E=mc2®

E=mc2®
LOOPS
NEW MEDIA/NEW LEARNING
Kevin Gaudette
www.learning-revolution.com
globalmoviemagic@yahoo.com

Gardner's Multiple Intelligences...watching
movies can engage all of the intelligences:
• logical (plot)
• linguistic (dialogs)
• visual-spatial (pictures, colors, symbols)
• musical (sounds and music)
• interpersonal (storytelling)
• kinesthetic (role play)
• intrapersonal (inner guidance).

Value of Cartoons
for Educational Purposes
Editorial cartoons can teach us to:
• identify issues
• analyze symbols
• acknowledge the need for background
knowledge
• recognize stereotypes and caricatures
• think critically
• develop Visual Intelligence
• appreciate the role of irony and humor.

•The Language of
New Media
(Manovich)
(MIT Press, 2001)
• "the most suggestive and broad
ranging media history since
Marshall McLuhan."

• We may find multiple streams
• of audio-visual information, presented simultaneously,
• more satisfying
• thana single stream
• of traditional cinema
(Manovich)

SYNERGY
What will happen if we combine two different cultural
traditions:
(1) informationally-dense visual narratives of
Renaissance and Baroque painters
WITH
(2)“attention demanding” shot
juxtapositions of twentieth century
film directors?
(Manovich)

we might all be experiencing synaesthesia
below the level of our consciousness
• Cytowic’s thesis means that, when we watch a film:
our minds can be having one experience
whereas our bodies and our limbic systems
could be having another, altogether different one;
rooted in our past/our sensual memory and in synaesthesia
• The image of the spectator as the detached voyeur
who merely witnesses visual images has to be re-drawn
to accommodate the experiences of the body
and the animal/limbic brain.
• Paul Elliott, “The Eye, the Brain, the Screen: What
Neuroscience Can Teach Film Theory,” Excursions, Vol. 1,
Issue 1 (June 2010), 1-16. http://www.excursions-
journal.org.uk/index.php/excursions/article/view/2

Narration/Description& West/East?
• Although I recognize the danger of such a
generalization, it is tempting to connect the
narration – description opposition to a much
larger opposition between traditionally Western
and Eastern ways of existence and philosophies:
(1)the drive of a Western subject to know and
conquer the world outside
(2)Buddhist emphasis on meditation and stasis.
(Manovich)

Database and Narrative
As a cultural form, database represents the world as a
list of items and it refuses to order this list.
In contrast, a narrative creates a cause-and-effect
trajectory of seemingly unordered items (events).
Therefore, database and narrative are natural
enemies.
Competing for the same territory of human culture,
each claims an exclusive right to make meaning out
of the world.
(Manovich)

Can the loop be a new narrative form
appropriate for the computer age?
• It is relevant to recall that the loop gave birth not only
to cinema but also to computer programming.
• Programming involves altering the linear flow of data
through control structures, such as ‘if/then’ and
‘repeat/while’; the loop is the most elementary of
these control structures….
As the practice of computer programming illustrates,
the loop and the sequential progression do not have
to be thought as being mutually exclusive.
A computer program progresses from start to end by
executing a series of loops.
(Manovich)

I look for objective truth in neuroscience
in the same way that we have looked for
objective truth
in Freudian psychoanalysis for over 100 years
that is to say, not at all;
what interests me more
is how different disciplines
approach the same subject,
how their language, models and notions
can be translated
from one field to another and then back again.
(Elliott, The Eye, the Brain, the Screen: What
Neuroscience Can Teach Film Theory)

Film Clips
for Character Education
• “inform, enlighten and inspire”
• Website: free downloads of Study Guides
www.filmclipsonline.com/

Cinema Therapy:
Certified training for therapists
as well as non-professionals
Continuing Education credits
for both lay people
as well as for Psych MFTs & LCSWs (CA-BBS) Social
Workers (ASWB)
www.cinematherapy.com/

Presencing: Learning From the Future As It Emerges
On the Tacit Dimension of Leading Revolutionary Change
Four generic stages and fields of languaging:
• Field I, talking nice: reproducing or “downloading” an
existing language game.
• Field II, talking tough: adapting the language game to what is
really going on in the minds of the participants; addressing
and debating the real issues.
• Field III, reflective dialogue: redirecting one’s attention to the
assumptions that underlie our points of view; inquiring into
the underlying assumptions of current reality and sensing
emerging realities.
• Field IV, generative dialogue: going through the space of
emptiness and arriving at a timeless sphere and source that
reconnects us with our highest potential, both individually
and collectively; presencing.
Claus Otto Scharmer:MIT Sloan School of Management/Society
for Organizational Learning

Sheldrake's Morphic Resonance
• Challenges the fundamental assumptions of modern
science.
• Proposes that all natural systems, from crystals to human
society, inherit a collective memory that influences their
form and behavior.
• Rather than being ruled by fixed laws, nature is essentially
habitual.
• The Presence of the Past lays out the evidence for
Sheldrake's controversial theory, exploring its implications
in the fields of biology, physics, psychology, and sociology.
• Delivers a stinging critique of conventional scientific
thinking.
• In place of the mechanistic, neo-Darwinian worldview he
offers a new understanding of life, matter, and mind.

“The key concept of morphic resonance is that
similar things influence similar things
across both space and time.”
“I am suggesting that the brain is more like a tuning
system than a memory storage device.”(Sheldrake )
• Dysfunctional paradigms/systems can
create dysfunctional Morphic Resonance.
(Gaudette, Morphic Resonance: An Interview with
Rupert Sheldrake in Imagination, Cognition and
Language Acquisition: A Unified Approach to Theory
and Practice, Clyde Coreil (editor)

FIELD IV: MORPHIC RESONANCE
• Field IV, generative
dialogue: going through
the space of emptiness
and arriving at a
timeless sphere and
source that reconnects
us with our highest
potential, both
individually and
collectively; presencing.
• Challenges the
fundamental
assumptions of modern
science.
• Proposes that all natural
systems, from crystals to
human society, inherit a
collective memory that
influences their form and
behavior.
• Rather than being ruled
by fixed laws, nature is
essentially habitual.

conceptual harvesting
not to uncover
• “objectivescientifictruths”
• but to explore various models and
suggestions

New Temporality:
Loop as a Narrative Engine
• All nineteenth century pre-cinematic devices, up to
Edison's Kinetoscope, were based on short loops.
• As "the seventh art" began to mature, it banished the
loop to the low-art realms of the instructional film, the
pornographic peep-show and the animated cartoon.
• In contrast, narrative cinema has avoided repetitions;
as modern Western fictional forms in general, it put
forward a notion of human existence as a linear
progression through numerous unique events.
(Manovich)

Max Planck (1944)
Originator of Quantum Theory
All matter originates and exists
only by virtue of a force
which brings the particle of an atom
to vibration and holds this most minute
solar system of the atom together.
We must assume behind this force
the existence of a conscious
and intelligent mind.
This mind is the matrix of all matter.

Tested Eisler's
Cultural
Transformation
Theory
in Chinese culture
Found that there was
also a shift
from
partnership to
domination
in Chinese prehistory

MIRROR NEURONS/VIDEO/PAIN
• (University of Rome). Aglioti’s subjects were
shown videos of needles being pushed into the
hands of volunteers on screen.
• Resulting neurological activity was measured
using transcranial magnetic stimulation. At the
same time the excitability of the subject’s own
hand was measured as well as a muscle that had
no role in moving it.
• Subjects experienced a reaction in their own
bodies that corresponded to the images they
witnessed on screen.

• ‘Mirror Neurons and Imitation
Learning as the Driving Force
Behind the Great Leap Forward
in Human Evolution’ (2000)
• http://edge.
org/3rd_culture/ramachandran/ramach
andran_p1. V. S. Ramachandran

Primatologist Frans de Waal The Age of Empathy: Nature's
Lessons For A Kinder Society: biology has been routinely
and willfully misinterpreted "to justify a society based on
selfish principles"
"You need to indoctrinate empathy out of people
in order to arrive at extreme capitalist positions."

Beijing Public Health Information
Center (2009)
Research:
% university students with serious psychological problems increasing yearly
obsessive-compulsive symptoms, depression, interpersonal sensitivity, hostility and
anxiety.
Beijing students suffering from depression:
nearly 25%.
Survey 16 universities in Beijing: mental illness main reason
for students dropping out of school.
1)academic pressure and employment pressure
2)college students not effectively adapting to the new environment
3)the issue of love and sex

American Psychological Association (2002)
China : only 10,000 psychologists for 1.3 billion people
Houcan Zhang, psychology professor at Beijing Normal University
Vice President of the International Union of Psychological Science:
relation between the soaring rates
of anxiety and depression
and the introduction of the free-market economy

China Daily (2007)
Over 20 percent of 140,000 high-school students interviewed
said they had considered committing suicide,
and 6.5 percent of the students surveyed
said they had made plans to kill themselves.
Chinese expert: suicide in China is often spur-of-the-moment,
as an escape from immediate problems
and not related to mental health issues as much.
China: only 19 professional suicide intervention institutes registered
nationwide

20%
• Over 20 percent of
140,000 high-school
students interviewed
• said they had
considered
committing
suicide
About twenty percent
of people are born with
this “highly sensitive”
trait, which may also
manifest itself as
inhibitedness, or
even
neuroticism.

