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The New School
Policy Day [P]
Saturday, October 15
10:00 am - 5:30 pm
Tishman Auditorium, Alvin Johnson/J.M. Kaplan Hall, 66 West 12th Street 
 
Co-chair for Policy Day: Karen De Moss
Many of the technologies transforming our learning processes have not emerged from within schools and universities; what’s more, they often are marginalized within the walls of our traditional educational and learning systems. Yet the changes technologies have brought in how we live, learn, work, and communicate are profoundly shaping conversations within and about our educational institutions.  This Policy Strand explores implications for our educational institutions based on insights from the Mobility Shifts experts, innovators, and entrepreneurs. 

Throughout the week, scheduled events provide perspectives on four critical areas for educational and learning systems to consider: 
Impacts and Approaches of Mobile and Digital Learning
Open Access/ Curricular Materials
New Models and Structures for 21st Century Learning
Assessing Non-Standardized Learning 

From new experiments like DIYU and badges to analyses of challenges and opportunities in democratization and globalization of mobile technologies, these events will provide policymakers grounding in some of the major concepts influencing discussions about shifts in 21st century education. 
The New School will provide analysis of the policy-related events from the week-long conference as part of Policy Day. Policy Day The Policy Day focuses on the particular contexts of K-12 and higher education systems and our need to rethink how we design, deliver, and assess learning in schools and universities.

10:00 am  
MobilityShifts Highlights 
An Analytic Overview of Summit Events Related to Policy  

11:00 am  
Opening Remarks and Keynote:
Trebor Scholz (Chair, MobilityShifts)
Dr. David Van Zandt (President, The New School)
Eduardo Ochoa (Assistant Secretary for Postsecondary Education)*

12:30 pm
Lunch Break 

1:15 pm  
Hopes and Speed Bumps: Lessons from Developing Technology Innovations in Federal Offices
Richard Culatta (US Senate; ThirdRail Games)
Suzanne Hall (U.S. Department of State)
Hal Plotkin (Department of Education Advisor)

3:00 pm  
Implications for K-12 and Higher Education Systems
A discussion and Q&A with leaders in policy, higher education, and K-12

9:30-11:00 am
Theresa Lang Student and Community Center, Arnhold Hall, 55 West 13th St. 2nd floor

Certifying Self-Learning, Accreditation, and The DIY University [DIYU; ST]
Benjamin Scott Selznick (Marymount Manhattan College)
This presentation will position mobile education as one response to a student-as-consumer model to understanding the motivations and behaviors of students enrolled in higher education. In this model, students are conceived of – by both themselves and by learning institutions – as rational consumers primarily interested in receiving the maximum rate of return on their educational investment. This talk argues that when operationalized for actual educational delivery this model raises questions that can inform thinking on learning without a school. It further argues two points concerning the present and future of mobile education. First - that this education, either delivered in a for-profit or not-for-profit context, has the potential to create both humanistic and economic outcomes for an ever greater number of learners. Second – that degrees granted beyond place-based education must overcome hurdles of perceived value in the employment marketplace and that it is the responsibility of students, educational providers and employers to seriously examine this pressing issue. It will also touch upon the importance of educational institutions addressing their own “neophobia” and embracing opportunities to create hybridized (place-based/mobile) learning environments within currently existing educational structures.

Michael Karnjanaprakorn
 
(Skillshare)
This provocative talk will challenge the idea that a college degree is synonymous with success.  With college loan debt higher than credit card debt in this country, the world needs a learning revolution. The pinnacle of education should revolve around gaining all kinds of knowledge, not “just” going to college. By the time a university starts teaching "Location Based iOS Development," it'll be outdated and irrelevant, so we need to flip the traditional notion of education on its head and democratize learning. This talk is all about DIY U: learning outside the four walls of a classroom and turning our cities into campuses and our neighbors into teachers. The talk will also discuss how we can harness the magic of the web to unite peers who can teach and learn from each other in the real world, offline. How and what we're learning is changing rapidly, and we need to transform our thinking about what education means.
 
Alexander Halavais (Quinnipiac University)
There has been a recent resurgence of the idea that personal learning networks can represent an alternative to existing universities, institutions that have weathered the industrial and information revolutions with only modest shifts. This talk argues that the best strategy is not that of the alternative university, but rather of developing a networked superstructure that is open to participation by traditional, conservative institutions. New technologies work in concert with political and economic forces that call for the unbundling of university services, even as universities seek to further bundle their offerings as total lifestyle packages. This unbundling is already occurring, largely for economic reasons, and often without enough consideration of the pedagogical or human outcomes. Making the university (and the school, and the museum) once again a convivial institution requires liberating the working pieces from the broken, and creating modular, transparent, and interoperable components. The best starting point for this is freeing the transcript, and looking for workable alternatives to certification.

