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The New School

10:00-11:00 am
Theresa Lang Student and Community Center, Arnhold Hall, 55 West 13th St., 2nd floor

Does What We Know Belong to All? The Intellectual Property Principles [DF; L
John Willinsky* (Stanford University, University of British Columbia)
This lecture works from the distinctive intellectual properties that have long set learning apart from other forms of labor and invention. It argues for how these properties and principles have become legally and economically ensconced in modern life, even as the distinctions are often muddied and obscured, if not outright obliterated, by developments in academic life that seem blind to the long history of the intellectual properties of learning.

10:30 am - 12:45 pm
80 Fifth Avenue, room 802

Rancière: Ignorance Will Have Learned [DIYU; S]
Jairo Moreno (University of Pennsylvania, Department of Music)
Focusing on J. Rancière’s Ignorant Schoolmaster, the seminar discusses the importance of a critique of the “temporality of the pedagogical relation” (K. Ross, 2009) for projects of intellectual emancipation.

11:00 am - 12:45 pm
Theresa Lang Student and Community Center, Arnhold Hall, 55 West 13th St., 2nd floor

Open Access As The New School: The Practicalities of Campus Public-Good Policies [DF; P; W]
John Willinsky (Stanford University, University of British Columbia)
Opening Remarks: David Scobey (Dean, The New School for General Studies)
This workshop will review the practicalities of formulating, implementing and growing open access policies and practices for faculty and students, teaching and research. These policies are intended to reposition the university campus as a center of greater pubic good and trust, in its very spirit of experimentation and innovation.
Workshops require additional registration at no extra cost.
Please visit HERE to register.

2:00-4:00 pm
Wollman Hall, Eugene Lang Building, 65 West 11th St., 5th floor

Transmitting Shakuhachi Online and Offline 
Kiku Day (University of London, UK)
Moderator: Margaret Lam (University of Toronto, Canada)
Until recently, the shakuhachi (Japanese bamboo flute) communities outside Japan were scattered in isolated pockets surrounding players who had studied in Japan with no or little contact to other groups. Today, many players have an opportunity to exchange ideas and music online and thereby creating their own international sense of belonging to a virtual community transcending geographical boundaries. 
In this workshop lead by Kiku, participants will experience what it’s like to try and learn the shakuhachi when the transmission is mediated by video-conferencing technology such as skype, contrasted with an experience of receiving instruction in real life. This workshop is meant to facilitate discussion as well as direct experiences of differences between online and ‘offline’ pedagogies of an ancient tradition.  
This workshop will contribute to the development of a research initiative to trace the on-going development of a particular online shakuhachi since its days as a simple list-serv to the future directions it is taking.
Workshops require additional registraiton at no extra cost.
 Please visit HERE to register.

2:00-4:30 pm
Theresa Lang Student and Community Center, Arnhold Hall, 55 West 13th St., 2nd floor

Mobile Platforms for Learning [P; DF; L
Tomi Ahonen(3G Strategy Consultant) 
When Learning Meets Mobile, Magical Things Can Happen - Mobile phones are the most widely spread technology on the planet, crossing every divide including age, affluence, even literacy. Not just smartphones, even basic phones today tend to have cameras, are able to access basic mobile web sites and offer various interactive multimedia digital apps and services. Early mobile learning services tended to be simple interactive, often SMS text messaging based reminders, quizzes, surveys and notifications. Today more advanced services are emerging and the first end-user statistics are appearing. For example mathematics lessons offered to 4,000 high school students in South Africa yielded an average improvement of 14% in their performance in the national math exams. Meanwhile in the UK, some museums got together with 100 schools to create a mobilized museum experience. The students enjoyed it so much, they spent 4.5x longer per museum visit than before, obviously in the presence of their teachers learning far more than before.

Giselle Beiguelmann (University of Sao Paulo, Brazil)
From Interaction to AgencyIn my presentation I will discuss some projects which I think are showing possibilities of problematizing in a creative and critical way the uses of mobile media and of networks, pointing to new cognitive and perceptive repertoires. Special emphasis will be given to Tele_bits 2.0 (Beiguelman and Marchetti, 2010). Tele_bits is an interactive film, with educational purposes, about the cultural impact of the telecommunications. It allowed students to interact with the images using cell phones and QR-Code readers in order to get more information as well as change the order of the film chapters. Other projects that will be featured in this presentation are: Suite4Mobile Tags (Beiguelman and Fleury, 2009) and Poetrica (Beiguelman, 2003-04). In spite of their differences, those projects aim to rethink interactivity and mobility in the field of agency, and of distributed intelligence, looking for the empowerment of their interactors, instead of being empowered by their users.
 
