Kategoriarkiv: Digitale medier

Digitale medier ifg kursuskataloget

Blog 4

This blogpost is TahrirAtTalims 4. contribution in the course “Digitale medier” and is based on Entesars and Mettes individual assignments.
First part of the blog is a selection of what potentials we see of digital media on a strategic level. Second part is a reflection on wether we managed solving our 8th grade student’s problems with their technology? And we make some other reflection on other possible solutions for the students with the technology in charge…

In our use of media to connect and collaborate, we needed a series of questions to identify the diversity in media for finding out the potential. Baym offers 7 key concepts:
Does the media enable social interactions? Is the temporal structure synchronous or asynchronous? What social signals/expression are available? Can the media store information? Can the stored information be shared, transmitted or distributed later? How many active users can be reached? Are there restrictions on participation?

Twitter is used for microblogging, asking/answering, sharing and connecting. It is both synchronous and asynchronous and smileys and pictures are available plus the 140 sign long text. It is stored at the server and replicated by use of hashtags. 478.000 users are registered in Denmark, 304 mio active users every month worldwide. There are great debates on twitter for everybody to join in, but I use Twitter to show sympathy or to “spread a good mood”, as another way of smiling to people. We are sure it has great potential for spreadability, but Mette has not found out how it works.

Blogs were used and ment from the teachers side for us to comment and learn from each other. Unfortunately it was limited at the university-site for blogs how many pictures we could upload to our blog, and we moved it to a larger place.
Now that we are represented on a website with a blog, we use it as a platform for creating and broadcasting, and have embedded twitter, published our prototype and organized the site with most of our adapted empirical data as a sort of “documentation” of our work.

Bayms concept of replicability (“Can the stored information be shared, transmitted or distributed later?”) has been a real challenge in regard to our lives as students, locating lost information: if you don’t follow the debate on a regular basis in the ITDD14-Facebook group, it is very easy to miss important information. And close to impossible to find it again when needed.
We have tried to solve the problem of lost information in many ways, and for the moment we try out a service called Trello. Trello is a flexible and visual way to manage and organize anything. It synchronizes with google calendar, and to us that is essential. Apart from one board (the information is organized in socalled “boards”) we have a board organizing our next big assignment. One of the practical features is we can “drag and drop” squares of information as we see fit.
Screenshot from 2015-06-07 23:23:19
In trello you can make attachments i.e. pictures. The attachment-function is fully integrated with a series of other storages as for instance google drive, dropbox and onedrive.
The strongest argument for trello is the replicability: being a visual learners myself, I enjoy everything being stored in graphic boxes, the easy access (via links) and the good overview of the subject or assignment.
Organized well, it is visual access “on demand”, OS-neutral and the drag and drop function.

Mission accomplished?


Will the students still feel bored in the classroom during their math teaching? Will they continue getting frustrated by their teacher who keeps telling them “it’s not my problem”? Have we in Tahrir@Talim managed to empower them through our ICT educational design?

We don’t know yet.. But we believe in our method. We believe we listened to the students and to their needs, we worked together with them, and we are still not done, as we don’t know how this design will take place in the future or it will take an end. We need to continue the project and evaluate together with the students.. this may take time.?!

But, we wish that our design will make more sense and feeling of meaningfulness for the students on their own initiative and an invitation from and to each other in the class to produces these instructional videos for each other for sharing.

However these videos can later on be used by the next 8th graders, and can therefore complement the video range with other topics as they may require.

Again for the future this may be a trend in the school, that students make instructional videos for each other in the different subjects and topics that meet their needs for empowerment in the class.

As Bang says: ”vidensorganisering og vidensdeling med støtte i it-systemer udvikles i tæt forbindelse med den kultur de skal fungere i og i samspil med dem der producerer viden, og dem som bruger den…” (Bang 2004)

Here we wish to conclude, that this 8th grade, has a lack of digital literacy. But mostly their teachers need to be empowered in using digital media, as  “They need to be taught about these technologies, just like people born into a community needs to be taught how to speak the language or use tools and equipment that are available to the community” (W. Ng 2012)

So, the teachers also need to develop their own “...philosophical and ethical frameworks for understanding digital cultures and for them then to use those frameworks to guide their practice. “ (Poore 2011)

Will this new approach, of leaving the students, until the teacher is empowered with these technologies then solve the student’s problems? they won’t be bored longer? …


Bang, Jørgen: (2011). “Hvad gør et medie til et vidensmedie?” IN: Nielsen et al. (Ed.): Nye vidensmedier : kultur, læring, kommunikation. Frederiksberg: Samfundslitteratur.

