‘Get Some Secured Credit Cards Homey’: Hip Hop Discourse, Financial Literacy and the Design of Digital Media Learning Environments

This chapter introduces digital, role-based simulations as an emerging and powerful educational approach for the professions and for broader workforce development purposes. It is acknowledged that simulations used for education, professional development, and training, have a long history of development and use. The focus is on digital simulations (e-simulations) situated in blended learning environments and the improved affordances of the newer digital media used via the web to enhance the value of their contribution to learning and teaching in professional and vocationally-oriented fields. This is an area which has received less attention in the whole “e-learning” literature compared with the voluminous body of knowledge and practice on computer-mediated communication, online community building, social networking, and various forms of online (usually automated) assessment. A framework of blended e-simulation design is outlined. The chapter concludes by examining what the future might hold for simulations in further and higher education, and ongoing work-based learning.

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Can Open Learning Have a Future in the University?

Leonardo ◽

10.1162/leon_a_00125 ◽

2011 ◽

Vol 44 (2) ◽

pp. 168-169

Author(s):

Ross Rudesch Harley

Keyword(s):

Digital Media ◽

Learning Environments ◽

Learning Experience ◽

Management Systems ◽

Media Arts ◽

Web Resources ◽

The Media ◽

Closed Systems ◽

The University ◽

Web Systems

Most universities offer centralized web resources that are designed to help staff and students manage their learning experience. The author suggests that these closed systems, variously called Virtual Learning Environments (VLE) or Learning Management Systems (LMS), are not the best solution for digital-media arts education. Instead, external user-centric web services should be allowed to flow into the university web systems. In this way students and teachers increase their participation in the broader production (and critique) of knowledge in the media arts and other disciplines.

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”Fake Bullets [Can] Scar Me”: Revising a Hip-Hop Feminist Politic

Congress on Research in Dance Conference Proceedings ◽

10.1017/s2049125500000571 ◽

2008 ◽

Vol 40 (S1) ◽

pp. 106-110

Author(s):

Tanji Gilliam

Keyword(s):

Digital Media ◽

Digital Technology ◽

Hip Hop ◽

Oral Tradition ◽

Alternative Methods ◽

Artistic Development ◽

Economic Independence ◽

Dance Performance ◽

Institutional Legitimacy ◽

Lecture Demonstration

Given the ephemeral nature of digital technology, alternative methods of recording hip-hop history must be developed. While I do not agree with dismantling the intergenerational oral tradition altogether, and would advocate for a reawakening of this historical convention as well, archiving hip-hop digital media, in both institutional archives, museums, and libraries as well as in alternative print, Internet, and video mediums, could be its own form of preservation and power in the hip-hop community. It would preserve a legacy of intergenerational cultural and historical inheritance that is currently threatened. It could also add institutional legitimacy and economic independence. Finally, it could promote education and artistic development. My lecture-demonstration featured an eighteen-minute filmed interview with breakdancer Rokafella, as well as a presentation of the larger project, set against the backdrop of a videotaped, commissioned, solo dance performance with Rokafella as well.

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Review of Research: Digital Media Learning Supports Individuals with Cognitive Disabilities

Childhood Education ◽

10.1080/00094056.2010.10521443 ◽

2010 ◽

Vol 87 (1) ◽

pp. 68-71

Author(s):

Jan Lacina ◽

Victoria Brown

Keyword(s):

Digital Media ◽

Cognitive Disabilities ◽

Media Learning

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PENGARUH PENGGUNAAN MEDIA DIGITAL DAN KELAS LITERASI SECARA BERSAMA-SAMA TERHADAP HASIL BELAJAR SISWA

Jurnal Ilmiah Bina Bahasa ◽

10.33557/binabahasa.v13i01.934 ◽

2020 ◽

Vol 13 (01) ◽

pp. 47-59

Author(s):

Aspari Aspari Aspari

Keyword(s):