The trait of sensoryprocessing sensitivity and neural responses to changes
in visual scenes
Sensory perception sensitivity (SPS)
A personality trait characterized by sensitivity to internal
and external stimuli, including social and emotional ones
found in over 100 other species, from fruit flies and fish to canines and primates.
About twenty percent of people are born with
this “highly sensitive” trait, which may also manifest
itself as
inhibitedness, or even neuroticism.

The trait of sensory processing
sensitivity and neural responses to
changes in visual scenes
• Hints of this processing sensitivity were found
in the observation that, compared to the majority
of people, the sensitive ones among us:
• tend to prefer to take longer to make decisions
• are more conscientious
• need more time to themselves in order to reflect
• and are more easily bored with small talk.
• http://scan.oxfordjournals.org/content/6/1/38

The trait of sensory processing
sensitivity and neural responses to
changes in visual scenes
• the first evidence of neural differences
associated with SPS
• the first direct support for the sensory aspect
of this trait that has been studied primarily for
its social and affective implications
• preliminary evidence for heightened sensory
processing in individuals high in SPS.
http://scan.oxfordjournals.org/content/6/1/38

The trait of sensory processing sensitivity and
neural responses to changes in visual scenes
• SPS was associated with significantly greater
activation in brain areas involved in high-order
visual processing (i.e. right claustrum, left
occipito-temporal, bilateral temporal and
medial and posterior parietal regions) as well as
in the right cerebellum, when detecting minor
(vs major) changes in stimuli.
• These findings remained strong and significant
after controlling for neuroticism and
introversion, traits that are often correlated
with SPS.

How Sensitive
is your
Sensory
Processing?
The soldier on
the right…
His right
arm…?
His left
arm…?

AND…
The right hand
& forearm of
Bush
AND…Hitler’s
Swastika
Armband

cartoons &
Dewey’s perspective
The role of education is to develop:
* “effective habits of discriminating tested beliefs
from mere assertions, guesses, and opinions”
* “sincere, and open-minded preference for
conclusions that are properly grounded”
* “methods of inquiry and reasoning appropriate
to the various problems that present
themselves.”
(Dewey, 1910/1997, How We T h i n k, p. 28)

“Creation is based on an exact science
of audience reactions.”
Alfred Hitchcock

• Level of control over viewers’ brain
activity differed as a function of
movie content, editing, and
directing style.
• Hitchcock was able to orchestrate
the responses of so many different
brain regions, turning them on and
off at the same time across all viewers.
This provides neuro-scientific
evidence for Hitchcock’s notoriously
famous ability to master and
manipulate viewers’ minds.

NeuroFocus Puts
Neuromarketing
Top of Mynd
Neuromarketing firm
and Nielsen
partner,
Neurofocus, unveiled
what it's calling the
world's first wireless
full-brain EEG-tracking
headset, designed to
capture brainwave
activity, at the 75th
Annual Advertising
Research Foundation
conference

NeuroFocus Tools
NeuroFocus provides a range of tools to help
maximize product development and
performance, including:
• Total Consumer Experience (TCE) ™
Analyzes each stage of a consumer’s interaction
with the product through each of the five
senses: Sight, Taste, Touch, Sound, and Smell

• Product Concept Testing -- Measures
consumers’ deep, subconscious responses to
product formulations and attributes
• Neurological Iconic Signature (NIS) ™
Identification – Pinpoints the high points of
consumers’ interactions with the product

• NeuroFocus employs three complementary
but distinct technologies to capture this
critical but elusive information:
(1)High-density arrays of high-resolution EEG
sensors acquire actual brainwave activity
across up to 64 separate sectors of the brain,
at 2,000 times a second

(2) Pixel-level eye-tracking equipment
determines the precise location of
visual focus
(3) GSR (galvanic skin response)
sensors measure variations in the
skin’s electrical conductance, serving
to affirm degrees of emotional
engagement

• Deep Subconscious Response
testing captures unique brainwave
‘signatures’ generated by certain key
words or phrases.
• By recording subjects’ responses
prior to exposure to a specific
stimulus—in this study, the ten cell
phones—and once again after
exposure…

• Rise of Neurocinema: How Hollywood Studios Harness
Your Brainwaves to Win Oscars
• http://www.newscientist.com/article/mg20727774.000-brain-imaging-monitors-effect-of-
movie-magic.html
• MindSign is already in the business of improving movie scenes
and trailers using neurocinematics.
• Remember the latest Harry Potter movie trailer?
• That might be because MindSign helped to develop the most brain-engaging
version possible to temptyou to the cinema. The team showed potential
trailers to a group of individuals to identify which version
caused the greatest brain activity, and
flagged scenes that were interpreted as
dull by apparently disinterested brains.

• Only full-brain, EEG-based
neurological testing is capable of
measuring responses at the
precognitive, subconscious level of
the mind—before the conscious
mind can be influenced by distorting
factors such as education levels,
language differences, cultural/ethnic
backgrounds, and more.

Making Ads
That Whisper to the Brain
http://www.nytimes.com/2010/11/14/busines
s/14stream.html?_r=0
Google, CBS, Disney, Frito-Lay and A & E Television, as
well as some political campaigns, have used
neuromarketing to test consumer impressions. And, in
2008, Nielsen invested in NeuroFocus, the largest of
these firms, adding credibility to the field.

BUYOLOGY
by marketing guru Martin Lindstrom
Book reports the results of fMRI research with
over 2,000 people from around the world.
Allows advertisers to see how people respond to their
products/advertising by monitoring the parts of their
brain that light up on the screen.
These parts can be linked to emotions—fear, pleasure,
reasoningor anxiety—the very emotions that
advertisers tap into. The brain expends only 2% of its
energy on conscious activity, with the rest devoted
largely to unconscious processing.

• “Advertisers and marketers should be
looking to bring new experiences to
different parts of the brain. It's a more
profound idea than just dropping a
billboard into a video game.
Advertisers are not thinking radically
enough – they look for technology to
lead instead of trying the neuroscience
approach and thinking about what
parts of the brain haven't been
activated before. “

• A Call to Expand
the use of Neuromarketing
so Advertisers Can Target our Brain
“No one should be permited
(sic) to unleash messages
designed to deliberately
bypass a citizen/consumer (sic)
conscious mind.”
www.democraticmedia.org

• Regulation on advertising has been light
because it is assumed that adults have a
rational capacity to discern what is true and
untrue and to have the ability to determine
whether or not they need a particular item.
• “If the advertising is now purposely designed
to bypass those rational defenses . . .
protecting advertising speech in the
marketplace has to be questioned.”

Steve Ramirez and Xu Liu: A mouse. A
laser beam. A manipulated memory
• 435,353 Views
• Can we edit the content of our
memories? It’s a sci-fi-tinged question
that Steve Ramirez and Xu Liu are asking in
their lab at MIT. Essentially, the pair shoot
a laser beam into the brain of a living
mouse to activate and manipulate its
memory. In this unexpectedly amusing
talk they share not only how, but -- more
importantly -- why they do this.
(Filmed at TEDxBoston.)

Mindfulness training and neural
integration: differentiation of distinct
streams of awareness and the
cultivation of well-being
• How does the process of developing an awareness of
the present moment that is filled with COAL—
curiosity, openness, acceptance and love
toward our ongoing experience—improve the
functioning of our bodies, our minds and our
relationships? (UCLA—Mindfulness Research Center)

Global Coherence Initiative Fund -
Institute of HeartMath
• www.heartmath.org/get-
involved/.../global-coherence-initiative-
fund.ht...
• INTRODUCTION: Combining heart-
focused intention and science, the Global
Coherence Initiative is empowering
people worldwide with knowledge,
tools ...

• We may findmultiplestreams
• of audio-visual information,
presentedsimultaneously,
• more satisfying
• thana singlestream
(Manovich)
• Mindfulness
training and
neural
integration:
differentiation
of distinct
streams of
awareness and
the cultivation
of well-being

UCLA Researchers:Evidence builds that
meditation strengthens the brain
• Meditating for years thickens the brain (in a good way) and
strengthens the connections between brain cells
• Long-term meditators have larger amounts of gyrification
(“folding” of the cortex, which may allow the brain to
process information faster) than people who do not
meditate.
• A direct correlation was found between the amount of
gyrification and the number of meditation years, possibly
providing further proof of the brain’s neuroplasticity, or
ability to adapt to environmental changes.
http://newsroom.ucla.edu/portal/ucla/evidence-builds-
that-meditation-230237.aspx

Evidence from these studies supports the
notion that:
• Being Mindful
• Being Aware of the present moment
without grasping on to judgments
does indeed:
• improve immune function
• enhance a sense of equanimity and clarity
• (and may even) increase empathy and
relational satisfaction
• (Davidson et al., 2003, and see Siegel, 2007,
for a summary of these research studies)

neurofeedback training
can trigger brain changes
• http://www.sciencedaily.com/releases/2012
/10/121024124741.htm
"The effects we observed were durable enough
to be detected with functional MRI up to 30
minutes after a session of neurofeedback which
allowed us to compare brain and behavioral
measures more closely in time…“
Increased metabolic coupling within a key
cognitive network was reflected in the
individual level of brainwave change provoked
by neurofeedback.
•

Microvita and
Transformative Information
• The Open Information Science
Journal
• Marcus Bussey
2011, Volume 3

microvita are ordered patterns of consciousness
• Mind, strengthened and expanded, via ‘inner
discipline’ can work with microvita in ways that help
improve how we human beings live.
• Microvita theory challenges individuals and collectives
to reclaim agency and engage in the inner-outer work needed
to transform current limitations inherent to context.
• This understanding opens up Information Science to deeper
realities and to a range of information possibilities denied it by the
parochial perspective promoted by Modernity’s empirical and largely
utilitarian tradition.
• In this lies the hope that transformative information, the subtle
emanations of the Cosmos, will further liberate human
perception from narrowness and foster more inclusive and
equitable processes across the planet.

