Jenkins (2001) states that media convergence comprises of at least five processes: technological, economic, social/organic, cultural and global, writing that ” these multiple forms of media convergence are leading us towards a digital renaissance – a period of transition and transformation that will affect all aspects of our lives” (Jenkins, 2001).
Indeed Kress (2005) recognises that our theories of learning, meaning and writing, if design focused, would take account of the social and cultural environments and consider communication requirements of materials, audience, resource availability and the practicality of the design in meeting these requirements. We need the convergence with these environments to provide engagement which will support and encourage active learning.
This video reminded me of what Thomas (2007) refers to as our transliterate lifeworld ” a combination of physical environment and subjective experience that makes up everyday life…an ecology which changes with the invention of each new media-type.” It reminds me of the connection between normal life and the media convergent environment.
References:
- Kress, G (2005) Gains and losses: new forms of texts, knowledge and learning. Computers and Composition. 22(1), 5-22.
- Thomas, S et al (2007) Transliteracy: crossing divides. First Monday. 12(12). [web site]
- Henry Jenkins, 2001. “Convergence? I diverge,” Technology Review, volume 104 (June), p. 93
hi Nikki – drat – the video seems to be down. But is it this one? http://www.youtube.com/watch?v=4IdlSHI1CMk
Your observations about convergence seem generally optimistic – what happens if convergence is imperfect or unbalanced, if the ecology is somehow out of whack? Does this undermine the promise of supported active learning?
I think that I would find it difficult to be anything other than optimistic about convergence! After all it represents the [potential] union of multiple social / cultural / technological elements with the objective of creating a positive learning outcome.
If Carlsberg did convergence…
Phases such as the Jenkins one above – “digital renaissance” have a natural ‘feel good’ factor attached. [Perhaps this has rubbed off a little too much on me
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Perhaps it is actually a question of actual balance and that between these convergence components there lies a certain degree of flexibility and compromise. Tipping the balance past this point could throw the ecology into a spin, thereby increasing the challenge involved in achieving/fulfilling the promise of supported active learning.