?
Page 47
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Judgment “the ability to evaluate the reliability and credibility of different information sources.”
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Judgment “the ability to evaluate the reliability and credibility of different information sources.”
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A student researches and finds several different cropped versions of a single news photo online.
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Judgment “the ability to evaluate the reliability and credibility of different information sources.”
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A student researches and finds several different cropped versions of a single news photo online.
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A student uncritically accepts the validity of images and content found online, and forwards found content along to friends.
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Judgment “the ability to evaluate the reliability and credibility of different information sources.”
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A student searches and finds several different cropped versions of a single news photo online.
?
A student uncritically accepts the validity of images and content found online, and forwards found content along to friends.
Does the student look for markers of credibility?Does s/he seek out different perspectives?Does s/he look for the source of online content, and the perspective(s) of the author(s)?
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Transmedia Navigation “the ability to deal with the flow of stories and information across multiple modalities.”
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Transmedia Navigation “the ability to deal with the flow of stories and information across multiple modalities.”
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A student uses a variety of platforms (instant message, PowerPoint, video camera) to create and share a story.
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Transmedia Navigation “the ability to deal with the flow of stories and information across multiple modalities.”
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A student uses a variety of platforms (instant message, PowerPoint, video camera) to create and share a story.
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A student uses a single modality to create a story, which is not shared online.
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Transmedia Navigation “the ability to deal with the flow of stories and information across multiple modalities.”
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A student uses a variety of platforms (instant message, PowerPoint, video camera) to create and share a story.
?
A student uses a single modality to create a story, which is not shared online.
Can the student find and create content in various forms? Can s/he conduct a search across multiple modalities? Can s/he follow a narrative across different platforms?
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Networking “the ability to search for, synthesize and disseminate information in a social network.”
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Networking “the ability to search for, synthesize and disseminate information in a social network.”
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Students stage a citywide protest about a pending bill in the State House via MySpace.
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Networking “the ability to search for, synthesize and disseminate information in a social network.”
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Students stage a citywide protest about a pending bill in the State House via MySpace.
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Students are upset about a pending bill in the State House, but can’t coordinate a protest.
Page 58
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Networking “the ability to search for, synthesize and disseminate information in a social network.”
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Students stage a citywide protest about a pending bill in the State House via MySpace.
?
Students are upset about a pending bill in the State House, but can’t coordinate a protest.
Can a student network with peers?Can s/he contact adults and professionals via online tools?
Page 59
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Negotiation “the ability to travel across diverse communities, discerning and respecting multiple perspectives, and following alternative sets of norms.”
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Negotiation “the ability to travel across diverse communities, discerning and respecting multiple perspectives, and following alternative sets of norms.”
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A student successfully participates in a national online forum with a wide range of participants and opinions.
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Negotiation “the ability to travel across diverse communities, discerning and respecting multiple perspectives, and following alternative sets of norms.”
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A student successfully participates in a national online forum with a wide range of participants and opinions.
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A student does not participate, and/or is unable to respectfully listen to different perspectives and opinions.
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Negotiation “the ability to travel across diverse communities, discerning and respecting multiple perspectives, and following alternative sets of norms.”
+-
A student successfully participates in a national online forum with a wide range of participants and opinions.
?
A student does not participate, and/or is unable to respectfully listen to different perspectives and opinions.
Can a student respect alternate opinions?Can he express himself clearly?Can she argue her case ?Can he change his mind when appropriate?
Page 63
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
More challenges…
Page 64
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
More challenges…
-- standardized testing
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
More challenges…
-- standardized testing
-- synthesizing assessment into existing subject domains
Page 66
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
More challenges…
-- standardized testing
-- synthesizing assessment into existing subject domains
-- shared standards across districts/states/nations
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| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
More challenges…
-- standardized testing
-- synthesizing assessment into existing subject domains
-- shared standards across districts/states/nations
-- combine assessment with taxonomy of skills, i.e. Bloom’s taxonomy