Bob Stein (Institute for the Future of the Book)
Modern-day print culture portrays reading and writing as among the most solitary of behaviors. Discussion, if it occurs, takes place outside the pages — around the water cooler, at the dinner table or in other publications in the form of reviews or references and bibliographies. However, as reading and writing move from paper to mobile networked screens, documents become places where people can engage in active discussion with others. And once people have engaged in a social reading experience the value of reading with people you trust becomes clear.  More eyes on a problem or  more minds collaborating potentially yields significantly better understanding of complex problems. This talk will include a demonstration of a new social reading platform to be released in January.


4:00-7:00 pm
80 Fifth Avenue, room 802

Tracing Provenance: Producing Objects “By Hand” by Digital Inscription [DIYU; W
Daniela Rosner (UC Berkeley)
This workshop explores the idea of designing for provenance - foregrounding and extending meaningful traces of creation, time and use. From piezoresistive fabrics to leather and wood, we will look at how materials wear and evolve to communicate our interactions across time. Central in these explorations will be the Spyn technology, mobile phone software that associates digital records (audio/visual media, text, and geographic data) with physical locations on handmade fabric. By diving into a particular set of materials through both theoretical and hands-on work, participants will learn how to evaluate material constraints and examine new opportunities for design.
Workshops require additional registration at no extra cost.
Please visit HERE to register.

4:30-6:00 pm
Wollman Hall, Eugene Lang Building, 65 West 11th St., 5th floor

Blending Digital Literacy and College/Career Readiness for NYC High School Students [DF; PD]

Jonathan Finkelstein
(LearningTimes)
Matt Mervis (AE Communications, Ltd.)
Michael Preston (Department of Education’s Office of Postsecondary Readiness, Columbia University)
This panel will present DIG/IT ("dig it"), an innovative, blended-by-design course in digital literacies that was developed by the NYC Department of Education's Office of Postsecondary Readiness and LearningTimes. The course resides in a social and fun community learning space where students complete quests, earn badges, and level up as they acquire the skills to Live, Learn, Earn and Play online and get ready for life after high school.  The program is being implemented across NYC's transfer high schools, which are small, academically-rigorous, full-time high schools designed to re-engage students who are behing in high school or have dropped out.  Panelists will discuss the current landscape of NYC schools, new technologies and pedagogies, and a planned mobile version of the course that takes advantage of the features of mobile devices and activities students can complete outside the school environment.
4:30-6:30 pm
Alvin Johnson/J. M. Kaplan Hall, 66 West 12th St., room 510

Aesthetics and Activism in Working with Youth: In Palestinian Refugee Camps & The United States [G; L
Nitin Sawhney (The New School for Public Engagement)
Youth DIY Cultures and Participatory Learning in Conflict: Lessons from Digital Storytelling and Kite Cultures in the Palestinian Territories - What forms of creative DIY cultures and participatory learning thrive among children in impoverished, marginalized and conflict settings? How might one foster new pedagogical approaches using digital media and collaborative production in such contexts? What effect if any could such initiatives have on cooperative learning, resilience and civic agency among participants? 
This talk will draw upon lessons learned from Voices Beyond Walls, a multi-year program of digital storytelling and media production conducted with Palestinian children and youth in refugee camps in the West Bank, East Jerusalem and Gaza since 2006. Excerpts from short films produced by the youth and preliminary outcomes from a pilot study will highlight the role of multimodal curricula, participatory media and field-based urban learning in such challenging contexts. We will also explore the DIY culture of kite making and flying among youth in Gaza as captured in Flying Paper, a documentary film currently under production. Finally, we will examine a prototype mobile video tool called Aago, designed in conjunction with the MIT Center for Civic Media, to foster creative storytelling and citizen journalism among youth media makers in marginalized communities. We will share some early experiences from its usage among inner-city youth in the Boston area, as we consider wider adoption in global settings.

Chris Csikszentmihályi (Computing Culture Group, MIT Media Lab)
 Aesthetics and Activism in Technology Education  - The ethical dimension of technology education is often dissimulated, lost in the focus on instrumental and commercial interests.  As a result, an individual student’s ethical sensibility is formed as tacit knowledge, in a rich stew of social, cultural, and individual experiences and influences.  Peer- and field- based aesthetic sensibilities - which contribute to what constitutes interesting or reasonable problems - have at least as much influence as formal programs or curricula in defining the range of possible innovations a student might aspire to develop.  Drawing from 12 years of participatory research in engineering institutions, this talk will contrast programmatic and aesthetic aspects of technologists’ identity formation, and then further compare these with the recent socio-technical movements of DIY, design for development, and social entrepreneurship.  If, as the presenter argues, aesthetic formation can influence our design of technology, one role of activist technologists is to mindfully produce technological aesthetic movements as companions to social movements.

