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Even back in the early days of Comparative Media Studies (CMS), when Henry Jenkins and colleagues met in the basement of the Media Lab, there was much discussion of how new media might shape learning and spur novel forms of expression and community engagement. Over the years, as Jenkins and these panelists attest, CMS, with its extended family of collaborators and visiting scholars, has both refined and broadened its study of the impact of new technologies on education, culture and politics. Mitchel Resnick of the Media Lab has frequently made common cause with partners at CMS, finding them “kindred spirits” in “thinking about technologies as ways of empowering people.” Resnick develops tech tools to unleash creative expression in children, and he argues for the central role of play in learning experiences. Exploration and experimentation, “the testing of boundaries,” should be integrated into school curricula, he believes, so children can “figure out what questions they want to ask.” Resnick praises CMS for taking ideas from the media world, like remixing and online sharing, to help people “rethink ideas about learning.” Some CMS graduates are designing pathbreaking educational material for schools and other educational venues. Karen Schrier developed an interactive game around the Boston Massacre intended to create a “paradigm shift in teaching history.” The game assigns each player a unique perspective from which to interpret events of the time. The idea, she says, is to reconstruct history. Ultimately, Schrier hopes “new literacies” such as critical and ethical thinking, and reinterpretation, will be incorporated into school coursework. In Spain, Pilar Lacasa applies the insights she has distilled from research at CMS to projects with software and game companies, hoping to transform her nation’s schools. At MIT, she learned the value of playing games, and using them in education to create learners who truly participate. She views electronic games as importan...
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Video Length: 0
Date Found: October 23, 2010
Date Produced: October 12, 2010
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MIT World |
July 07, 2011
In three presentations that look back to digital-age milestones, and glimpse ahead to what may come next, speakers share some previously undisclosed stories, great enthusiasms, and a few concerns. Nicholas Negroponte tells a few “dirty secrets” about the start of the MIT Media Lab, including ...
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MIT World |
June 29, 2011
Winners of the A.M.Turing Award, the Nobel Prize of computing, describe their singular contributions to the field, and their works’ impact. They also find time to discuss the current and future state of computer science. Moderator Stephen Ward starts with 1990 prize winner Fernando Corbato, who ...
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MIT World |
June 13, 2011
Drew Davidson likes to play with blocks in his sandbox, as he demonstrates in a show-and-tell to interactive media colleagues. In this case, the playground is an online game called Minecraft, a two-year-young internet sensation with millions of followers, developed single-handedly by a ...
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MIT World |
June 06, 2011
Amy Bruckman finds the accomplishments of such online collaborations as Wikipedia, Apache and Firefox “nothing less than astounding,” and is both eagerly seeking and hoping to foster the next creative group Internet sensation. In her lab’s empirical studies, Bruckman has dissected different ...
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MIT World |
June 06, 2011
The ultimate questions for this Sandbox 2011 panel, posed by moderator Alan Gershenfeld, are “Where is technology not working? When is technology not the answer?” That’s a bold agenda for a panel of children’s media creators and a roomful of other producers in the industry, from Sesame ...
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