Dataspill og læring

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Presentasjonen under inneholder informasjon hentet fra engelskspråklige kilder som tar opp noen problemstillinger knyttet til forbindelsen mellom læringsprosess og det å spille dataspill.

Presentasjonen ble utformet for å inspirere IKT og læring studenter ved Høgskolen i Nesna til å analysere det  pedagogiske potensialet som ligger i dataspill ment for underholdning.

Læringsmuligheter i dataspill

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‘IKT og læring’ through blogging

Some thoughts about e-didactic qualities of social media (Forskningsdagene 2010 / Høgskolen i Nesna)

This presentation is the outcome of an endeavor to summarise an initiative of joining students from various countries (Norway, Poland and Spain) to explore socio-cultural aspects of ICT. Through such exploration students were supposed to find out what it feels like to be ‘a voice in infosphere’ and what it possibly means to be a member of Information Society. The initiative was realized in the academic year 2009/10 within the framework of the e-course ICT in Society and Work Life, ITL 103 (IKT og læring , Nesna University College, Norway).

The main working tool for students was blog. Blog was to be used in corelation with another social media (Content Sharing Sites)   to develop and share reflection on course (ITL103)-related issues.

‘IKT og læring’ and Media Pedadogy

Towards critical understanding of pedagogical uses of digital media technology (again)

This presentation is the result of en endeavor to put Norwegian concept of ‘IKT og læring’ into a broader perspective of Media Pedagogy. It was meant to support my guest lecture in Mosjøen videregående skole. The objective of the lecture was to inspire the teachers to use ICT in their professional practice (teaching practice).  I decided to put an emphasis on the ‘content-side’ of ICT not the’ tool-side’. And here it is – ‘IKT  og læring in the perspective of Media Pedagogy’.

A shortcut to approach SOCIOCULTURAL APPROACH

Visualised ABC of ‘Education in Sociocultural Perspective‘

This presentation stems from the belief that visual perception is a cognitive activity. It is a side-effect of my work in the project “Moodle” som verktøy for læring tilknyttet pedagogikkundervisningen” (Nesna University College),  meant to be an example of how we may process information by translating a message from one set of symbols to another set of symbols (from verbal language to visual language). The idea is presented in the post Utilizing Simple Media to Develop Deep Approach to Learning.

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Media, Education, Media Education

Revisiting the Concept

Is position of media in cultural and political life central? ….. Yes

Is media presence in everyday life ever-increasing? ….. Yes

Is media landscape changing rapidly? ….. Yes

Does the presence, or rather context, of these hard facts create the need to study media in a critical way (at all levels of education)? …………………. Yes (I would say)

The concept of MEDIA EDUCATION has been disscussed for quite a number of years. To revisit its ideas, and find out how they can be put into practice, I wholeheartedly recommend clicking the following links:

Media Awareness Education,

Alliance of Civilizations,

EuroMeduc,

MediaShift

Media Education Foundation

Should we educate visual sense?

The study of words and numbers   OR   the study of “pictures” ???

Nothing is in the intellect  which was not previously in the senses (the Sensualist philosophers say) yet the educational status of senses seems to be underestimated. Educational system continues to require “productive” thinking, neglecting the importance of strengthtening perceptual component and seemingly excluding the activity of the senses from cognition (eh, those antagonisms). Yet perception is judgement and judgement is thinking (or not?). Recommended “homework”: a)  Gestalt psychology, b)  Visual Thinking by Rudolf Arnheim, c)  A Whole New Mind by Daniel H. Pink (the concept of six essential senses provokes thinking).

Person Daniel H. Pink

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Pedagogical Problems of Media – case of information overload

Information, Revolution, Pollution

What is driving “progress” forward? Technology. What is the most “hard-working” technology of our times? Information technology. What is the side-effect of this “hard work”? Information smog.

