MBMH Seminar


Prep Reading for the 11/13/09 “Net Gen Learners” Session by Bryan
November 6, 2009, 3:47 pm
Filed under: Housekeeping, Teams, Topics | Tags:

Don Tapscott Video and Questions

Michael Wesch Video

Optional Reading

Chapter 5: “Rethinking Education: The Net Generation as Learners”

Tapscott, Don.  Grown up Digital : How the Net Generation is Changing your World.  New York : McGraw-Hill; 2009.

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Summary of Blending Education and Entertainment Seminar by achapin63
October 27, 2009, 2:11 pm
Filed under: Teams, Topics | Tags:

Thanks to all who participated in this first seminar of this series.  I’d like to try to summarize the topic and presentations here.

Overview

physics-superheroesThis is a big topic, both timely and timeless, that tries to get at the heart of how we engage and enrich our minds.  The seminar started with an overview of efforts to combine education and entertainment, from Sesame St to The Wire, interactive science museums to The Physics of Superheroes, from Homer’s Odessey to Joyce’s Ulysses to Fox’s 24.  Arguments for blending education and entertainment were culled from Steven Johnson’s Everything Bad is Good for You and from Douglas Rushkoff’s notion of the “renaissance prospects” introduced by the internet.

New Tools

Marshal McLuhan writes in Understanding Media: The Extensions of Man, that “We shape our tools, thereafter, our tools shape us” (Mike Roy notes that McLuhan likely based this on a statement Winston Churchill made in speech to the House of Commons, “We shape our buildings, and afterwards our buildings shape us”).  The new tools of particular interest here are the internet and applications that are designed for user contributions such as iTunes and YouTube.  These tools have shaped us, encouraging us to be more collaborative, expressive, creative and connected.  By making is easy to participate, tools like iTunes, YouTube, Wikipedia, Flickr and so on have begun to blend entertainment and education.  As academic information professionals, we can help, particularly in the area of metadata, ensuring academic content is as discoverable as the machinima videos.

Why Digital Storytelling

Digital storytelling is a great example of how new tools shape us, both as “content” consumers and producers.  Digital writing need not only include text, but can integrate images, audio and video.  New media literacies are needed to understand how to use images and video not only to entertain and also educate.  Examples include mash-up videos of social rituals with theoretical explanations, data-driven simulations to describe economic indicators, video essays and immersive environments.  New pedagogical theories such as constructivism emphasize learning as an active social process and teaching as facilitating this process.  Digital storytelling requires new ways to composing and evaluating stories (see: The 7 Elements of Storytelling).  Instructional practices need to include training in tools and software applications, production equipment and file management and move beyond checklists of accuracy, currency and authority to teaching new rhetorical conventions such as sound tracks and camera angles.

creepyAs librarians and technologists, how can we/should we/do we want to participate in the education/entertainment trend?

“Technology is anything that was invented after you were born,” notes Alan Kay, a computer scientist (see: Kevin Kelly’s blog post, “Everything That Doesn’t Work Yet“).  As adult librarians and technologists, many of the technologies that have shaped students have altered us much less (see: Digital Natives, Digital Immigrants), so that we are less fluent with the technology, while at the same time more objective, or at least able to bring a different perspective, a perspective informed by older technologies.  This generationally-induced digital divide has opportunites and dangers.  There is the opportunity to meet students where they are by using the same platforms they use for entertainment to educate them including Facebook, YouTube and blogs.  The danger is that of the “creepy treehouse” effect on students who see these attempts by adults to join in on the fun as weird and perverse.  There are ways to avoid these dangers. Set up online presences for institutions (instead of for older people with funny accents).  Make participation in these “educational” virtual places optional.  Educate students and faculty on how to create separate personal and professional profiles on social networking sites and how to use advanced settings to control who sees what.

Evaluating New Media

How do we evaluate these new tools and media, particularly as media such as gaming shift from being purely entertainment to offering real educational value.  Unlike books, which traditionally have been reviewed by faculty, many new forms of media are evaluated by students themselves or by observing how students use a new tool or media.  Evaluation of content is still very important of course, but so is determining how engaging a tool/media is, how easy it is to use, its design and aesthetics, how much it encourages creativity and critical thinking.  Unfortunately, games and new media products too often use popularity as a primary means of evaluation and borrow from the movies rating systems that focus on content suitable to different age groups (AO for adult only, M for mature, T for teen and so on).  The Entertainment Software Rating Board (ESRB) has 32 difference descriptors for games that help consumers understand what distinguishes one game from another.  However much less work has been done on game rating systems that focus on learning outomes.