Coherent consciousness
creates order in the world
Subtle interactions link us
with each other and the Earth
• When human consciousness becomes coherent, the behavior of
random systems may change. Random number generators (RNGs)
based on quantum tunneling produce completely unpredictable
sequences of zeroes and ones. But when a great event synchronizes
the feelings of millions of people, our network of RNGs becomes
subtly structured. We calculate one in a trillion odds that the effect is
due to chance. The evidence suggests an emerging noosphere or the
unifying field of consciousness described by sages in all cultures.
• The Global Consciousness Project is an international,
multidisciplinary collaboration of scientists and engineers. We collect
data continuously from a global network of physical random number
generators located in up to 70 host sites around the world at any given
time. The data are transmitted to a central archive which now contains
more than 15 years of random data in parallel sequences of
synchronized 200-bit trials generated every second.
• http://noosphere.princeton.edu/

http://noosphere.princeton.e
du/mandela.dies.html

GCP Results:8/98 to 2/14
• Graph of Accumulating Deviations: The Complete
Formal Database
• The two following figures represent the history of our
formal hypothesis testing. The first shows the Z-scores
for more than 425 formally specified events in an
ordinary scatterplot. While there is a noticeable
positive bias, it is not easy to see its significance. Yet
the odds against chance of this
meanshift over a database this size
are about a hundred billion to one.

the exquisite functional plasticity of the adult brain
• The same measures were found to be tightly
correlated with reductions in mind-wandering
during an attention task. Amazingly, this would
imply that the brain's function may be entrained in a
direction that is more attentive and quiet.
• In other words, our findings speak for the exquisite
functional plasticity of the adult brain, whose past
activity of little more than 30 minutes ago can
condition its future state of processing. This has
already been hinted at in meditation research, but
we arrived at a direct and explicit demonstration by
harnessing a brain-computer interface.“
http://www.sciencedaily.com/releases/2012/10/12102412474
1.htm

www.edutopia.org
George Lucas Education Foundation
• Strategic leader in diffusion of educational innovations
• Researching and disseminating best K-12 practices in:
(1)Project-based Learning (PBL)
(2)Brain-based Learning
(3)Media Literacy
GLEF offers valuable opportunities:
*for information networking
*for international movie-based PBL projects
*for developing whole-brained income-generating
multimedia materials for FL teaching/learning.

neurocinematics
• "Neurocinematics: The Neuroscience of Film."
Uri Hasson, et al, Projections: The Journal for
Movies and Mind 2.1 (Summer 2008): 1-23.
• "Enhanced Intersubject Correlations
during Movie Viewing
correlate with
Successful Episodic Encoding."
Uri Hasson, et al, Neuron 57(3): 452-62.

EVENT SEGMENTATION THEORY
and LOOPS
• Event boundaries appear to act as anchors in
long term memory
• Information encoded at event boundaries is
remembered better later (Newtson, 1976)
• Supporting segmentation by inserting
commercial breaks (Boltz, 1992) or pauses
(Schwan, Garsoffky, & Hesse, 2000) into movies
at natural event boundaries can improve
memory for the content of the movies
• Inserting such markers at inappropriate points
can impair such memory.

• Enhanced
Intersubject
Correlations
during Movie Viewing
correlate with
• Successful Episodic
Encoding

InterSubject Correlations
• Figure 7A. The ISC for four different films.
• The three images in each panel depict the ISC
in typical slices through the brain at each of
the three cardinal orientations.
• Figure 7B. The extent of ISC evoked by each
movie segment as measured by the
percentage of cortex that exhibited high ISC.

EVENT SEGMENTATION
LONG-TERM MEMORY
Zacks et al. conclude:
• “In sum, event segmentation appears to be a
central ongoing component of perception and
comprehension.
• It functions as a form of attention
by regulating how processing resources
are deployed over time.
• It is important for working memory updating
and long term memory encoding.”

KRASHEN/VISUAL IMAGES
SCHEMATA-CONSTELLATION
• Project-based learning approaches can create an enhanced learning environment,
in harmony with Krashen's principles:
•
*A RICH VARIETY OF COMPREHENSIBLE INPUT
*A LOW-ANXIETY SITUATION
*REAL MESSAGES OF REAL INTEREST
A short (1 to 3 minutes) subtitled movie segment offers the learner synergistic schemata
of opportunities for comprehensible INPUT.
• The visual images themselves are comprehensible and are stored in the students' memories as
EXPERIENCES,
• rather thanas a language lesson that must be "studied/learned" because the teacher will test
the students for their ability to "remember" the lesson.
•
A schemata-constellation of English words becomes associated with
the movie's images and emotions. Plot, character, faces, emotion, voices, music--
these are the 'hooks' by which the language becomes comprehensible input and stored
intake.
* This dynamic is quite different from the left-brained linear
approaches typically used--vocabulary lists, linear
progressions in grammar complexity etc.

• To use a metaphor,
• the memories of the movie segment
can be seen as gravitational schemata
which can attract and retain via MP3 etc.
audio-looped words associated with the images.
• As the learner thinks of a scene, an ever-expanding
constellation of words and sentences can become
linked in the memory with a pleasant (LOW-
ANXIETY) experience, rich with REAL MESSAGES OF
REAL INTEREST. (Krashen)
• After regular audio-looped input, as the learner
thinks of one character/scene, a great variety of
words can become part of the schemata.

AUDIO DESCRIPTION
• 搜索结果
• Audio Description Associates: About Joel Snyder, Ph.D.
• www.audiodescribe.com › About
• 翻译此页
• JOEL SNYDER, Ph.D. - President, Audio Description Associates, LLC. Director ... at
the International Federation of Translation conference in Shanghai, China.
• The Audio Description Project (ADP)
• www.acb.org/adp/
• 翻译此页
• Here you will learn everything about Audio Description, from what is it, ...
with audio description, courtesy of Joel Snyder, ADP Director and audio describer.
缺少字词： china
• [PDF]Audio Description: A Path to Literacy for All Joel Snyder ...
• https://www.kennedy-center.org/.../Snyder_Joel_AD-A_Path_t...
• 翻译此页
• 1981), Joel Snyder and Audio Description. Associates ... papers on description in
Montpellier, France; Shanghai, China; and provided description for the World ...

The State of Audio Description Around The
World
• https://descriptivevideoworks.wordpress.com/2012/07/01/the-state-of-
audio-description-around-the-world/ 2012年7月1日
•
Despite being home to more than 9 million people who are blind or vision
impaired, China is only just beginning to take its first tentative steps into
descriptive video services. In 2010, the movie Aftershock was the first DVD
release in China to carry video description in Cantonese.
• In India, where blindness affects more than 15 million people, descriptive
video began in 2005, with the Saksham Trust creating a video description
track for the award-winning film Black. Response was enthusiastic and
since then Saksham has released numerous Hindi films with video
description and film production houses are beginning to show interest.
There are no television channels in India currently carrying descriptive
video, but the 2010 Rights of Persons with Disabilities Act will help with a
provision calling for video description on films and documentaries on
public and private television broadcasts.

Monolingual Subtitling
and Audio Description M.A.
• http://www.surrey.ac.uk/postgraduate/mo
nolingual-subtitling-and-audio-description
Audio Description for the Blind and Partially
Sighted M.A.
Business Interpreting in Chinese and English
M.A. Business Translation with Interpreting
This is one of the few M.A. programmes in the
world dedicated to media access for people
with sensory disabilities.
EU fees--£7,000 /Overseas fees--£13,500

HITCHCOCK and ISC
• Functional magnetic resonance imaging (fMRI)
can measure inter-subject correlation analysis
(ISC), by assessing similarities in the spatio-
temporal responses across viewers’ brains during
movie watching. The results demonstrate that
some films can exert considerable
control over brain activity and eye
movements.

Tencent/WeCHAT/HuaYi Media
• Tencent, the parent company of WeCHAT, set up a 500
million RMB investment fund in 2011, focused on
online entertainment content that included a 4.4%
stake in Huayi Brothers Media, producer and
distributor of some of China's most popular television
productions and films, such as those by well-regarded
Director Feng Xiaogang--Bu Jian Bu San (Be There or Be
Square) and If You Are the One. Such a synergy
certainly facilitates the use of WeCHAT for movie-
based activities for learning English, Mandarin and
other languages, while discussing HuaYi and other
movies. Perhaps Tencent/HuaYi would be interested in
becoming a Sponsor/Partner of E=mc2!®?