Molly Wright Steenson (Princeton University) To the First Machine that Can Appreciate the Gesture
Nicholas Negroponte and the Architecture Machine Group (ArcMac) at MIT, founded in 1968, introduced computer science to architectural education and spatial reasoning to artificial intelligence (AI). Never a single entity or thing, Negroponte described the laboratory as “…chronologically become a book, a minicomputer, a family of minicomputers, a small curriculum, a computer ethic, another book, and a catch-all for a variety of papers.” [1] ArcMac’s experiments developed a cognitive model of the human user, providing the computer with tools—interactive sensors, effectors, and programs—that could help it understand its user and its user the computer in return, and then would cycle its learnings back into the group’s pedagogy and methods. But also, ArcMac reflected and benefited from the same military-industrial-academic relationships and funding that the AI community did. With these elements in mind, considering Negroponte dedicated The Architecture Machine “To the first machine that can appreciate the gesture,” what might that gesture mean? [2]

[1] Nicholas Negroponte, "The Architecture Machine," Computer Aided Design 7, no. 3 (1975): 190.
[2] ______. The Architecture Machine (Cambridge, MA: The MIT Press, 1970).


5:30-7:00 pm
Theresa Lang Student and Community Center, Arnhold Hall, 55 West 13th St., 2nd floor

Learning with Mobile Media [DF; L
Mimi Ito(University of California, Irvine)
Learning with Social and Mobile Media: The Positive Potential of Peer Pressure and Messing Around Online - Today’s social and mobile enables learners to connect with expert peers, learning resources, and online audiences.  Whether it is gaming, sports, or fan fiction, kids are turning to the networked world for sources of knowledge and to engage with communities of interest.  Research found that social and mobile media can be a powerful driver of interest-driven, peer-based learning, but uptake is diverse and uneven; very few kids or educators were taking full advantage of the learning potential of new media.  This talk will describe different genres of informal and peer-based learning that are supported by today’s networked environments, and how they relate to diverse learning goals.
Shin Mizukoshi(University of Tokyo, Japan)
Boring Big Class and Keitai: From Media Literacy to Mobile Storytelling - Around 2000, Japanese mobile industries released some of the earliest versions of mobile Internet services, which allowed people to access online applications such as games, music, ticket booking systems and books, and to also generate their own content.  Within the next decade, mobile phone industries and users reciprocally developed a unique mobile phone culture, under the vertical integration of mobile carriers promoted as a governmental policy. Since then, there have been discussions about the media literacy for keitai (“mobile phone” in Japanese) in Japan.  Most of them are protectionisms for children against keitai’s harmful influence.  Others are rosy techno-oriented perspectives admiring smart phones’ innovation.  However, they need more complex and fundamental examination to build up the mobile media literacy.
This keynote will examine the range of mobile media literacy by presenting programs on culture and literacy of keitai in Japan.  Mizukoshi will discuss the possibilities and challenges of his keitai workshop, developed by his research project: “MoDe (Mobiling & Designing) Project.”
6:30-8:00 pm
 Wollman Hall, Eugene Lang Building, 65 West 11th St., 5th floor 
Making Connections: Using New Media to Create Authentic, Engaging, Collaborative Learning Environments [DF; W
Michael Wesch (Kansas State University)
From the massive success of Wikipedia to the virtual volunteer efforts in crises around the world, “crowdsourcing” and online collaboration have proven to be an effective means of working together.  A wide variety of free tools are available to be leveraged to empower your students and even strangers around the world to collaborate with you to do research and solve real problems.  This presentation will look at ways to use these tools, not just in a technical sense, but also in the “social structural” sense of how to set up a social structure that encourages effective cooperation to reach goals.
Workshops require additional registration at no extra cost.
Please visit HERE to register.

7:00-8:30 pm
Goethe-Institut New York, German Cultural Center, 72 Spring St., 11th floor
 
Learning In, With and For the Social Web [DF; PD]
Jan-Hinrik Schmidt (Hans-Bredow-Institute, Germany)
Trebor Scholz (Eugene Lang College The New School for Liberal Arts)
The Social Web has substantially lowered technological barriers for self-presentation, 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 bridge the "virtual" and the "real") and suggest strategies and mechanisms to foster learning in, with and for the social web.
 
7:30-9:30 pm
Theresa Lang Student and Community Center, Arnhold Hall, 55 West 13th St., 2nd floor

Urban Research & Mobile Media [DF; PD]
Jessica Irish (Parsons The New School for Design)
Victoria Marshall (Parsons The New School for Design)
Shannon Mattern (The New School for Public Engagement)
Jane Pirone (Parsons The New School for Design)
Vyjayanthi Rao (The New School for Social Research)
This panel discussion plans to articulate the possibilities and challenges of urban research in utilizing mobile formats for participatory engagement both inside and outside the classroom. As Urban Research Toolkit (URT) is being developed to maximize the benefit of two primary interfaces - web and mobile – panelists will present and discuss how information can be gathered, cross-reference and annotated amongst a wide community of citizens and researchers. The panel will showcase a collaborative, interdisciplinary project being developed both on mobile/web platforms to support the urban themed curricular, pedagogical and research at the New School University, as well as specific examples of student engagement and multi-disciplinary application.