10:00 am - 12:00 pm
66 West 12th St., room 407

Using Video for Change: Transferring WITNESS' 20 Years of Best Practices to an E-Learning Training Resource for Human Rights Activists (Witness/UX Interactive) [DIYU; W]
Chris Michael (WITNESS)
Bryan Nunez (WITNESS)
Adam Rasmussen (UX Interactive)
This workshop will focus on WITNESS’ new Video Advocacy Planning Toolkit, an open-source online and offline interactive resource designed to support human rights advocates’ use of video for change. WITNESS is an international human rights organization based in Brooklyn. The Toolkit is its first effort to provide an interactive, self-directed online learning experience for the human rights defenders it cannot support in-person that request trainings and support as they integrate video into their advocacy work. The Toolkit invites users to create a video action plan, the strategic planning document that is rooted in WITNESS video for change methodology and the bedrock of its partnerships. Users are invited to not only answer questions, explore case studies and resources, they are asked to respond to questions within introductory videos via YouTube annotations. The goal is to combine video storytelling with interactive e-learning and a “choose your own adventure” experience. At anytime, users can download and share their plan with colleagues, allies and funders.
Workshops require additional registration at no extra cost.
Please visit HERE to register.

10:00-10:45 am
Anna-Maria and Stephen Kellen Auditorium, Sheila C. Johnson Design Center, 66 Fifth Avenue

Can Public Education Co-Exist with Participatory Culture? [DF; I]
Henry Jenkins(University of Southern California)
Elizabeth Losh (Sixth College, UC San Diego)
Henry Jenkins (Team Cultural Studies) and Elizabeth Losh (Team Critical Theory) offer a progress report on whether and in what ways the public schools and universities are going to be able to absorb or meaningfully deploy what Jenkins calls "participatory culture." Rather than an abstract discussion of a theoretical construct drawn from their supposedly opposite positions studying fan culture and institutional rhetoric respectively, the two will discuss concrete experiences of young people acting appropriately or not, inside or outside the classroom. What might a participatory learning culture look like? What policies make it hard for even supportive teachers to achieve in their classrooms? What stakeholders would need to be engaged in order to change the current cultures of our school? How might participatory learning take place beyond the schoolhouse gates? What is everyone afraid of?

10:00 am - 12:30 pm

Wollman Hall, Eugene Lang Building, 65 West 11th St., 5th floor
 

Dispelling The Myth of The Digital Native [G; DIYU; ST
Anita Say Chan (University of Illinois, Urbana-Champaign)
This short talk will be based on an ethnographic study of Peru’s Plan Huascaran, a digital education program launched in 2000 that laid the foundation for later digital education initiatives in Peru, including the One Laptop Per Child project. It promised to prepare Peru’s public schools for the networked 21st century not only by equipping them with new ICT-enabled innovation classrooms but by retraining rural teachers to become responsible for its local operationalizing. Teachers were re-skilled, according to state officials, to think technologically - so that they would become both technical administrations of computer networks, and digital authors of new computer-based educational materials. This study analyses the means by which Plan Huascaran displaced state reform with individual reform via instructing rural teachers in technological thinking. It underscores the critical role that local, situated histories of technological development play in the planning, adoption, and deployment of contemporary digital initiatives. And it highlights how ICT-based education initiatives have promoted digital literacy as a universal obligation for all classrooms (including those serving developing or rural communities) and demonstrates how states newly target teachers for digital literacy programs in the process of implementing new educational technologies. In further connection with the conference themes, it also aims to expand the definition of digital learning by considering how planners outside the US have defined digital learning practices; and presents a case outside of the US where rural subjects are urged by states to cultivate digital innovation practices via new ICT-enabled classrooms.

Dylan Wittkower (Old Dominion University)
The idea of digital nativity was based on abstraction; when we look in detail at the digital activities of high school and college students, we see deskilling and consumer training rather than information literacy or technical fluency. Still, that deskilled consumer nativity may be adaptable in such a way that it can become literacy. We too should mine the narrow and profit-driven consumer training that students have undergone for kinds of inquiry and critical engagement for which they may have inadvertently been given tools. For one set of examples, we can turn to Facebook. Where the loss of the intuitive experience of interiority and solitude may present a challenge for educational projects founded upon thoughtful and independent evaluation, the presence of the intuitive experience of problematized utterances and silences may present an opportunity for educational projects founded upon critical assessment of information sources.

Orit Halpern 
(The New School for Social Research)
The scene of training managers of the future information economy in the processing of data from 1953 with Charles Eames and George Nelson demonstrates that this epistemology of vision and communication was not isolatable to a single lesson. Rather, Eames and Nelson demonstrated a mid-century reconfiguration of cognition, perception, and sense that continues to underpin our relationship to the screen, the mind, and the economy in the present. This talk will investigate the emergence of this new form of education and new idea of the mind in cognitive science, neuroscience, design, and business school that made the world an interface, the mind a communication channel, and the subject a manager. These mid-century practices provided an infrastructure that continues to support our contemporary ideas about knowledge, value, and innovation.

Richard Scullin 
(MobileEd.org) and Jared Lamenzo (Mediated Spaces, Inc. WildLab)
MobileEd.org has been active in digital media & learning space for over a decade. A consistent theme of MobileEd.org’s work has been how mobile technologies will find entry to and gain traction in the context of K-12 curricula. Though informed by theoretical concerns, the pragmatics (and praxis) of real-world implementation are the center of MobileEd.org’s work. How will teachers and students actually use mobiles for inquiry-based learning? To that end, MobileEd.org is currently engaged in a series of interviews and case studies with K-12 teachers and students from four elementary, charter, and high schools. The purpose of this research is to shed light on the stumbling blocks, and the prospective opportunities for leveraging mobile technologies in real-world, contemporary educational settings. This work is an effort to bridge the gap that sometimes exists between theory and implementation/use. The project also hopes to share several new, student-generated ideas on how mobiles might be used to complement learning.