China's language-learning market
forecast:worth $3.9 billion by 2010
=============================
US $17 Billion by 2015
Growing by 25% annually

China's language-learning market
forecast:worth $3.9 billion by 2010
• Over 480 million mobile subscribers in China
• Tsinghua: a research partner for Nokia
• Mobiledu enables Chinese to download New
Oriental English lessons using their mobile
phones: both audio and text-based lessons.
http://www.finfacts.com/irelandbusinessnews
/publish/article_1010192.shtml

MOBILE-ASSISTED LANGUAGE
LEARNING
• A SELECTED ANNOTATED
BIBLIOGRAPHY
• 345 IMPLEMENTATION STUDIES
1994–2012
• http://llt.msu.edu/issues/october2013/bursto
n.pdf

http://www.tpr-world.com/brain-research.html
Only about five percent of all students who start the study of a
second language in a traditional program continue on to
achieve fluency in speaking, reading and writing. Ninety-five
percent of all those students, with good intentions, say, “I give
up.” And then they jump to the harmful conclusion: “I guess I am
no good at foreign languages.” Most of us recognize the features
in the traditional school curriculum:
• Please listen and repeat after me.
Let’s analyze this sentence to point out the grammar rule for
the day.
Open your books and complete the exercise on page 25.
Memorize this list of vocabulary.
Open your books to page 63 and translate the first
paragraph.
Let’s practice putting the appropriate direct object in the
correct place in this sentence.
•

Second language instruction on the left side of
the brain in a traditional class is slow-motion learning
• The first psychologist to win a Nobel Prize
• Since Roger Sperry’s Nobel prize-winning experiment with
cats showing that each hemisphere of the brain can think
independently, 4,000 follow-up studies have been completed
by researchers around the world. We have learned more
about the remarkable differences between the right and left
hemispheres in the past 50 years than we knew in the last
5,000 years. For example,
• • Our brain has its own intelligence and is moving
information at lightning velocity, below our radar of
awareness, back and forth from one hemisphere to the other.
• Our brain knows the answer to a question one-half second
or more before we do.
• http://www.tpr-world.com/brain-research.html

• • The left hemisphere is like a train that can
travel on one track only while the right can have many
trainson multiple tracks travelingsimultaneously. The
stunning implication for learning languages is
this:
• Second language instruction on the left side of
the brain in a traditional class is slow-motion
learning because input from the instructor is
evaluated by the student’s brain as “lies” and
therefore erased almost before the student
stands up to leave the classroom.
http://www.tpr-world.com/brain-research.html)

For the first time in education
if we play the brain’s game
static-free learning is possible
• But, playing to the right brain first with comprehension
means that there is high-speed learning because:
• (a)there is an absence of evaluation by the student’s brain,
(b) the student can understand multiple languages,
without one language interfering with the other.
The reason: The right brain does not know the difference
between English, Spanish, Arabic or Chinese.
To the right brain, these are just patterns which are stored
without editing until called upon by the left hemisphere (the
site for talking and critical thinking).
• http://www.tpr-world.com/brain-research.html)

TutorGroup Raises US$15 million from Qiming
Venture Partners to Fund Expansion in China
•
SHANGHAI, April 25, 2012 /PRNewswire-Asia/ -- The
English tutoring segment that TutorGroup
primarily targets has an addressable market of
over US$17 billion by 2015, which is
growing at 25% annually. "We value the
tremendous potential of TutorGroup's scalability,
augmented by worldwide teaching resources via
internet; TutorGroup's tutors and customers are
all situated all around the world, a true practice of
globally operating business model." He added,
"We look forward to building a great company
together and becoming the world's largest online
education platform."

Two theorists are asked where music
comes from
•
• One dismantles a piano, splintering it into dust and the dust into particles until he
reaches the quantum domain.
• “Aha,” he says, “here it is; this is where music comes from. “
• The other theorist goes to music school, learns to play
the piano, and explores the masterpieces of Bach and Mozart, back to the origins
of Western music. “Aha,” he says: “this is where music comes from.”
• Which answer would you believe?
• We’ve made a quantum argument for the connections that bind
human existence into the life of the universe, but in the end
our scheme is based on consciousness.
•
(Deepak Chopra)

China's ECs offer an Archimedean opportunity for both
Edutainment and progressive Social Marketing
Movie-based Role Play and Wikinomics can promote
whole-brained English-learning
emotional well-being
positive group dynamics
income-generation for motivated participants
humanizing social values:
Kohlberg's Just Community
Gardner's Good Work (www.goodworkproject.org/)
Eisler’s Partnership Society (www.partnershipway.org/)

Wikinomics best-practices for successful peer production:
1) the object of production is information or culture, since this
keeps the cost of participation low for contributors
2) tasks can be chunked out into segments which individuals can
contribute in small increments and independently of other
producers
3) the costs of integrating these multiple pieces into a finished end
product, including the leadership and quality-control mechanisms,
must be low
China’s English Corners are well-suited
for morphing into peer production platforms
for digital-based English-learning
Mandarin-teaching
and income-generation

Is China's future co-operative? | Social
Enterprise Network
• There is a great Need/Opportunity to establish
sustainable/long-term
Edu-business ALTERNATIVES...
specifically...COOPERATIVES
www.theguardian.com
• Jun 1, 2012 - The Chinese co-op movement is
going to flourish during the UN's international
year of co-operatives.

#1 Intuitive learners
• Such learners place great importance on pronouncing words in as
near a native-like way as they can.
• Teachers might incorporate exercises on phonetics to familiarize
learners with phonetic transcriptions. Phonetic transcription
enables students to learn the correct pronunciation of words and
therefore acquire a native-like pronunciation.
• Simplifying a conversation or text does not necessarily benefit the
intuitive learner.
• Such learners thrive on cognitive and oral challenges in the form of
authentic input; understanding might be facilitated through the use
of accompanying pictures or symbols. Consider supplementing
course book texts with something a little more difficult
• Intuitive learners employ the ‘bottom-up’ technique and prefer to
work with a complete text rather than isolated sentences or
phrases.
• Such learners can be encouraged to supplement class work with
texts and resources of their own choosing. Individual analysis
might take place as homework outside of class, with findings shared
with peers.

#2 Formal learners
• Formal learners like to start with basic dialogues and then progress to more
advanced examples.
• The key is to do short listening activities often – perhaps every lesson - and work up
to longer tasks, which can be done on a less regular basis
• Such learners wish to be corrected when pronouncing words or sentences
incorrectly.
• Consider different ways of correcting pronunciation without placing too much
pressure on the student. They might be encouraged to use recording devices and send
you digital samples, for instance.
• Drills are beneficial to the formal learner.
• In order to make this beneficial to all, repeat drills of things covered from the previous
lesson(s).
• Formal learners like to use vocabulary cards.
• Develop – or, even better, get students to do this - a vocabulary bank of cards whenever new
words or phrases are introduced in class. Use these to revise on regular occasions.

#3 Informal learners
• These learners tend to acquire, rather than learn, the language.
• Acquisition can be facilitated by encouraging discussion through blogs, chat
sites and by inviting native speakers or other English speakers to class.
• Informal learners are risk-takers that enjoy being placed in situations that
might make other students uncomfortable.
• Create opportunities for informal learners to show what they can do. Again,
inviting guest native speakers to class or finding such people for them to
interview will be very motivating.
• Such learners don’t, however, feel comfortable speaking in a larger group.
• Small groups are ideal for enabling informal learners to participate in
conversations in class. Think about this when designing group activities.
• Informal learners don’t enjoy analysing longer texts and are challenged by
reading literature.
• Be flexible about policies that require students to read graded readers,
although such learners should be encouraged to make the most of reading
from their course books in class.

#4 Imaginative learners
• Imaginative learners like both a visual and oral
input.
• Provide exercises that are both of a visual and
oral nature. Video clips with subtitles facilitate
such needs.
• Such learners are not stimulated by sticking to a
prescribed curriculum.
• Although a curriculum is there to be followed, the
imaginative learner will enjoy creative ways of
interpreting learning objectives, such as role
plays, posters and presentation tasks.

#5 Active learners
• Like imaginative learners, active learners are both visual and oral
learners.
• Again, provide exercises that are both of a visual and oral nature.
PowerPoint presentations supported oral delivery of information
work well with such learners.
• Active learners prefer the focus to be on their strengths rather
than weaknesses.
• Provide opportunities to develop their strengths rather than
weaknesses. Give such students a task where they are able to
achieve a high mark, such as yes/no response questions to a
challenging text.
• Focusing on pronunciation and text work, rather than grammar,
benefits such learners.
• When doing reading and listening activities, tasks should focus on
comprehension of the text instead of exploiting the
material to examine its grammatical features.

