<font size="2"><font face="arial,helvetica,sans-serif">Ui, ui! Muito em cima da hora, mas interessante! ;P<br><br>Para o caso de alguém já ter algo pronto ou esboçado... Só atentem ao prazo, pelamor! :D<br><br>Beijos!!!<br>
<br>Ceci, crosspostando rapidinho, na cara-de-pau, desculpem! ;)<br clear="all"></font></font>-- <br>"Discordo daquilo que dizes, mas defenderei até a morte o teu direito de o dizeres". - Voltaire<br>
<br><br><div class="gmail_quote">---------- Forwarded message ----------<br>From: <b class="gmail_sendername">Alex Halavais</b> <span dir="ltr"><<a href="mailto:alex@halavais.net">alex@halavais.net</a>></span><br>Date: 2011/10/18<br>
Subject: Call for Papers: Digital Media & Learning 2012 (deadline tomorrow!)<br><br><br><br>I've been to the last couple of DML conferences, and if you have any<br>
interest in learning an networked media, this is a great place to meet<br>
with folks and talk. Deadline is nowish...<br>
<br>
CALL FOR PROPOSALS<br>
<br>
BEYOND EDUCATIONAL TECHNOLOGY: LEARNING INNOVATIONS IN A CONNECTED WORLD<br>
<br>
Digital Media and Learning Conference<br>
Website: <a href="http://dml2012.dmlcentral.net/" target="_blank">http://dml2012.dmlcentral.net/</a><br>
<br>
San Francisco, California<br>
March 1-3, 2012<br>
<br>
Conference Chair:<br>
Diana Rhoten (News Corp.)<br>
<br>
Conference Committee:<br>
Tracy Fullerton (USC)<br>
Antero Garcia (UCLA)<br>
Mitch Resnick (MIT)<br>
Mark Surman (Mozilla Foundation)<br>
<br>
Technology will revolutionize education. That was the shout heard<br>
around the world as early as the 1970s when “microcomputers” first<br>
appeared on the scene. In the last forty years, the exponentially<br>
increasing powers and dramatically decreasing costs of computer<br>
technologies have surpassed even the wildest dreams of those early<br>
days. Yet, there is still little evidence of any major<br>
technology-enabled disruptions to the structure and culture of<br>
mainstream education. Today, technology has once again become the<br>
rallying call for education innovation. Whether as efforts to<br>
establish new institutions, experiment with mobile devices, develop<br>
learning applications, or incorporate personalized and distance<br>
education platforms, information technologies and digital media are at<br>
the center of the education innovation conversation.<br>
<br>
In 20th Century United States, schools were seen as the primary locus<br>
of education, where teachers are transmitters and students are<br>
receivers of information and knowledge. As a result, education reform<br>
movements focused on promoting school-based practices and processes<br>
that would maximize institutional efficiencies. In that context, the<br>
then emerging “education technology” community (as it has since come<br>
to be known) drew from the “best practice” of their time and focused<br>
mainly on the development of instructional hardware to increase<br>
standardized test scores, administrative technology to facilitate<br>
record keeping, or content management systems to deliver traditional<br>
curriculum online.<br>
<br>
More recently, however, cutting-edge research from the social and<br>
behavioral sciences has begun to show that an individual’s learning<br>
can be accelerated by tapping into personal interests that span<br>
different social experiences including but beyond schooling. Evidence<br>
also suggests that individuals may learn more efficaciously and more<br>
equitably, without gaps between rich and poor, when they learn in<br>
specialty domains and practice areas that they choose and for which<br>
they are motivated. Compared to older education paradigms, this 21st<br>
Century pedagogical view reframes learning as the creation and<br>
acquisition of knowledge through observing, interacting and<br>
collaborating with others anywhere, anytime. As a result, we are now<br>
seeing new technologies and digital media designed not to deliver a<br>
faster, cheaper schooling but rather to enable richer, deeper<br>
learning. As this new “digital media and learning” movement (as it is<br>
becoming known) expands, we are seeing the emergence of Web-enabled,<br>
mobile-based platforms that promote new models of peer-to-peer<br>
learning, anywhere / anytime learning, blended learning and game-based<br>
learning.<br>
<br>
The “education technology” and “digital media and learning” views on<br>
education innovation represent differences in thinking not just about<br>
technologies for but also – more importantly – pedagogies and<br>
epistemologies of learning. While there are fundamental differences<br>
between these perspectives, we do not think these two visions need be<br>
or should be in conflict with one another. In fact, we believe they<br>
are complements to one another, with critical and necessary synergies<br>
between their approaches. For example, there is great evidence to<br>
suggest that "basic skills" and “core competencies” may be best<br>
learned in classroom environments but then augmented and advanced with<br>
the type of independent, interactive learner-centered experiences that<br>
new technologies can provide outside of the classroom. Building a new<br>
future for education and learning in a connected world not only allows<br>
but actually requires bridging in-school and out-of-school learning<br>
practices and philosophies through networks of learning institutions<br>
and alliances.<br>
<br>
Inspired by Silicon Valley’s culture of technology-led innovation, the<br>
2012 Digital Media and Learning Conference will explore ongoing<br>
questions and debates around the role of technology and the future of<br>
education and learning.<br>
<br>
* What are the primary purposes and practices of education, and how<br>
can technology accelerate or decelerate them?<br>
<br>
* When we talk about disruptive technologies, what systems and players<br>
