[new media studies @ the new school]

Interesting philosophy at The New School in New York that combines disciplines and theory with practise:
Image from The New School.

Many graduate programs ask you to choose between studying media and creating it. The innovative MA in Media Studies at The New School expects you to do both. It allows you to integrate studies in media history, theory, research and management with production work in film, audio, video, and digital media—so you can advance in almost any area of this wide-ranging field.

Media studies graduates use their degrees to enhance their current careers or build new ones. Our graduates work in fields ranging from advertising, non-profit management and media research, to media advocacy and education. Some stay in the world of academia by pursuing PhDs and going on to become university professors. Still others seek creative outlets as artists, filmmakers, and designers.

Flexibility and interdisciplinary study are fundamental to the success of this program. At The New School, you work closely with an advisor to identify your interests and select courses that fit your goals. Most classes are held in late afternoons, evenings, and weekends to accommodate the schedules of working professionals. And our online option allows you to take classes anytime from anywhere.

Integrate coursework in broad areas of study including:

  • Media Theory and Research
  • Media and the Urban Environment
  • Media and International Affairs
  • Documentary Studies
  • Social Media and Social Change
  • Media Management Studies
  • Film Form and Practice
  • Sound Studies and Acoustic Environments

Students in New York City have access to the exciting networking opportunities and professional resources that are only available in the world’s media capital. Students in New York can also apply for internships, attend events on and off campus, and utilize the labs, equipment, and resources of a major university.


[how to praise properly]

My English 102 class.
So as a parent or educator you want to encourage your kids to work hard and do they best that they can. What kind of praise or verbal support would you offer? Would you say, "good job, you worked hard,"you learned that so quickly, you're so smart!" "Look at that drawing. Are you the next Picasso or what?" or perhaps, "you're so brilliant - you passed that exam without really studying!"

Well, the encouragement that really works, that helps kids to do their best, is my first phrase noting how hard the person worked to achieve their goal. Interesting. Praise the effort, not just the achievement.

The BBC reports on this recent study:

Where does excellence come from? For a long time, it was thought the answer to this hinged, to a large degree, on genetic inheritance. Or, to put it another way, it is all about talent.
It turns out that this is mistaken. Dozens of studies have found that top performers - whether in maths, music or whatever - learn no faster than those who reach lower levels of attainment - hour after hour, they improve at almost identical rates.
The difference is simply that high achievers practise for more hours. Further research has shown that when students seem to possess a particular gift, it is often because they have been given extra tuition at home by their parents.
My English 102 class.
So, how do we orient our children to the growth mindset? A few years ago, Carol Dweck, a leading psychologist, took 400 students and gave them a simple puzzle.
Afterwards, each of the students were given six words of praise. Half were praised for intelligence: "Wow, you must be really smart!" The other half were praised for effort: "Wow, you must be hard working!"
Dweck was seeking to test whether these simple words, with their subtly different emphases, could make a difference to the student's mindsets. The results were remarkable.
After the first test, the students were given a choice of whether to take a hard or an easy test.
A full two-thirds of the students praised for intelligence chose the easy task - they did not want to risk losing their "smart" label. But 90% of the effort-praised group chose the tough test - they wanted to prove just how hard working they were.
Then, the experiment came full circle, giving the students a chance to take a test of equal difficulty to the first test.
The group praised for intelligence showed a 20% decline in performance compared with the first test, even though it was no harder. But the effort-praised group increased their score by 30%. Failure had actually spurred them on.

"These were some of the clearest findings I've seen," Dweck said. "Praising children's intelligence harms motivation and it harms performance."And all these differences turned on the difference in six simple words spoken after the very first test.


[call for papers: communities and technologies in australia]

5th International Conference on Communities & Technologies – C&T 2011
29 June – 2 July 2011, Queensland University of Technology, Brisbane, Australia

Workshops are full day sessions to be held on Wed, 29th and Thu, 30th June 2011 prior to the main conference program. Some workshops result in edited books or special issues of journals – please check with the chairs of each workshop. Please consult the submission guidelines and closing dates on each workshop's web page listed below.

