Selected Projects from Prix Ars Electronica Ian Banerjee (Ed.) Ingrid Fischer-Schreiber (Ed.) Kathi Reidelshöfer (Design) Content
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Living and Learning with New Media: Summary of Findings from the Digital Youth Project
The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning | November 2008 Living and Learning with New Media: Summary of Findings from the Digital Youth Project Mizuko Ito, Heather Horst Matteo Bittanti, danah boyd, Becky Herr-Stephenson, Patricia G. Lange, C.J. Pascoe, and Laura Robinson with Sonja Baumer, Rachel Cody, Dilan Mahendran, Katynka Martínez, Dan Perkel, Christo Sims, and Lisa Tripp www.macfound.org Living and Learning with New Media | The MacArthur Foundation 1 Building the emerging field of digital media and learning The MacArthur Foundation launched its five-year, $50 million digital media and learning initiative in 2006 to help determine how digital media are changing the way young people learn, play, socialize, and participate in civic life. Answers are critical to developing educational and other social institutions that can meet the needs of this and future generations. The initiative is both marshaling what it is already known about the field and seeding innovation for continued growth. For more information, visit www.digitallearning.macfound.org. To engage in conver- sations about these projects and the field of digital learning, visit the Spotlight blog at spotlight.macfound.org. About the MacArthur Foundation The John D. and Catherine T. MacArthur Foundation supports creative people and effective institutions committed to building a more just, verdant, and peaceful world. In addition to selecting the MacArthur Fellows, the Foundation works to defend human rights, advance global conservation and security, make cities bet- ter places, and understand how technology is affecting children and society. For more information or to sign up for MacArthur’s monthly electronic newsletter, visit www.macfound.org. -
Revisiting the Potential Uses of Media for Children's Education
Revisiting the Potential Uses of Media in Children’s Education Chris Berdik Winter 2020 The Joan Ganz Cooney Center at Sesame Workshop About the Author Chris Berdik is a freelance science and education journalist in Boston. A former staff editor at The Atlantic Monthly and Mother Jones, he has covered topics such as virtual schools, DNA forensics, and climate engineering for national publications, including The New York Times, Wired, Popular Science, Politico, New Scientist, and The Washington Post. Since 2015, he has also been a regular contributor to the Hechinger Report, a nonprofit education newsroom. His reporting has won grants from the Pulitzer Center on Crisis Reporting, the Society of Environmental Journalists, and the Solutions Journalism Network. In 2012, Penguin published his book Mind Over Mind, about medical and non-medical placebo effects. He is now working on a book about noise, expected to be published by Norton in 2021. A full-text PDF of this publication is available as a free download from www.joanganzcooneycenter.org. 2 CoNteNtS 4 — INTRODUCTION 6 — PART ONE Uncharted Territory? 7 What’s Been Done (Or Overdone)? 7 Where Are the Gaps? 9 — PART TWO Key Ingredients 10 Starting Points 11 Digital Do’s and Don’ts 13 — PART THREE Adults in the Room 14 Encouraging Adults 15 Desperately Seeking Curation 16 Scaffolding 17 — PART FOUR Fake News! 18 Media Literacy 19 Privacy 21 — PART FIVE Pursuing Equity 22 Big Picture 23 Small Steps 24 — CONCLUSION 26 — CONTRIBUTORS 3 INtroDuCtIoN On November 10, 1969, Big Bird took his first outsized steps down Sesame Street, introducing the world to a character that was endearingly goofy, but always eager to learn. -
Identify”-Ing a New Way of Seeing Amateurs, Moblogs, and Practices in Mobile Imaging
HEIDI RAE COOLEY “Identify”-ing A New Way of Seeing Amateurs, Moblogs, and Practices in Mobile Imaging Metal filings? Ice crystals on a bathroom window? A passing Tyrannosaurus rex? In November 2002, web designer Adam and a place via his/her MSD provide access Greenfield, coined the term ‘moblogging’.1 to not only a person’s running commentary Derived from ‘mobile’ and ‘weblog’, regarding his/her daily interactions but also, ‘moblogging’ indicated a shift, the emergence and more important to this essay, images that of a distinctive trend in weblogging (also correspond to the way s/he sees the world known as blogging), a form of electronic around him/her.4 journaling on the internet in which a person A particular moblog of interest is “Identify logs his/her thoughts and provides links to Game” located at