High School ◽

Digital Media ◽

Junior High School ◽

Research Method ◽

Junior High ◽

Media Learning

Abstract - The goal of this research is to get data about the use of digital media and Class of Literation in together to achievement of student’s learning at Anugerah Abadi Junior High School in Pamulang Tangerang Selatan. This research uses research method with correlation and regration analysis. It is mean, making connection between data that tells about the use of digital media and Class of Literation in together to achievment of student’s learning. The data about the use of digital media and Class of Literation in together to achievement of student’s learning could be got over questioner by resercher with measuring something that has connection to: (1) there are effects of the use of digital media signficantly and Class of Literation in together to achievement of student’s learning. It can be known from the getting score of Fo=9,109 and Sig.0,000 < 0,05. In together, the variable of the use of digital media and Class of Literation gave contribution 24,2% to the variable of achievement of student’s learning. (2) There are effects of the use of digital media significantly to achievement of student’s learning. It can be known from the getting score of thitung =2,214 and Sig. 0,031 < 0,05. The variable of the use of digital media contrbuted 12,67% in increasing achievement of student’s learning. (3) There are effects of Class of Literation to students learning achievment significantly. It can be known by the getting score of thitung = 2,061 and Sig. 0,044 < 0,05. The variable Class of Literation contributed 11,53% in increasing achievement of student’s learning. It tells us that there are possitive effects and significant to the use of digital media and Class of Literation in together to achievement of student’s learning. Keywords: Class Literation, the use of digital media, learning achievment. Abstrak : tujuan dari peneitian ini adalah untuk mendatpakan data tentang penggunaan media digital dan kelas literasi secara bersama-sama terhadap hasil belajar siswa di SMP Anugerah Abadi Pamulang Tangerang Selatan. Peneltian ini menggunakan metode penelitian analysis korelasi dan regresi. Yang artinya membuat hubungan antara penggunaan media digital dan kelas literasi secara bersama-sama terhadap hasil belajar siswa. Data tentang penggunaan media digital dan kelas literasi secara bersama-sama terhadap hasil belajar siswa didapatkan melalui kuisioner oleh peneliti dengan mengukur sesuatu yang mempunyai hubungan bahwa : (1) Terdapat pengaruh yang signifikan penggunaan media digital dan kelas literasi secara bersama-sama terhadap hasil belajar siswa. Hal ini dibuktikan dengan perolehan nilai Fo = 9,109 dan Sig. 0,000 < 0,05. Secara bersama-sama variable penggunaan media digital dan kelas literasi memberikan kontribusi sebesar 24,2 % terhadap variable hasil belajar siswa. (2) Terdapat pengaruh yang signifikan penggunaan media digital terhadap hasil belajar siswa. Hal ini dibuktikan dengan perolehan nilai thitung = 2,214 dan Sig. 0,031 < 0,05. Variabel penggunaan media digital memberikan kontribusi sebesar 12,67 % dalam meningkatkan hasil belajar siswa. (3) Terdapat pengaruh yang signifikan kelas literasi terhadap hasil belajar siswa. Hal ini dibuktikan dengan perolehan nilai thitung = 2,061 dan Sig. 0,044 < 0,05. Variabel kelas literasi memberikan kontribusi sebesar 11,53 % dalam meningkatkan hasil belajar siswa. Kata Kunci : Kelas Lliterasi, Penggunaan Media Digital, Hasil Belajar.

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LEARNING HISTORY FOR CURRICULUM DEVELOPMENT WITH DIGITAL LEARNING MEDIA IN THE 21ST CENTURY

10.31219/osf.io/k2gry ◽

2021 ◽

Author(s):

Cindy Andhika Sari ◽

Moses Glorino Rumambo Pandin

Keyword(s):

Curriculum Development ◽

Digital Media ◽

21St Century ◽

Qualitative Description ◽

Digital Learning ◽

Ministry Of Education ◽

Learning History ◽

Existing Problems ◽

Using Data ◽

Media Learning

Education is a crucial aspect of survival. Education is a system consisting of several components that can influence and determine. In the education field, history needs to be taught to introduce humanities, space, society, and the relation between the present and the past. In the globalization era, to make a good education, there should be an innovation, such as digital media, to create the curriculum. The method used in the study is the qualitative description and literature review from 20 journal articles with publication years in 2019-2021. The result of the study is that the high school student's interest in learning history is still reduced because of the learning media. Based on the results obtained, it is expected to provide information about learning history for curriculum development with digital media in the 21st century. This research was conducted at SMA Wachid Hasyim 5 Surabaya using data collection techniques through observation and interview. This study aims to provide the latest innovations in historical learning in the 21st century based on existing problems. The researcher focuses on how teachers can apply digital learning methods to students in the 21st century to become better in the future. The development of science and technology in the 21st century is overgrowing to provide a positive supply to students. Several recommendations can be submitted related to improving motivation and learning outcomes of history through digital media learning models. This advice is intended for interested parties in education: the Ministry of Education and Teachers. The research has limitations, which are limited to curriculum development on learning history with digital media in the 21st century.

