Media and the Moving Image

2013 ◽  
pp. 177-190
Author(s):  
Paul Chilsen
Keyword(s):  
Media Literacy ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Moving Image ◽  
Creation Process ◽  
Screen Media ◽  
Program Manager ◽  
The Future ◽  
The Creation

We are immersed in a culture of spoken media, written media, and – like it or not – screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the future increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what screen media is, how it is created, how it relates to other literacies, how the internet is changing it, and how this all informs everyday teaching and learning, the Rosebud Institute seeks to make screen media literacy more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how – using simple, accessible technology – people can become more screen media literate by creating digital films and ePortfolios themselves. Developed along with Rosebud’s program manager, Christine Wells, the creation process enables deeper, more authentic learning, allowing us all to communicate more effectively, to self assess more reflectively, and to thrive in a screen-based world.

Media and the Moving Image

2014 ◽  
pp. 1419-1431
Author(s):  
Paul Chilsen
Keyword(s):  
Media Literacy ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Moving Image ◽  
Creation Process ◽  
Screen Media ◽  
Program Manager ◽  
The Future ◽  
The Creation

We are immersed in a culture of spoken media, written media, and – like it or not – screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the future increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what screen media is, how it is created, how it relates to other literacies, how the internet is changing it, and how this all informs everyday teaching and learning, the Rosebud Institute seeks to make screen media literacy more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how – using simple, accessible technology – people can become more screen media literate by creating digital films and ePortfolios themselves. Developed along with Rosebud's program manager, Christine Wells, the creation process enables deeper, more authentic learning, allowing us all to communicate more effectively, to self assess more reflectively, and to thrive in a screen-based world.

Making It for the Screen

2015 ◽  
pp. 249-264
Author(s):  
Paul Chilsen
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Creation Process ◽  
Screen Media ◽  
The World ◽  
The Creation ◽  
Digital Media Literacy

We are immersed in a culture of spoken media, written media, and now irrevocably, digital screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the world increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what digital screen media is, how it is effectively created, how the Internet continues to alter communication, and how this all informs everyday teaching and learning, digital media literacy can become more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how—using simple, accessible technology—people can become more digital media literate by creating screen products themselves. The creation process also enables deeper, more authentic learning, allowing us all to communicate more effectively, to self-assess more reflectively, and to thrive in a screen-based world.

Making It for the Screen

2018 ◽  
pp. 602-618
Author(s):  
Paul Chilsen
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Creation Process ◽  
Screen Media ◽  
The World ◽  
The Creation ◽  
Digital Media Literacy

We are immersed in a culture of spoken media, written media, and now irrevocably, digital screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the world increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what digital screen media is, how it is effectively created, how the Internet continues to alter communication, and how this all informs everyday teaching and learning, digital media literacy can become more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how—using simple, accessible technology—people can become more digital media literate by creating screen products themselves. The creation process also enables deeper, more authentic learning, allowing us all to communicate more effectively, to self-assess more reflectively, and to thrive in a screen-based world.

Making It for the Screen

2017 ◽  
pp. 1251-1267
Author(s):  
Paul Chilsen
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Creation Process ◽  
Screen Media ◽  
The World ◽  
The Creation ◽  
Digital Media Literacy

We are immersed in a culture of spoken media, written media, and now irrevocably, digital screen media. Just as writing and speaking skills are keys to functioning in society, we must consider that the world increasingly demands proficiency in “mediating” as well. Doing anything less leaves this powerful medium in the hands of a relative few. By offering instruction in what digital screen media is, how it is effectively created, how the Internet continues to alter communication, and how this all informs everyday teaching and learning, digital media literacy can become more broadly understood and accessible. This chapter follows a program developed by the Rosebud Institute and looks at how—using simple, accessible technology—people can become more digital media literate by creating screen products themselves. The creation process also enables deeper, more authentic learning, allowing us all to communicate more effectively, to self-assess more reflectively, and to thrive in a screen-based world.