#6 Deliberate learners
• Deliberate learners are organised and require a clear structure to
lessons.
• Aim to provide rough lesson plans, or at least an outline of what will
be done, either at the end of the previous day’s classes or at the
start of a lesson.
• Deliberate learners require a more ‘traditional’ learning style, with
lists, rules and strict routines.
• Diagrams are important for the deliberate learner, so exercises
involving such visual stimuli will go down well. Also, establishing
patterns for things such as homework will be helpful.
• Such learners want to know as much as possible about the native
speakers of the language.
• Teachers might aim to provide culturally focused materials and
tasks for the students

#7 Self-aware learners
Such learners want opportunities to use what they have
recently learned.
• Use tasks that incorporate the acquired knowledge in
conversations or other activities. This is an opportunity to do
review activities to emphasize that what has been learned will
now be put into action.
• Self-aware learners might be too confident in their ability to
master grammatical terms.
• Exploit those ‘grammar boxes’ in course books with such
learners specifically in mind. Provide supplementary gap-fill
exercises to develop use of new grammar.
• Lessons that are less teacher-led will go down well with self-
aware learners.
• Where possible, look for opportunities to hand over control of
certain parts of lessons, such as in deciding how a group
activity might proceed. Assign self-aware learners as the head
of a group and give minimal instructions about how to
complete an activity, placing the initiative on them to decide

ROLE PLAY and EMPATHY
Psychodrama pioneer Adam Blatner M.D. has used role
play specifically to teach empathy
1) ability to imagine with some degree of accuracy what it's like to be in the
predicament of the other person
2) the ability to communicate that awareness so the other person feels
understood.
Skill: mainly of focused imagination...also involves integration of remembering,
rational thinking, intuition, and feeling, all of which support the active imaginative
process

Basing role plays upon movie dilemmas
can deepen the human- relationship context
beyond the primarily rational-/justice-based perspectives
(Gilligan's In a Different Voice)
More in the gestalt spirit of expression,
rather than analysis.
Such role playing is a natural vehicle of learning
because it is an extension of the imaginative,
pretend play of childhood.
In my decade + of Movie Magic classes in China,
I have seen that movie-based role plays
can facilitate these processes
of imagination, spontaneity and empathy.

connectivism
• Connectivism presents a model of learning that
acknowledges the tectonic shifts in society where learning
is no longer an internal, individualistic activity.
• How people work and function is altered when new tools
are utilized.
• The field of education has been slow to recognize both the
impact of new learning tools and the environmental
changes in what it means to learn. Connectivism provides
insight into learning skills and tasks needed for learners to
flourish in a digital era.

Principles of connectivism
• Learning and knowledge rests in diversity of opinions.
• Learning is a process of connecting specialized nodes or
information sources.
• Learning may reside in non-human appliances.
• Capacity to know more is more critical than what is currently
known
• Nurturing and maintaining connections is needed to facilitate
continual learning.
• Ability to see connections between fields, ideas, and
concepts is a core skill.
• Currency (accurate, up-to-date knowledge) is the intent of all
connectivist learning activities.
• Decision-making is itself a learning process. Choosing what to
learn and the meaning of incoming information is seen
through the lens of a shifting reality. While there is a right
answer now, it may be wrong tomorrow due to alterations in
the information climate affecting the decision.

HeartMath Continues to Expand its Global
Presence as it Forms a New Alliance in
China with Genesis Education Group
HeartMath® LLC continues to expand its geographic
footprint, announcing a newly formed alliance with
Genesis Education Group. This powerful partnership
will bring HeartMath's effective, leading-edge training
programs and products to China's rapidly growing
training market.
• Boulder Creek, CA (PRWEB) May 16, 2007
• http://www.prweb.com/releases/2007/05/prweb52
6658.htm

Computer Format for Bilingual Dichotic Method
in Learning Foreign Language Vocabulary
• The foreign word is presented at the right ear
and simultaneously the equivalent native word
at the left ear; then, the foreign word is
presented at both ears.
• The learners view the word list in a format
parallel to the dichotic input, i.e., native word -
foreign word.
• Learners can use computer software to develop
flexible formats that will allow presentations to
be optimized for their own memory abilities.
(Personal Communication from Prof. Louis Aarons,
Patent-holder of Bilingual Dichotic Method)

• Studies have shown that students spontaneously
use simple repetition or rote memory to learn
foreign words.
• Lists of words have been commonly used for the
initial development of vocabulary.
• The most relevant variables in rote learning are
the capacity of the learner's memory span and
the linguistic processing structures of the brain.
Higa observed that the number of words to be
learned are related to the size limitations of the
immediate memory span (Higa, (1965). The
psycholinguistic concept of "difficulty“ and the
teaching of foreign language vocabulary.
(Language Learning, 15).
.
(Aarons)

Increase the size of the phonological
loop used in memory
• He suggested that for new words taught at one time "the optimum
number is about five for the average high school student and
seven for the average college student and adult." (Higa, 1965).
• This approach is appropriate where one's memory capacity cannot
be enlarged. An alternative is to present words in a way that
would increase the size of the phonological loop used in memory
for the initial learning of unfamiliar sound patterns (Baddeley,
A., Gathercole, S., & Papagno, C. (1998). The phonological loop as a
language learning device. Psychological Review, 105).
• One method is to match the presentation of the words to the
functional asymmetry for linguistic processes in the human brain.
(Aarons)

the modulation of attention to audio input
• can be facilitated with audio-editing software
allowing the editor/audience to both hear and see
sound (especially with the zoom-in function)
• Various editing methods (repetition, pulsing,
silence, fade-in/fade-out, mind-music background,
dichotic bilingual audio, mix&mash-up) can be used
to improve listening comprehension and memor-
ability.
• can be a group PBL process: students do the audio editing to
suit their own levels of comprehension and personal
preferences.
• can be uploaded to SCRATCH COMMUNITY Website, and
learners can select, comment on, and vote for audio-
projects they prefer. (Shanghai LEAD project 2013)

IF>THEN>> LOOP
IF the brain associates images:
• with input from other senses
• as well as with emotional
reactions…

• When the brain associates images with:
(1) input from other senses
(2) emotional reactions.
• http://phys.org/news189428801.html#nRlv
• Researchers Find Differences In How The Brains Of
Some Individuals Process The World Around Them
Visual images
are transformEd
into thoughts
About those images

BUT…
• BUT/AND…
• In THIS case, seeing the visual images FIRST,
• And THEN reading/hearing the words
describing those visual images…
THEN…the WORDS can be transformed into…
VISUAL IMAGES…???

Life of Pi (www.metacritic.com)
Empire
• 100
• To produce a coherent film from Martel's tricky novel would be achievement
enough, but Ang Lee has extracted something beautiful, wise and, at
times, miraculous.
• New York Magazine (Vulture)
• 100
• Pi has designed his own terrarium to keep from staring directly into the abyss.
It's not denial. It's faith in something else: the transformative power of
storytelling. The film is transcendent.
• The Playlist
• 91
• Deeply resonant and soulful, Life Of Pi, is a harrowing journey of
survival, self-discovery and connection that both
inspires and awes in equal measure.

• New Orleans Times-Picayune
• 80
• The result is a movie built upon big ideas -- and timely ones, too, delivering a message of
understanding in this frustrating age of great intolerance -- but
also a great story and, thanks to Lee, a wonderfully satisfying cinematic journey.
• Portland Oregonian
• 75
• It proves the power of a good story, both to entertain us and to allow us to process
unpleasant truths.
• Washington Post
• 75
• Life of Pi is spellbinding while it lasts. Lee's film can be appreciated as many things -- a post-
Darwinian meditation on coexistence as the key to survival, a reflection on the spiritual nature of
suffering and transcendence, a beguiling bait-and-switch on the vagaries of
belief itself.
• Village Voice
• 40
• Life of Pi manages occasional spiritual wonder
through its 3-D visuals but otherwise sinks like a
stone.

Life of Pi Is the Story of How Important
Life of Pi Is
• Tiger, tiger, pixels bright
• A stacked-deck theological inquiry filtered through a Titanic-by-way-of–
Slumdog Millionaire narrative, Life of Pi manages occasional spiritual
wonder through its 3-D visuals but otherwise sinks like a stone. It's no
shock that Ang Lee brings to his high seas adventure graceful and refined
aesthetics devoid of any unique signature or pressing emotion, as the
director has long since proved himself to be a skillful big-studio craftsman
without an imprimatur to call his own. Here, that anonymity results in
slavish, proficient devotion to his source material, Yann Martel's 2001
novel.
• Through its melodramatic, underlined-meaningful final conversations
between Pi and the Writer, the film spoon-feeds rather than
enlightens.

episode hypothesis
• “Text (i.e. discourse in any form) will be easier
to produce, understand, and recall to the
extent that it is motivated and structured
episodically...these ideas lead to the
supposition that perhaps second language
teaching would be more successful if it
incorporated principles of good story writing
along with the benefits of sound linguistic
analysis." (Oller, 1963)

www.moviemistakes.com
• Continuity mistake: In the scene right before "Edelweiss", the Captain is
asked by the children and Maria to play something on the guitar. The
Captain is holding a glass in his right hand and then proceeds to raise his
left hand in a negative gesture. The shot changes, and the glass is now in
his left hand- with his right hand raised to gesture.
• Revealing mistake: When Gretl runs up to Uncle Max saying, "Can we
really keep the puppet show, Uncle Max?", you can see Marta in the
background begin her cue too soon as she starts to run up to Uncle Max in
the middle of Gretl's line, but quickly stops herself. Then after Gretl
finishes her line, Marta carries on and runs up to Uncle Max with the rest
of the children and says her line.
* Continuity mistake: Leisel creeps through the window and explains herself
to Maria, standing by the middle of the bed. When the angle changes she
is by the side of the bed. Then the angle changes and she is back by the
middle side.
* Revealing mistake: In the scene where Captain von Trapp takes a Nazi flag
and tears it in two pieces you can see him searching for the correct place
to tear. If you look closely you will see that a small incision has been made
already so it tears more easily.

