3.3 Bibliography

About Webmaker. (2012, May). Mozilla Webmaker. Retrieved June 29, 2012, from Belshaw, D. (2011). What is “digital literacy”? Durham University. Retrieved from Brennan, K., Chung, M., & Hawson, J. (2011, September 23). Creative Computing: a design-based introduction to computational thinking. Retrieved from Connected Learning Principles. (n.d.).Connected Learning. Retrieved May 16, 2012, from Csikszentmihalyi, M. (1990). Flow :… Read more →

3.2 Appendix

3.2.1 Granularized Learning Objectives for Introduction to Web Native Filmmaking These learning objectives were created in collaboration with Michelle Levesque and other Mozilla Foundation staff. They begin to define specific learning objectives needed to reach the meta-definitions of the first three Web Literacy categories as defined in Chapter 1.6.1. This list is currently under review. Exploring: Browser Basics is about… Read more →

3 Conclusion 3.1 Conclusion

Although the target group “formal and informal educators” as referenced in this thesis is fairly specific, I propose that considering the different theoretical frameworks outlined in this concept when planning a blended learning program would be beneficial to any target audience. Presumably, adding gamification to curriculum will engage any audience, as human beings are naturally apt to play. Furthermore, learning… Read more →

2.4 Evaluation Methodology

2.4.1 Introduction As mentioned in Chapter 2.2.4, content creators (Mozilla) and pilot audiences (formal and informal educators) work together to create interest-based curriculum while the target audience improves their own web literacy skills. Because the curriculum and activities are modularized and co-designed, the evaluation of the content used in learning situations is ongoing. The various evaluations are run internally (Schütt,… Read more →

2.3 Concept

2.3.1 Overview A summary of how this course broadly fits within Kerschensteiner’s seven relevant functions (Scheibe, 1999) of project-based learning follows. The target audience of this program have discovered the “Introduction to Web Native Filmmaking” course organically through independent, informal learning institutions, word-of-mouth, or through the marketing efforts of Mozilla. Adults have their own motivations for trying out the course,… Read more →

2.2 Methodologies

2.2.1 Learning through Making Learning through making is quintessentially a project-based approach to education. The approach values practical learning with work aimed at forming a strong connection between the head and the hand. This immersive approach uses intellectual stimulation and physical action to transfer both technical and social skills. Georg Kerschensteiner, one of the leaders of the German Reform Pedagogical… Read more →

2 Educational Concept 2.1 Introduction

This educational concept proposes interactive, social, gamified, E-Learning modules for self guided study in combination with real world, collaborative workshops. Embedded assessments are used to show achievements, and the concept uses a succinct and modern definition of web literacies (See Chapter 1.6.1). Synchronous workshops and interactive, asynchronous self-study with social gaming aspects are conceptualized. Both aspects of learning play a… Read more →