Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
Frameworks for New Media Literacy Assessments
Frameworks for New Media
Literacy Assessment
and
a
Margaret QuickTime™
Weigel, bambini
media
TIFF
(Uncompressed) decompressor
[email protected]
are needed to see this picture.
Innovation in Evaluation
April 4th and 5th, 2011
Cambridge, MA
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
Frameworks for New Media Literacy Assessments
About me…
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http://www.bambini-media.com
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http://www.pz.harvard.edu
http://www.projectnml.org
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
Frameworks for New Media Literacy Assessments
Project New Media Literacies…
http://www.projectnml.org
QuickTime™
and a by the
-- one of the first three
projects funded
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MacArthur
$50M
Digital Media
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and Learning Initiative (2005).
-- Year One:
Framework for new media literacies
Prototypes of potential work
“Confronting the Challenges of Participatory
Culture: Media Education for the 21st Century”
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
Frameworks for New Media Literacy Assessments
What constitutes a participatory culture?
-- Low barriers to participation (i.e. access)
-- Strong support for creating and sharing work
with others
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-- Informal
mentorship
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knowledge is passed down to novices
-- A sense of meaning and purpose
-- Some degree of social connection with others
(individuals, a community)
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
Frameworks for New Media Literacy Assessments
Two fundamental challenges…
-- What to teach
-- How to teach it
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-- The Transparency
Problem:
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educating students to identity how media
shapes information via presentation…
-- The Ethics Challenge:
educating students to behave as a responsible
participant and community member….
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
Frameworks for New Media Literacy Assessments
What skills can be cultivated?
-- Play
-- Performance
-- Simulation
-- Appropriation QuickTime™ and a
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-- Multitasking
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-- Distributed Cognition
-- Collective Intelligence
-- Judgment
-- Transmedia Navigation
-- Networking
-- Negotiation
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
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Frameworks for New Media Literacy Assessments
Play
“the capacity to experiment with one’s surroundings as a form of
problem-solving”
Students are given ‘free time’ online to explore
what interests them.
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Students use time online to chat with friends,
skim the web, or browse inappropriate content.
?
Is there an identifiable academic payoff?
Is there sustained/deeper exploration?
Does it captivate the student’s attention?
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
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Frameworks for New Media Literacy Assessments
Simulation
“the ability to interpret and construct dynamic
models of real world processes”
Students grow a functional society from the
ground up by playing “SimCity.”
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Students do not bother to discover what
facilitates (or even breaks) the SimCity model.
?
Does the student understand processes better?
Can the student deliberately alter outcomes by
manipulating variables?
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
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Frameworks for New Media Literacy Assessments
Performance
“the ability to adopt alternative identities for the
purposes of improvisation and discovery”
A student adopts a professional role (I.e.
architect) in a sustained fashion (epistemic
games).
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A student either chooses a role s/he is not
interested in, and/or cannot sustain the role.
?
Does the student demonstrate an understanding
of this role?
Can the student engage with others while
performing this role?
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
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Frameworks for New Media Literacy Assessments
Appropriation
“the ability to meaningfully sample and remix
media content”
A student creates a collage out of photos of
the Civil War found online.
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A student finds some random images and slaps
them together in no particular order.
?
Has the student found meaning in the content?
Is this meaning new?
Is it apparent to an external audience?
Can s/he explain the choices made?
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
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Frameworks for New Media Literacy Assessments
Multi-tasking
“the ability to scan one’s environment and shift
focus onto salient details on an ad hoc basis”
A student works on a ‘breaking news’ blog,
updating content as it is sent along.
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A student gets distracted by text messages and
email, and does not return to the work at hand.
?
Does the student focus on appropriate material?
Can s/he pick up where s/he left off?
Can s/he ignore stimuli as necessary?
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
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Frameworks for New Media Literacy Assessments
Distributed Cognition
“the ability to interact
meaningfully with tools that
expand our cognition.”
Student teams play a roleplaying game using
handheld devices, which allow them to share
information with other team members.
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Students don’t share information, can’t or won’t
operate the devices, and show no interest in
solving the puzzle.
?
Can the student operate the device?
Does s/he use it appropriately?
Can s/he understand/synthesize information?
Is s/he engaged in solving the puzzle?
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
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Frameworks for New Media Literacy Assessments
Collective Intelligence
“the ability to pool knowledge
and compare notes with others
towards a common goal.”
Students compile a list of local government
resources, publish it in a wiki, and initiate
dialogues with community residents.
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Students don’t share information with the
broader community, or find it independently, that
further the common goal.
Can the student interact with individuals and
groups outside of school?
Can the student identify existing information?
Is the student engaged in the problem?
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
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Frameworks for New Media Literacy Assessments
Judgment
“the ability to evaluate the reliability and credibility of
different information sources.”
A student searches and finds several different
cropped versions of a single news photo
online.
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A student uncritically accepts the validity of
images and content found online, and forwards
found content along to friends.
?
Does the student look for markers of credibility?
Does s/he seek out different perspectives?
Does s/he look for the source of online content,
and the perspective(s) of the author(s)?
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
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Frameworks for New Media Literacy Assessments
Transmedia Navigation
“the ability to deal with the
flow of stories and
information across multiple
modalities.”
A student uses a variety of platforms (instant
message, PowerPoint, video camera) to
create and share a story.
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?
A student uses a single modality to create a
story, which is not shared online.
Can the student find and create content in
various forms? Can s/he conduct a search
across multiple modalities? Can s/he follow a
narrative across different platforms?
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
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Frameworks for New Media Literacy Assessments
Networking
“the ability to search for, synthesize and
disseminate information in a social network.”
Students stage a citywide protest about a
pending bill in the State House via MySpace.
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Students are upset about a pending bill in the
State House, but can’t coordinate a protest.
Can a student network with peers?
Can s/he contact adults and professionals via
online tools?
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
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Frameworks for New Media Literacy Assessments
Negotiation
“the ability to travel across diverse communities,
discerning and respecting multiple perspectives,
and following alternative sets of norms.”
A student successfully participates in a
national online forum with a wide range of
participants and opinions.
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?
A student does not participate, and/or is unable
to respectfully listen to different perspectives
and opinions.
Can a student respect alternate opinions?
Can he express himself clearly?
Can she argue her case ?
Can he change his mind when appropriate?
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |
Margaret Weigel, bambini media || OLPC Workshop || April 5, 2011
Frameworks for New Media Literacy Assessments
More challenges…
-- standardized testing
-- synthesizing assessment into existing subject
domains
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-- sharedTIFF
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across districts/states/nations
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-- combine assessment with taxonomy of skills,
i.e. Bloom’s taxonomy
| INTRODUCTION | LEARNING CONTEXT | LEARNING CONTENT | MORE CHALLENGES |