Lauren Berliner 
(UC San Diego)
This short talk will revisit the myth of the digital native and explore the limitations of the “digital literacies” paradigm. A case study will be presented in which a workshop of LGBT youth video makers were tasked by the community center that sponsors the group (The Center) to respond to the perceived epidemic of anti-gay teen bullying with a public service announcement (PSA) to be distributed to Gay/Straight Alliance clubs in San Diego area high schools. In using the video project as a way to improve the lives of the teens they serve, The Center assumed an equation that the teens could empower themselves through a process of making visible LGBT teen experience through their personal experiences. The production process laid bare some of the limitations inherent with this liberal model of video production and the often-criticized PSA model in particular, as it emphasized the impossibility of making bullying visible. Yet, at the same time, the process of the production helped to open up a mode of sociality and intersubjectivity among the participants that was not as available through other uses of digital media in the workshop. This talk will show that rather than being an end within itself, the PSA production process can be re-imagined as a useful pedagogical exercise to encourage criticality and forms of liveness that can help develop individuals who can be habituated into forming critical communities.

10:30-11:30 am
Alvin Johnson/J.M. Kaplan Hall, 66 West 12th St., room 510

We Hear You: Mobiles As Listening Agents in Villages, Networks and Algorithms [P; G; L
Kate Crawford (University of New South Wales, Australia)
How do we listen to mobiles, and how do they listen to us? Much commentary on mobiles has focused on the way they influence the act of looking, from video and photographic affordances to augmented reality. Instead, this talk will assess the way we are learning to listen with and through mobiles, and how they too act as listening agents. Based on ethnographic research in Australia and India, this talk will consider how listening with mobiles reshapes public space, from desert villages in Gujarat to cities on the coast of Australia. Mobile listening occurs in multiple modes: listening to the immediate environment, network listening in social media space, geolocative listening and mobile tracking, and algorithmic listening. At each level, these affordances raise complex questions about the ethics of mobile listening.

10:30 am - 12:30 pm
Sheila C. Johnson Design Center Orientation Room, 2 West 13th St., Ground Floor

Brazil, Mexico and The United States: Media Education for The Underprivileged [G; ST
Roberta Purper Brandao (Rio Film Institute/State Secretary of Culture, Rio de Janeiro, Brazil)
Space MM is a new media initiative to foster transnational digital inclusion and fluency for youth through public libraries in Rio. This short talk is an overview of Space MM and its pilot cross-media workshops at Manguinhos Park Library in Rio. The Space MM project includes both a physical and online space design as well as monitored workshops providing new and old media literacy for underprivileged youth. Space MM is the first new media space of its kind for youth in Brazilian public libraries. It represents a crucial step forward in fostering new media literacy for underprivileged communities. Playful cross-media activities in monitored spaces can promote creative discovery and literacy, even under constraints such as social violence, poverty, and underdeveloped learning skills. The talk will touch upon digital inclusion limitations and possibilities in Brazil and other BRIC countries. The Space MM project welcomes opportunities for cross-cultural exchange in new media literacy (including P2P language learning, chain-story collaboration, and technical support).

Marisa Jahn (People’s Production House/REV) and Stephanie Rothenberg (State University of New York, Buffalo/REV)
This presentation explores pedagogical framework that leverages the expertise of multimedia digital media production when tied to strategic moments within an advocacy campaign. One case study is a multimedia project produced with Domestic Workers United that gets the word out about the state-wide landmark bill of rights achieved in 2010 for nannies and caretakers. Another example is a multimedia project produced with a group of day laborers from Queens, NY to produce a wallet-sized know your rights guide as well as a web/phone-accessible audio tracks that informs day laborers and their employers about labor laws. Both projects involve innovative forms of open access Voiceover IP so that the information can be accessed through dial-in telephony made for the most basic cellphone. As both these projects involve innovations in forms of information exchange, broadcast, and access, they strive towards context-appropriate DIY technology that is sustainable for the groups for whom they are intended (low-wage workers and immigrants). They both also operate on non-monetary models, while reframing knowledge in terms of being applicable and socially-relevant.

Marcelo Pimenta (Uniaberta, Brazil)
Brazil today occupies a prominent position on the world stage. The expectations are more positive about the preparation for international events like World Cup and Olympics, however, illiteracy and low level of schooling of the population are presented as major challenges to meet an increasing market that demands service quality (world class service). Looking at the potential of internet cafes, telecenters and computer laboratories in schools, Uniaberta, a pioneering project of crowdsourcing learning was developed, which aims to awaken a taste for learning through paid and free courses about citizenship, entrepreneurship and innovation.