Poore, M. (2011). Digital Literacy: Human Flourishing and Collective Intelligence in a Knowledge Society. Literacy Learning: The Middle Years, 19(2), 20.,

Wan Ng (2012) Can we teach digital natives digital literacy? School of Education, University of New South Wales, Sydney 2052, NSW, Australia Computers & Education 59  1065–1078

Tahrir@Talim’s renewed strategy towards #MAICED

Our strategy towards #MAICED

Looking back at our main communication strategy plan (link to plan) made before CP, we are making a sort of new plan for our strategy towards #MAICED. As the internet is seen as a means of communication (Castells, 2003), we would continue using twitter and facebook as main resources to form some relationships that form the networking and communities in a way that can create dialogue, interest and awareness towards #MAICED, also promoting our other study fellows  contributions to these.

We choose to continue our use of the social medias twitter and facebook, because of the effect we have gained and observed during the days of CP

And as Dalsgaard says:”… dialogue engages the individual and enables him/her to participate and influence communication.”(Dalsgaard 2009)

TahrirAtTalim FB

According to Jenkins et al, there are two models for the participants, which both start from the assumption that participants feel greater investment in institutions and networked culture:

  • We are resistant to something, that is, we are organized in opposition to a dominant power.

  1. We participate in something, that is , participation is organized in and through social collectivities and connectivities. (Jenkins et al 2013)

Therefore with our aim to enter meaningful relationships with networks and communities, whom we want to reach to make meaningful dialogue with, we then must be more engaged in our way of using Twitter and facebook.

Our (new) strategy:

Our Twitter and facebook plan toward #MAICED:

  1. promoting our ICT educational design – brand communities (Jenkin et al. 1013)
  2. inviting individuals with common interest to answer questions
  3. enter dialogues and networks (Dalsgaard 2009)
  4. using the hashtags #TahrirAtTalim #Maiced #ITDD14 #IWDK

Participants in the digital age is a complicated matter.  Issues like who owns the platforms through which communication occurs and how their agendas shape how those tools can be deployed. Let’s say we got the message through, still we can’t tell if anyone is listening. (Jenkins et al 2013)

It is also important to consider the spreadability of our communication strategy, and try to make it:

  • available when and where audiences want it.
  • portable
  • easy reuseable in variety of ways
  • relevant to multiple audiences
  • part of steady stream of material

Therefore to reach more people, we should understand the patterns that make people want our idea and our ICT based educational design.  We should learn how to make interest about them and our movement. Everyone is a potential sender on the internet and we have the opportunity to make contacts, across time and space. (inspired by Meyrowitz 1994)

And most importantly, to create something people want to spread, we should understand what makes the people/ the audience motivated. “.. After all, humans rarely engage in meaningless activities”. (Jenkins et al 2013)

Regarding our 8.graders TahrirAtTalim is examining how to empower them in their formal school setting. How can we help them help themselves?

Getting the data:

The goal of our work with the 8. graders is through the design process to get to know the students and to be able to develop an ICT didactic design grounded in their lives and challenges.

Trying to get to know the 8. graders we wanted to make a survey to get to know their habits of using the internet. Preparing for that we asked Mettes Facebook friends (the ones born in and around 2000 was tagged) to tell us where to start when asking for use of social media. In the process we even bribed a class of 8. graders in Jylland with foam kisses and it worked. Hurrah for personal relations making bribery as strategy possible!
Apart from this one online observation of their lives, we had no luck in engaging the students online. The students were very forthcoming, friendly and informative as soon as we talked with them face to face. Apart from the interviews, we  observed the students using photos and video recordings.

Observing and asking the students, we found out most of them have laptops and smartphones of their own. And our data pointed to a challenge in using these tools in the classroom:

The challenge we saw was students not being able to use their devices because of lack of knowledge of how to use the apps and programs used by the teacher.

The design:

The observations gave birth to a design teaching the students to make instructional videos. In these videos they show what they have found out (and what they are going to learn during the video-lessons) in regard to 3 specific apps and one cross-media functionality used in their math-lessons. We are going to make the course “flipped”, using and producing for youtube. The end product, made by the students, is to be distributed by the youtube-channel of the school for everybody involved to be proud of and everybody else to benefit from.

In that way the students are participating as both consumers and content makers. Hopefully they will reach more than a “messing around” stage during the offered course, see possibilities in using their skills for their own agenda and feel empowered, because that is our main goal for our didactic design.