In most cases you can attend a workshop without a formal paper presentation. Please check with the workshop chairs, and register online at http://ct2011.urbaninformatics.net/register

Ethnographic Fiction and Speculative Design: Supporting Community Participation in the Development and Implementation of New Technologies
chaired by Anne Galloway, Victoria University of Wellington, NZ; Ben Kraal, QUT, Australia; Jo Tacchi, RMIT, Melbourne, Australia

Digital Cities 7: Real World Experiences 
chaired by Timo Ojala, University of Oulu, Finland

Making Sense of Twitter: Quantitative Analysis Using Twapperkeeper and Other Tools
chaired by Axel Bruns & Jean Burgess, Queensland University of Technology, Australia

4th International Workshop on Semantic Ambient Media Experience (SAME 2011) 
chaired by Artur Lugmayr, Tampere University of Technology, Finland; et al.

Organizations and Social Network Sites
chaired by Charles Steinfield, Michigan State University, USA; Marleen Huysman, VU University Amsterdam, NL

Food(ing): Between Human-Computer and Human-Food-Experiences 
chaired by Jaz Hee-jeong Choi, QUT; et al.

Government and Citizen Engagement 
chaired by Scott Anderson, Human Services Portfolio Communication Division, Australia; et al.

Locative Media, Memory and Presence in the City 
chaired by Katharine S. Willis, University of Siegen, Germany; Karen Martin, University of Bath, UK; Segah Sak, Bilkent University, Turkey

Pedagogy, Telecentres, CTCs, and Community Informatics 
chaired by Peter Brodie Miller, University of California, Santa Cruz, USA


The Doctoral Consortium is scheduled prior to the main conference program on 29 June 2011. The Doctoral Consortium offers research students a special forum where they can present, discuss and progress their research plans with peers and established senior researchers. Research students wishing to attend the consortium should submit 4 pages, using the ACM SIGCHI two column layout available at http://www.sigchi.org/chipubform, addressing 4 headings: Aims and Background; Significance and Innovation; Methodology; Questions and Issues (that is, identify those areas you seek feedback on). Places at the consortium will be offered based on a review of the submitted proposals.

Please send applications by 30 April 2011 to Christine Satchell, Doctoral Consortium Chair: christine.satchell AT qut.edu.au


C&T actively encourages students to volunteer at the conference. Being a student volunteer is a great way to support the research community, meet other students in the field, and attend an international ACM conference. You will help the conference organisers with the running of the conference and support the setting-up of presentations and workshops. You will see the latest in C&T research and development, and have fun while learning about running the conference. In return, you will get free registration. To apply, email us your contact details (email, phone, university), an abstract of your research project, a CV, and the reasons why you would like to be a student volunteer.

Please send applications by 30 April 2011 to Ronald Schroeter, Volunteers Chair: r.schroeter AT qut.edu.au



[e-learning book]

 The SAGE Handbook of E-learning Research
Institute of Education University of London
University of Illinois at Urbana-Champaign

Go here to read Chapter 1.

This handbook provides a state-of-the-art, in-depth account of research in the rapidly expanding field of E-learning. The first of its kind, it provides reviews of over 20 areas in E-learning research by experts in the field, and provides a critical account of the best work to date. The contributors cover the basics of the discipline, as well as new theoretical perspectives. Areas of research covered by the Handbook include:

- Contexts for researching e-learning
- Theory and policy
- Language and literacy
- Design issues
- History of the field

The editors' introduction and many of the chapters show how multiple aspects of E-learning interact. The introduction also provides a new model for researching the field.

This book is relevant for everyone in higher education, from undergraduate to faculty, as well as university administrators involved in providing E-learning. It will provide a research background for higher education, including universities, training colleges, and community colleges. It will also be relevant to those involved in any research and developmental aspect of E-learning - corporate trainers and those involved in online programs at secondary school or in virtual high schools.

Whether you are a lecturer, researcher or programme designer, this is an essential read.

Richard Andrews is Professor in English at the Institute of Education, University of London and Visiting Professor at New York University's Steinhardt School of Education, Culture and Human Development.

Caroline Haythornthwaite is Associate Professor at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign.


