Youth Culture, New Media and Literacy How are new media being integrated into youth practices and agendas? How do these practices change the dynamics of youth-adult negotiations over literacy, learning, and development of knowledge regarding sustainable water management?
Social and Recreational New Media and Learning Friendship driven Interest driven Learning occurs through trial and error
Forms of Participatory Culture Affiliations — memberships, formal and informal, in online communities centered around various forms of media, such as Friendster, Facebook, message boards, metagaming, game clans, or MySpace. Expressions — producing new creative forms, such as digital sampling, modding and skinning, fan video making, fan fiction writing, zines, mash-ups.
Personalizing Learning Choices (learner voice and choice) Skills and knowledge (curriculum) Learning environments (pedagogies and institutions) Feedback (assessment and recognition).
Improving Access Use all of the technology that is at hand. Maximize sharing. Increase access time.
Technologies web-browser e-mail / web-mail word-processing spreadsheet software database software data analysis software web design presentation software video playback interactive assessment interactive whiteboard concept-mapping document camera image processing graphing calculator lab probe/interface podcasting video streaming video production web conferencing videoconferencing social networking simulations and gaming learning management
Current Studies Canadian Wildlife Federation, Canadian Network for Environmental Education and Communication members, and World Environmental Education Conference participants Adoption of technologies to support implementation of wildlife, environmental, and biodiversity education programs
5 th World Environmental Education Conference Montreal, Canada Based on 156 responses Responses from six “ World Macro Regions ” (http://www.un.org/depts/dh/maplib/worldregions.ht(http://www.un.org/depts/dh/maplib/worldregions.htm retrieved 5/5/09) Responses from “ Formal ’, “ Non-Formal ” and “ Informal ” educators (Canadian Network for Environmental Education and Communication)
5WEEC Survey Representation Africa – 14.5% Asia – 7.2% Europe – 20.3% Latin America – 8.7% Northern America – 47.8% Oceania – 1.4%
Definitions Formal Teaching Educational activities carried out by instructors engaged in the instruction of students at or associated with recognized educational institutions such as schools, colleges, universities, and technical institutes Example activities would include, but are not restricted to Regular prescribed curricula which include topics related to outdoor, environmental, and/or wildlife education Laboratory activities, field trips, etc associated with regular instructional programs Supplementary related topics and instruction provided within the course of regular classroom instruction Learning institutes, seminars, workshops related to these topics
Definitions Non-Formal Teaching Structured and organized youth- or adult-education programs, carried out by recognized (usually, volunteer) instructors, which have an outdoor, environmental and/or wildlife focus or component Example programs and activities would include, but are not restricted to Scouts, Guides, Jr. Forest Wardens, Firearms Training Courses, Conservation and Hunter Education Programs, Youth 4-H Programs Extra-Curricular or Continuing Education Programs (e.g. fly-fishing, back- packing, kayaking, nature photography, etc) Guided Park-Naturalist Tours, Guided Nature Walks, Park Naturalist Presentations, Interpretive Centres, etc
Definitions Informal Teaching Unstructured, usually spontaneous, often incidental (though important and germane), outdoor, environmental and/or wildlife teaching-learning events Example events would include, but are not restricted to A conservation officer engaging in conversation with a fisher or hunter about the habits/habitat/ecology of some particular species or environment A hunting guide discussing with a client the habits/habitat/ecology of some particular species or environment A kayak tour guide discussing or explaining aspects of marine, aquatic, or riparian ecology with his/her clients over the course of a trip A park warden engaging tourists in incidental conversation related to aspects of the local environment or ecology
Quick Overview– 5WEEC Significantly varying ranges and levels of adoption of technologies “ Traditional ” technologies well-adopted e.g. presentation software, classroom video Less adoption of other technologies e.g., video streaming, social networking, learning management, interactive whiteboards web design, podcasting Limited adoption of interactive technologies e.g. simulation and gaming, video- and desktop-conferencing
Bridging the Gap Challenges on-going identification of “ emergent ” technologies reflect changes in technology integration 21st century technologies and communities collaborative self-assessment ownership, engagement, discussion data-informed decision-making
twenty-first century learner appropriate to today ’ s learners and to present and future socio-economic conditions. use of new technologies to engage and support access, apply, and create knowledge engage in collaborative problem-solving interact with the wider community
strong curriculum match Pan-Canadian Science Framework emphasis on interdisciplinary subject matter connections with numeracy and literacy real-world applications of knowledge communication and critical & creative thinking developing skills in the context of understanding science content and acquiring appropriate attitudes
backwards design approach understanding by design action-focused directing words and phrases promote students ’ achievement and provide evidence of that achievement mirror the abilities of skilled scientists, engineers, designers, or well-informed citizens
practical approach research-based strategies suitable for everyday use Traditionally practical work in science education has included hands-on activities Today: research activities, simulations, issue analysis and decision-making activities variety of hands-on, minds-on activities range of assessments is also much broader