Moving from Illusions of Change to

Real Change

Youth Culture, New Media and Literacy

How are new media being integrated into youth practices and agendas?

How do these practices change the dynamics of youth-adult negotiations over literacy, learning, and development of knowledge regarding sustainable water management?

Social and Recreational New Media and LearningFriendship drivenInterest drivenLearning occurs through trial and error

Forms of Participatory CultureAffiliations — memberships, formal and informal, in online

communities centered around various forms of media, such as Friendster, Facebook, message boards, metagaming, game clans, or MySpace.

Expressions — producing new creative forms, such as digital sampling, modding and skinning, fan video making, fan fiction writing, zines, mash-ups.

Personalizing LearningChoices (learner voice and choice)Skills and knowledge (curriculum)Learning environments (pedagogies and

institutions)Feedback (assessment and recognition).

Improving Access Use all of the technology

that is at hand. Maximize sharing. Increase access time.

Technologies web-browser e-mail / web-mail word-processing spreadsheet software database software data analysis software web design presentation software video playback interactive

assessment interactive

whiteboard concept-mapping

document camera image processing graphing calculator lab probe/interface podcasting video streaming video production web conferencing videoconferencing social networking simulations and gaming learning management

Current StudiesCanadian Wildlife Federation,Canadian Network for Environmental

Education and Communication members, andWorld Environmental Education Conference

participantsAdoption of technologies to support

implementation of wildlife, environmental, and biodiversity education programs

5th World Environmental Education Conference

Montreal, Canada

Based on 156 responsesResponses from six “World Macro Regions”

(http://www.un.org/depts/dh/maplib/worldregions.htm retrieved 5/5/09)

Responses from “Formal’, “Non-Formal” and “Informal” educators

(Canadian Network for Environmental Education and Communication)

5WEEC Survey Representation

Africa – 14.5%Asia – 7.2%Europe – 20.3%Latin America – 8.7%Northern America – 47.8%Oceania – 1.4%

DefinitionsFormal Teaching

Educational activities carried out by instructors engaged in the instruction of students at or associated with recognized educational institutions such as schools, colleges, universities, and technical institutes

Example activities would include, but are not restricted to Regular prescribed curricula which include topics related to

outdoor, environmental, and/or wildlife education Laboratory activities, field trips, etc associated with regular

instructional programs Supplementary related topics and instruction provided within

the course of regular classroom instruction Learning institutes, seminars, workshops related to these

topics

DefinitionsNon-Formal Teaching

Structured and organized youth- or adult-education programs, carried out by recognized (usually, volunteer) instructors, which have an outdoor, environmental and/or wildlife focus or component

Example programs and activities would include, but are not restricted to Scouts, Guides, Jr. Forest Wardens, Firearms Training Courses,

Conservation and Hunter Education Programs, Youth 4-H Programs

Extra-Curricular or Continuing Education Programs (e.g. fly-fishing, back-packing, kayaking, nature photography, etc)

Guided Park-Naturalist Tours, Guided Nature Walks, Park Naturalist Presentations, Interpretive Centres, etc

DefinitionsInformal Teaching

Unstructured, usually spontaneous, often incidental (though important and germane), outdoor, environmental and/or wildlife teaching-learning events

Example events would include, but are not restricted to A conservation officer engaging in conversation with a fisher or hunter

about the habits/habitat/ecology of some particular species or environment

A hunting guide discussing with a client the habits/habitat/ecology of some particular species or environment

A kayak tour guide discussing or explaining aspects of marine, aquatic, or riparian ecology with his/her clients over the course of a trip

A park warden engaging tourists in incidental conversation related to aspects of the local environment or ecology

Representation– 5WEEC

Formal – 55.1%Non-Formal – 27.5%Informal – 17.4%

Quick Overview– 5WEECSignificantly varying ranges and levels of

adoption of technologies“Traditional” technologies well-adopted

e.g. presentation software, classroom video

Less adoption of other technologiese.g. , video streaming, social networking, learning

management, interactive whiteboards web design, podcasting

Limited adoption of interactive technologies e.g. simulation and gaming, video- and desktop-

conferencing

Bridging the GapChallenges

on-going identification of “emergent” technologies reflect changes in technology integration 21st century technologies and communities

collaborative self-assessment ownership, engagement, discussion data-informed decision-making

twenty-first century learner

appropriate to today’s learners and to present and future socio-economic conditions.

use of new technologies to engage and support

access, apply, and create knowledge engage in collaborative problem-solving interact with the wider community

strong curriculum match Pan-Canadian Science Framework emphasis on interdisciplinary subject matter connections with numeracy and literacy real-world applications of knowledge communication and critical & creative

thinking developing skills in the context of

understanding science content and acquiring appropriate attitudes

backwards design approach

understanding by design action-focused directing words and phrases promote students’ achievement and provide

evidence of that achievement mirror the abilities of skilled scientists,

engineers, designers, or well-informed citizens

practical approach research-based strategies suitable for

everyday use Traditionally practical work in science

education has included hands-on activitiesToday:

research activities, simulations, issue analysis and decision-making activities

variety of hands-on, minds-on activities range of assessments is also much broader

Thank You !!