Posts Tagged ‘education’

[Session Proposal] Social Media for the Attention Age: The Peace Media Clearinghouse

Friday, December 4th, 2009

If the media production barriers of the one-to-many model of traditional media are disintegrating with the availability of the cheap, convenient, and dispersed many-to-many network of social media, then these technologies also provide new challenges to us as individuals and organizations.

  1. As media producers we are now empowered to produce social media capable of worldwide distribution, how do we broadcast a coherent message through the background noise and engage the appropriate audience in dialogue.
  2. But since we are also consumers of social media, and consumption possibilities remain stubbornly fixed (there are only so many hours in a day), how do we prevent this information abundance from becoming an information overload?  How do we access the information that is relevant, accurate, and timely to what we are trying to achieve?

One possible solution could be to provide a centralized hub for information recommended by our peers (and thus most likely to be personalized and relevant), moderated by authorities in the field for accuracy, and updated continually by a network of facilitators.

The Center of Innovation for Media, Conflict, and Peacebuilding at the U.S. Institute of Peace (USIP) is attempting to do just that with the Peace Media Clearinghouse.  This online resource provides a central site where educators, students, organizations, and the community of practitioners working in the conflict management field can access multimedia materials that support conflict analysis and prevention, conflict resolution, and post-conflict reconstruction and reconciliation.

Following a brief demonstration of this online resource, we’ll open up the discussion to explore how other individuals and organizations have addressed these same challenges.

Uses of Social Networking in an Educational Context

Saturday, November 28th, 2009

How can educators tap into social networking as a legitimate, innovative educational tool?  Policies vary between states, as well as districts within states, between public and private educational settings and children who are home-schooled, regarding responsible use of internet tools.  Legal liability, in addition to well-founded concern for the welfare and safety of students in a school’s care, barricades all but the most basic access to the internet in most schools.

As a public school teacher and USHMM  Museum Teacher Fellow, I grapple with my own access to resources in the classroom, including everything from e-mail to images, twitter, facebook, and youtube,  as well as how to support other teachers in myriad contexts with the same concerns.  In designing curriculum for the interactive installation, From Memory to Action: Meeting the Challenge of Genocide, this concern has been important, particularly as it pertains to students writing and following through with their post on the pledge wall and accessing saved data online. 

This dilemma also has created roadblocks for supporting online networking for after school activities, such as our STAND chapter.  How do we create an online presence when most districts prohibit/discourage teachers from sharing an online presence with students (as stated above, with reasonable cause)?

Regarding the institutional side of this discussion, I like Dan’s posted question as a topic:   “How can the design of these online presences reflect the responsibility and liability of the organizations and their members?”   In this setting, a conversation between designers and users could prove fruitful. 

Looking forward to hearing thoughts and ideas!

Session Proposal: Human Rights Education & Games / Virtual Worlds

Thursday, October 29th, 2009

Games and virtual worlds are powerful tools for engaging new audiences on a range of serious subject matter, but they are also sources of entertainment and distraction.  How do groups that work on human rights issues and causes use these new media tools to promote their missions?  How do we use abstracted or even cartoony representations of serious human rights situations without trivializing the subject matter or the people they depict?

Global Kids has several years of experiencing integrating serious games and virtual worlds into our youth development and human rights education work.  Our projects have spanned a range of approaches and tools, from creating an online game about poverty in Haiti to facilitating an online dialogue between an AIDS orphan in Uganda and teenagers using SMS text messaging and Second Life.

During this session, we would like to have a strategic and practical discussion about how human rights defenders and educators can best employ games and virtual worlds to increase knowledge and spur civic activism.

Please comment if this seems like a session you would be interested in participating in.