EduMed

Media and Education

‘Content curation’ med sosiale medier

Hvordan håndtere sosiale medier ved hjelp av sosiale medier

Vi lever i en tid med innholdsoverflod. Det er rett og slett “for mange” sosiale nettverk, nyhetsstrømmer, og infografikk. Dette setter krav til vår tid og oppmerksomhet. Ferdigheten i hvordan å finne, skape fornuft av, og dele relevant innhold er meget viktig i dagens informasjonsmettede samfunn. Her er noen verktøy som kan hjelpe oss med å selektere og organisere den informasjon vi trenger, samt dele den på en strategisk måte.

Les mer om ‘content curation’:

 

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February 19, 2017 Posted by | Uncategorized | Leave a comment

Personlig læringsnettverk (PLN)

Hvis innhold er konge, da er forbindelser keiser – introduksjon til læring med sosiale medier

Det sies at 7 er et magisk nummer, så la oss se på  hvordan vi kan lære med 4+3; 4 tjenester og 3 steg, som vist i følgende 7 lysbilder:

Det finnes en rekke andre verktøy for å bygge og utvide PLN, men her har jeg pekt på kun fire av dem.

Ytterligere lesing:

Personlig læringsnettverk

Konnektivisme

 

February 19, 2017 Posted by | IKT og læring | Leave a comment

Læringsmessige aspekter ved dataspill

«Studying games – how they are designed and how they are played – is one of the best sources of insight into learning»

                                                                                                                                               Seymour Papert

Tema for denne presentasjonen:

  • Konseptet «Digital Game-Based Learning» (dataspillbasert læring)
  • Læringsteorier for bruk av dataspill  som pedagogisk ressurs
  • Fordeler med dataspill for læring
  • «Gamification» og læring

January 9, 2017 Posted by | Uncategorized | Leave a comment

Læringsmuligheter i dataspill

Å spille eller ikke spille

“Folk flest har en tendens til å tro at skolen kun handler om innhold (fakta, informasjon) og dataspill kun er handling”

                                                                   Dette er feil

“Faktisk har dataspill svært mye innhold  (fakta, informasjon) samtidig med handling ”

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

January 9, 2017 Posted by | Uncategorized | Leave a comment

Web 2.0-Hvordan alt startet

Filosofien og praksisen bak sosial bruk av Internett

I dagens verden av sosiale medier er det blitt en selvfølge å produsere og dele ulikt innhold. Alt dette har sin bakgrunn i det som kalles Web 2.0. Denne løsningen – både teknisk og idemessig – har ført til demokratisering av Internet og en eksplosjon av kommunikasjons- og samarbeidsplattformer.

Resultatet – en verden av sosiale nettverk.

January 8, 2017 Posted by | Uncategorized | Leave a comment

Litt sosiologi om sosiale medier

Det finnes ikke noe mer praktisk enn en god teori

Med økningen i bruk av sosiale medier er det viktig å reflektere over hva som gjør dem så populære og engasjerende. Hvor kan vi finne støtte for slik refleksjon?

Sosiologi?

Sosiologi gir oss en rekke teorier som forklarer sosial adferd og sosiale systemer, noe som vi er involvert i daglig og som har sin parallell i de sosiale medier. Presentasjonen under viser til valgte teoretiske perspektiver som kan brukes for å utdype forståelsen for de sosiologiske mekanismer som ligger til grunn for involvering i sosiale medier. Her kan vi både ta et mikroperspektiv og makroperspektiv. Begge gir interessant innsikt i “jungeltelegrafen” og hjelper oss å finne gode strategier for hensiktsmessig bruk.

January 8, 2017 Posted by | Uncategorized | Leave a comment

Nye medier, nye utfordringer, nye muligheter

Hvordan kan vi utnytte nye teknologier for bedre læring?

Man mener at vi lærer ved å besvare spørsmål. Hvis det er så, her kommer to “tricky” spørsmål:

  1. Kan symbolet «3.0» ha noe å gjøre med partnerskap?
  2. Hvis det er en sammenheng mellom «3.0» og begrepet partnerskap, kan dette ha noe å gjøre med utdanning?

Rådvill … ? Gå gjennom presentasjon under. Der finnes et mulig svar.

For utdypning:

Lengel J.G. (2013), Education 3.0: Seven Steps to Better Schools, New York and London: Teachers College Press
Prensky M. (2010), Teaching Digital Natives: Partnering for Real Learning, Thousand Oaks, CA: Corwin A Sage Company

October 9, 2016 Posted by | IKT og læring, Media and Education | Leave a comment

Undervisning er ALLTID mediert

Introduksjon til mediepedagogikk

Kan du tenke deg noen form for kommunikasjon som ikke er mediert, dvs. som ikke involverer bruk av medier?

