An extensive review of the literature on learning assessment in informal settings, expert discussion of key issues, and a new model for good assessment practice.
An examination of media and technology use by school-aged youth with disabilities, with an emphasis on media use at home.
An examination of the use of digital badges as a reward for both casual online music evaluators and professional musicians.
An investigation of music videos as a form, a practice, and a literacy.
An examination of the mix of face-to-face and digital methods that young people use in their experiments with civic engagement.
An examination of curriculum innovations that are shaped by new ideas about digital media and learning.
An approach to performance-based assessments that embeds assessments in digital games in order to measure how students are progressing toward targeted goals.
An argument that choice-based, process-oriented educational assessments are more effective than static assessments of fact retrieval.
A review of research on “not-school” learning that investigates what is distinctive in the quality of learning in these settings.
An investigation of how three kinds of youth organizations have integrated digital practices into their programs.
The design for Quest to Learn, an innovative school in New York City that offers a “game-like” approach to learning.
Findings from a survey of youthful Internet users that was designed to assess kids’ beliefs about the credibility of online information.
An examination of Mozilla’s unique approach to software development considers how this model of participation might be applied to political and civic engagement.
How traditional learning institutions can become as innovative, flexible, robust, and collaborative as the best social networking sites.
A proposal to move the academic area of digital media and learning toward more coherence.
One Rogers Street
Cambridge MA 02142-1209
Suite 2, 1 Duchess Street
London, W1W 6AN, UK