Eugenio Tisselli 
(University of Applied Arts, Switzerland)
Sauti ya wakulima (The farmer's voice in Kiswahili) focuses on groups of urban and rural farmers in Tanzania and their use of mobile phones to communicate their knowledge and issues on the web. Currently, an interdisciplinary team of scientists, artists and researchers based in Dar es Salaam and Zurich is working with two groups: urban farmers in Dar es Salaam, and land-based farmers in the Bagamoyo district. Both groups use shared mobile phones to publish tagged pictures and sound recordings of their daily activities, commenting on specific issues such as observed changes in climate, their consequences and possible adaptation strategies. A special mobile application was developed to allow the farmers to send multimedia contents easily to the project's web page. Because the phones they share are equipped with internal GPS modules, their contents can also be located on dynamic, online maps. Moreover, the collective tagging of these contents has generated an emergent folksonomy, which reflects the farmers' main areas of knowledge and topics of concern. Sauti ya wakulima hopes to empower farmers by enabling them to enter an increasingly digital and connected world, by collaboratively creating a dynamic communication interface that will help them get their message across to scientists, researchers, policy-makers and fellow citizens.
10:30 am - 1:00 pm
66 West 12th St., room 404

Hacking the Classroom: A Workshop in Mobilizing Formal and Informal Learning for The Millennial Classroom [DIYU; W]
Virginia Kuhn (University of Southern California)
Matthew Kim (Illinois State University)
Bonnie Leonore Kyburz (Utah Valley University)
Elisa Kreisinger (PopCulturePirate.com)
Joyce Walker (Illinois State University)
Michael Gurstein recently suggested that networks, while theoretically open and multi-vocal, in practice often become vehicles of amplification, allowing the influential to extend their reach and make their "'louder voices' even louder." He expressed trepidation about the Mobility Shifts conference in particular, given its explicit “global” focus. Sharing Gurstein's concerns, this workshop attempts to soften their own voices in order to let others be heard, particularly those who are most disenfranchised from shaping digital learning networks. They are committed to working across institutional, geographic and cultural boundaries. This workshop brings together a diverse group of digital theorist-practitioners whose varied work finds resonance in its commitment to activist learning: their projects center on bringing the world into the classroom and bringing the classroom into the world for purposes of social and educational equity. The group will offer a demonstration of two projects that complicate traditional notions about the nature as well as the site/s of learning. Workshop leaders will facilitate a hands-on session centered on producing a quick start guide for working with remix in order to infuse digital creativity and innovation among a broad range of learning environments.  
Workshops require additional registration at no extra cost.
Please visit HERE to register. 

11:15 am - 1:15 pm
Anna-Maria and Stephen Kellen Auditorium, Sheila C. Johnson Design Center, 66 Fifth Avenue

Digital Fluencies for the 21st Century [DF; L]
Katie Salen* (Parsons The New School for Design)
Designers for Learning - Designers of all kinds are key players in the game of change that so typifies the opening decades of the 21st century. Called on to imagine, build, guide, demystify, explain, provoke, enable and inspire designers deal daily in the currency of transformation—of places, practices, and perspectives. For this designer, play has become a key strategy in developing a design practice that is agile enough to entertain a constant need for transformative thinking but substantive enough to throw its strategic weight around in the quest to re-imagine learning. This talk will delve into the power of game design and play to challenge expectations around what learning might look like for today’s young people.
 
Jan-Hinrik Schmidt* (Hans-Bredow-Institute, Germany)
Learning In, With and For The Social Web - The Social Web has substantially lowered technological barriers for self-preservation, interaction and information management.  Popular discourse stresses the fluency and effortlessness with which adolescents and young adults navigate and apply these new spaces and tools.  However, the “digital native” myth rather obscures the fact that a responsible, self-determined and reflected use of digital media requires various skills and knowledge. The presentation will identify main practices of social web use, their connection to developmental tasks of adolescences, and their consequences for social networks and public spheres.  It will then discuss critical skills needed to navigate these social worlds (which bring the “virtual” and the “real”) and suggest strategies and mechanisms to foster learning in, with and for the social web.

Benjamin Bratton(UC San Diego)
Ambivalent Remarks on Computation, Political Geography, Pedagogy - A two-part question about which I am conflicted: how do digital media affect the short and long circuits of education, both inside the classroom, where the responsibilities of one generation to train the attention of another is or is not performed, and outside, where shifts in the geography of political infrastructure perhaps de-link formal educational institutions from sponsoring States, both as recipients of funding and as replicators of State citizens? While we recognize that whatever format civil society is to take next will be organized through media of planetary-scale social computation, we also note that the capitalization of cognition --and as well our own stupification-- is built into the language of our Cloud tools: from advertising to “gamification”. Evading that superficiality, how might we re-imagine the global distribution of educational centers, research, curricula, methods such that our always imperiled responsibility to the future is fulfilled through a viably cosmopolitan, sovereign economy of learning? Against short circuits, how can an ethics of deep time architect the Cloud (and curriculum) we require?