Medier er til stede i alle former for kommunikasjon. Det mest grunnleggende medium i menneskelig kommunikasjon er språk (verbal kommunikasjon). Men selv når vi ikke sier et ord sammen med andre, kommuniserer kroppen vår (ikke-verbal kommunikasjon). Vi trenger heller ikke være sammen med andre for å kommunisere, da vi kan bruke skrift som medium (skriftlig kommunikasjon).

Er du enig i at utdanning er en spesialisert form for kommunikasjon? Hvis så er den pedagogiske prosessen gjennomsyret av medier. Den pedagogiske retning som fokuserer på læringsmessige aspekter ved medier kalles mediepedagogikk. Den dreier seg om tre områder:

  • hvordan vi påvirkes av mediene,
  • hvordan undervise om medier, og
  • hvordan undervise med medier.

Denne tredelt strukturen er analogt til en oppdeling av den generelle pedagogikken som er sosialisering, oppdragelse og undervisning.

Hovedområdene innen mediepedagogikk overlapper hverandre. Likevel er tredeling nyttig for å klargjøre kompleksiteten og omfanget av faget.

Presentasjonen under er ment å trigge refleksjon rundt mediepedagogiske perspektiv.

For utdypning:

Fritze Y., Haugsbakk G., Nordkvelle Y.T. (2015), Mediepedagogiske perspektiver. Mediesosialisering, undervisning om og med medier, Cappelen Damm Akademisk

Qvortrup L. (2007). Media Pedagogy: Media Education, Media Socialisation and Educational Media, Seminar.net – International journal of media, technology and lifelong learning, Vol. 3 – Issue 2

October 9, 2016 Posted by | IKT og læring, Media and Education | Leave a comment

Medier og kultur

Fra konsumenter til prosumenter

Utviklingen av menneskers kultur er tett knyttet til utviklingen av redskap. Nye redskap introduserer nye praksiser og følgelig, endringer i måten mennesker lever og tenker på. I videste forstand, kan medier forstås som «redskaper» for informasjon og kommunikasjon. Siden kommunikasjon er en viktig sosial prosess, har medier spilt en vesentlig rolle i kulturelle endringer.

I presentasjonen under finner du gjennomgang over utvalgte aspekter relatert til forbindelsen mellom utvikling av medieteknologi og kulturelle fenomener. Muntlig tradisjon, trykt kultur, visuell kultur og deltakerkultur er eksempler på hvordan bruk av spesifikke typer medier påvirket kulturelle prosesser.

Deltakerkultur – et aspekt av mediekultur som utviklet seg som følge av bruken av nye digitale medier, er særlig signifikant. Muligheter som ligger i nye medier har skapt enestående forhold for kreativitet og samarbeid mellom mediebrukere. Dette er en unik kvalitet med unike konsekvenser.

August 26, 2016 Posted by | IKT og læring, Media and Education | Leave a comment

Medier og samfunn

Determinisme eller konstruktivisme?

Hva er forbindelsen mellom media og samfunn? Kontrollerer samfunnet media? Eller er det media som kontrollerer samfunnet? Kanskje er ikke kontroll et godt ord i denne sammenhengen? Kanskje bør vi heller snakke om påvirkning? I så fall hva er retningen på denne påvirkningen?

Presentasjon under introduserer en debatt rundt dette. Tre perspektiv blir presentert, med Marshall McLuhan sine synspunkter i fokus. Hans analyse brakte frem interessante kognitive og kulturelle aspekter, som er viktige fra et pedagogisk ståsted.

Marshall McLuhan er gitt æren for å spå fremveksten av World Wide Web som kommunikasjonsarena årtier før det ble oppfunnet. Han oppfant de to berømte uttrykkene; “The medium is the message” og “Global village”, som har inspirert mange medie-teoretikere fra den gang og til i dag.

 

August 22, 2016 Posted by | IKT og læring, Media and Education | Leave a comment

Mediekommunikasjon gjennom historien

.

Historia magistra vitae est

Som et «verktøy» for kommunikasjon påvirker medier oss gjennom sitt innhold og gjennom den måten vi bruker dem. Siden kommunikasjon alltid involverer flere enn en, påvirker medier også de sosiale prosesser.

Presentasjonen under er en introduksjon til relasjonen mellom medier og menneskers liv. Gjennomgangen av medias utvikling gjennom historien er ment å gi innsikt i hvordan mennesker gjennom tidene har brukt ulike former for media for å utvide måten de kommuniserer på.

Reflekter over hvert lysbilde og prøv å definere forbindelsen mellom medier – deres innhold og bruk – og hvordan mennesker tenker og handler. Dette er en særlig viktig refleksjon i vår mediemettet tid.

