{"title":"The John D And Catherine T Macarthur Foundation Reports On Digital Media And Learning","description":"\u003cp\u003eDelve into the digital age with insightful reports from The John D. and Catherine T. MacArthur Foundation. Explore how digital media shapes learning, youth culture, and society in this thought-provoking collection.\u003c\/p\u003e","products":[{"product_id":"future-of-the-curriculum-book-ben-williamson-9780262518826","title":"The Future of the Curriculum","description":"\u003cb\u003eAn examination of curriculum innovations that are shaped by new ideas about digital media and learning.\u003c\/b\u003e\u003cp\u003eAlthough ideas about digital media and learning have become an important area for educational research, little attention has been given to the practical and conceptual implications for the school curriculum. In this book, Ben Williamson examines a series of contemporary curriculum innovations in the United States, Great Britain, and Australia that reflect the social and technological changes of the digital age. Arguing that the curriculum is always both forward- and rearward-looking, Williamson considers how each of these innovations represents a certain way of understanding the past while also promoting a particular vision of the future.\u003c\/p\u003e\u003cp\u003eThe curriculum initiatives are all examples of what Williamson calls centrifugal schooling, expressing a vision of education and learning that is decentered, distributed, and dispersed, emphasizing networks and connections. In centrifugal schooling, a curriculum is actively assembled and improvised from a heterogeneous mix of people, groups, coalitions, and institutional structures. Participants in curriculum design and planning include local governments, corporations, foundations, charities, and nongovernmental organizations. \u003c\/p\u003e\u003cp\u003eAmong the curriculum innovations Williamson examines are High Tech High, a charter school network in San Diego that integrates technical and academic education; Opening Minds, a competence-based curriculum used in 200 British secondary schools; and Quest to Learn, a school for digital kids in New York City (with a sister school in Chicago). He also describes two major partnerships: the Partnership for 21st Century Skills, which advocates for 21st century readiness for American students; and the Whole Education Alliance in Britain, a network of third sector educational organizations.\u003c\/p\u003e","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":49731382870289,"sku":"NGR9780262518826","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ GOOD \/ SBYB","offer_id":50346416570641,"sku":"CIN0262518821G","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":51326658543889,"sku":"CIN0262518821VG","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0262518821.jpg?v=1750940505"},{"product_id":"stealth-assessment-book-valerie-shute-9780262518819","title":"Stealth Assessment","description":"\u003cp\u003e\u003cb\u003eAn approach to performance-based assessments that embeds assessments in digital games in order to measure how students are progressing toward targeted goals.\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eTo succeed in today's interconnected and complex world, workers need to be able to think systemically, creatively, and critically. Equipping K-16 students with these twenty-first-century competencies requires new thinking not only about what should be taught in school but also about how to develop valid assessments to measure and support these competencies. In \u003ci\u003eStealth Assessment\u003c\/i\u003e, Valerie Shute and Matthew Ventura investigate an approach that embeds performance-based assessments in digital games. They argue that using well-designed games as vehicles to assess and support learning will help combat students' growing disengagement from school, provide dynamic and ongoing measures of learning processes and outcomes, and offer students opportunities to apply such complex competencies as creativity, problem solving, persistence, and collaboration. Embedding assessments within games provides a way to monitor players' progress toward targeted competencies and to use that information to support learning.\u003c\/p\u003e\u003cp\u003eShute and Ventura discuss problems with such traditional assessment methods as multiple-choice questions, review evidence relating to digital games and learning, and illustrate the stealth-assessment approach with a set of assessments they are developing and embedding in the digital game \u003ci\u003eNewton's Playground\u003c\/i\u003e. These stealth assessments are intended to measure levels of creativity, persistence, and conceptual understanding of Newtonian physics during game play. Finally, they consider future research directions related to stealth assessment in education.\u003c\/p\u003e","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50346407231761,"sku":"CIN0262518813G","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0262518813.jpg?v=1751389094"},{"product_id":"participatory-politics-book-elisabeth-soep-9780262525770","title":"Participatory Politics","description":"\u003cp\u003e\u003cb\u003eAn examination of the mix of face-to-face and digital methods that young people use in their experiments with civic engagement. \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eAlthough they may disavow politics as such, civic-minded young people use every means and media at their disposal to carry out the basic tasks of citizenship. Through a mix of face-to-face and digital methods, they deliberate on important issues and debate with peers and powerbrokers, redefining some key dynamics that govern civic life in the process. In \u003ci\u003eParticipatory Politics\u003c\/i\u003e, Elisabeth Soep examines the specific tactics used by young people as they experiment with civic engagement.\u003c\/p\u003e\u003cp\u003eDrawing on her scholarly research and on her work as a media producer and educator, Soep identifies five tactics that are part of effective, equitable participatory politics among young people: Pivot Your Public (mobilizing civic capacity within popular culture engagements); Create Content Worlds (using inventive and interactive storytelling that sparks sharing); Forage for Information in public data archives; Code Up (using computational thinking to design tools, platforms, and spaces for public good); and Hide and Seek (protecting privacy and information sources). After describing these tactics as they manifest themselves in a range of youth-driven activities--from the runaway spread of the video \u003ci\u003eKony 2012 \u003c\/i\u003eto community hackathons--Soep discusses concrete ideas for cultivating the new literacies that will enable young people to participate in public life. She goes on to consider some risks associated with these participatory tactics, including simplification and sensationalism, and ways to avoid them, and concludes with implications for future research and practice.\u003c\/p\u003e","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":50454291513617,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50454294298897,"sku":"CIN0262525771VG","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0262525771.jpg?v=1751195452"},{"product_id":"documenting-and-assessing-learning-in-informal-and-media-rich-environments-book-jay-lemke-9780262527743","title":"Documenting and Assessing Learning in Informal and Media-Rich Environments","description":"\u003cp\u003e\u003cb\u003eAn extensive review of the literature on learning assessment in informal settings, expert discussion of key issues, and a new model for good assessment practice. \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eToday educational activities take place not only in school but also in after-school programs, community centers, museums, and online communities and forums. The success and expansion of these out-of-school initiatives depends on our ability to document and assess what works and what doesn't in informal learning, but learning outcomes in these settings are often unpredictable. Goals are open-ended; participation is voluntary; and relationships, means, and ends are complex. This report charts the state of the art for learning assessment in informal settings, offering an extensive review of the literature, expert discussion on key topics, a suggested model for comprehensive assessment, and recommendations for good assessment practices.\u003c\/p\u003e\u003cp\u003eDrawing on analysis of the literature and expert opinion, the proposed model, the Outcomes-by-Levels Model for Documentation and Assessment, identifies at least ten types of valued outcomes, to be assessed in terms of learning at the project, group, and individual levels. The cases described in the literature under review, which range from promoting girls' identification with STEM practices to providing online resources for learning programming and networking, illustrate the usefulness of the assessment model.\u003c\/p\u003e","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":50485848277265,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ GOOD \/ SBYB","offer_id":50485848539409,"sku":"CIN026252774XG","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/026252774X.jpg?v=1751290785"}],"url":"https:\/\/www.worldofbooks.com\/collections\/the-john-d-and-catherine-t-macarthur-foundation-reports-on-digital-media-and-learning-book-series.oembed","provider":"World of Books ","version":"1.0","type":"link"}