Artificial intelligence can now win a game, recognise your face, even appeal against your parking ticket. But can it do the stuff even humans find tricky? One video, for me, changed everything.
Via Pascual Pérez-Paredes
While explaining why, as of February 1st, the Dish won't be taking advertising, I wrote how "distracting and intrusive" online ads can be and "how online ads have created incentives for pageviews over quality content.
Mashups/Remixes/Montages; Digital compositions; Multimodal essays (video pieces, etc.) Salient Points of Mobile Material Texts as made evident through Community of Practice and Multimodality theory. Multiple modes or ...
Literacy, according to the New London group (Cazden, C. 1996) and to Günther Kress (2003, 2005), should not exclusively stand for linguistic related skills, but also for meaning making in the context of a given mode.
Did you know that Google offers a sortable library of lesson plansthat are free to download and use? It’s part of the company’s big push into education (seems to be quite the trend these days) and involves thousands of free lesson plans just waiting for you to try out.
Most incorporate Google products but then again so do most high-tech lesson plans these days. You can sort the listings by the type of Google product you want or, if that’s not your cup of tea, view the plans organized by subject. That’s probably the best way to go for most Edudemic readers.
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As the discipline which studies signs and communication, semiotics is mainly concerned with social behavior. However, the models and theories which have been proposed so far generally remain at a high level of abstraction and are mostly ...
Learning with 'e's: Theories for the digital age: The digital natives discourse
Is learning in the 21st Century significantly different to learning in previous years? One of the more controversial theories of the digital age is the claim that technology is changing (or rewiring) our brains (Greenfield, 2009) whilst some also claim that prolonged use of the Web is detrimental to human intellectual development (Carr, 2010). It could be argued that these theories stem back to the seminal claim of Marshall McLuhan (1964) that ‘we shape our tools and thereafter, our tools shape us.’ This belief was also the basis for the in Digital Natives and Immigrants theory (Prensky, 2001), a persistent discourse that has greatly influenced the thinking of educators in recent years. A significant body of work has arisen around the Digital Natives and Immigrants theory, including descriptions of younger students as ‘the Net Generation’ (Tapscott, 1998), ‘Screenagers’ (Rushkoff, 1996), ‘Born Digital’ (Palfrey and Gasser, 2008), ‘Millennials’ (Oblinger, 2003), and ‘Homo Zappiens’ (Veen and Vrakking, 2006). The latter theory suggests that younger students learn differently, through searching rather than through absorbing, through externalising rather than through internalising information, are better at multitasking, and see no separation between playing and learning (Veen & Vrakking, 2006).
I have maintained that although the technology and design aspect ("new tools and forms of digital discourse") of computer mediated communication (CMC) will continue to evolve that, the nature of CMC and computer mediated ...
The selection and shaping of semiotic signs has been a valuable tool in the designer's skill set, but how these tools work cannot be quantified. Visual communication draws from the socio-cultural codes of the relevant ...
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