BUT…
• BUT/AND…
• In THIS case, seeing the visual images FIRST,
• And THEN reading/hearing the words
describing those visual images…
THEN…the WORDS can be transformed into…
VISUAL IMAGES…

Intercultural Communication Studies:
English as a Multilingual Language in Asia
and Intercultural Literacy
• www.uri.edu/iaics/content/2005v14n2/06%20Nobuy
uki%20Honna.pdf
• Japanese people generally see international/intercultural
understanding as learning about other cultures.
• Consequently, awareness training in explaining Japanese
ways of life explicitly is almost completely ignored.
• Since we are all non-native speakers, we feel relaxed when
we speak English with each other. Allowed to be less aware of
the native-speaker standards, we find ourselves speaking
English more flexibly and liberally.
Nobuyuki Honna: Aoyama Gakuin University

Morphing China's
English Corners
for Wikinomics Generations

Challenges from the Margins
What was previously in the background,
on the margins, comes into the center.
Animation comes to challenge live cinema
Spatial montage comes to challenge
temporal montage
Database comes to challenge narrative
Search engine comes to challenge encyclopedia
Online distribution of culture challenges
traditional “off-line” formats.
(Manovich)

Open Source Culture
• To use a metaphor from computer culture, new
media turns all culture and cultural theory into
“open source.”
• This “opening up” of all cultural techniques,
conventions, forms and concepts is ultimately the
most positive cultural effect of computerization
— the opportunity to see the world and the
human being anew, in ways which were not
available to A Man with a Movie Camera.
(Manovich)

The Language of New Media (Manovich)
• Today, as more and more artists are turning to new media,
few are willing to undertake systematic, laboratory-like
research into its elements, and basic compositional,
expressive and generative strategies, as was undertaken by
Russian and German avant-garde artists of the 1920’s in
places like Vkhutemas and Bauhaus in relation to the new
media of their time: photography, film, new print technologies
telephony.
• Today, those few who are able to resist the temptation to
immediately create an “interactive CD-ROM,” or to make a
feature length “digital film,” and instead are able to focus on
determining the new media equivalent of a shot, a sentence,
a word, or even a letter, are rewarded with amazing findings.

feware willingto undertake systematic, laboratory-like research into its elements
link.springer.com/article/10.1007%2Fs10936-010-9156-9
• by M Hamada - 2011 - Cited by 2 - Related articles
Apr 1, 2011 – The Role of the Phonological Loop in English Word Learning: A
Comparison of Chinese ESL Learners and Native Speakers. Megumi Hamada ...
• Kellaris, James J. (Winter 2001). "Identifying Properties of Tunes That
Get 'Stuck in Your Head'". Proceedings of the Society for
Consumer Psychology (Scottsdale, AZ: American Psychological Society):
66–67.
• Kellaris produced statistics suggesting that songs with lyrics may
account for 73.7% of earworms, whereas instrumental music
may cause only 7.7%
• http://en.wikipedia.org/wiki/Earworm
•
• ^ Bennett, Sean (August 30, 2002). Musical Imagery Repetition (Master).
Cambridge University.
• ^ a b Levitin, Daniel (2006). This Is Your Brain on Music: The Science of a Human
Obsession. New York, New York: Dutton, Penguin. ISBN 0452288525. Retrieved
August 7, 2012.

MANOVICH: SOFT CINEMA
• 1. Following the standard convention of the human-computer
interface, the display area is always divided into multiple
frames.
• 2. Using a set of rules defined by the authors, the Soft Cinema
software controls both the layout of the screen (number and
position of frames) and the sequences of media elements
that appear in these frames.
• 3. The media elements (video clips, sound, still images, text,
etc.) are selected from a large database to construct a
potentially unlimited number of different ﬁlms.
• 4. In Soft Cinema ‘films’ video is used as only one type of
representation among others: motion graphics, 3D
animations, diagrams, etc.
• http://en.wikipeg/wiki/Database_cinemadia.org

Greenaway’s Prospero’s Books
• Peter Greenaway, one of the very few prominent film directors concerned with expanding cinema's language,
complained that
"the linear pursuit — one story at a time told chronologically — is the
standard format of cinema."
• Pointing out that cinema lags behind modern literature in
experimenting with narrative, he asked: "Could it not travel on the road where
Joyce, Eliot, Borges and Perec have already arrived?“
• Throughout his career, he has been working on a problem of
• how to reconcile database and
narrative forms.
(Manovich)

BALAZS and the Body/Face
• http://www.kirjasto.sci.fi/balazs.htm
•
• Balázs emphasized that the moving pictures brought back
the language of the body and the expressions of the
human face, which had been buried by the culture of
books and words.
• "Facial expression is the most subjective manifestation of
man, more subjective than speech."
• "The language of the face cannot be
suppressed or controlled."
(Theory of the Film)
The close-upwas for Balázs the most essential feature of the film
art, which separated it from all other arts, especially from the theatre.

Interactive TV program
Akvaario (Aquarium)
Helsinki’s University of Art and Design
• In Akvaario the loop becomes the way to bridge linear
narrative and interactive control. When the program
begins, a few shots keep following each other in a loop.
• After users choose character’s motivation by pressing a
button,this loop becomes a narrative. Shots stop repeating
and a sequence of new shots is displayed.
• If no button pressed again, the narrative turns back into a
loop, i.e. a few shots start repeating over and over.
• In Akvaario a narrative is born from a loop and it returns
back to a loop. The historical birth of modern fictional
cinema out of the loop returns as a condition of cinema’s
rebirth as an interactive form.
(Manovich)

• Most shots which we see show this character
engaged in different activities in his apartment:
eating dinner, reading a book, staring into space.
The shots replace each other following standard
conventions of film and TV editing.
• By choosing one of the four buttons which are
always present on the bottom of the screen, the
viewers control character’s motivation.
• When a button is pressed, a computer program
selects a sequence of particular shots to follow
the shot which plays currently.
(Manovich)

Jean-Louis Boissier's Flora petrinsularis
based on
Rousseau's Confessions
• As each mouse click reveals another loop, the viewer
becomes an editor, but not in a traditional sense.
• Rather than constructing a singular narrative sequence
and discarding material which is not used, here the
viewer brings to the forefront, one by one, numerous
layers of looped actions which seem to be taking place
all at once, a multitude of separate but co-existing
temporalities.
• The viewer is not cutting but re-shuffling.
(Manovich)

Spatial Montage
• Along with taking on a loop, Flora petrinsularis can also
be seen as a step towards what I will call a spatial
montage.
• Instead of a traditional singular frame of cinema,
Boissier uses two images at once, positioned side by
side.
• This can be thought of a simplest case of a spatial
montage.
• Spatial montage represents an alternative to
traditional cinematic temporal montage, replacing its
traditional sequential mode with a spatial one.
(Manovich)

http://www.appsforgood.org/
• Never has an educational programme opened
up so many opportunities to students and so
many doors to industry.Chris Aitken, Wick
High School, Scotland
• Apps for Good is the most motivating and
inspirational way of delivering computational
thinking, creativity and digital media to all age
groups.Ariadne Lish, Gladesmore Community
School, London

Buckland International Education
Group
• www.bucklandgroup.org/
• Working with our current 90 franchised schools
who are seeking qualified foreign English
teachers for their bilingual education reform,
Buckland successfully assists over 120 native
English teachers annually to find their preferred
schools throughout China. Our strong belief in
cross-cultural communication & cooperation, and
dynamic approach, has made Buckland one of the
largest and most respected foreign English
teacher placement agencies in China.

Phonological loop in vocabulary acquisition
• The model provides an explanatory
mechanismfor the phonological loop.
• The model makes new psychological and
neuropsychological predictions and is a starting
point for understanding the role of the
phonological loop in vocabulary
acquisition and for interpreting data from
functional neuro-imaging. (Baddeley)

auditory stimuli access it directly
• Articulatory suppression during presentation
and recall removes the phonemic similarity
effect for visual but not auditory lists
(Baddeley, Lewis & Vallar,1984).
• This is explained by making the assumption
• that rehearsal is necessary for visual stimuli
to access the phonological store
whereas auditory stimuli access it directly.

• In this paper we develop a connectionist model
of the phonological loop which builds on the insights
of the conceptual model and extends it to
encompass serial ordering and learning.
• According to the conceptual model of the loop, the
speech input store acts as a temporary phonological
buffer with rapidly decaying contents.
• External speech enters the store automatically, and
subvocal rehearsal can be optionally used to refresh
its contents.
• This decay/rehearsal system is likened to a closed
'tape loop‘ of inner speech (Baddeley, 1986).
• The control process of subvocalisation is also
necessary in order for visual stimuli to gain access to

• The phonemic feedback can be thought
of in terms of recurrent auto-associative
networks or reverberatory loops, in that
the output phoneme to input phoneme
connections create a feedback loop
involving the item and phoneme layers.
• Note however, that our simulation of
recall is such that
activation passes around this loop
only once before item selection occurs.

The phonological loop
as a language learning device.
By Baddeley, Alan; Gathercole, Susan; Papagno, Costanza
Primary purpose for which the phonological loop
evolved:
store unfamiliar sound patterns
while more permanent memory records
are being constructed.
Its use in retaining sequences of familiar words is, it is
argued, secondary.
(PsycINFO Database Record (c) 2012 APA, all rights reserved)
Psychological Review, Vol 105(1), Jan 1998, 158-173.

• The concept of the phonological loop
• is thus ripe for translation
• to a more detailed implementation
• going beyond the level of the simple
analogy of a `tape loop' of inner
speech used by Baddeley (1986)
• to provide a more realistic serial order
mechanism and to accommodate long-term
learning effects.

explanatory mechanism for the phonological loop
• At recall, the timing signal is rerun,
phonemic information feeds back
from output to input
and lexical nodes compete to be selected.
• The selected node then receives decaying
inhibition.
The model provides an explanatory
mechanism for the phonological loop.