 

 

August 19, 2016 Posted by | IKT og læring, Media and Education | Leave a comment

Teoretisk bakgrunn for pedagogisk design av “PowerPoint”

5 måter å redusere PowerPoint “overload”

Opp med hånden alle som er lei av PowerPoint 🙂

For mange kulepunkt, for mye tekst, forvirrende utforming, …, alt dette fører til “overload” som gjør PowerPoint til et lite effektivt kommunikasjonsverktøy.

Hvordan kan vi unngå dette?

Ikke fokuser på teknologien men på hvordan den menneskelige hjerne virker.

Det er en godt etablert forståelse av hvordan hjernen fungerer. En oversikt over teorien om den menneskelige kognitive prosessering er forklart i boken “Multimedia Learning” av Richard Mayer. Den er basert på tre konsepter:

Menneskene er aktive “prosessorer” som søker å finne fornuft i informasjonen og ikke bare lagre den passivt. En god PowerPoint bør fremme aktiv kognitiv prosessering ved å støtte utvelgelse, organisering og integrering av informasjon.

Se presentasjonen under for å lære mer om de fem prinsipper for godt pedagogisk design av PowerPoint.

January 4, 2015 Posted by | Effektiv læring, IKT og læring | Leave a comment

Læring fra multimedia

Hvorfor er det viktig å reflektere over kognitiv belastningsteori / Cognitive Load Theory ?

I multimedialæring er det meget viktig å forstå forholdet med den lærendes kognitive overbelastning, og hvordan unngå dette. Her kan teorien om kognitiv belastning være til hjelp. Den fokuserer på forbindelsen mellom læringsprosessen og to typer hukommelse:

  • korttidshukommelse og
  • langtidshukommelse

Viktig å huske:

Korttidshukommelse (arbeidsminne / working memory) er begrenset og dette kan vanskeliggøre læring.

Hvorfor er det slik?

Læring kan sammenlignes med det å kode (lagre) kunnskap i langtidshukommelsen. Kapasiteten til vår langtidshukommelse sies å være uendelig. MEN før kunnskap kan lagres i vår langtidshukommelse må den gjennom vår korttidshukommelse. Hvis korttidshukommelsen (vårt arbeidsminne) ikke klarer å behandle informasjon da vil ikke læringen bli effektiv.

Hvilke konsekvenser har dette for design av pedagogisk multimedia?

Kognitive belastning er definert som den totale mengde mental aktivitet vi utsetter korttidshukommelsen for. Hvis vårt multimedieprodukt utsetter korttidshukommelsen for mer enn det den kan håndtere, vil informasjonen ikke bli lagret i langtidshukommelsen dvs. læring vil ikke skje. På grunn av dette er f.eks. en PowerPoint overfylt med tekst ikke et effektivt læringsverktøy. Kognitive belastning knyttet til for mye tekst kan reduseres ved å bruke visuelle elementer.

Mer om dualismen i informasjonsbehandling her.

 

For utdypende info:
Cooper G. (1998). Research into Cognitive Load Theory and Instructional Design at UNSW

January 3, 2015 Posted by | Effektiv læring, IKT og læring | Leave a comment

Første introduksjon til multimedialæring

Nyttig å vite før du setter i gang med multimedia-design for pedagogisk formål

Denne introduksjonen er basert på Cognitive Theory of Multimedia Learnig. Denne teorien tilhører det kognitive paradigme innen læringsteorier og fokuserer på de mentale prosesser som foregår individuelt. Den peker også på hvordan læring kan bli fremmet ved bruk av multimedia – medier som integrerer ulike uttrykksformer (ord, lyd, bilder, animasjon, video, interaktivitet).

Viktig å huske:

Vi behandler informasjon via to kanaler: den auditive kanal og den visuelle kanal. Gode multimedia produkt må adressere begge kanaler og snakke med både ord og bilder. Like viktig er det å opprettholde balansen mellom disse. Ord bør ikke dominere over visuelle elementer og omvendt. Som i alt annet her i livet handler det om balanse. Disse to premissene legger grunnlaget for hovedprinsippene i multimedia-design.

Godt multimedia-design støtter følgende kognitive prosesser:

  • utvelgelse av informasjon,
  • organisering av informasjon,
  • integrering av informasjon

Disse er viktig for effektiv læring.

For utdypende info:

Mayer R.E. (2009). Multimedia Learning. New York: Cambridge University Press

January 2, 2015 Posted by | Effektiv læring, IKT og læring | 1 Comment

From games to gamification

Gamification of Learning and Instruction

Between a “magic circle” and educational design

The importance of play in culture is unquestionable (Huizinga, 1938) . For centuries Homo ludens has been indulging in a “magic circle”  of activities cut off from the outside world.

Digital games, being separate from the outside world, may well extend into other spheres of life. Conversely, culture can reveal in digital games its core values.

What is the person like who has been socialized by the technologies of digital games?

Can people who undergo  inputs from digital games think differently? Do they think differently?