11:30 am - 1:30 pm

Theresa Lang Student and Community Center, Arnhold Hall, 55 West 13th St., 2nd floor


Locative Media Workshop: 7scenes [G; W]
David Carroll (Parsons The New School for Design)
Ronald Lenz (Waag Society)
This workshop will introduce existing projects of informal learning with location based mobile pedagogy systems around the world as a lens to view into practices and concepts. Building upon the examples and themes of the presentation, presenters will conduct a brief design charrette followed by a hands-on tutorial of the 7scenes locative media platform. The session will offer case studies, terminology and both a methods and technology practice learning experience. The case studies explored in this workshop session will focus on projects outside of the US.
Workshops require additional registration at no extra cost.
Please visit HERE to register.

12:00-2:00 pm
Alvin Johnson/J.M. Kaplan Hall, 66 West 12th St., room 510

Human Technology Collaborations [DIYU; PD]
Karen Keifer-Boyd (Penn State University)
Aaron Knochel (State University of New York, New Paltz)
Ryan Patton (Virginia Commonwealth University)
Robert W. Sweeny (Indiana University of Pennsylvania)
This panel discussion will address the growing number of technological innovations that proliferate in contemporary learning environments. As sites of innovation these technologies have shifted the discussion of technology and learning beyond relationships of instrumentality. The panel follows this shift in thinking to one where technologies are seen as heterogeneous contributors to learning and teaching that are changing how we form connections with peers, perceive boundaries, and negotiate diverse modalities in creation. Technological objects beyond their instrumentality are re-conceptualized as collaborators within human-technology interactions to more fully comprehend their affordances, gaps, and hegemonies. In trying to understand these opportunities, the panel develops a multifaceted approach to assemble the social ontologies of human-technology collaborations. As a product of the panel presentation, the panel has set up a webpage to collect the stories of human-technological collaborations at http://techcollaborations.posterous.com. To contribute to the text, images, or videos chronicling your story just send an email to techcollaborations@posterous.comAttachments to emails will post along with written content.

12:30-2:00 pm
66 West 12th St., room 407

The Future of The Public School of New York [DIYU; W]
Committee Members of The Public School New York
The Public School NY (TPSNY) holds open committee meetings, often in the form of a class titled “The Future of the Public School.” Typically the purpose of the class is threefold: first, to make the project and its operations more transparent; two, to recruit potential new committee members (the committee is a rotating membership with no minimum/maximum length of membership); and three, to enact a self-reflexive mode and, with the help of class participants, submit our very practices to the same scrutiny that we would any other topic, in any other class. TPSNY will hold such a class focusing on this third aspect—that of reflection, assessment, and critique. In this session, panelists will reflect not only on the activating potential of these educational models, but also on their limits, and undertake to identify and unpack the assumptions by which they are buttressed.
Workshops require additional registration at no extra cost.
Please visit HERE to register.

1:00-3:00 pm
Sheila C. Johnson Design Center Orientation Room, 2 West 13th St., ground floor

Creating Participatory Learning Through Performance [DIYU; W]
Josephine Dorado (Parsons The New School of Design)

This workshop will focus on improvisational performance as a framework for online collaboration and distributed learning. By leveraging the affordances of shared virtual world space and creative frameworks, we can build richer online rapport and an optimal environment for instant collaboration and participatory learning. Through dance-based avatar movement and task-based performance games inside a virtual world, participants will weave a theatrical performance together that encourages active listening and interaction. The use of improvisational performance frameworks for online collaboration allows participants to instantly connect and cooperate regardless of geographical location or previous experience with digital media or performance. Students from Josephine Dorado’s Collaboration in Networked Environments class at the New School will participate as performers and will connect with remote participants/performers at a partnering Internet Society event in Philadelphia. The performance will be followed by a Q&A in which the performative elements and their relation to online collaboration will be explained along with feedback from student participants. After that, the audience at the New School will have an opportunity to ‘embody’ an avatar and participate in an impromptu dance, thereby experiencing the immediacy and connection. 

NOTE: You may attend this event in-person at the New School or in the virtual world Second Life

Please note: Workshops require additional registration at no extra cost.  Please register at http://mobilityshifts.org/workshops/


1:00-2:30 pm
66 West 12th St., room 410

Smarthistory.org [
DIYU; W]
Beth Harris (Smarthistory.org)
Steven Zucker (Smarthistory.org)
Smarthistory.org is a sustainable, award-winning open educational resource in art history currently being used by several leading open university and open educational initiatives. Smarthistory is used by informal learners and college students and is increasingly being adopted by instructors teaching AP and college-level art history in lieu of the traditional, and expensive, art history textbook. This workshop will give hands-on experience to those interested in the successful model Smarthistory has developed. It will offer an overview of Smarthistory’s iterative development, its model for sustainability, its workflow, and a demonstration of the back-end of the open-source content management system - MODx. Participants will take part in a group activity that demonstrates the value of conversation in online pedagogy.
Workshops require additional registration at no extra cost.
Please visit HERE to register.

1:30-4:30 pm
Wollman Hall, Eugene Lang Building 65 West 11th St., 5th floor 
Progressive Digital Pedagogy: Remix, Collaboration, Crowdsourcing [DF; ST]
Mariana Regalado (Brooklyn College) and Maura A. Smale (New York City College of Technology)
Research at the largest urban public university in the U.S. reveals that many college students are both more mobile and less digital than the pervasive media images of the digital native imply. This short talk will present findings from an ethnographic study of the scholarly habits of undergraduate students at the City University of New York (CUNY). Drawing on both visual and interview data it will explore the integration of mobile technologies into the academic lives of CUNY students, and discuss the effects of these technologies on their academic goals and experiences as learners. CUNY students are nearly all commuters—they are mobile by default—and their range of technological access, use, and fluency is wide. Our data suggest that although some CUNY students take full advantage of their mobility, others are constrained by it.