[workshop in spain: digital culture]

Digital Culture: Innovative practices and critical theories.
ECREA Digital Culture&  Communication 3rd workshop
Barcelona, Spain, November 24-25
co-organised by the ECREA Digital Culture&  Communication (DCC) section,
Humanities Department and Information and Communication Sciences Department
Universitat Oberta de Catalunya, with support from the Centre for Material Digital Culture (DMDC), University of Sussex, UK

Note: Image from Centre for Material Digital Culture


This workshop seeks to explore innovative perspectives on digital

culture and the study of digital culture. Our concern is to focus on

developing forms of theorizing, critiquing, understanding and

researching digital culture, forms and practice. Our intention is to

contribute to emerging work responding (1) to ‘new’ new media

technologies of all kinds, and (2) to respond to developments in media

research on technology and innovation.

We invite contributions of all kinds, but suggest proposals for papers

may fall into three main areas. Each relates to theories, practices

and methodologies of innovation. They are:

1) Digital Media and the senses. This may include works on or related

to enhanced reality, locative media and virtual worlds.

2) Creative practices and participation in new media. Here we are

particularly concerned with discussing concepts of participation,

co-creativity, co-design or co-innovation in creative processes

involving audiences and independent creators in a wide spectrum of

activities including art, photography, video, videogames.

3) Digital research and education in digital culture.This would seek

to explore innovative theoretical and methodological approaches in

digital media studies as well as innovative teaching tools.

The workshop develops concepts and ideas developed at the previous

Digital stream workshop ‘Revisiting Digital Theories’ – our goal in

exploring innovative forms of media culture is to do so within

frameworks that are capable of thinking through technological and

critical innovation whilst also recognizing the connection of both

with earlier forms.

Please submit an extended abstract (500 words max.) by the 6th of June

2011 (and clearly stating which topic section you would like to submit

Venue: Centre d'Estudis i Recursos Culturals, Barcelona (Spain)

Keynote speakers:

Rosalind Gill, Centre for Culture, Media and Creative Industries

King’s College London

Sarah Pink, Department of Social Sciences

Loughborough University, Visiting Scholar IN·3 Institute, UOC.


Elisenda Ardèvol - Universitat Oberta de Catalunya

Caroline Basset - University of Sussex

Gemma San Cornelio - Universitat Oberta de Catalunya

Digital Culture and Communication ECREA section

Scientific Committee:

Katlheen O’Riordan - University of Sussex

Smiljana Antonijevic - Royal Netherlands Academy of Arts and Sciences

Bridget Wessels – Sheffield University

Alberto García - Universidad Complutense de Madrid

Antoni Roig - Universitat Oberta de Catalunya

Natalia Abuin - Universidad Complutense de Madrid

Micheal Bull - University of Sussex

David Berry – Swansea University

Caja Thimm - Universität Bonn

Aristea Fotopoulou - University of Sussex

Sisse Siggaard Jensen -Roskilde University

Gemma San Cornelio - Universitat Oberta de Catalunya

Caroline Bassett - University of Sussex

Elisenda Ardévol - Universitat Oberta de Catalunya

more info at:


[social media & education: seminar in edmonton]

Via George Siemens info on a week-long research seminar on social media in education (fits in with the MA course I designed and am running for the uni of Alberta on new media narratives - http://newmedianarrativesonline.blogspot.com/) and it'll be held right here in Edmonton (!!!) on June 20-24:

An example of using new media in education - my undergrad professional writing class!

Last year, TEKRI and Athabasca University hosted a week-long research seminar on networks and learning. The event was quite successful. As a result, we are organizing a similar event this year. The seminar will be held in Edmonton from June 20-24 and is open to students and faculty. It's an opportunity for review of existing and leading research as well as intensive discussion about the roles of social media and networks in education. For more information: on seminar leaders and cost/registration.
We (as in TEKRI) are sponsoring/helping to organize the upcoming Moodlemoot in Edmonton from May 1-5, 2011. Stephen Downes and Martin Dougiamas are keynote presenters. I'm looking forward to the discussion opportunities around where learning management systems are heading.
Martin, as chief Moodler, has contributed enormously to the adoption and development of learning management systems (with Moodle 2.0 apparently being a significant step forward in social networked learning: site-wide cohorts, portfolio support, external blog feeds, updated wiki, community hubs, etc) in education. I'd happily nominate Moodle as the "technology with the greatest impact on education over the last decade".
In contrast, Stephen and I, under the banner of open online courses, have been progressively moving away from the LMS model to a fully distributed course approach. In our current course CCK11 we've moved to an aggregation-centric/personal learning environment model. Opportunities exist for some great discussion around those two differing views.