Information technology is revolutionizing our lives on regular basis. As revolutions tend to be burdened with “paradoxes”, the information one has also brought some. Let’s consider two results of IT: access to information (which has been made truly immediate), and amount of information (which has been made truly “laaaarge”).  Immediate access to information makes us (somehow) have less time, although, by definition, time-saving technologies should provide us with more time. Loads of available information  make us (somehow) know less, although loads would rather connote multiplication. As a result of these results some tend to be confused, some tend to be overwhelmed, some just do not care, and some seem to manage quite well. Every change in cultural ecosystem (and particularly in the domain of symbolic universum) triggers implications of educational nature. Information overload creates a change that belongs to the category of disturbances. Can we qualify it as a pedagogical problem of media? Well, the term disturbance smells “problematic” so we may assume the presence of some potential for generating (also) pedagogical problems (though problems happen to be “constructive”). Of course, again, it’s only up to us (read: our media literacy) whether infosphere will be providing us with utopic or dystopic contexts. Recommended reading: Tyranny of the Moment. Fast and Slow Time in Information Age, by Thomas Hylland Eriksen.

Blog – sociosphere or semiosphere?

Reflection triggered by yet another comment from Tom Erik Holteng (min digitale hverdag)

The idea of utilizing blogging for educational purposes seems to be not a bad idea. But, … there are always some “BUTS”. I’d like to refer to the “but” related to “social” factors that could create “barriers” for blogging. Some claim they are not social enough to expose their ideas to “public”. And I have a bit of a problem with this particular problem. I have a problem working out if we’ve got here a problem with social interaction or a problem with the content we are supposed to put into the messages expected from us (e.g. with reference to educational tasks). Social interaction is one thing and creation of meaning to solve a problem (whether socially or not) is another thing. I do agree with the opinion that teachers to be should be developing social skills in the course of their studies so that they make true professionals (and I expand on that belief in the post Utilizing Simple Media to Develop Deep Approach to Learning), blogging will only help develop these skills. Social skills are  practical in their nature (by the very definition of the term skills), and blogging is “PURE” practice (social practice of communication), and this “challenge” shouldn’t be avoided by teacher students.  I’d like to attract your attention to the notion of semiosphere and provoke reflection on how it relates to social functioning.

Blogging – “Social Mind Mapping”

Reflection triggered by the comment from Tom Erik Holteng (min digitale hverdag)

Educational qualities of blogs, or rather BLOGGING I should say, are numerous (and unquestionable). They are mostly related to, and stemming from the fact that blogging is both a process and communication. Due to that characteristics the outcome of blogging, which is a blog, is an ALIVE and INTERACTIVE construct. Having the potential of enhancing research activities (helping exploring, monitoring and registering), blogging equips the ones who are involved in it with the possibility of receiving feedback from the others (MANY others, and VARIOUS others), which makes it a “collaborative mind technology“. Display of reasoning (which a blog makes) together with social interaction (which a blog entails) gives the activity of blogging the quality of social semantic networking and makes learning a truly social adventure. (Isn’t it so?)

Medium, Content; Content in Medium

Reflection triggered by the comment from Robert K. Blechman (A Model Media Ecologist)

On studying the comment on my Media Ecology post I couldn’t stop the develoment of my undisciplined thoughts towards the issue of media content. Due to my natural inclinations over which I have no control, I cannot help raising ethical questions related to rapid development of media “messaging” and commercialization of communication being a “NATURAL” consequence of that (“commerce” truly contributed to the development of human civilisations thus epithet natural seems to be natural in this context).  Coming back to the point, reflecting on the issue of orality versus literacy (oral culture versus writing culture, considerations triggered by Walter Ong), as well the issue of translocation (in terms of time and space) being the quality of registered messages (though not only), I’d like to point out to the characteristics of contemporary media. Contemporary media are mobile, interactive and highly integrated (multimedia) – which makes them not only written and oral at the same time (e.g communication in Internet chat environment), but also visual and dialogical (at the same time). I want to focus on the last quality mentioned. To what extent are contemporary media dialogical in fact, and to what extent they are dialogical because they create such possibilities in technical terms? The simple answer could be: media are dialogical to the extent  we make them dialogical. And that is obvious (and logical). The only problem is whether we’ve got the competence to convert our contact with messages brought by media to a dialog. Today I’d like to attract your attention to the issue of content analysis, and wake up your reflection on the ability to interract with media content as part of media literacy.