Effects of media such as video games on socialization and cognitive development of players have been discussed since mid-80s (Greenfield 1984, Mind and Media). Since then, many scholars with the focus on rethinking learning in a new age have analyzed and reflected on educational potential of digital games (Prensky 2001; Shaffer 2006; Gee 2007; Nielsen, Smith, Tosca, 2008).

Since 2010 the concept of applying game-design thinking to non-game applications (gamification ) has been surging in popularity. For balance, it has also attracted  a critical reflection. To gamify or not to gamify, that could be the question.

Yet, here it is, The Gamification of Learning and Instruction by Karl M.Kapp – the first book for learning professionals about applying game based sensibilities to the development of learning experience.


Collection of reflections about “The Gamification of Learning and Instruction”:

The Gamification of Learning and Instruction
The Gamification of Learning and Instruction: What Will You Learn From This Book

Games We Should Play – The Gamification of Learning

References:

Gee J. (2007), Good Video Games + Good Learning, New York: Peter Lang
Nielsen E., Smith J., Tosca S. (2008), Understanding Video Games, New York and London: Routlege
Prensky M. (2001), Digital Game-Based Learning, St. Paul, Minnesota: Paragon House
Shaffer D. (2006), How Computer Games Help Children Learn, New York: Palgrave Macmillan

May 3, 2012 Posted by | Digital Game-Based Learning | Leave a comment

From consumers to producers

About Scottish way to excellency in education through computer games

Picture on the left from http://fuse.microsoft.com/page/kodu, picture on the right from presentation "What can small childrem learn from computer games" by Derek Robertson

This post has been inspired by the presentation “What can small children learn from computer games” made by Derek Robertson, Learning and Teaching Scotland as well as the workshop “Production of computer games with the use of Kodu” (also conducted by D. Robertson). The events were part of the  “Læring uten grenser” Conference (Bergen 9.-10. februar 2012). Both the presentation and the workshop reinforced my belief in educational qualities of computer games designed for entertaiment, which made them utmost rewarding experience.

For two years students of “IKT og læring” courses at Nesna University College have been analysing educational potential of computer games within the task related to the area “Interaktiv informasjon og spill”. The task is about playing a chosen game and then analysing its educational impact from  the perspective of learning theories. Apart from being not a bad opportunity for revising learning theories, the work with this assignment gives teacher education students and teachers a bit of an  insight into the “world of gaming”.

Scottish initiative “Consolarium” makes an excellent example of how one can go much further than theoretical analysis. Children in Scotland not only play computer games in the context of formal education but also design computer games on their own. The designing adventure comes true with the use of 3D simulation environment of Kodu – a user-friendly visual programming tool.
So simple and so useful
.

February 12, 2012 Posted by | Digital Game-Based Learning | Leave a comment

Rythm and Learning

About possible connection between “feeling the blues” and learning

I’ve just come across an inspiring presentation “Digital Learning Futures” by Steve Wheeler.

The visual language  in the presentation made me jump immediately into an “intermediality mode” and here it is – not “rhytm and blues” but “rythm and learning” as a metphor coined for amplifying “Digital Learning Futures” message.

Enjoy the presentation: Digital Learning Futures

Digital Learning Futures

Here Steve Wheeler comes in person: speech Digital Learning Futures

February 4, 2012 Posted by | Digital Media and Education | Leave a comment

Dataspill og læring

Å spille eller ikke spille

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.

September 21, 2011 Posted by | Digital Game-Based Learning | Leave a comment

‘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.

October 7, 2010 Posted by | Blogging as learning environmnrt | Leave a comment

‘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’.

October 6, 2010 Posted by | Media and Education | Leave a comment

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.

View this document on Scribd

March 25, 2009 Posted by | Visual thinking | Leave a comment

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

November 22, 2008 Posted by | Media and Education | Leave a comment

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).

October 7, 2008 Posted by | Visual thinking | Leave a comment

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.

October 6, 2008 Posted by | Media and Education | Leave a comment

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.

October 4, 2008 Posted by | Blogging as learning environmnrt | Leave a comment

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?)

October 3, 2008 Posted by | Blogging as learning environmnrt | 2 Comments

Media, Content; Content in Media

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.

September 28, 2008 Posted by | Media and Education | Leave a comment

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?

September 27, 2008 Posted by | Media and Education | 1 Comment

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”).

September 26, 2008 Posted by | Visual thinking | 1 Comment

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?

September 24, 2008 Posted by | Blogging as learning environmnrt | 1 Comment

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

September 24, 2008 Posted by | Media and Education | Leave a comment

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


September 23, 2008 Posted by | Media and Education | Leave a comment

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.

September 22, 2008 Posted by | Visual thinking | Leave a comment

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.

September 21, 2008 Posted by | Visual thinking | 1 Comment

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.

September 21, 2008 Posted by | Media and Education | Leave a comment