 Clip from TED: Pattie Maes from MIT Clip from TED: Pattie Maes from MIT

 Henry Jenkins  Marc Prensky  (Kolb's learning styles)  Media Literacy  Participatory Culture  (Learning Styles )

1. play 2. performance 3. simulation 4. appropriation 5. multitasking 6. distributed cognition 7. collective intelligence 8. judgment 9. transmedia navigation 10. networking 11. negotiation

 Digital native  Digital immigrant

Additional Literacies JenkinsPrensky Additional issues PlayPlay v Work Project Mgt PerformanceActive v Passive Transparency SimulationFantasy v Reality Cross Fertilization Appropriation(Friend v Foe) Privacy Problem MultitaskingTwitch v Conventional Distributed CognitionRandom v Linear Collective Intelligence & Networking Connected v Stand alone Judgment Ethics & Credibility Prioritization Transmedia NavigationGraphics v Text Patience of Learning Style & cognitive pace NegotiationParallel v Linear ST/LT time preferences or Feedback Style Payoff v Patience Intellectual Property Problem

Discovery of on-campus Storybook Center Audio book activity Read Aloud & record Book review Written Paragraph Oral book report Video interpretation Webquest book discovery give feedback to other learners Book survey Select a book for the “Book to movie” team project Scene enactment. Video role play. Compose theme music for video Video movie trailer for “book to movie” project

 Henry Jenkins Henry Jenkins  Marc Prensky Marc Prensky  (Kolb's learning styles)  Media Literacy Media Literacy  Participatory Culture  (Learning Styles)

The Participation Gap The unequal access to the opportunities, experiences, skills, and knowledge that will prepare youth for full participation in the world of tomorrow. The Transparency Problem The challenges young people face in learning to see clearly the ways that media shape perceptions of the world. The Ethics Challenge The breakdown of traditional forms of professional training and socialization that might prepare young people for their increasingly public roles as media makers and community participants.”

 Transparency  Ethics  Participation Gap  Social capital gap  Income gap  English divide  Digital divide

 Participatory gap AffliliationsExpressions Collaborative problem solving circulations

 Social capital gap o Students may not have opportunities to participate in political discourses and opportunities involving networking and power relationships. Raise awareness about alternative people in Korean society. Introduce research ideas to find a way to access goals.  Income gap o Limited access to money for competitive educational purposes. Introduce research ideas to find a way to access financial assistance. Ask for funding from GS Caltex, LG Chem and Hanwha Chemical.  English divide o Limited or no access to cram schools. o Public schools in Gwangju and Jeollanamdo Provinces are chronically underfunded and suffer from lack of resources for learning purposes. Relax the test taking atmosphere and introduce English as another skill like cooking, using a computer or driving a car.  Digital divide o Limited or no access to technology devices, especially for learning purposes. Provide opportunities and materials to use technology.  Participation gap o Little chance to engage in an economically, intellectually, or creatively rich environments of opportunity Provide opportunities to explore online participatory culture in English and Korean.

 Transparency problem  Dealing with “face”  Safety within the learning context  Training for independent learning

 Ethics challenge  Portfolio generation  Reflection  Documentation of change of skills  Documentation of solutions to learning difficulties

 Henry Jenkins Henry Jenkins  Marc Prensky Marc Prensky  Kolb's learning styles  Media Literacy Media Literacy  Participatory Culture Participatory Culture  Learning Styles

Learner groups Learning modes Preferred learning methods 1 Accomodator CE and AE Role play, narration, and online peer interaction. 2Converger AC and AE Simulations, selecting information sources, guest speakers, and application to the "real world." 3Assimilator AC and RO Systematic approach, detailed directions, and computer-assisted instruction. 4 Diverger CE and RO Independent study, web searches, receiving many examples, and self- diagnostic activities From IU IST W505 E-Lecture: Target Learners and Design Issues by Dr. Nora Chong

 Concrete Experience  Abstract Conceptualization  Reflective Observation  Active Experimentation  Accommodator  Converger  Assimilator  Diverger

 Abstract conceptualism  Reflective Observation  Concrete experience  Active experimentation  Assimilator  Converger  Accommodator  Diverger

 Henry Jenkins Henry Jenkins  Marc Prensky Marc Prensky  Kolb's learning styles Kolb's learning styles  Media Literacy Media Literacy  Participatory Culture Participatory Culture  Learning Styles Learning Styles

 Michael Wesch › Crisis of Significance › The first 10 minutes will change your view of “school” › atch?gl=KR&hl=ko&v=J4yAp agnr0s atch?gl=KR&hl=ko&v=J4yAp agnr0s  new ways to organize info besides the superhighway/desktop/file metaphor  Power of hyperlinking, hierarchies arent needed (Google)  Blogs - creator of info  Not mass media - most videos uploaded to youtube are expected to be viewed by less than 100 people  "No body is as smart as everybody" - wiki mind set  Tagging - key words, file title, folksonomy - aggregated with others's tags

  Digital_Natives_Digital_Immigrants.pdf Digital_Natives_Digital_Immigrants.pdf  b.html b.html    =channel =channel  html html  Lisak, M. (2009) Mobile Learning Literacy: A Discovery Paper. IU Course W505 Mobile Learning.  Lisak, M. (2008) Final Project: A Critical Literacy Course Plan. IU Course L501 Critical Literacy K-12

 The Machine is Us/ing Us The Machine is Us/ing Us