Person Robert Blechman

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Pedagogical Problems of Media – case of sexual abuse and violence

Barn i vanskelige situasjoner – April 16, 2008

On the 6th Getting Involved Conference, Mo I Rana, Norway, I presented the problem of sexual abuse on Internet as one of the threats related to the development of media culture. Presentation was the outcome of research work conducted in the Department of Media and Information Technologies (University of Zielona Gora, Poland), where Polish students were monitoring chat rooms for teenagers. The initiative was trigered by project Kid’s Digital World being realized in Nesna University College, Norway.

Utilizing simple media to develop deep approach to learning

Forskningsdagene i Høgskolen i Nesna – September 19, 2008

Research Days in Nesna University College, Norway were the occasion to present one of the ideas that came to  my mind when I was scratching my head to find a way to encourage students to use digital tools for their work and communication ( project related to utilizing Moodle as learning environment).  I presented a task that combines a requirement to use an ICT tool with a requirement of cognitive and creative effort.  I assumed that this combination would lead to enhancing deep approach to learning and a raise in motivation to learn.  I concentrated on the competence of information processing as a focal aspect of learning process and I tried to engage it in both, building knowledge and developing skills necessary for teachers’ work.

Putting space into verbal text

Broadening students horizon on cognition

The idea of this presentation came to me when I was thinking about how to approach a challenge of lecturing about cognition to teacher education students who have been a target group in a project I’m currently working on. I thought such a “chat” (read: lecture on cognition) could be useful for them before they evaluate my efforts to introduce some new ideas to their learning web-based setting (LMS). On the one hand I wanted to broaden their horizons by introducing a theoretical perspective they have not dissccussed during the course of their studies (cognitive processes by Carl Gustav Jung), and on the other hand I wanted to show them how they can use PPT (a simple visual medium) to make a verbal text more spacial, and thus more approachable for those who are not keen on linear representation of information.

Media Pedagogy – towards understanding of the notion

Clarification of key terms

Most generally speaking pedagogy is a branch of human thought providing us with theory about the practice of education. Education, as all the other forms of human activity, is framed and thus determined by the context in which it occurs. What or who provides contexts for education? To answer that question in the most dipolomatic way I’d say CULTURE. Culture is the ground in which all the recipes for our social practices develop (of cource, there’s always a question about conditions for cultural “production”, but let’s put that issue aside). Contemporary culture is media culture as it’s media which are the most dynamic part of it.  It’s natural then that educationalists raise the problem of relation between media and education as such, as well as media and theory of education.

Recomended reading:

Media Pedagogy: Media Education, Media Socialisation and Educational Media

Mediatic Turn: Exploring Concepts in Media Pedagogy

Iconic Violence – introduction to the problem

Can pictures violate us?

Violence and icons have accompanied humans since the begining of “the time”. They used to follow separate paths, meeting occasionally from time to time. These meetings yet, with the development of media culture, began to be more and more frequent, reaching their apogee in mass media age. In order to understand the phenomenon of iconic violence it is important to distinguish it from icons of violence. Icons of violence show violence while iconic violence violate us via various images (e.g. images of “very” slim ladies in the magazines for ladies). Speaking in most general terms: icons of violence violate us with what we see in an image while iconic violence violate us with what we do not see in an image. Numerous icons of violence come to us as a part of media content (mostly to attract our attention, e.g. attention to the news, or attention the a movie). Iconic violence, in turn, comes to us as a quite nasty form of manipulation. In case of a violent movie, we may decide whether we want to watch it or not. This kind of media products give us  choice as for participation in their content. Such democracy of communication does not exist in case of iconic violence, which makes us victims of particular ideologies or systems of values without our consent. What feeds iconic violence and helps it “flourish”  is the lack of media literacy.