What is the relationship between phonological short-term
memory and speech processing?
1
• Traditionally, models of speech comprehension and
production do not depend on concepts and processes from
the phonological short-term memory (pSTM) literature.
• Likewise, in working memory research, pSTM is considered
to be a language-independent system that facilitates
language acquisition rather than speech processing per se.
• We propose that pSTM arises from the cycling of
information between two phonological
buffers, one involved in speech perception
and one in speech production.
• We discuss the specific role of these processes in speech
processing, and argue that models of speech perception and
production, and our understanding of their neural bases, will
benefit from incorporating them.

The episodic buffer: a new component of working memory?
Alan Baddeley
Department of Experimental Psychology, University of Bristol
•
• In 1974, Baddeley and Hitch proposed a three-component
model of working memory. Over the years, this has been successful in
giving an integrated account not only of data from normal adults, but also
neuropsychological, developmental and neuroimaging data.
• There are, however, a number of phenomena that are not
readily captured by the original model. These are outlined here
and a fourth component to the model, the episodic buffer, is proposed.
• It comprises a limited capacity system that provides temporary
storage of information held in a multimodal code, which is capable of
binding information from the subsidiary systems, and
from long-term memory,
• into a unitary episodic representation.

Memory for Serial Order: A Network Model of
the Phonological Loop and its Timing
• Neil Burgess
• University College London, U.K.
• Graham J. Hitch
• University of Lancaster, U.K.
• Psychological Review Copyright 1999 by the
American Psychological Association.
• 1999, Vol. 106, No. 3, 551-581

episode hypothesis
• “Text (i.e. discourse in any form) will be easier
to produce, understand, and recall to the
extent that it is motivated and structured
episodically...these ideas lead to the
supposition that perhaps second language
teaching would be more successful if it
incorporated principles of good story writing
along with the benefits of sound linguistic
analysis." (Oller)

Music and the Phonological Loop
• While the debate continues,
• there exists a middle-ground solution
• that has yet to be fully tested.
• This solution is the possibility that
• the phonological loop processes all sound,
• but there are additional temporary storage subcomponents
• within the larger component that applies to each form of sound…
• Musical experience alters perception and processing of
auditory stimuli
(specifically language and music)

MUSICAL IMAGERY REPETITION (MIR)
• The universal phenomenon of music getting “stuck in thought.”
• defined as previously heard music that, while consciously unintended,
repeats uncontrollably and pervasively in thought.
• MIR extends and challenges certain tenets of
memory theory. Notably, the ability of MIR to act as a
mnemonic device, similarities between REM and MIR, and the ability
of MIR to transcend the boundaries of
established memory systems
• suggestthat MIR functions as a
a memory consolidation device…
which I call “audio-eidetic” memory.
(Sean Bennett/Cambridge University 2002)

• McElhinney and Annett (1996) found that musical
accompaniment increases chunking of recalled
words in a memory task.
• Claussen and Thaut (1997) found that music can be
used as a mnemonic to improve the recall of
multiplication tables.
• Balch, Bowman, and Mohler (1992) found that
people’s memory can be affected by cuing certain
background music.
• Farnsworth (1969) found that neurobiologically
impaired children were able to learn more when
music accompanied stimuli – indicating use of the
music as a mnemonic device.
(Sean Bennett/Cambridge University 2002)

Auditory vs. Visual Stimuli
When Intons-Peterson (1992)
asked people to think of
auditory images, visual
images accompanied them
95% of the time.
When visual images were
requested, auditory images
only accompanied 53% of the
time.
This supports a theory of
auditory imagery as a
mnemonic for cuing other
information more strongly
than other sensory systems.
• assumption
• rehearsal is
necessary
• for visual stimuli
to access the
phonological store
whereas
auditory stimuli access
it directly.

• Figure 3.3: Figure shows main right cortical
areas activated in musical imagery.
• Additional areas active in musical imagery
include the thalamus (inside brain above the
brain stem), the left frontal area, and the left
temporal lobe (when there are words).
• Most word processing occurs in the left
hemisphere, suggestingthat the
phonological loop is dissociated
from wordless musical imagery.

conscious awareness
• Conscious awareness is assumedto be the principal mode of retrieval from
the buffer.
• The revised model differs from the old principally
• in focussing attention on the
• processes of integrating information,
• rather than on the isolation of the
subsystems.
• In doing so, it provides a better basis for tackling
• the more complex aspects
of executive control
in working memory.
• http://www.cell.com/trends/cognitive-sciences/abstract/S1364-
6613(06)00238-5

We’ve made a quantum argument
for the connections
that bind human existence
into the life of the universe
but in the end
our scheme is based on
consciousness.
•
(Deepak Chopra)

• We may find multiple streams
• of audio-visual information, presented
simultaneously,
• more satisfying
• than a single stream
(Manovich)

presencing
is both a collective/organizational
and an individual/personal experience
in which the Self becomes
the gate through which
the new comes into reality.
Claus Otto Scharmer: MIT
• Sloan School of Management
• Society for Organizational Learning

http://www.edutopia.org/project-
based-learning
• http://www.edutopia.org/blog/yong-zhao-pbl-creative-confidence-
suzie-boss
• Yong Zhao: PBL Develops Students' Creative
Confidence
• JUNE 21, 2012
• At the University of Oregon College of Education, where he is
Associate Dean for Global Education, Zhao is developing
a new platform for global collaboration in education. Called OBA
("the heart of glOBAl"), the site will be available soon for educators
to share projects and curriculum globally. Learn more at
http://globaleducation.uoregon.edu.

Video-Making
in the Foreign Language Classroom:
Applying Principles of Constructivist Pedagogy
•
Larisa Nikitina Universiti Malaysia Sabah, Malaysia
• Video is not just another technological device to be used in the classroom: it is
also a tool for promoting creativity, meaning-making, and “fostering dialogue
among students” .
• Studies that focus on incorporating technology into the teaching and learning
process, including language teaching and learning, have often adopted a
constructivist perspective on education
• Constructivism seeks to explore and explain how human knowledge originated
and how it operates.
• Phillips (1995) noted that “by and large, human knowledge and the criteria
and methods we use in our inquiries, are all constructed” .
• The philosophical roots of educational constructivism can be found in the
writings of Piaget (1971), Dewey (1960), and Vygotsky (1978).
• Windschitl (2002): “At the turn of this new
century, progressive pedagogies are likely to
be based on the rhetoric of constructivism”

• We may findmultiple streams
• of audio-visual information, presentedsimultaneously,
• more satisfying
• than a single stream

Effort After Meaning
• Briefly puzzling over the meaning before figuring
it out can lead to better memory. (If students
must decode meaning from art, they are
more likely to remember the meaning.)
• Example: Study Guernica (1937) by Picasso,
describe what the artist was trying to express,
citing specific details in the work to support your
claims.
(www.edutopia.org)

GRADING
• Level 1 – Surface of the cartoon (1 – 2)
• Level 2 – Interpretation only (2 – 3)
• Level 3 – Interpretation supported by detail
from the cartoon or contextual knowledge
(4 - 5)
• Level 4 – Interpretation supported by detail
from the cartoon and contextual knowledge
(6)

Emotional Arousal
(vs. neutral)
• Content that generates higher levels of emotional
arousal can promote memory for that content, but
arousal needs to be at an optimal level. Too much
arousal distracts from the content, and high levels of
negative arousal (fear or stress) can lead to impaired
learning.
• Example: Write about a personal experience that
relates to a cultural or social issue that you feel needs
to be addressed, and then design a poster or
performance to represent your knowledge and feelings
about the topic.
(www.edutopia.org)

DID YOU NOTICE…?
• HITLER HAS…
•HORNS

Pictorial Representation
(a.k.a. Picture Superiority Effect)
• Visual information is better retained than
information presented verbally or as text. In
other words, people tend to better remember
things they have seen than things they have
heard or read.
• Example: Use striking visual images, such as
artworks, historical artifacts, scientific images,
or graphs to represent important concepts.
(www.edutopia.org)

MANOVICH
Can the loop be a
new narrative form
appropriate for the
computer age?

PROJECT-BASED LEARNING ACTIVITIES (1)
WWW.FILMSITE.ORG
• FILMSITE Scene Descriptions are written for Cinephiles
rather than EFL learners
• Scene Descriptions are quite suitable for Project-based
Learning (PBL). PBL options include:
• *Audio of the scene narrations can come from
(1)Digital Print-to-Audio software
(2)native/advanced speakers
(3) members (before/during/after training)
*Editing/looping selected scenes from the movie,
combined with the audio/subtitles of the narration

PROJECT-BASED LEARNING ACTIVITIES (2)
WWW.FILMSITE.ORG
• *Audio editing the narration creatively, with
pauses/echo/repetition of key vocabulary, using
software such as The Gong Project - The Web Voice
Communication Tool gong.ust.hk/
• Using quality English and English-Mandarin
dictionaries, translating difficult vocabulary
words/phrases, with consultation of teacher, for
dichotic audio input
• Adapting/simplifying the narration, in print/audio,
with consultation of teacher
• Learners developing Games/Competitions based upon
the Scene Descriptions/Vocabulary

www.filmsite.org
INTRODUCTION
• one of the most favorite, beloved films of moviegoers
• a joyous, uplifting, three-hour adaptation
• a good-natured, flighty novitiate
• a militaristic, icy, widowed Austrian captain
• she ultimately wins the heart of the children - and the captain
• their lives are threatened by the encroachment of Nazis
• fresh-faced Julie Andrews
• accompanied by her lovely singing voice
• glorious, on-location travelogue views of Salzburg, Austria
• melodic, memorable sing-along tunes
• interactive, audience-participation version
• sentimental, entertaining musical
(www.filmsite.org)

