-
"While I don’t think it really falls under a copyright/fair use issue, it still breaks the Terms of Service of the site; however, when put in a difficult place of not being able to use content due to circumstances beyond your control, many teachers could justify using other means to obtain content from YouTube that isn’t covered in their Terms of Service."
-
The recent National Endowment for the Arts study, To Read or Not To Read, has reared its disturbing head again. When it was first announced, I chose not to comment. No need, Alfie Kohn, delivered my knee jerk reaction much more eloquently than I could have, in Do Kids Read Less for Fun? Blame Standardized Tests. Of course, blaming it on NCLB is too easy for such a complex issue. That said, I’m glad he did.
-
Academics are flocking to use virtual worlds and multiplayer games as ways to research everything from economics to epidemiology, and to turn these environments into educational tools. But one such highly anticipated effort — a multiplayer game about Shakespeare meant to teach people about the world of the bard while serving as a place for social-science experiments — is becoming its own tragedy.
-
I recently had an experience talking with one young player of an epistemic game that captured the distinction between epistemic games and school as most of us experienced it.
-
Your community could be small, like a clique. Your community could be big and resemble a distribution system, like a network. Your community could be of medium size and resemble a cult. Your community could resemble a nation. The community owns its destiny. Their destiny is yours.
-
If the district is going to take a principled stand against Wikipedia because some information is biased or incorrect, is it also taking out all of the encyclopedias (which research has shown, on average, to be as inaccurate as Wikipedia)? Is it removing all of the news magazines and newspapers? The article makes a big deal about how school librarians preview materials before they’re placed on the shelves, but I can guarantee you that librarians and media specialists do not have time to screen every word of every incoming publication.
-
On my “Google Reader Recommended List” were a couple of widely read edubloggers that I’m not subscribed to, and when I looked at the average number of posts per week data, I winced: 16.4 and 14.8 respectively. Those numbers absolutely preclude me from subscribing. It’s too much. I’m figuring that the best of those blogs will be filtered by other bloggers who I am subscribed to, and in practice, that’s precisely what happens.
-
This is the final installment in our multi-part series showcasing the serious game projects of the MIT Comparative Media Studies Program. We haven't exhausted our projects but this sample gives you a taste of the range of different paradigms we have deployed. Here, I offer my own thoughts about what these projects have in common, suggesting that they collectively represent a distinctive contribution to the field of games and education.
-
In part five of our series on serious game projects involving the MIT Comparative Media Studies Program, we focus on iCue, a soon to be launched collaboration with NBC News. iCue emerged from conversations between the MIT Education Arcade and NBC News in early 2006. Product development is being managed by NBC News and the NBC Technology Growth Center in New York, with portions of the information architecture, technical implementation, and game engine being executed with iFactory in Boston. The MIT Education Arcade continues to work with NBC News to research user behavior and performance, supporting NBC's product and educational programming development.
-
This is part four of a multipart series documenting the thinking behind some of the key serious games initiatives which have come out of the Comparative Media Studies Program over the past few years. Learning Games to Go was a partnership between MIT's Education Arcade, Maryland Public Television, Macro International, and Johns Hopkins University, funded by a grant from the U.S. Department of Education.
RSS for user "ablanco: blog"
"While I don’t think it really falls under a copyright/fair use issue, it still breaks the Terms of Service of the site; however, when put in a difficult place of not being able to use content due to circumstances beyond your control, many teachers could justify using other means to obtain content from YouTube that isn’t covered in their Terms of Service."
discuss this
email this
When an Edtags member saves something that piques your interest,
click their photo or username to read their profile.