Putting Me in Media

2013 ◽  
pp. 221-240
Author(s):  
Christine Wells
Keyword(s):  
Media Literacy ◽  
World Wide ◽  
Authentic Learning ◽  
Life Skill ◽  
Wide Audience ◽  
Learning To Read ◽  
Creation Process ◽  
Integrated Method ◽  
Screen Media ◽  
Digital Assets

Like learning to read or write, or acquiring the fundamentals of mathematics, screen media literacy is rapidly becoming an essential life skill. This dominant and expansive interface for contact, culture, and commerce has become the way we communicate now. Given the power and reach of the screen, it seems essential that as with any other fundamental skill, we must begin to understand and create within this medium in a more foundational, intentional way. But the language of the screen is complicated, rapidly becoming almost as multidimensional and multifaceted as the number of users it encompasses. Additionally, given its reliance on technology, it is an ever-changing landscape fraught with the challenges of chasing the elusive cutting edge. This chapter looks at a more back to basics approach to screen media literacy by offering instruction in what screen media really is and how to create it in a more foundational and transferable fashion. Using simple, accessible technology, people become more screen literate and the creation process enables deeper, more authentic learning, with the credence and accountability of a potentially world wide audience. Focusing on an integral part of a process developed by the Rosebud Institute – an organization committed to making screen media literacy more broadly understood and accessible – this step-by-step, integrated method delivers a new understanding of media literacy. Using simple, accessible technology, participants create dynamic, original ePortfolio websites themselves and distribute their work to an ever-expanding audience. Developed along with Rosebud’s founder and director, Paul Chilsen, the process encourages individuals to find their own voice and embrace the me in media, moving us towards a future where people will instantly capture, identifiably own, intelligently store, and instinctively know what to do with their digital assets, allowing us all to communicate more effectively and thrive in a media-saturated world.

Putting Me in Media

2014 ◽  
pp. 149-168
Author(s):  
Christine Wells
Keyword(s):  
Media Literacy ◽  
World Wide ◽  
Authentic Learning ◽  
Life Skill ◽  
Wide Audience ◽  
Learning To Read ◽  
Creation Process ◽  
Integrated Method ◽  
Screen Media ◽  
Digital Assets

Like learning to read or write, or acquiring the fundamentals of mathematics, screen media literacy is rapidly becoming an essential life skill. This dominant and expansive interface for contact, culture, and commerce has become the way we communicate now. Given the power and reach of the screen, it seems essential that as with any other fundamental skill, we must begin to understand and create within this medium in a more foundational, intentional way. But the language of the screen is complicated, rapidly becoming almost as multidimensional and multifaceted as the number of users it encompasses. Additionally, given its reliance on technology, it is an ever-changing landscape fraught with the challenges of chasing the elusive cutting edge. This chapter looks at a more back to basics approach to screen media literacy by offering instruction in what screen media really is and how to create it in a more foundational and transferable fashion. Using simple, accessible technology, people become more screen literate and the creation process enables deeper, more authentic learning, with the credence and accountability of a potentially world wide audience. Focusing on an integral part of a process developed by the Rosebud Institute – an organization committed to making screen media literacy more broadly understood and accessible – this step-by-step, integrated method delivers a new understanding of media literacy. Using simple, accessible technology, participants create dynamic, original ePortfolio websites themselves and distribute their work to an ever-expanding audience. Developed along with Rosebud's founder and director, Paul Chilsen, the process encourages individuals to find their own voice and embrace the me in media, moving us towards a future where people will instantly capture, identifiably own, intelligently store, and instinctively know what to do with their digital assets, allowing us all to communicate more effectively and thrive in a media-saturated world.

Entrepreneurship in the Internet

2011 ◽  
pp. 1405-1411 ◽  
Author(s):  
Christian Serarols-Tarrés
Keyword(s):  
Information Technologies ◽  
New Ventures ◽  
Distribution Channel ◽  
The Internet ◽  
Venture Creation ◽  
Creation Process ◽  
Theoretical Perspectives ◽  
History Of ◽  
The Creation ◽  
The One

The increasing development of information technologies (IT) has significantly affected both firms and markets. IT is currently changing the world in a more permanent and far-reaching way than any other technology in the history of mankind (Carrier, Raymond, & Eltaief, 2004). A new economy, where knowledge is the most important strategic resource, is forcing firms to review their traditional routines and take advantage of the tools able to create new value. Nowadays, there are two types of firms using this new IT. On the one hand, firms with physical presence (traditional companies) use the Internet as a new distribution channel or alternatively as a logical extension of their traditional business. On the other hand, there are dotcoms, Internet start-ups, or cybertraders (European Commission, 1997), which have been specifically conceived to operate in this new environment. A number of scholars have attempted to explain the creation of new ventures from many different theoretical perspectives (economics, psychology, and population ecology among others) and have also offered frameworks for exploring the characteristics of the creation process (Bhave, 1994; Carter, Gartner, & Reynolds, 1996; Gartner, 1985; Shook, Priem, & McGee, 2003; Veciana, 1988; Vesper, 1990; Webster, 1976). However, despite the growing literature in this area, few studies have explored the process of venture creation in dotcom firms. Cyberentrepreneurship is still in its emergent phase, and there is more to know about the phenomenon and the elements of the venture creation process (Carrier et al., 2004; Jiwa, Lavelle, & Rose, 2004; Martin & Wright, 2005). What are the stages they follow to create their firms? This article attempts to answer this question. First, we analyse the entrepreneurial process of a new firm’s creation. Second, we shed some light on how this process is applied by cyberentrepreneurs in starting their businesses based on an in-depth, multiple case study of eight entrepreneurs in Spain.