Tamara Shepherd (Concordia University, Canada)
In the 2010 Speech from the Throne, the Government of Canada announced its plans to implement a “national digital economy strategy” that would encourage technological adoption, innovation and literacy as part of bolstering Canada’s position in the global information economy. In this context, literacy denotes the cultivation of “digital skills,” the ability to understand and manipulate digital technology, framed particularly in terms of mobile devices. Across the federal government’s digital economy strategy communications, literacy is framed in terms of mobility precisely because its investment in technology industries is predicated on the value of “innovation” for Canada’s “digital advantage.” In examining how mobility and literacy get articulated together across the discourses of the Canadian government’s digital economy strategy, this talk proposes that the language of innovation serves to elide the inequalities that underpin not only access to digital technologies and digital skills learning, but public understandings of the digital economy as a context for contemporary notions of citizenship. The signification of mobility and literacy in this context might be expanded to include broader social justice imperatives; in this way, the national digital economy strategy would go beyond training certain privileged groups as model mobile workers, and legitimize multiple versions of digital and non-digital literacy and fluency – including literacy about information labor, rights structures and policymaking itself.

Xtine Burrough (California State University, Fullerton)
This short talk will explore how a viral web video project was coordinated on YouTube by collaborating with students, while simultaneously teaching remix with respect to fair use doctrine. After reading about the Lenz v. Universal court case, the presenter aimed to create a flood of video responses utilizing the same 29 seconds of Prince’s song, “Let’s Go Crazy” and realized this project would be an excellent learning experience for students. Students have been posting video responses to Stephanie Lenz’s original video. Educators can guide coordination norms for creating user-generated content (UGC) in the classroom coupled with a rich investigation of fair use doctrine. After studying the Lenz v. Universal case students created a remix of Lenz’s controversial video, “Let’s Go Crazy #1” and posted it as a response on Lenz’s YouTube page. To complete this class activity, students must understand fair use doctrine, apply their theoretical understanding to the media they create, and create new or transformative meaning by remixing contemporary amateur videos.

David Carroll (Parsons The New School for Design)
Based on and adapted from the presenter’s article published in the Learning Through Digital Media: Experiments in Technology and Pedagogy reader, “Mobile Learning Tools: A Teachable Moment in the Age of the App,” this talk will explore the arguments, themes and case studies considered in rapid-pace hyper-visual slide talk format. It comments on the conditions of commerciality (and legality?), as new forms of capital flow across public-private enterprises as a requirement of mobile learning tools. It describes the challenges and opportunities of creating and supporting mobile learning pedagogies and offers early advice towards best practices. The talk will also offer an addendum to cover recent work over the 2010 summer with a Pearson Foundation Mobile Learning Institute funded location based game mobile camps for youth at Hirshhorn Museum (DC) and Quest to Learn (NYC) using the ARIS learning platform mentioned in the paper.

John Sobol 
(Globalhood, Digifest)
This talk will explore the presenter’s book You Are Your Media, a practical philosophy. It contains both big ideas and useful tools that will: demonstrate commonalities between oral and digital pedagogies, root those commonalities in dialogical technologies, contrast them with literacy’s monological epistemology and hegemony, explain the emergent conflict between monological and dialogical technologies, situate the crisis of contemporary pedagogy within this unique evolutionary nexus, and promote pedagogical bridges between technology cultures to minimize social disruption.
 
Elizabeth Cornell and Glenn Hendler (Fordham University)
Operating on the principle that knowledge production is a more public than private activity, the Keywords Collaboratory for American cultural studies is a wiki-based space where classes and other working groups can collaborate on keywords projects that take their method, focus, and inspiration from the essays published in Keywords for American Cultural Studies. The essays produced in the Collaboratory extend the insights and contributions of the published collection. This talk will discuss how the Keywords Collaboratory provides students and other groups the opportunity to join humanists in a digital commons where they can participate in the transformation of research and pedagogical practices that are changing the way we generate, disseminate, and analyze knowledge and culture. This project looks anew at accepted histories, and creates connections among established interpretations of the past, present, and future. The talk will also demonstrate how Scalar can create a semantic web among keywords, revealing new ways of detecting the relationships among history, ideas, sources, and individual words.
 
Elizabeth Losh (Sixth College, UC San Diego)
In recent years progressive digital pedagogy has borrowed from five major aspects of the popular culture developing around computational media: 1) remix practice, 2) multimodality, 3) accelerated response, 4) crowd sourcing, and 5) narrowcasting.  Yet for many years the conventional classroom pedagogy around teaching “current events” has remained unchanged: it still generally focuses on having learners mechanically cut out recent news stories produced by traditional print journalists with little attention to how the news is made, how it remixes sources, how it appeals to particular audiences, or how particular patterns of visual imagery and verbal rhetoric could be analyzed critically. This talk focuses on recent work by the Software Studies initiative at U.C. San Diego by the Cultural Analytics group and shows how media visualization and crowd sourcing could be used in educational contexts with large publically accessible libraries of digitized news and smaller archives of government public information videos.

