Online interaction person. Chocoholic. Now blogaholic. Working to avoid tagaholism. Blog about online community, collaboration, communities of practice, blogging, technology in support of community, interaction and relationship online... And oh! By the wa
BEK, Bergen Center for Electronic Arts, is a non-profit organization situated in Bergen, Norway, which main aim is to be a national resource centre for work within the field of arts and new technology. BEK works with both artistic and scientific research and development and puts into practice an amount of mixed artistic projects. It also practices an educational program that includes courses, workshops, talks and presentations. BEK runs its own server and hosts several mailing lists and web pages for cultural organizations, artists and artistic projects.
In this paper I identify some current elaborations on the theme of participation and digital literacy in order to open further debate on the relationship between interaction, collaboration and learning in online environments. Motivated by an interest in using new technologies in the context of formal learning (Merchant, 2009), I draw on in-school and out-of-school work in Web 2.0 spaces. This work is inflected by the new literacies approach (Lankshear & Knobel, 2006a). Here I provide an overview of the ways in which learning through participation is characterised by those adopting this and other related perspectives. I include a critical examination of the idea of “participatory” culture as articulated in the field of media studies, focusing particularly on the influential work of Jenkins (2006a; 2006b). In order to draw these threads together around conceptualizations of learning, I summarise ways in which participation is described in the literature on socially-situated cognition. This is used to generate some tentative suggestions about how learning and literacy in Web 2.0 spaces might be envisioned and how ideas about participation might inform curriculum planning and design.
What is LDT? The Learning, Design & Technology Program prepares professionals to design and evaluate educationally informed and empirically grounded learning environments, products, and programs that effectively employ emergent technologies in a variety of settings. Program Overview
This is the November 2011 call for papers for a Special Issue of Research in Learning Technology, the Journal of the Association for Learning Technology (Volume 20, Number 4). From January 2012 Research in Learning Technology will be published by Co-Action Publishing as an Open Access journal.
a listing of open access journals (name, url, and RSS feed) that publish papers on the nexus between technology and education (educational technology, instructional design, e-learning, online distance education, and so on, and so on).
This article provides an overview of the design, implementation, revision and informal assessment of an information literacy curriculum embedded in a new University Foundations (UF) program at a mid-sized public university. The library information literacy sessions incorporated team-based learning and Process Oriented Guided Inquiry Learning (POGIL) elements using iPads. Each session provided students an opportunity to develop and apply information literacy skills, and included critical thinking questions which led students to think about underlying concepts. A focus group with the librarians assessed the UF library curriculum, its impact on student engagement, and the training activities for librarian teaching preparation.
Gameful learning is a pedagogical approach that takes inspiration from how good games function, and applies that to the design of learning environments. Game...
P. Bitzer, K. Lehmann, and J. Leimeister. Proceedings of the Eighteenth Americas Conference on Information Systems (AMCIS), Seattle, Washington, USA, (2012)340.
P. Bitzer, F. Weiß, and J. Leimeister. Eighth International Conference on Design Science Research in Information Systems and Technology (DESRIST), Helsinki, Finland, (2013)