are we really seeking to change and to what end?<br>
<br>
* What sectors, institutions and populations are we mobilizing for<br>
innovation and for whom are we mobilizing them?<br>
<br>
* How do we design, build and fund infrastructures around new<br>
connections across and configurations of learning?<br>
<br>
* How do we cultivate a healthy, symbiotic ecosystem of innovation<br>
that leads to a future of Connected Learning?<br>
<br>
In answering these and other questions, we hope attendees will<br>
challenge their assumptions and share their visions about what<br>
education and learning could or should look like in a connected world.<br>
To that end, we invite provocative sessions that address the<br>
intersections and tensions inherent in different approaches to<br>
innovation, and we strongly encourage interactive discussions that<br>
push panelists and participants alike to ask themselves where they are<br>
in the innovation conversation and how they plan to translate that<br>
conversation into action.<br>
<br>
ABOUT THE WORKSHOP, PAPER AND PANEL PROPOSALS<br>
<br>
We welcome workshops, panels and papers along five themes: Making,<br>
Tinkering and Remixing; Re-imagining Media for Learning; Democratizing<br>
Learning Innovation; Innovations for Public Education and Digital<br>
Media and Learning.<br>
<br>
Making, Tinkering and Remixing. To become full and active participants<br>
in 21st century society, young people must learn to design, create,<br>
and invent with new technologies, not simply interact with them. What<br>
are the pathways for becoming a maker and not just a user in a world<br>
of Connected Learning? What social and technical infrastructures<br>
provide the best support for young people as they learn to tinker with<br>
materials, remix one another’s work, and iteratively refine their<br>
creations?<br>
<br>
Re-imagining Media for Learning. What does it mean to think of media<br>
and games in the service of diverse educational goals and within a<br>
broad ecology of learning? In particular, how can we balance the needs<br>
of multi-stakeholder alliances against the challenges of designing<br>
engaging, playful and truly innovative media experiences? Especially<br>
those that go beyond implementations of technologies and platforms to<br>
create real communities of playful learning and rich opportunities for<br>
individual discovery and growth.<br>
<br>
Democratizing Learning Innovation. Looking to the groundswell for<br>
massively collaborative innovation and change, what does it take to<br>
pull from a participatory and networked ecology to push innovation<br>
from the bottom up and from the outside in versus top down and inside<br>
out?<br>
<br>
Innovations for Public Education. Too often cutting edge technology<br>
innovations serve the interests of the already privileged “creative<br>
class.” What can we do to ensure that the most innovative forms of<br>
learning are accessible to all educators and young people relying on<br>
public education infrastructures? How can digital innovation directly<br>
impact disparities in achievement of students based on race and class?<br>
<br>
Digital Media and Learning. We also welcome submissions that address<br>
innovative research and practice in the field of digital media and<br>
learning.<br>
<br>
Presentation Formats<br>
<br>
This year we will be accepting proposals in three formats: panels,<br>
workshops and short talks.<br>
Panels bring together in discussion four participants or presentations<br>
representing a range of ideas and projects. Panels are scheduled for<br>
90 minutes and should include a mix of individuals working in areas of<br>
research, theory, and practice. We also encourage the use of<br>
discussants.<br>
<br>
Workshops provide an opportunity for hands-on exploration and/or<br>
problem solving. They can be organized around a core challenge that<br>
participants come together to work on or around a tool, platform, or<br>
concept. Workshops are scheduled for 90 minutes and should be highly<br>
participatory.<br>
<br>
Finally, we welcome short, ten minute talks where presenters speak for<br>
ten minutes on their work, research or a subject relevant to the<br>
conference theme and/or subthemes.<br>
<br>
Note: Proposals for ignite sessions will be announced in January 2012.<br>
<br>
Submitting Your Proposal<br>
<br>
The DML2012 Conference proposal system is now open and full proposals<br>
will be due on October 19, 2011 (11:59 pm PST). To propose a panel,<br>
participants will be required to register with Fastapps<br>
<a href="http://fastapps.dmlcentral.org" target="_blank">http://fastapps.dmlcentral.org</a>, our submission system at the Digital<br>
Media and Learning Research Hub. Participants will be able to edit<br>
their proposals up until the final deadline.<br>
<br>
Panel and Workshop proposal abstracts should cover the theme, format<br>
(e.g. discussion, interactive, presentations), how the session<br>
addresses the theme of the conference and/or subtheme in up to 500<br>
words. Short talk abstracts should cover the theme, format (e.g.<br>
discussion, interactive, presentations), how the talk addresses the<br>
theme of the conference and/or subtheme in up to 250 words. List of<br>
participants, affiliations, emails and titles of talks/presentations<br>
(if applicable) should also be included. We will not be soliciting<br>
full papers or publishing conference proceedings.<br>
<br>
Please note that each participant will be limited to participation on<br>
no more than two panels at the conference. Participants will be<br>
expected to fund their own travel and accommodation.<br>
<br>
--<br>
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// Alexander C. Halavais, ciberflâneur<br>
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