Recomended reading: The intelligence of Evil or Lucidity Pact, by Jean Baudrillard, Przemoc ikoniczna, by Agnieszka Ogonowska

Person Jean Baudrillard

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Blog! How can it contribute to structuring verbal thought?

Reflection on how to meet a challenge of writing an essay with the help of blogging

“Easy reading is the result of  damn hard writing”. Many who tried to structure their thoughts towards a reader-friendly  mode experienced that trap. It often happens that our thoughts just wander here and there, all around our minds, staying far away from being orderly, but … they are there, and, on the one hand it is difficult to organise them, and on the other hand – we somehow feel that it would be a true pity to lose them. That’s quite a trap . How can we help students having such problems? I’ve heard about an idea of introducing a demand of writing an essay (or essays) to teacher education in the first year of studies, and then (meaning after that) making students face a demand of creating a blog. Shouldn’t it be the other way round? Blog or rather blogging (I should say) is an excellent setting for research activity, which is the preliminary (and necessary) stage for writing a reasonable essay. Shouldn’t the stage of blogging precede the stage of essay writing? Essay is a form of synthesis. It is the crowning of your effort to “sell” the message. It is supposed to be a coherent and cohesive reasoning leading to justifying your stand (nicely expressed in words, quite a challenge in the age of iconisation). Blog, on the other hand, is (or can be) about exploring (also yourself), expressing, … , organising, sharing?, exposing?, registering your progress – blogging is a process of making “oneself” (whatever it means) visible. If you are a reflective human being you will always reflect on what you share, or what you expose. You will always try to take responsibility for your “appearance”. And that’s the point!. If we  manage to make students take true responsibility for what they are doing (read: how they are progressing with their assignment) we are on a good way to get an honest piece of work from them, meaning a decent synthesis on the basis of reasearch; something that is the result of a process, not just the outcome of one-evening torture imposed on oneself to get rid of the task. Isn’t it so?

Images, Information; Images of Information

A short introduction to the concept of image-based exploration

Have you ever thought over the question why the saying “A Picture is Worth a Thousand Words” was coined just like that, and not the other way round? Intuitively, informative power of images is “something” we can (somehow) not question. There is a number of reasons for that. Firstly, images activate numerous modes of nonverbal communication making communication “richer”. Secondly, images trigger building  meanings by denotation “faster” than words, making communication more efficient. Thirdly, images “speak” with universal signs, which makes communication easier. Finally (although I skipped fourthly and so on), images are omnipresent in contemporary culture. Visual imagination and visual sensitivity can be of more help in exploring sociological phenomena than questionnaires and interviews ( visual sociology). Images build quite a career in social practices of conveying information (visual journalism), as well as research work (visual anthropology).

Recomended reading:  visual literacy.

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Whenever I go through the pictures I took in Cadiz (southern Spain, 2007), this one always makes me “stop”. I “guess” it tells quite a story (by the way, I call it “excepto”).

Media, Ecology; Media Ecology

About environmental approach to media

What connotations does the word environment bring to your mind? Does it trigger thoughts about fresh air or pollution? Maybe it’s  Greenpeace that makes the first association with reference to it. I want to put an emphasisis on the FACT that envirinment is about interaction (and, as interaction is so closely related to communication, I could say environment is about communication, but I’m not going to go that far in this post). What’s the relation between media and environment? Well, media ARE our environment, and the evidence for that thesis is provided by an interdisciplinary character of media studies. One could say media are not our natural environment. And that is true. But to what extent are we still “natural” creatures? Well, to a certain extent, of course, we still are, yet the acceleration of technological change pushes us towards expantion of our cultural “face”, and media are the most dynamic “layer” of contemporary culture. An animal symbolicum has never been that much “mediated“. Media create our cultural environment, and as an educationalist, I cannot refrain myself from posing a question to what extent this environment is human friendly, or (using trendy “nomenclature”) ecological . Today I’d like to attract your attention to the concept of media ecology, and one of its originators Neil Postman (enjoy ).

Useful reading: What is Media Ecology?