Interest-powered

Augmented Learning through Fashion Design

January 11, 2013

There was a lot to take in on my first day at Fashion Camp. Although the formal lessons weren’t scheduled for another few minutes, I had apparently arrived late for the first lesson: the teacher was talking with five youth about the latest trends. One young woman, about 13 years of age, said that she was into “ombre.” The teacher expressed that ombre is “very in right now,” and that they happened to have ombre polka dot fabric at the camp.

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Attitudes, Success, and Engagement: A Comparison of Game and School Contexts

December 19, 2012

During my dissertation work, I interviewed three male youth from the same school: one junior and two seniors, who all had college aspirations of technology or game design, and came from a variety of home situations with varying socioeconomic status (SES).  These youth were avid gamers and were part of my research because they were World of Warcraft players. Despite the fact that they were highly engaged with World of Warcraft (WoW), they had all disengaged from a traditional school setting.

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Dissonant Futures: The Importance of Aligning Digital Media and Learning Environments with Future Orientation in Schools

November 26, 2012

The Digital Edge is invested in situating digital media and learning strategies in social context, including exploring the factors that contribute to a student’s future orientation. In related blog posts, both Vivian Shaw and Alexander Cho explore this topic based on the Digital Edge team’s field work in an Austin-area high school.

 

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