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Sixth Sense
Clip from TED: Pattie Maes from MIT
Media Literacies, Participatory Culture and Learning Styles in
Korean EFL Contexts
Maria LisakGwangju University
Overview
Henry Jenkins
Marc Prensky (Kolb's
learning styles)
Media Literacy
Participatory Culture
(Learning Styles)
Media Literacy by Jenkins
1. play2. performance3. simulation4. appropriation5. multitasking6. distributed cognition7. collective intelligence8. judgment9. transmedia navigation10.networking11.negotiation
Jenkins & PrenskyAdditional Literacies Jenkins Prensky Additional issues
Play Play v Work Project Mgt
Performance Active v Passive Transparency
Simulation Fantasy v Reality Cross Fertilization
Appropriation (Friend v Foe) Privacy Problem
Multitasking Twitch v Conventional
Distributed Cognition Random v Linear
Collective Intelligence & Networking
Connected v Stand alone
Judgment Ethics & Credibility Prioritization
Transmedia Navigation Graphics v Text
Patience of Learning Style & cognitive pace Negotiation Parallel v Linear
ST/LT time preferences or Feedback Style Payoff v Patience Intellectual
Property Problem
Media in EFL Class
Discovery of on-campus Storybook Center
Audio book
activity
Read Aloud &
record
Book review
Written
Paragrap
h
Oral book
report
Video
interpretation
Webquest
book discov
erygive feedback
to other learners
Book survey Selec
t a book for the
“Book to movi
e” team proje
ct
Scene enactment.
Video
role play.
Compose
theme music
for video
Video movie trailer
for “book
to movie” project
Overview Review
Henry Jenkins Marc Prensky (Kolb's learning
styles)
Media Literacy Participatory Culture (Learning Styles)
Problems in Participatory Culture - Jenkins
The Participation Gap
The unequal access to the opportunities, experiences, skills, and knowledge that will prepare youth for full participation in the world of tomorrow.
The Transparency Problem
The challenges young people face in learning to see clearly the ways that media shape perceptions of the world.
The Ethics Challenge
The breakdown of traditional forms of professional training and socialization that might prepare young people for their increasingly public roles as media makers and community participants.”
My Context
Transparency Ethics
Participation Gap Social capital gap Income gap English divide Digital divide
Participatory Gap Social capital gap
o Students may not have opportunities to participate in political discourses and opportunities involving networking and power relationships.
•Raise awareness about alternative people in Korean society.•Introduce research ideas to find a way to access goals.
Income gapo Limited access to money for competitive
educational purposes.
•Introduce research ideas to find a way to access financial assistance.•Ask for funding from GS Caltex, LG Chem and Hanwha Chemical.
English divideo Limited or no access to cram schools.o Public schools in Gwangju and Jeollanamdo
Provinces are chronically underfunded and suffer from lack of resources for learning purposes.
Relax the test taking atmosphere and introduce English as another skill like cooking, using a computer or driving a car.
Digital divideo Limited or no access to technology devices,
especially for learning purposes.
Provide opportunities and materials to use technology.
Participation gapo Little chance to engage in an economically,
intellectually, or creatively rich environments of opportunity
Provide opportunities to explore online participatory culture in English and Korean.
Solutions
Transparency problem
Dealing with “face”
Safety within the learning context
Training for independent learning
Solutions
Ethics challenge Portfolio generation Reflection
Documentation of change of skills
Documentation of solutions to learning difficulties
Overview Review 2
Henry Jenkins Marc Prensky Kolb's learning
styles
Media Literacy Participatory Culture Learning Styles
Kolb
Learner groups
Learning modes
Preferred learning methods
1 Accomodator
CE and AE
Role play, narration, and online peer interaction.
2Converger
AC and AE
Simulations, selecting information sources, guest speakers, and application to the "real world."
3Assimilator
AC and RO
Systematic approach, detailed directions, and computer-assisted instruction.
4 Diverger
CE and RO
Independent study, web searches, receiving many examples, and self-diagnostic activities
From IU IST W505 E-Lecture: Target Learners and Design Issues by Dr. Nora Chong
Successful Students
Concrete Experience
Abstract Conceptualization
Reflective Observation
Active Experimentation
Accommodator
Converger
Assimilator
Diverger
Culturally Sensitive Approach
Abstract conceptualism
Reflective Observation
Concrete experience
Active experimentation
Assimilator
Converger
Accommodator
Diverger
Finished? Thanks!
Henry Jenkins Marc Prensky Kolb's learning
styles
Media Literacy Participatory Culture Learning Styles
Survival of a Digital Immigrant Michael Wesch
› Crisis of Significance
› The first 10 minutes will change your view of “school”
› http://www.youtube.com/watch?gl=KR&hl=ko&v=J4yApagnr0s
new ways to organize info besides the superhighway/desktop/file metaphor
Power of hyperlinking, hierarchies arent needed (Google)
Blogs - creator of info Not mass media - most videos
uploaded to youtube are expected to be viewed by less than 100 people
"No body is as smart as everybody" - wiki mind set
Tagging - key words, file title, folksonomy - aggregated with others's tags
References
http://newmedialiteracies.org/ http
://pre2005.flexiblelearning.net.au/projects/resources/Digital_Natives_Digital_Immigrants.pdf
http://www.skagitwatershed.org/~donclark/hrd/styles/kolb.html http://en.wikipedia.org/wiki/Learning_styles http://www.youtube.com/watch?gl=KR&hl=ko&v=J4yApagnr0s http://
www.youtube.com/watch?v=NLlGopyXT_g&feature=channel http://
www.koreatimes.co.kr/www/news/biz/2009/06/123_47549.html Lisak, M. (2009) Mobile Learning Literacy: A Discovery Paper.
IU Course W505 Mobile Learning. Lisak, M. (2008) Final Project: A Critical Literacy Course Plan.
IU Course L501 Critical Literacy K-12
Relax into the Digital Flow
The Machine is Us/ing Us
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