Guidelines for the Next Speakers? by D. Grainger Wedaman
October 23, 2009, 3:45 pm
Filed under: Housekeeping, Topics | Tags: , ,

If you have suggestions for the next group’s presentation from our experiences today, share them!

Random thoughts:

  • do have a moderator
  • whiteboard drawing — distraction or helpful conduit for release of nervous energy?
  • ask presenting group to summarize post presentation conversation
  • have speaker transmit video of themselves?
  • share online media via links in IM feed
  • use headphones if you’ll be talking
  • use the author’s name in your IM if you’re responding to another IM
  • use the 6-speakers setting


First Seminar Deemed a Success by All by Bryan
October 23, 2009, 3:38 pm
Filed under: Meetings | Tags:

elluminate Session 1



This Friday: The Storks present The Blending of Education and Entertainment by cgodbout
October 20, 2009, 11:54 am
Filed under: Teams, Topics

The first MBMH webinar is coming up Friday, October 23rd at 2 p.m.!  The Storks will be exploring the ways in which education and entertainment have been blended, creating the opportunity for more engaging education and scholarship and more informative entertainment.  What do academic information professionals need to know and do in order to help faculty and students navigate these two increasingly overlapping environments?  How can we take advantage of this trend to reach and educate more students?  How much can we/should we/do we want to be a part of the increasing blurring of education and entertainment, personal and academic?

Please read/watch/listen the following and be prepared to participate in the questions/discussion portion of the webinar.

Steven Berlin Johnson. “Serious Games.” October 21, 2005. Pop!Tech. IT Conversations.
Elizabeth Edwards.  “OK, This is Just Too Weird”: Identifying Outreach Opportunites in Facebook.

Entering the presentation “room”: Entering Elluminate is done in a browser via a weblink.  Watch for an email with the URL link to “the big room” for Friday’s presentation.  Please go into your own institution’s small room before the presentation to test your setup and get familiar with the interface (URL available from your director).

A note to blog readers not directly participating in the seminar this semester: The live presentation will be viewable only by the seminar members.  After the presentation we will post links to our presentation slides and bibliography on Google Docs which will be accessible to anyone.

The Storks:

  • Karrie Peterson, Brandeis
  • Joy Pile, Middlebury
  • Alex Chapin, Middlebury
  • Chrissa Godbout, Mount Holyoke


Elephants: Preliminary Outline by amycraig
September 25, 2009, 12:46 pm
Filed under: Topics | Tags: ,

Title Change: Faculty Engagement
presentation date: Friday, November 20, 2009

1. Know Yourself and what you offer– write elevator speech [everyone]
2. Know Faculty/Academy:

  • recognize politics (potential for strategic relationships) in Higher Ed– strategic landscape [Amy]
  • ethnographic studies (research changing needs, day in the life, empathy building) [Janet]

3. Building Relationships [Carrie–will propose to team how to narrow this large topic]

  • Info Business– Corporate Librarianship
  • Academic libraries
  • Client relationship building
  • Partnership building


Karrie Peterson, Brandeis University by Karrie Peterson
September 16, 2009, 7:58 pm
Filed under: Introductions, People | Tags: , ,

Hi, introducing myself.  Sorry to miss the first day — it sounded like a great place for an extended look at our seminar project!

I oversee the instruction program at Brandeis, working in a merged organization, which means that librarians and instructional technologists work in a totally blended way to support teaching and learning across the disciplines.  We aim for an approach to instruction that integrates information literacy skills with media literacies and technical fluency.

I got my library degree from University of Pittsburgh ages ago (1998!), was a government documents librarian for many years and head of a docs/data/GIS unit for awhile.  Before getting my library degree, I worked at the Seattle Public Library for a long time doing telephone reference.

I also have a background in political organizing and labor movement, and this part of my brain refocussed on access to information from every conceivable angle when I became a librarian (Code, network neutrality, free culture, new media literacies and Henry Jenkins, government secrecy and access to govt info, privacy, copyright and business models for both cultural and scholarly information).  I’m glad to be a part of the seminar!