the Textamerica website other sites to which others can respond and (identify.textamerica.com). Like the other contribute. The prefix ‘mo-’, an abbreviation moblogs hosted by Textamerica (as well as of ‘mobile’, redefined the character of other moblogs on the web), “Identify Game” blog journaling as it had been practiced posts images uploaded from MSDs and previously.2 Whereas blogging required a invites comments, or in the case of “Identify stationary point of access to the web, usually Game,” guesses, from visitors about the a desktop computer, moblogging happens images. However, the images posted to on-the-go. With mobile screenic device “Identify Game” are substantially different (MSD)—such as a camera phone or PDA with from the majority of those posted to other imaging capabilities—in hand, one can move moblogs; they demonstrate a particular about the city or other places and “post [his/ and extreme example of the imaging that her] experiences, narratively and visually, on MSDs foster. -
Design for Network Communities 04.04.2003 8:58 Uhr
CHI 97: Design For Network Communities 04.04.2003 8:58 Uhr CHI 97 Electronic Publications: Papers Design For Network Communities Elizabeth D. Mynatt Xerox PARC [email protected] Annette Adler Xerox Systems Architecture [email protected] Mizuko Ito Stanford University & Institute for Research on Learning [email protected] Vicki L. O'Day Xerox PARC [email protected] ABSTRACT Collaboration has long been of considerable interest in the CHI community. This paper proposes and explores the concept of network communities as a crucial part of this discussion. Network communities are a form of technology- mediated environment that foster a sense of community among users. We consider several familiar systems and describe the shared characteristics these systems have developed to deal with critical concerns of collaboration. Based on our own experience as designers and users of a variety of network communities, we extend this initial design space along three dimensions: the articulation of a persistent sense of location, the boundary tensions between real and virtual worlds, and the emergence and evolution of community. Keywords media space, MUDs, network community, shared space, metaphor, identity, virtual world © Copyright ACM 1997 ABSTRACT Keywords INTRODUCTION http://www.acm.org/sigchi/chi97/proceedings/paper/edm.htm#U12 Seite 1 von 13 CHI 97: Design For Network Communities 04.04.2003 8:58 Uhr WHAT ARE NETWORK COMMUNITIES? Design Dimensions of Network Communities Design Examples SHARED SPACE Spaces with Boundaries Space and Social Organization Spatial Metaphors and Physical World Affordances MANAGING THE "REAL" AND THE "VIRTUAL" Identity and Representation Managing Spatial Relations Reshaping Activity EVOLVING COMMUNITIES Technosociality Learning Opportunities History and Change Future Directions CONCLUSIONS REFERENCES ENDNOTES INTRODUCTION There has long been interest in the CHI community in supporting groups of people collaborating, in particular, the informal, awareness-rich, serendipitous, and robust practices of long-term communities. -
The Future of Thinking: Learning Institutions in a Digital Age by Cathy N
The Future of Thinking This book was made possible by grants from the John D. and Catherine T. MacArthur Foundation in connection with its grant making initia- tive on Digital Media and Learning. For more information on the ini- tiative visit www .macfound .org . The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning The Future of Learning Institutions in a Digital Age by Cathy N. Davidson and David Theo Goldberg with the assistance of Zoë Marie Jones The Future of Thinking: Learning Institutions in a Digital Age by Cathy N. Davidson and David Theo Goldberg with the assistance of Zoë Marie Jones Living and Learning with New Media: Summary of Findings from the Digital Youth Project by Mizuko Ito, Heather Horst, Matteo Bittanti, danah boyd, Becky Herr- Stephenson, Patricia G. Lange, C. J. Pascoe, and Laura Robinson with Sonja Baumer, Rachel Cody, Dilan Mahendran, Katynka Z. Martínez, Dan Perkel, Christo Sims, and Lisa Tripp Young People, Ethics, and the New Digital Media: A Synthesis from the GoodPlayProject by Carrie James with Katie Davis, Andrea Flores, John M. Francis, Lindsay Pettingill, Margaret Rundle, and Howard Gardner Confronting the Challenges of Participatory Culture: Media Education for the 21st Century by Henry Jenkins (P.I.) with Ravi Purushotma, Margaret Weigel, Katie Clinton, and Alice J. Robison The Civic Potential of Video Games by Joseph Kahne, Ellen Middaugh, and Chris Evans The Future of Thinking Learning Institutions in a Digital Age Cathy N. Davidson and David Theo Goldberg With the assistance of Zoë Marie Jones The MIT Press Cambridge, Massachusetts London, En gland This digital edition of The Future of Thinking is licensed under a Creative Commons Attribution-Noncommercial-No DerivativeWorks 3.0 United States License. -