Kontakt til social entrepreneurs

Vi skrev til forskellige social entrepreneurs:

“Studerende søger inspiration,
“If I had asked people what they wanted, they would have said faster horses.” citeres Henry Ford for at have sagt. Dén fælde vil vi nødigt havne i med vores mission.
Vi vil befri læring!
Og til det vil vi rigtig gerne få dit input og høre dine tanker. Vi har udvalgt dig på grund af din “track record” vedr. social aktivisme.
Men lad mig lige forklare det hele bagfra:
Det ender med en virtuel eller konkret Fluxus-inspireret RebelInABox, som, ligesom bogen “Den lille røde for skoleelever” fra 70’erne, kan hjælpe skoleelever med at få (mere) magt over eget liv og især over egen læring.
Få dem til at reflektere over, om hurtigere heste er godt nok, eller om der mon trænger til at blive skabt noget nyt.
I arbejdet med at finde frem til hvad der skal være i vores Fluxus-box, skal vi have fat på de unge mennesker selv, da det jo skal tage udgangspunkt i deres behov.
Vi er garvede ToyHackere allesammen, så vi kan sagtens bistå de unge med at udtrykke sig på andre måder end med ord og billeder.
Måske vil vi lave HackYourLife, HackYourLearning eller HackYourFuture med dem? Måske noget helt fjerde?
Måske har vi de rette værktøjer, måske opfinder vi dem undervejs?
Måske giver Hack mening i en konkret forstand og så bruger vi limpistol, acrylmaling og ståltråd? Måske giver det bedre mening med spørgsmål, som kan løses med mobiltlf.?
Hvad i dit skoleliv kan få dig til at sige “YES!!”?
Hvad “hader du mest” fra din skole/klasse/undervisning?
Hvad ville du ønske din underviser kunne huske fra dengang han/hun gik i 8. klasse? Besvar med billede eller tekst eller andet og tag på Instagram med #RebelInABox
Og det er så nu vi har brug for din hjælp og dine tanker!
Hvilke(t) spørgsmål giver de mest interessante svar?
Stiller vi overhovedet de rigtige spørgsmål for dig at se?
Hvordan får vi bedst muligt de unge mennesker til at reflektere over, om hurtigere heste er godt nok, eller om der mon trænger til at blive skabt noget nyt?
Jeg tillader mig at ringe dig op efter påske for at følge op på mailen her 🙂
Med venlig hilsen
Entesar, Morten, Egon og Mette
v/Mette Søgaard, tlf 20637103”

Michael Lodberg svarede:
Michael Lodberg satte spørgsmålstegn ved, om man kan lære “social aktivisme”?
Hvis man kan, hvordan skal det så foregå? Med teorier og designs eller med handling som kaospilot? Michael Lodberg mener i stedet man skal lade sig inspirere af ideen og prøve at gøre en forskel for vores samfund.
For at det skal ske skal man forstyrres med spørgsmål fra andres ståsted! Forstyrres til at tænke og handle anderledes.
Hvis vi vil forandres skal vi hele tiden forstyrres men ikke stresses. For motiverede forandringer drives af reelle behov – ellers demotiveres man.

Lene Andersen svarede:
I løbet af introduktionssamtalen, hvor jeg ridsede vores projekt op og fortalte om apps og instructional videos sagde Lene Andersen bl.a.: “Det siger altså også noget om virkeligheden, at Facebook kan man logge ind på og lære at bruge af sig selv, mens undervisningsmaterialer har man brug for instruktioner i”
Mit spørgsmål var derefter hvordan vi får lirket til de unge mennesker, så de selv tager initiativ til at lære det de har brug for og ikke venter på voksnes initiativ?
Problemet stikker dybere, iflg Lene Andersen, da børnene idag er vant til at få løst problemer i stedet for at løse problemer.
Men det er også et problem at finde ting på nettet ud over det de får via algoritmer.
Og hvis man er vant til Facebook og er vant til at alting bliver serveret (på grund af algoritmerne) er det svært at søge videre, hvis man ikke ved, at der findes en virkelighed bag den kuraterede virkelighed.
Måske skal eleverne have fremelsket deres lyst og evne til at “blive ved” ved hjælp af et skattejagtkoncept i den fysiske virkelighed, hvor de lære at begrebssætte og skelne mellem hvad de får serveret og hvad de selv graver frem?

Survey: 8. graders use of social media during schoolhours

We asked 39 8. graders on their use of social media during schoolhours on a weekly basis. We compared to danes per se (age 12+) on a daily basis. We chose the five media platforms, that the 8. graders reported using the most and here are the results:

8. graders use of social media during schoolhours Responders: Percent:
Responders: 39 100
Facebook: 23 59
Snapchat: 24 62
Instagram: 20 51
Messenger: 17 44
Skoleintra: 11 28
Danes (age 12+) daily use of social media:
Facebook: 59
Snapchat: 11
Instagram: 9
Messenger: No statistics
Skoleintra: No statistics

Have a look at the questionnaire

Medieudviklingen 2014. (2015) (1st ed.). Retrieved from http://www.dr.dk/NR/rdonlyres/D8F466AE-9EFB-4617-B8CD-5737425911FD/6062535/DR_Medieudviklingen_2014.pdf