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Jean Rhodes

New Research (and a story) about teachers

January 21, 2014

Sometimes a simple anecdote can illustrate a point far better than mounds of research.  It was written by Jerome Groopman, M.D., Professor of Medicine at Harvard Medical School, Chief of Experimental Medicine at Beth Israel Deaconess Medical Center. In this excerpt, from a recent New York Review of Books, Groopman highlights the vital importance of teachers that “get” their students and understand their strengths. I never learned to type. The best I can do is hunt and peck with two fingers while l Read More...

Mimi Ito

A new year and a new book

January 17, 2014

It’s the start of a new year and time to take stock. It’s been three years since the launch of the Connected Learning Research Network and the Leveling Up project, and a year and a half since the launch of this blog. Along the way, we’ve delved into stories of knitters, boy band and wrestling fans, fashionistas, eSports enthusiasts, and game makers, as well as how the online world is supporting their learning, sharing, and civic engagement. The cases we’ve developed over these years have both confir Read More...

Sonia Livingstone

Media Literacy in 2014: Forthcoming Research and Call to Action

January 17, 2014

In December, Sonia Livingstone and Monica Bulger pooled the insights of 25 media literacy experts from academia, policy, and regulatory institutions to clarify the current state of play and identify future directions for media literacy research and policy in Europe. Their report, “Media literacy research and policy in Europe”, finds a genuine political consensus in favour of promoting media literacy among the European Commission, the Council of Europe, and other national and international organisat Read More...

Matt Rafalow

Luka Carfagna

*This* is Learning: How Perceptions of Learning Relevance Matter for Student Success

December 20, 2013

This is the first of a series of posts by the authors on learning and social fields. They draw on multiple research cases to articulate how different contexts determine valued forms of learning. Parent: “I think [Fashion Camp] teaches in an educational way. Is it academic or is it educational? That’s two different things. No, it’s probably not academic from a teacher’s standpoint...I believe 100% of it is educational, but I don’t believe it’s academic.” Interviewer: “So educational meanin Read More...

Julian Sefton-Green

Media and Information Education in the UK: Recommendations to the European Union

December 19, 2013

Responding to a call from the European Cooperation in Science and Technology (COST) programme and the French National Research Agency,  Sonia Livingstone and Julian Sefton-Green from LSE, and I have produced an audit of media and information education in the UK. Although the report will by published along with those from other countries in spring next year, we recently presented our finding to EU Member States representatives and so I can give you a preview of our findings.[1] Read more Read More...

Rachel Cody Pfister

A Home within Home: Physical Challenges and Online Connected Learning Environments

December 13, 2013

Some of the characteristics of connected learning environments are that they allow for full participation and aim towards equity in their participation.  As we have seen with the fibercrafting community of Hogwarts at Ravelry, the group actively works to keep the group open to and welcoming of members of all backgrounds, setting a low bar for participation in activities and membership in the group. Through member interviews, an interesting theme that has emerged for some Hogwarts at Ravelry members is how Read More...

Timothy Young

Yong Ming Kow

On-ramps, Leveling Up and Recognition: How the StarCraft 2 Community Deepens their Interests

December 9, 2013

The StarCraft community is one of the most productive gaming communities, spearheaded by community leaders who earn recognition by expressing their passion for the game through creating gaming content or organizing gaming events.  Many active community members become community leaders, recognized content producers, and top level players.  We found that some of the most productive and recognized community members had support for their gaming interest at an early age, which transitioned into deeper engageme Read More...

S. Craig Watkins

Rethinking the ‘Race Between Education and Technology’ Thesis

December 4, 2013

This year my research team has been pouring over qualitative data that we collected over a year-and-half period from Freeway High School (previously referred to as Texas City High School in earlier posts), the site of our fieldwork in the study of ‘connected learning.’ Several themes related to young people’s adoption of digital media, the role of technology in schools, social inequality, and the future of learning have emerged from our fieldwork. For instance, we have thought a lot about the social d Read More...

Crystle Martin

Rachel Cody Pfister

Self-Directed Learning in Online Connected Learning Environments

November 22, 2013

Many people would not think of professional wrestling fans and knitters as having a lot in common but the two communities share many underlying principles and cultural norms. The Hogwarts at Ravelry knitting group and the Wrestling Boards professional wrestling fan community are connected learning environments. The communities are peer-supported, interest-powered, and academically-oriented. The connected learning experiences of Hogwarts at Ravelry and Wrestling Boards support production-centered activities, Read More...

Julian Sefton-Green

What Counts As Learning?

November 11, 2013

I have recently contributed to a new issue of the Bank Street occasional papers. The issue is called “The Other 17 Hours: Valuing Out of School Time” and explores recent attention to the meaning and nature of learning during the time not spent at school. My essay describes some of the research I am involved with as part of the Connected Learning Research Network and examines how learning is constructed and enacted in six different kinds of families in London. By showing that who defines learning in d Read More...

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