Designing Learning Futures Digital Media & Learning Conference
DESIGNING LEARNING FUTURES DIGITAL MEDIA & LEARNING CONFERENCE MARCH 3-5, 2011 // LONG BEACH, CALIFORNIA SPONSORS OVERVIEW About the Theme: Designing Learning Futures Conference Chair and Committee Keynotes and Plenary Session Panelists CONFERENCE SCHEDULE [9] Overview [10] March 3, 2011 [11] March 4, 2011 [11] March 5, 2011 CONFERENCE INFORMATION Wireless and Social Media at DML2011 Conference Receptions and Gatherings CONFERENCE PROGRAM ABSTRACTS [15] March 3, 2011 [28] March 4, 2011 [51] March 5, 2011 CONFERENCE PROGRAM DEMOS AND EXHIBITS March 3, 2011: Mozilla Science Fair March 4, 2011: Demos & Exhibits Sponsored by the Pearson Foundation MAPS Conference Venue Maps Map of Local Area GENERAL INFORMATION About Long Beach Travel and Accommodation Local Cuisine SUPPLEMENTS RoadTrip Nation DMLcentral DML Competition DESIGNING LEARNING FUTURES DIGITAL MEDIA & LEARNING CONFERENCE Hilton Conference & Meeting Center // Long Beach, CaliforniaMarch 3-5, 2011 CONFERENCE CHAIR Katie Salen CONFERENCE COMMITTEE Kimberly Austin Student Volunteers Chair danah boyd Emerging Platforms and Policies Chair Sheryl Grant DML Competition Liason Chair Heather A. Horst Local Organizing Committee Chair Trebor Scholz Social Media Chair Mark Surman New Collectives Chair S. Craig Watkins Youth, Digital Media and Empowerment Chair KEYNOTE PRESENTERS Alice Taylor Muki Hansteen-Izora The Digital Media and Learning Conference is an annual event supported by the MacArthur Foun- dation and organized by the Digital Media and Learning Research Hub at University of California, Irvine. The conference is meant to be an inclusive, international and annual gathering of scholars and practitioners in the field, focused on fostering interdisciplinary and participatory dialog and linking theory, empirical study, policy, and practice. SPONSORS UNIVERSITY OF CALIFORNIA UC HUMANITIES RESEHRARCH INSTITUTEI DML hub CONFERENCE OVERVIEW The Digital Media and Learning Conference 2011 is the second annual event organized by the Digital Media and Learning Hub at the University of California, Irvine. -
Review Essay Can the Avatar Speak?Jola 1036 310..325
Review Essay Paul Manning TRENT UNIVERSITY Can the Avatar Speak?jola_1036 310..325 Coming of Age in Second Life: An Anthropologist Explores the Virtually Human. Boellstorff, Tom. Princeton: Princeton University Press, 2008. 328pp. Other recent books discussed in this essay: Communities of Play: Emergent Cultures in Online Games and Virtual Worlds. Pearce, Celia and Artemesia. Cambridge, MA: MIT Press, 2009. 308pp. Hanging Out, Messing Around, Geeking Out: Living and Learning with New Media. Ito, Mizuko et al. Cambridge: MIT Press, Forthcoming. Making Virtual Worlds: Linden Lab and Second Life. Malaby, Thomas M. Ithaca: Cornell University Press, 2009. 175pp. Otaku: Japan’s Database Animals. Azuma, Hiroki. Translated by Jonathan E. Abel and Shion Koro. Minneapolis: University of Minnesota Press, 2009. 173pp. Phenomenology of a Puppet Theatre: Contemplations on the Art of Javanese Wayang Kulit. Mrazek, Jan. Leiden: KITLV Press, 2005. 587pp. Play between Worlds: Exploring Online Game Culture. Taylor, T. L. Cambridge, MA: MIT Press, 2006. 197pp. I borrow the title of this review essay from a question asked along the way in Boellstorff’s book, Coming of Age in Second Life (Boellstorff 149, with a nod of course to expanding the famous question associated with Gayatri Spivak, “can the subaltern speak?”), to draw attention to the ways that the ethnography of virtual worlds presented in this book and some of the other recent books discussed here point up a number of largely unexplored analytic and ethnographic potentialities for linguistic anthropology. As the explicit intertexts of the title and various chapters of Boellstor- ff’s book suggest, the book’s central conceit is to explore the use of ordinary empirical methods of ethnography and participant observation to an extraordinary topic: to use an absolutely ordinary, conventional genre (ethnography), in book form, no less, to study an online community (Second Life, henceforth SL) (Boellstorff 29–30). -
NETWORKED PUBLICS PUBLICS NETWORKED VARNELIS EDITED by KAZYS Are and Network Technologies Digital Media Internet Has Now Part of Everyday Life