Moderator: Megan Boler (Ontario Institute of Studies in Education)

2:00-4:00 pm
Theresa Lang Student and Community Center, Arnhold Hall, 55 West 13 St., 2nd floor

Localized Interventions and DIY Platforms (ARIS Platform) [DF; PD]
David Gagnon (University of Wisconsin, Madison)
Nathan Graham (Rutgers University)
Germaine Halegoua (University of Kansas)
Jessa Lingel (Rutgers University)
Participation in digital spaces and virtual communities is generally not a homogenous practice, reflecting geographically bounded social contexts, politics and ethics. This panel incorporates both discussion and demonstration of applications and tools that have been developed to enable people to participate in localized or community-based forms of activism, policy development and collaborative learning. In discussing the affordances and ambitions of these tools, panelists seek to contribute to and critique constructions of participation and access and highlight potential appropriations and shifting definitions of these categories. The panelists share an interest in seeing participation as activism, participation as learning, and participation as having policy implications. The extent to which these talks are based on existing applications and tools is in keeping with an emphasis on the application of theory to learning, specifically in ways that extend beyond the classroom to include the creation and critique of policy, “public” records, institutionalized knowledge, and the production of DIY archives.

2:15-4:45 pm
Anna-Maria and Stephen Kellen Auditorium, Sheila C. Johnson Design Center, 66 Fifth Avenue

Reframing Knowledge: Self-Learning Communities [DIYU; L]
Shveta Sarda(Cybermohalla, India)
The Autodidact in the Digital - The digital opened an expansive, generative space for sharing, linking, accessing and transmitting the values of re-engineering and re-ordering cultural materials. Simultaneously, it has deepened the pressure of being observed and enumerated at the level of daily life, through the digitisation, accessing and linking of documents of self, habitat and work. Drawing from the practices, questions, insights, conversations and reflections of the Delhi-based writers/practitioners’ collective Cybermohalla Ensemble, this paper will attempt to outline a series of moves that think, play, argue and negotiate within and through this terrain. The question, “If we appear before power dancing, how will it mark us, how then will it speak to us?” that the Ensemble posed for itself and others to think with, will be the pivot through which this presentation will try to think the relation between the autodidact and the new terrain we confront.

Tania Perez Bustos (Feminist Researcher, Colombia University)
Building Spaces of Exclusivity: An Ethnographic Approach to Indian and Columbian Women’s Role and Experience in Local Free Software Communities - This session aims to account for the ways women integrating the free software community in two countries from the global South negotiate with feminizing paradigms imposed to them by the collectives interested in popularizing free technologies.  Through an ethnographic approach to vital experiences of women in the Indian collective Linux-Chix, and holding a dialog with the experiences of non-organized women in the free software community in Columbia, the presenter suggests these negotiations are going to be materialized primarily in the constitution of survival strategies from which certain civilizing projects are particularly vindicated, some of which seem to promote a Western paradigm of female subjectivity.
2:30-4:30 pm
Alvin Johnson/J.M. Kaplan Hall, 66 West 12th St., room 510

Bring Your Smartphone! Witnessing Literacies, Witnessing Tools [DF; PD]
Nathan Freitas (Guardian Project)
Sam Gregory (WITNESS)
This panel discussion will be literacies and tools-focused, looking at the key ethical groundings, as well as the practical dilemmas, concepts and practices surrounding the rise of ubiquitous mobile video and image capture, specifically as it applies to human rights. It looks at how learning takes place among a new generation of activists utilizing mobile technologies, and will take as a practical focal point the work that WITNESS and the Guardian Project have done on the Secure Smart Camera, a camera phone application for human rights defenders that attempts to address the issues of anonymity, consent, authenticity, managing multiple sources, secure distribution and preservation of ephemeral media. These issues have been given new resonance by the events earlier this year in the Middle East and North Africa. A large part of the impetus for developing the Secure Smart Cam is to increase the digital/media literacy of human rights defenders as well as the general public.
3:30-5:30 pm
Sheila C. Johnson Design Center Orientation Room, 2 West 13th St., Ground Floor

