This resource gathers a group of educators and other professionals to explore the use of digital technologies and other media literacies in teaching geography and mapping. In the process, they also discover a new style of professional development that allows them to collaborate, create, connect, and circulate their new knowledge.
The plan was (tense) to make use of Collective Intelligence by assembling a group of Project NML(why don't you say what these letters stand for at this point?) staff, secondary school teachers, curriculum and media developers, artists, activists, architects and designers who work with geography and mapping.
The NML teachers develop (tense)a strategy guide where they post material (photos, maps, text, etc) to the(which one?) blog, and there is a continuous process (This is a continuous process in which different...)as different teachers put together different materials into modules of a strategy guide. In this way (Other characteristic is that there is a possibility...)what I understand of this resource is that some people can upload material and, on the other hand, others can make comments, so I would change the connector -in this way-) there is a possibility to keep up a productive dialogue in the form of comments that are posted to the blog, increasing the level or the quality of the resource.
Maps are a kind of media, a way of describing an impression of the world and communicating that impression to others. The traditional media-literacy concepts that ask us to evaluate media messages and critically question who made them -how, for whom, and why - remain relevant, but like all media, maps are shifiting away from a one-way(?), creator-to-concumer model and moving toward a model in which many people are creating and circulating content as well as consuming it.
Teaching and learning possibilities
At Project New Media Literacies (Project NML), we know that young people become part of the networked public by participating in it and that educators have an invaluable opportunity to shape students’ attitudes toward this participation. This is why we think it is so important to provide resources for instructors who want to bring the new media literacies into formal learning environments and why we developed the Teachers’ Strategy Guide series. These guides, each focusing on a different subject area, provide ideas to help teachers apply the new media literacies to what they are doing. The first Teachers’ Strategy Guide focused (focuses) on reading in participatory culture. The second installment, tentatively titled “Mapping in a Participatory Culture,” will focus on mapping and geography and consist of a set of modular, remixable techniques. Mapping and the new media literacies are a natural combination, whether we’re annotating the world using sites like Yelp and Google Maps or using GPS and other devices as we make our way through it. Some of the new media literacies that are especially addressed in mapping are:
• Simulation—the ability to interpret and construct dynamic models of real-world processes;
• Visualization—the ability to interpret and create data representations for the purposes of expressing ideas, finding patterns, and identifying trends;
• Distributed Cognition—the ability to interact meaningfully with tools that expand mental capacities; and
• Negotiation—the ability to travel across diverse communities, discerning and respecting multiple perspectives and grasping and following alternative norms.
New media literacy skills should guide not just the content of the Teachers’ Strategy Guide, but also its development. We recognized that, though our team had expertise in cultural approaches to media literacy, none of us were middle-school social studies teachers and none of us were developing innovative mapping technology . Because collective intelligence— defined as the ability to pool knowledge and compare notes with others toward a common goal—is one of the 12 skills at the heart of Project NML , it seemed clear that the best way to generate great ideas for integrated mapping, new media, and education would be to bring together people with a variety of expertise in these fields to brainstorm techniques that could be further developed into what will become our secondTeachers’ Strategy Guide. I really don't know how to go about some of your corrections..what do you suggest I should modify?
OpenStreetMap is a free editable map of the whole world. It is made by people like you. OpenStreetMap allows you to view, edit and use geographical data in a collaborative way from anywhere on Earth. OpenStreetMap's hosting is kindly supported by the UCL VR Centre and bytemark . In the page you have options such as "view, edit, history, export, GPS traces, user diaries" that turn the resource into a useful and effcient tool. Other links you could suggest (?)
NML mapping think tank
source (?)//http://projectnml.tumblr.com///
What the resource is
Features and gadgetsThis resource gathers a group of educators and other professionals to explore the use of digital technologies and other media literacies in teaching geography and mapping. In the process, they also discover a new style of professional development that allows them to collaborate, create, connect, and circulate their new knowledge.
The plan was (tense) to make use of Collective Intelligence by assembling a group of Project NML(why don't you say what these letters stand for at this point?) staff, secondary school teachers, curriculum and media developers, artists, activists, architects and designers who work with geography and mapping.
The NML teachers develop (tense)a strategy guide where they post material (photos, maps, text, etc) to the(which one?) blog, and there is a continuous process (This is a continuous process in which different...)as different teachers put together different materials into modules of a strategy guide. In this way (Other characteristic is that there is a possibility...)what I understand of this resource is that some people can upload material and, on the other hand, others can make comments, so I would change the connector -in this way-) there is a possibility to keep up a productive dialogue in the form of comments that are posted to the blog, increasing the level or the quality of the resource.
Maps are a kind of media, a way of describing an impression of the world and communicating that impression to others. The traditional media-literacy concepts that ask us to evaluate media messages and critically question who made them -how, for whom, and why - remain relevant, but like all media, maps are shifiting away from a one-way(?), creator-to-concumer model and moving toward a model in which many people are creating and circulating content as well as consuming it.
Teaching and learning possibilities
At Project New Media Literacies (Project NML), we know that young people become part of the networked public by participating in it and that educators have an invaluable opportunity to shape students’ attitudes toward this participation. This is why we think it is so important to provide resources for instructors who want to bring the new media literacies into formal learning environments and why we developed the Teachers’ Strategy Guide series. These guides, each focusing on a different subject area, provide ideas to help teachers apply the new media literacies to what they are doing. The first Teachers’ Strategy Guide focused (focuses) on reading in participatory culture. The second installment, tentatively titled “Mapping in a Participatory Culture,” will focus on mapping and geography and consist of a set of modular, remixable techniques. Mapping and the new media literacies are a natural combination, whether we’re annotating the world using sites like Yelp and Google Maps or using GPS and other devices as we make our way through it. Some of the new media literacies that are especially addressed in mapping are:
• Simulation—the ability to interpret and construct dynamic models of real-world processes;
• Visualization—the ability to interpret and create data representations for the purposes of expressing ideas, finding patterns, and identifying trends;
• Distributed Cognition—the ability to interact meaningfully with tools that expand mental capacities; and
• Negotiation—the ability to travel across diverse communities, discerning and respecting multiple perspectives and grasping and following alternative norms.
New media literacy skills should guide not just the content of the Teachers’ Strategy Guide, but also its development. We recognized that, though our team had expertise in cultural approaches to media literacy, none of us were middle-school social studies teachers and none of us were developing innovative mapping technology . Because collective intelligence— defined as the ability to pool knowledge and compare notes with others toward a common goal—is one of the 12 skills at the heart of Project NML , it seemed clear that the best way to generate great ideas for integrated mapping, new media, and education would be to bring together people with a variety of expertise in these fields to brainstorm techniques that could be further developed into what will become our secondTeachers’ Strategy Guide.
I really don't know how to go about some of your corrections..what do you suggest I should modify?
Example links, specific usefulness
An interesting example link is http://www.openstreetmap.org/ .
OpenStreetMap is a free editable map of the whole world. It is made by people like you. OpenStreetMap allows you to view, edit and use geographical data in a collaborative way from anywhere on Earth. OpenStreetMap's hosting is kindly supported by the
UCL VR Centre and bytemark .
In the page you have options such as "view, edit, history, export, GPS traces, user diaries" that turn the resource into a useful and effcient tool.
Other links you could suggest (?)
//http://rhizome.org/editorial/2448// (new link! There are plenty more though)
Author: Mariano Zanetti
Editor: María de los Ángeles Gianotti