TECHNOLOGY/COMMUNICATIONS NETWORKED PUBLICS CONTRIBUTORS Walter Baer, François Bar, Anne Friedberg, Shahram Ghandeharizadeh, EDITED BY KAZYS VARNELIS Mizuko Ito, Mark E. Kann, Merlyna Lim, Fernando Ordonez, Todd Richmond, Adrienne Russell, Marc Tuters, Kazys Varnelis KAZYS VARNELIS is Director of the Digital media and network technologies are Network Architecture Lab, Graduate now part of everyday life. The Internet has “Networked Publics is the place to start for anyone seeking to understand the symbiotic changes in new School of Architecture, Planning, and become the backbone of communication, media and society today. Essential reading for both specialists and general readers.” Preservation at Columbia University, and commerce, and media; the ubiquitous a member of the faculty at the School Lev Manovich, author of The Language of New Media and Soft Cinema mobile phone connects us with others as it of Architecture, University of Limerick, removes us from any stable sense of location. Ireland. As architecture group AUDC, “The Networked Publics group brought together smart people across a range of disciplinary and theoretical Networked Publics examines the ways that together with Robert Sumrell, he is the perspectives to engage in a serious and sustained conversation about the current state and future the social and cultural shifts created by author of Blue Monday: Stories of Absurd directions of the new media landscape. The questions they ask are ones we all need to consider as we these technologies have transformed our Realities and Natural Philosophies. He learn how to live, work, collaborate, create, and engage as citizens in our new networked society.” relationships to (and definitions of) place, has also edited The Infrastructural City: Henry Jenkins, author of Convergence Culture: Where Old and New Media Collide culture, politics, and infrastructure. -
Found Technology: Players As Innovators in the Making of Machinima." Digital Youth, Innovation, and the Unexpected.Edited by Tara Mcpherson
Citation: Lowood, Henry. “Found Technology: Players as Innovators in the Making of Machinima." Digital Youth, Innovation, and the Unexpected.Edited by Tara McPherson. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 165–196. doi: 10.1162/dmal.9780262633598.165 Copyright: c 2008 Massachusetts Institute of Technology. Published under Creative Commons Attribution-Noncommercial-No Derivative Works Unported 3.0 license. Found Technology: Players as Innovators in the Making of Machinima Henry Lowood Stanford University, University Libraries . ..while to adults the Internet primarily means the world wide web, for children it means email, chat, games—and here they are already content producers. Too often neglected, except as a source of risk, these communication and entertainment-focused activities, by contrast with the information-focused uses at the centre of public and policy agendas, are driving emerging media literacy. Bearing in mind that the elite realm of high culture has already been breached, who is to say that this form of content creation counts for little?—Sonia Livingstone1 The focus of this essay is a new narrative medium, called machinima, which has sprung out of computer game technology and play since the mid-1990s. Machinima is “filmmaking within a real time, 3D virtual environment.”2 This means producing animated movies with the software that is used to develop and play computer games. The growth of machinima as a creative medium within digital game culture certainly reveals much about the creativity of players. Homing in on machinima as a form of player-driven innovation also teaches us lessons about how and what players learn from game technology and gameplay, how they share knowledge about what they learn, and how these engagements lead them to come to grips with issues that threaten to limit the potential of machinima as an expressive medium. -
Games, Gamification, and Game Design for Learning Innovative Practice and Possibilities in New Zealand Schools
Games, gamification, and game design for learning Innovative practice and possibilities in New Zealand schools Rachel Bolstad and Sue McDowall Games, gamification, and game design for learning Innovative practice and possibilities in New Zealand schools Rachel Bolstad and Sue McDowall 2019 New Zealand Council for Educational Research P O Box 3237 Wellington New Zealand www.nzcer.org.nz ISBN 978-1-98-854266-9 © NZCER, 2019 Contents Summary v 1. Introduction 1 Why research games and their role in learning? 1 Working with teachers to identify questions worth exploring 3 In search of a richer way to talk about games and learning 3 2. What makes games so engaging? 