I am interested in Youth Media and did projects in the past and also currently working this semester in a Youth Media organization (EVC). Michael’s idea fit perfectly in my area of interest.
Our first meetings were really difficult to schedule, because Michael invited people from his Youth Media class and our schedules never seem to overlap. Therefore, he went ahead and created the wiki, where he posted his idea of the circles of care. I wasn’t familiar with the concept, but it sounded interesting. We divided the circles, but at some point it was only Michael, Billy and me communicating. I didn’t know what happened with the people from the Youth Media class and it was a little confusing. After we re-established who is working on this project, the communication was better at least for me, because I knew from who to expect answers.
Michael put a lot of effort in this project and tried to reach out to people. The collaboration process was a little slower, now that I can compare it to Heather’s group, but I am not sure why. I can say for myself that I was less motivated with writing a curriculum, because the template I had to follow was pretty rigid. In Heather’s class for example my idea emerged more or less over time and I was able to concentrate on aspects I found interesting. I understand that the curriculum has to be coherent in the end, but maybe we should have communicated more in the beginning to have a common understanding of the project.
Now that I am looking at the wiki I think it looks good and I am happy I was able to work with Michael and Billy. Thanks guys.
Wednesday, December 17, 2008
Tuesday, December 16, 2008
Michael's Curriculum Contributions
I just commented about my thoughts on this project. As for my contributions to the curriculum, I was responsible for two circles of care: Self (weeks one and two) and Earth/Animals (weeks seven and eight). Enjoy the reading and please post comments about strengths and weaknesses!
Michael's Thoughts on the Meaning of this Project
I have been thinking about this project a lot — a whole lot. This semester I took "Global Youth Media" and "Networked Collaborations" at the same time. After the second week, I knew I wanted to combine these two sources of knowledge into something by semester's end. I knew whatever was launched would just be seeds, something to nurture and grow as more time is spent dealing with the concepts that both courses presented.
The framework for this project is just scratching the surface of the potential behind these types of programs. We really are at a precipice right now. Digital technology is certainly becoming more widespread, but it is not ubiquitous. And, as I proposed in this concept paper, there is a great risk of leaving behind already economically and politically ostracized people. So, these programs are necessary, as they really will bridge the gap between those with fingertip access to digital technology and those with fleeting flirtations with digital technology.
In the "Global Youth Media" course, we have had countless conversations about abandoning those frameworks that are top down or bottom up. Instead, we should look at pedagogies that embrace a more circular model, one that is not so restrictive and linear. I think we have begun something here, with this curriculum, that moves in that direction.
Earlier in the semester in our "Networked Collaborations" blog I talked extensively about Joshua Meyrowitz. I said that Meyrowitz makes a compelling argument about the role television played in decompartmentalizing society and dissolving former hierarchies, all of which Meyrowitz claims led to the revolutions of the 1960s (As I said then, I have always found this argument a little deductive and technologically deterministic, as certainly there are other factors that led to the 60s revolution, that said, I still think Meyrowitz is compelling).
I believe the digital era is bringing about revolutionary shifts in group identity, socialization and hierarchy. In the wake of the digital revolution, we run the very real risk that these revolutionary shifts will only reinforce the same economic and political injustices that exist outside of the digital world.
But, I think that if I were to take anything away from what I have learned this semester in both "Networked Collaborations" and "Global Youth Media" is that there is reason for optimism. There are many reasons to be excited about the power of emerging technologies and collaborative tools to cause significant social change. There are many great pedagogies that provide "scaffolding" for a human rights curriculum that empowers people, giving them the skills to self-mobilize around issues that lead to their well-being.
There are many quotes that have lingered with me all semester, however one that has really stuck with me was in Howard Rheingold's "Smart Mobs." In it, he argued that "Smart mobs consist of people who are able to act in concert even if they don't know each other. The people who make up smart mobs cooperate in ways never before possible because they carry devices that possess both communication and computing capabilities. ... Groups of people using these tools will gain new forms of social power." (Rheingold, 2002, xii).
This encapsulates the tremendous potential of emergent digital tools. A new brand of social power is emerging, but what type of social change will it bring if the "new" holders of the social power already have status and power?
So, we have to continuously carve out spaces in the digital world for young adults, especially those who may not have easy access to the networked tools. We have to create a generation of young adults who are not just media literate, but capable of producing their own media. In Convergence Culture, Henry Jenkins said:
(As an aside, it has been tremendous working with Billy, Patrick and Anja. Billy did a great job of recapping how we have worked together throughout this project. I think we all brought tremendous ideas to the table and interspersed our own visions for what a youth media curriculum entails — exactly the benefits of collaborating via networks!).
The framework for this project is just scratching the surface of the potential behind these types of programs. We really are at a precipice right now. Digital technology is certainly becoming more widespread, but it is not ubiquitous. And, as I proposed in this concept paper, there is a great risk of leaving behind already economically and politically ostracized people. So, these programs are necessary, as they really will bridge the gap between those with fingertip access to digital technology and those with fleeting flirtations with digital technology.
In the "Global Youth Media" course, we have had countless conversations about abandoning those frameworks that are top down or bottom up. Instead, we should look at pedagogies that embrace a more circular model, one that is not so restrictive and linear. I think we have begun something here, with this curriculum, that moves in that direction.
Earlier in the semester in our "Networked Collaborations" blog I talked extensively about Joshua Meyrowitz. I said that Meyrowitz makes a compelling argument about the role television played in decompartmentalizing society and dissolving former hierarchies, all of which Meyrowitz claims led to the revolutions of the 1960s (As I said then, I have always found this argument a little deductive and technologically deterministic, as certainly there are other factors that led to the 60s revolution, that said, I still think Meyrowitz is compelling).