scholarly journals African women of the screen at the digital turn

2015 ◽  
pp. 145-159
Author(s):  
Beti Ellerson
Keyword(s):  
New Technologies ◽  
African Women ◽  
The Internet ◽  
Film Festival ◽  
Video Monitor ◽  
Imagined Community ◽  
Moving Image ◽  
Turn On ◽  
Screen Media ◽  
The Impact

When I conceptualised the Sisters of the Screen project as a book and film, I envisioned an “imagined community” of kindred spirits, a “sisterhood” where the screen was their ultimate point of convergence. The screen is where their images are read; whether it’s a movie screen, television set, video monitor, computer screen, tablet or mobile phone, for a director, producer, film festival organiser, actor, critic or spectator the screen is the ultimate site where the moving image is viewed, interpreted and understood. With the phenomenal development of screen culture as a result of the digital turn, I return to the “screen” as a conceptual framework that integrates screen media, and their associated devices and technologies; hence, the concept “African women of the screen” as the organising principle. This report examines the impact of the digital turn on African women of the screen, how their cinematic gaze has evolved, developed and transformed with the evolution of new technologies such as the Internet and, in particular, the emergence of social media.

scholarly journals Collective Intelligence, the Future of Internet and the IEML: Interview to Pierre Lévy by Art Farley and Massimo Lollini

2019 ◽  
Vol 6 (1) ◽  
pp. 5-31
Author(s):  
Pierre Lévy ◽  
Art Farley ◽  
Massimo Lollini
Keyword(s):  
Collective Intelligence ◽  
The Internet ◽  
Natural Languages ◽  
Semantic Metadata ◽  
The Future ◽  
Worldwide Web ◽  
The Creation ◽  
Recent Project

Collective Intelligence, the book in French, that Pierre Levy wrote before the existence of the worldwide web, when only the Internet existed, it's a philosophical vision of the future, a philosophical vision of what could be a global civilization based on the digital and the general interconnection of all the computers. In the interview, Levy addresses the creation o the WWW by Tim Berners Lee as a form of collective intelligence. He then discusses Berners Lee's proposal for a reform of the WWW to avoid its confiscation by the big platforms, such as Google, Facebook, and Amazon. Then, he introduces his most recent project the IELM as a tool for semantic metadata and a code between the natural languages and the algorithms, and all the apparatus of computations.

scholarly journals Authentic learning for teaching reading: Foundation phase pre-service student teachers’ learning experiences of creating and using digital stories in real classrooms

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Trevor Moodley ◽  
Shelley Aronstam
Keyword(s):  
Student Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Teachers Perceptions ◽  
Digital Stories ◽  
The Creation ◽  
Group Interviews

Teaching and learning, an evolving endeavour, is associated with many factors, with advancements in technology, playing an ever-growing role in the classroom. It is therefore important to include the use of interactive communication technologies (ICTs) in university curricula of teacher education programmes. Universities ought to be creative in advancing autonomous learning among their students by providing opportunities for integrated and rich learning experiences. Accordingly, the purpose of this study was to intentionally integrate ICTs in the planning and delivery of foundation phase reading lessons. This was achieved by providing authentic learning opportunities to final year foundation phase student teachers through the provision of training in the creation of digital stories (DS), collaborating within communities of practice (COP) (peers and other relevant parties), and then using their creations in ‘real-world’ classroom contexts. The aims of this study were to explore student teachers’ perceptions and experiences of developing DS in groups with minimal formal initial input and their use of DS during foundation phase (FP) reading lessons in real-class settings during teaching practice. Data were collected via focus group interviews and participants’ reflection essays. The study’s findings indicate that the creation of their own DS provided rich, rewarding multidimensional learning experiences to student teachers. Participants reported that they found the ‘assignment’ to be of real value, since it was directly linked to classroom practice, and despite the cognitive demands of the assignment; the nature of the task nurtured, an agentic disposition towards their own learning. Participants further reported that the DS provided enthusiasm among young learners during the delivery of lessons and were of pedagogical value, despite experiencing some challenges in using DS during reading lessons. Participants were of the view that the use of DS in advancing reading and literacy holds much pedagogical promise, because it resonates with the this generation of digital natives, the present generation of learners who have been born into a world where they interact with digital technology from an early age.

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