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LEARNING HISTORY FOR CURRICULUM DEVELOPMENT WITH DIGITAL LEARNING MEDIA IN THE 21ST CENTURY

10.31219/osf.io/fcskz ◽

2021 ◽

Author(s):

Cindy Andhika Sari ◽

Moses Glorino Rumambo Pandin

Keyword(s):

Curriculum Development ◽

Digital Media ◽

21St Century ◽

Qualitative Description ◽

Digital Learning ◽

Ministry Of Education ◽

Learning History ◽

Existing Problems ◽

Using Data ◽

Media Learning

Education is a crucial aspect of survival. Education is a system consisting of several components that can influence and determine. In the education field, history needs to be taught to introduce humanities, space, society, and the relation between the present and the past. In the globalization era, to make a good education, there should be an innovation, such as digital media, to create the curriculum. The method used in the study is the qualitative description and literature review from 20 journal articles with publication years in 2019-2021. The result of the study is that the high school student's interest in learning history is still reduced because of the learning media. Based on the results obtained, it is expected to provide information about learning history for curriculum development with digital media in the 21st century. This research was conducted at SMA Wachid Hasyim 5 Surabaya using data collection techniques through observation and interview. This study aims to provide the latest innovations in historical learning in the 21st century based on existing problems. The researcher focuses on how teachers can apply digital learning methods to students in the 21st century to become better in the future. The development of science and technology in the 21st century is overgrowing to provide a positive supply to students. Several recommendations can be submitted related to improving motivation and learning outcomes of history through digital media learning models. This advice is intended for interested parties in education: the Ministry of Education and Teachers. The research has limitations, which are limited to curriculum development on learning history with digital media in the 21st century.

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Foregrounding knowledge in e-learning design: An illustration in a museum setting

Australasian Journal of Educational Technology ◽

10.14742/ajet.1660 ◽

2015 ◽

Vol 31 (3) ◽

Author(s):

Lucila Carvalho ◽

Andy Dong ◽

Karl Maton

Keyword(s):

High School Students ◽

Digital Media ◽

Learning Environments ◽

Interaction Design ◽

Design Studio ◽

School Students ◽

Design Elements ◽

Knowledge Practices ◽

E Learning ◽

The Creation

The nature of knowledge, and the various forms knowledge may take, is a neglected aspect of the development of e-learning environments. This paper uses Legitimation Code Theory (LCT) to conceptualise the organising principles of knowledge practices. As we will illustrate, when it comes to the design of e-learning, the organising principles of the knowledge comprising the subject area, matters as much as the content. Drawing on one dimension of LCT, Specialisation, we show how to identify and apply organising principles of knowledge, in two successive stages, through an example of our own recent work developing an e-learning environment called Design Studio. First, an analytic stage explored knowledge practices within four design disciplines, engineering, architecture, digital media, and fashion design, in terms of their organising principles. Second, a generative stage involved the creation of content for the Design Studio software as well as its look and feel, and interaction design elements, all of which were designed to be consistent with the output from the analytic stage. Design Studio was then pilot-tested by 14 high school students. The paper concludes with some general observations about how LCT can improve the creation of other e-learning environments.

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iPods as Mobile Multimedia Learning Environments

Innovative Mobile Learning ◽

10.4018/978-1-60566-062-2.ch005 ◽

2009 ◽

pp. 83-101 ◽

Cited By ~ 3

Author(s):

Peter E. Doolittle

Keyword(s):

Learning Environment ◽

Digital Media ◽

Learning Environments ◽

Multimedia Learning ◽

Working Memory Capacity ◽

Basic Research ◽

Memory Capacity ◽

Mobile Multimedia ◽

Educational Impact ◽

Multimedia Learning Environment

In recent years, educators across the globe have begun to employ portable, digital media players, especially iPods, as educational platforms. Unfortunately, while the iPod grows in favor as a mobile multimedia learning environment, relatively little is empirically known about its educational impact. This chapter explores the use of the iPod as an educational platform and reports on a study designed to examine individual differences in iPod use as a mobile multimedia learning environment. This exploration into applied and basic research involving the iPod reveals that iPods are being used across a variety of content areas, educational levels and geographic locations, involving a variety of pedagogies. However, very little research has been conducted to establish the efficacy of the iPod for fostering learning. To address this need, the authors conducted a study that examined the effects of working memory capacity (WMC) on learning within an iPod-based mobile multimedia learning environment.

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