I believe the digital era is bringing about revolutionary shifts in group identity, socialization and hierarchy. In the wake of the digital revolution, we run the very real risk that these revolutionary shifts will only reinforce the same economic and political injustices that exist outside of the digital world.
But, I think that if I were to take anything away from what I have learned this semester in both "Networked Collaborations" and "Global Youth Media" is that there is reason for optimism. There are many reasons to be excited about the power of emerging technologies and collaborative tools to cause significant social change. There are many great pedagogies that provide "scaffolding" for a human rights curriculum that empowers people, giving them the skills to self-mobilize around issues that lead to their well-being.
There are many quotes that have lingered with me all semester, however one that has really stuck with me was in Howard Rheingold's "Smart Mobs." In it, he argued that "Smart mobs consist of people who are able to act in concert even if they don't know each other. The people who make up smart mobs cooperate in ways never before possible because they carry devices that possess both communication and computing capabilities. ... Groups of people using these tools will gain new forms of social power." (Rheingold, 2002, xii).
This encapsulates the tremendous potential of emergent digital tools. A new brand of social power is emerging, but what type of social change will it bring if the "new" holders of the social power already have status and power?
So, we have to continuously carve out spaces in the digital world for young adults, especially those who may not have easy access to the networked tools. We have to create a generation of young adults who are not just media literate, but capable of producing their own media. In Convergence Culture, Henry Jenkins said:
We need to rethink the goals of media education so that young people can come to think of themselves as cultural prodcuers and participants and not simply as consumers, critical or otherwise. (Jenkins, 2006, 259)As is so often the case, it is always easy to find someone who has already said what we want to say— only much better! Jenkins' quote embodies the spirit of this project. We have to help youth not just tap into digital tools, but then empower them to turn around and produce their own cultural texts. Additionally, we have to equip them with the power to critically evaluate the world around them. It is a tall order and certainly not one that any single project can achieve, but hopefully these ideas will contribute!
(As an aside, it has been tremendous working with Billy, Patrick and Anja. Billy did a great job of recapping how we have worked together throughout this project. I think we all brought tremendous ideas to the table and interspersed our own visions for what a youth media curriculum entails — exactly the benefits of collaborating via networks!).
Concept Paper Regarding this Project
I have created this concept paper about the project for another course. Since it pertains, I thought it would be helpful to include it on this blog! Please know that it is still a work in progress and revisions are certainly forthcoming.
Monday, December 15, 2008
Thoughts on the Youth Project Collaboration
While we are still not quite finished with the project, I wanted to post my thoughts on the final and the group collaboration, particularly in relation to how well we worked together.
First, some background on why this final project initially appealed to me: I was interested in being a part of the idea that Michael proposed because of the great experience I had in Josephine and Jason Pine's Social Marketing class over the summer. The project I was involved with in that program was focused on assisting two organizations, Globalhood and YouthVenture, with preparing youths for a developmental excursion to the Dominican Republic. Essentially, we developed tools and a programs to enable the youths as ethnographers and research reporters during their trip to the DR.
Michael and I were initial skype partners and started discussing his idea back then. The idea presented an opportunity for me to think more specifically about how youths can learn online but also contribute using social networked environments.
Michael has been a very organized team leader. He established the structure of our wiki as well as our working blog. These made working on this project very easy from a posting and logistical perspective.
Our group meetings were mostly in Second Life, complemented by frequent correspondences via email.
Anja is also in the Lasting Presence Group project with me so it was interesting to see how one group allowed us to be more familiarized with one another's work style for the other group.
Overall, through developing lesson plans for teens in Michael's "Circle" model, I learned a good amount. I not only learned how to write a lesson plan (a new feat for me), but I also learned how to work in sync with another person's creative process and idea pool.
Sunday, December 14, 2008
Final group meeting
Here is a Second Life photo from our last group meeting (Dec. 14) before the project is due. Billy, Anja, Patrick and Michael met at Funk Soup Island to discuss any final questions and make sure everybody is on the same page. The curriculum is coming together and we have started some of the experimentation with our accessible digital tools.
Week Seven Example: Uploading Video
TIME WITH A TURTLE
(The following is an example of the work that will be produced during week seven. After filming nature, the students will upload the video to their blog and blog about their thoughts. The theme of this week is Earth and Animals. Hopefully the video will engage them and make them think critically about care for the environment and animals around them. The video is meant to be done with accessible tools, either by providing students with flip cameras or getting them to use their cell phones.)
For this week's video assignment, I decided to shoot some footage of our turtle "Lucky." We have only had lucky for three or four months. It turns out turtles are a lot more work than you would think. We bought him for $16 on the street, but that turned out to be the tip of the iceberg.
Apparently they need a special light, large cage, nice filtration, a water heater and specially-processed food. They also have to be fed twice per day, given plenty of light and their water has to be cleaned out at least once a week -- otherwise, some Web sites allege that the turtle will get sick... It takes a lot of work and effort, but he is worth it.
(The following is an example of the work that will be produced during week seven. After filming nature, the students will upload the video to their blog and blog about their thoughts. The theme of this week is Earth and Animals. Hopefully the video will engage them and make them think critically about care for the environment and animals around them. The video is meant to be done with accessible tools, either by providing students with flip cameras or getting them to use their cell phones.)
For this week's video assignment, I decided to shoot some footage of our turtle "Lucky." We have only had lucky for three or four months. It turns out turtles are a lot more work than you would think. We bought him for $16 on the street, but that turned out to be the tip of the iceberg.
Apparently they need a special light, large cage, nice filtration, a water heater and specially-processed food. They also have to be fed twice per day, given plenty of light and their water has to be cleaned out at least once a week -- otherwise, some Web sites allege that the turtle will get sick... It takes a lot of work and effort, but he is worth it.
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