7:30-9:00 pm
Alvin Johnson/J. M. Kaplan Hall, 66 West 12 St., room 510

The Ghana ThinkTank - Developing the First World [G; L]
John Ewing (Ghana ThinkTank)
Christopher Robbins (Ghana ThinkTank)
What are the hidden assumptions behind international development? How may the frictions inherent in cross-cultural exchanges be creatively exploited rather than silenced? Artists and Ghana ThinkTank founding members John Ewing and Christopher Robbins discuss recent projects by this worldwide network of think tanks, seeking to reverse the customary flow of knowhow by asking developing countries to solve problems in the “developed world.” The network began in 2006 with think tanks from Ghana, Cuba and El Salvador, and has since expanded to include Serbia, Mexico, Ethiopia, Iran, Afghanistan and a group of incarcerated girls in the U.S. Prison system. These think tanks analyze problems and propose solutions, which are put into action back in the community where the issues first originated - whether they seem impractical or brilliant. 
Having been hired by the Vera List Center for Art and Politics to solve the problems posed by the MobilityShifts International Future of Learning Summit, their talk focuses on the surprising solutions that have come out of this process, and its relevance to the concerns around digital education raised during the conference.

7:30-9:30 pm
80 Fifth Avenue, room 802

Wikilearning & Social Equality [G; PD]
Teemu Leionen (Aalto University School of Art and Design, Finland)
Juha Suoranta (University Tampere, Finland)
Tere Vaden (University of Tampere, Finland)
The public libraries, Folk High Schools, low threshold in entering universities by no fees and student democracy are all historical examples of the “wikiness” of the Nordic educational system. Along with these new wikilearning services, however, there is a pressure to terminate many of the traditional “wiki”-features of the system: introducing tuition fees in universities, new forms of management and governance of the universities and limiting academic freedom. In the most critical analyses the system has been claimed to be in a fast move to the direction of academic capitalism where knowledge is primarily a commercial good. The panel discussion will introduce the wikilearning idea in a wide social and cultural context and facilitate critical discussion on the free content and free software enabling wikilearning. With examples from scholarly discussion in Scandinavia and Nordic countries panelists aim to formulate some key thought on how to reinvent learning for social change. The objective of the panel discussion is to produce a mini-manifesto on wikilearning and social equality.

8:00 pm
Tishman Auditorium, Alvin Johnson/J.M. Kaplan Hall, 66 West 12th St.

PROJECT SHIFT
PROJECT SHIFT is a multidisciplinary, multi-media performance piece, which addresses the future of technology in education. The piece will connect educators, youth groups, and artists from across the United States using the technology of today to create a performance exploring the methods of educating the youth of tomorrow. PROJECT SHIFT’s creators are a number of groups around the United States, who communicated through video chat, blogging and forums to generate a conversation that could be adapted into a live, interactive piece.  Dialogue participants include youth and educators from Artists for Humanity (Boston), the I Have a Dream Foundation (New York City), the Institute for Urban Education (New York City), TRACE (Chicago), and Urban World (New York City). The piece will include video, sound, poetry, and physical movement.  Select youth from the above mentioned programs will perform, along with NY based artists. For more information, visit www.mobilityshifts.org/theater

9:00-11:00 pm
Wollman Hall, Eugene Lang Building, 65 West 11th St., 5th floor

Mobile Identities and Community Mobilization: Collaborative Digital Theater in Transnational Communities [DF; PD]
Tasha Darbes (New York University)
Agrippino Flores (La Uñion)
Nari Kim (New York University)
Chloe Smolarski (Hunter College)
This panel will discuss two collaborative digital theater projects in ESL classrooms and transnational communities, in which educators and multimedia makers worked collaborated with ESL students to write, act and direct digital videos that would be used to inform and engage their larger community. The students produced DVD’s and online video on topics such as the exploitation of immigrant labor and how to fight back, deadbeat landlords and asthma, and date rape. Each participant will speak on their contributions and perspectives, from both practical and theoretical standpoints. ‘Mobility’ will also be examined, in regard to 1) mobile identities which are explored through the use of theater and creating and inhabiting characters; 2) mobile media, especially in sites where access to broadband and the tools of media production are limited; and 3) how media can be used to mobilize and create community. Panelists will also connect collaborative digital theater to the context of transnational communities, which need to foster fluencies in negotiating multiple and fluid identities, in maintaining connection to community amidst displacement, and enacting the social and linguistic mobility which are sought in English language classrooms.

 

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