6 Student views on why games are engaging 7 “Failure” in games, compared with failure in school 8 What research tells us about games, motivation, and learning 9 3. How can games support school learning? 10 Game-based learning: An overview 10 Getting started with traditional and tabletop games 12 Using complex role-play games to stretch secondary learners 13 Valuing culture through games 14 Building digital capabilities through digital game design 16 Spontaneously gamifying (and hacking) everyday learning 17 Creating extended gamified quests for students 18 Rethinking classrooms as collaborative game design spaces 19 Other published examples of GBL in New Zealand classrooms 23 4. How does GBL benefit learners? 24 Engagement and motivation 24 Cohesion, collaboration, and inclusion 25 Revealing students’ strengths and interests 26 Did all learners engage with GBL? 27 Students’ perspectives 27 5. Can games help students learn subject knowledge? 30 What about “educational games”? 32 6. -
Sense in Communication
Draft – Comments and Suggestions Welcomed Version 1.32 Sense in Communication October 16, 2003 Abstract The demand for text messaging relative to telephony, the amount of time spent participating in virtual worlds or digital games relative to television viewing, and the value of camera phone ser- vices all depend on how persons make sense in communication. Three models for communica- tion are information transfer, storytelling, and presence. While analysis of communication has tended to employ the first two models, the third model provides a better orientation for recogniz- ing and organizing useful knowledge about sensuous choices in communication. Making sense of presence of another like oneself is a good that drives demand for a wide range of communica- tion services. From study of living organisms, artistic masterpieces, and media history, this work documents knowledge about this good. Providing means for persons to make sense of presence encompasses competition among communication services with different sensory qualities. Competition to support this good offers enduring opportunities to create high industry value. Note: The most recent version of this paper is freely and publicly available at www.galbithink.org When viewed on a color monitor or printed on a color printer, this paper contains color images. Douglas A. Galbi Senior Economist Federal Communications Commission1 1 The opinions and conclusions expressed in this paper are those of the author. They do not necessarily reflect the views of the Federal Communications Commission, its Commissioners, or any staff other than the author. I am grateful for numerous FCC colleagues who have helped me and encouraged me over the past eight years of my ca- reer at the FCC. -
T Is for Transmedia: Learning Through Trans- Media Play
TABLE OF CONTENTS Executive Summary 1 Introduction 4 Learning through Transmedia Play 10 Why transmedia and learning? 11 Origins of Transmedia: Key terms and logics 13 Transmedia logics 14 Transmedia for children 15 Ready to Learn Transmedia Initiative 17 Thinking Seriously about Transmedia Play 19 Transmedia play can promote new approaches to reading 19 Transmedia play can encourage learning through joint media engagement 21 Transmedia play can support constructivist learning goals 22 Learning to Play with Information 23 Building Transmedia Play Experiences 28 Examples of Transmedia Play 34 Case 1: Caine’s Arcade 34 Case 2: Story Pirates 39 Case 3: Flotsam Transmedia Experience 43 Future Directions for Research and Development 49 References 51 Executive Summary Within the context of a media saturated, hyper-connected, no storyline, such as open-ended videogames. Our explora- and rapidly changing world, the concept of “transmedia” tion of transmedia play and its relationships to learning in has come into the spotlight among those creating and using middle childhood is important and timely as more media media and technology for and with children. Transmedia, producers consider ways to incorporate transmedia into by itself, means “across media” and describes any combina- their creations and as educators increasingly look to new tion of relationships that might exist between the various media as a site for expanded and enhanced learning oppor- texts (analog or digital) that constitute a contemporary tunities. entertainment media experience. In recent years, the texts and practices associated with transmedia have developed Some transmedia experiences for children are designed through active conversations among fan communities, cre- with learning objectives in mind; for others, learning is not ative artists, entertainment industry executives, academic an explicit goal.