Blended Learning [DF; ST]
Bo Stjerne Thomsen (LEGO Learning Institute)
The LEGO Learning Institute carries out foundational research on creativity, learning and child development, and promotes new arenas of learning through partnerships with academic institutions, private research institutes and non-profit institutions. Through its network of academic experts, the LEGO Learning Institute is carrying out a foundational research study on the Future of Learning, concerned with how children learn the ability to learn, build up self-confidence and move into problem-solving through non-formal learning environments. New tinkering tools and non-formal learning environments are being explored through workshops and co-creations sessions and reflected upon emergent eco-systems for learning. The presenter will discuss the role of LEGO in promoting learning through new arenas of play and creativity.
Sebastian Vogt (University of Oldenburg, Germany) Roman Götter (Fraunhofer Academy, Germany) and Olaf Zawacki-Richter (University of Oldenburg, Germany)
A Mobile Learning Strategy for Lifelong Learning - Already in 1910, the futurist Jehan von der Straaten predicted that in the then still distant future of the year 2010, learning and teaching would be shaped by discussions taking place via waves across the "ether" as an exchange of ideas. He added that a question frequently arising will be who is actually teaching – the teacher or the student. School walls will fall, and fortresses of the spirit will be replaced by open flowery meadows (cf. Brehmer, 2010, 161ff.). Van der Straaten‘s prognoses are reflected today in the mobile learning approach that is integrated in lifelong learning processes. The technical innovation of web- and platform-based apps on mobile devices plays a key role here. This talks shows how the Center for Lifelong Learning (C3L) at Oldenburg University in Germany and the Fraunhofer Acadamy are implementing a mobile learning strategy for lifelong learning and discusses the opportunities, potentials and implications of mobile learning for the near future.

Shravan Goli (Dictionary.com)
People naturally want access to information in the exact time and place in which they need the answers. For this reason, consumers are becoming increasingly dependent upon mobile devices, and mobile apps are playing prevalent roles in the way people attain information. This talk will explore how apps are becoming context-based tools that are redefining the learning experience by offering resources that give people, particularly students, the ability to access information on-the-go, beyond the confines of a classroom or home. Such engagement allows for enhanced knowledge retention and ultimately helps with individuals’ academic performance. Dictionary.com not only offers an immersive word discovery experience, but also supports individuals’ courses of study and is designed to make learning fun for users.

Carolin Fuchs (Teachers College, Columbia University)
This talk focuses on two recent blended learning projects in language teacher education, which included students in the U.S. and Taiwan. The U.S.-Taiwan projects were aimed at advancing pre-service language teachers’ professional literacy and participatory (digital) literacy by implementing innovative uses of technology. In both projects, participants at a private graduate institution on the East Coast in the U.S. used Google Wave, a recent synchronous online writing tool, to collaborate with student teachers of English as a Foreign Language at a university in Taiwan. Additionally, the course integrated Blogger, Google Sites (wiki), and Google Chat. Data from computer-mediated communication (CMC) transcripts, journals, needs analyses, and post-course questionnaires were triangulated to shed light on the benefits and challenges of the usefulness of Web 2.0 tools for intercultural teaching and learning. 

Stefan Göllner (University of the Arts, Berlin, Germany) & Andreas Unteidig (DesignResearchLab)
Longer lifespans and the challenges of the demographic change that western societies are facing, create a novel need for the elderly to engage in learning activities. In the project Neighbourhood Labs the competence to deal with information and communication technologies in a local context is regarded as a key factor to tackle this goal. In collaboration with a local senior computer club in Berlin, the project aims to create accessibility to modern information society for senior citizens and to promote self-sufficiency and participatory involvement within a shared community network. Based on individual initiative, the club provides a perfect example for a senior driven knowledge sharing community. The project is conducted in a research-based participatory approach that aims on enabling the actual participants to socially connect (on- and offline) by incremental teaching and learning. The research focus – besides generating knowledge about the specific community (seniors interested in ICT) – relies on creating a prototypical service that offers both online and offline access points to enable a broad range of engagement.
4:30-6:30 pm
Theresa Lang Student and Community Center, Anrhold Hall, 55 West 13th St., 2nd floor

Is There Hope? [DIYU; PD]
Florian Cramer (Hogeschool Rotterdam, The Netherlands)
Renée Ridgway (Hogeschool Rotterdam, The Netherlands)
Two decades after cultural studies infused critical activism into the arts and humanities, and after globalization, cheap flights and the Internet enabled new, networked modes of cultural work, there seems to be a crisis of education built on these premises. The financial crisis, funding cutbacks, issues of sustainability are just one side of the coin. Experimental, critical forms of education often turned out not to be sustainable within institutional academia. Conversely, institutions are now embracing Internet-based learning as a budget cut measure and cyber control paradigm. There is also a new appreciation of the local, physical and analog in critical media (arts) and education. This makes it compelling to revisit practices of experimental schools such as the diverse 'free universities' run by artists and activists since the 1970s, and look at contemporary concepts that combine networking and locality.

5:00-6:30 pm

Anna-Maria and Stephen Kellen Auditorium, Sheila C. Johnson Design Center, 66 Fifth Avenue
 
Practicing Information/Media/Digital Fluency: Designing Learning Activities For and With Youth [DF; W]
Andres Lombana Bermudez (University of Texas, Austin)
Nathaniel I. Levy (Berkman Center for Internet & Society)
Joyce L.D. Neys (Erasmus University Rotterdam, Netherlands)
Knowing how to find and assess high quality information is not an inherent characteristic of the digital native; consequently, doing so has become more important, particularly when part of media creation. The Youth and Media Lab at the Berkman Center for Internet & Society has developed a strategic guide for creating learning activities that foster greater understanding and awareness of information quality among youth. Participants will work in groups to collaboratively create new learning activities using the YaM curriculum guide. Working either analogue or digital, participants will be able to create a curricular module and engage in the design process.
Workshops require additional registration at no extra cost.
Please visit HERE to register.

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