SCENE ONE (1)
• opening sequence
• much-heralded
• breath-taking
• sweeping aerial view
• left-to-right camera pan
• rocky, snow-covered mountains
• camera dips
• snow-fed lake
• mirror-like images
(www.filmsite.org)

SCENE ONE (2)
• nestled between the peaks
• camera moves closer and zooms
• happy and joyous
• novice Salzburg nun
• wide expanse of land
• open-armed appreciation
• surrounding majestic peaks and vistas
• twirls and sings the title song
• adventuresome, flighty and stubborn nature
• neglected most of her postulant duties
• distant church bells pealing
(www.filmsite.org)

SCENE ONE (3)
• The hills are alive with the sound of music
With songs they have sung for a thousand years.
The hills fill my heart with the sound of music
My heart wants to sing every song it hears.
My heart wants to beat like the wings
Of the birds that rise from the lake to the trees,
My heart wants to sigh like a chime that flies from a church on a
breeze,
To laugh like a brook when it trips and falls
Over stones on its way
To sing through the night like a lark who is learning to pray.
I go to the hills when my heart is lonely,
I know I will hear what I've heard before.
My heart will be blessed with the sound of music
• And I'll sing once more.
(www.filmsite.org)

SCENE ONE (4)
• Because of her adventuresome, flighty and
stubborn nature, she spends so much time
singing and dancing on the mountainside
that she has neglected most of her
postulant duties at the Abbey.
• She hears distant church bells pealing,
reminding her that she is late and must
immediately return to the nunnery.
(www.filmsite.org)

The Sound of Music trivia - Movie
Mistakes
• They filmed Julie Andrews singing on the hills
at the very beginning of the film by helicopter
and every time the helicopter went round she
was blown down.
• In reality, Maria was the one who was very
strict with the children, while Captain von
Trapp was friendly and relaxed.

SCENE NINETEEN (1)
* His voice cracks, and Maria steps in and encourages
the entire audience to sing along
• an act of bold freedom that displeases the Nazis
• the judges are evaluating the performances of the
competition
• Max uses coded language to tip off the von Trapps to
escape
• “…given permission to offer you an encore”
• The family's encore is "So Long, Farewell," an
opportune song
• (www.filmsite.org)

SCENE NINETEEN (2)
• slyly remains behind as the others search the roof area
• discovers them as they emerge from their hiding places
• challenges the pistol-wielding young lad
• “You're only a boy. You don't really belong to
them...Come away with us before it's too late...You'll
never be one of them.”
• safely removes the revolver from the boy's hands
• are last seen climbing the Austrian mountains to
freedom in Switzerland
(www.filmsite.org)

Tim Dirks tdirks@filmsite.org
4/
2
3/
1
3
to me
4/23/13
Things have slightly changed with Filmsite, under AMC
Networks.
We are not granting permission for the use of Filmsite content
on other sites at this time.
Thank you for writing - and good luck.

www.ted.com/.../beeban_kidron_the_
shared_wonder_of_film...
• Movies have the power to create a
shared narrative experience and to
shape memories and worldviews.
• British film director Beeban Kidron
invokes iconic film scenes as she
shows how her group FILMCLUB
shares great films with kids.

www.filmclub.org/
• JOIN FOR FREE NOW
• We Are Into Film
• Put film at the heart of young people's education
with Into Film — a new and innovative film-learning
programme that enables children and young people
aged 5-19, regardless of background or ability, the
opportunity to see, think, make and imagine.
• Parents can run a film club too!
• Setting up a club at your child's school is simple and
rewarding with our Easy Guide For Parents.
• Our new partnership with PTA-UK will provide
information and support to make running a free film
club at your child's school even easier...

Storytelling and Terrorism:
Towards a Comprehensive
'CounterNarrative Strategy'
• http://www.dtic.mil/cgi-
bin/GetTRDoc?AD=ADA521449&Location=U2&doc=GetTRDoc.pdf
• Strategic Insights, Volume IV, Issue 3
(March 2005) by William D. Casebeer and
James A. Russell
• “You're only a boy. You don't really belong to
them...Come away with us before it's too
late...You'll never be one of them.”
(Sound of Music, Scene 19)

• When the brain associates images with:
(1) input from other senses
(2) emotional reactions.
• http://phys.org/news189428801.html#nRlv
• Researchers Find Differences In How The Brains Of
Some Individuals Process The World Around Them
Visual images
are transformEd
into thoughts
about those images

Report:
Military
Doctors
Designed,
Enabled U.S.
Torture of
Prisoners at
Guantánamo,
Secret Prisons

"Facial expression is
the most subjective
manifestation of man,
more subjective than
speech." (Balazs)

1). How can we promote
whole-brained socially-
responsible evolution in
China's English Corners?
2). How can the ECs
and the civil society
benefit from
Wikinomics processes,
especially those of
mass collaboration/
peer production?

• Whole-brained Wikinomics-based
Morphing of ECs with WeCHAT
(1)Developing WeCHAT--based materials and training to expand
the content and process of English Corners, by promoting the
use of Role Play/Discussion of movies and presentations such as
those developed by TED.com and RSA Animate. Before coming
to the EC, participants would be able to prepare for the process,
by:
• *viewing movie segments/TED/RSA Animate shows on-line,
• *reading selected segments of movie reviews (such as those
from www.metacritic.com and www.imdb.com) and
transcripts of the TED/RSA Animate shows
• *hearing/reading discussions of the movie/movie
reviews/TED/RSA Animate on VoiceThread/WeCHAT,
• *hearing/preparing audio-edited versions of these discussions
(using software such as Audacity for repetition, echo,
dichotic/bilingual input etc.),
• *preparing role plays based upon the movie
segments/TED/RSA Animate.

(2) Developing bi-lingual Community Language
Learning groups at ECs, based upon Mandarin-English
narration/role play/discussion of chosen movie segments
and TED/RSA Animate shows, while using WeCHAT (with
only audio, or with both audio and video functions) to record
(only with quality microphones) the process. These bilingual
translations/recordings can be valuable, both for lower-level
learners (allowing them to hear/record their Native Language
speech translated into their Target Language), and for more
advanced learners (serving as translators, promoting their bi-
lingual fluency, with assistance from their peers in the group).
By developing a bi-lingual environment in China’s ECs, for
example, more English-speaking Mandarin learners may
choose to participate.

• For mobile audio access, bi-lingual dichotic
audio materials can also be produced and
tested (Aarons), particularly regarding the
nature of mixed hemispheral dominance for
native-level speakers of tonal languages such
as Mandarin/Thai/Vietnamese etc. (BBC,
2003;University of California,Irvine,2006; Rice
University,2009; Rice University,2012).Audio
materials can also offer options for a variety
of “mind-music” selections (Halpern, 2013).

• (3)In the case of China, these Mandarin-
English digital audio materials can be used for
editing, via Wiki-style Mass Collaboration, for
both English learners as well as for Mandarin
learners, and using other Internet-based
materials--in English and in Mandarin--for
audio post-production. While on-line,
learners (of Mandarin or English) will
collaborate with native speakers to edit digital
audio (using free software such as
www.audacity.com) according to their own
Krashen-ian "I+1"comprehension levels.

• Editing for their own comprehension levels,
using repeat, pulsing, silence, mind-music
background etc., the learners can create a
digital product which will also be suitable for
millions of others at a similar comprehension
level. Using Wiki-community formats, such
individuals will be able to make connections
with each other and collaborate on the co-
production of language-learning materials,
some for free and some for a fee.

The Developmental Origins of Voice
Processing in the Human Brain
• Hearing emotional prosody resulted in increased
responses in a voice-sensitive region in the right
hemisphere. Moreover, a region in right inferior
frontal cortex taken to serve evaluative functions in
the adult brain showed particular sensitivity to
happy prosody. The pattern of findings suggests that
temporal regions specialize in processing voices very
early in development and that, already in
infancy, emotions differentially modulate voice
processing in the right hemisphere.
(http://www.cell.com/neuron/retrieve/pii/S08966273100
01704)

http://www.frontiersin.org/Human_Neuroscienc
e/10.3389/fnhum.2012.00257/full
• The effects of mindfulness-
based cognitive therapy on
affective memory recall
dynamics in depression: a
mechanistic model of
rumination

Wikinomics
Peer Production
Partnership Values

Wide-ranging examples
mass collaboration “helping to transform
the way we conduct science, create culture,
inform and educate ourselves,
and govern our communities and nations”
Organic self-organizing dynamics of peer
production communities are contrasted
with typical multinational entity and its
“corporate command-and-control hierarchy”
Wikinomics: How Mass Collaboration
Changes Everything

Examples from Wikinomics
Japanese animé art with popular music tracks to
create animé music videos.
http://www.animemusicvideos.org/guides/
Wikipedia: written, edited, and almost continuously
monitored by online volunteers.
One million registered users
One hundred thousand>>ten or more entries.
Five thousand Wikipedia volunteers keep Wikipedia
operating successfully.
MIT study, obscenity randomly inserted on Wikipedia
is removed in an average of 1.7 minutes

Examples from Wikinomics (2)
Creative Commons
(www.creativecommons.org)
Creative Commons Developing Nations License:
works available for attributed free distribution in Global South
Creative Commons>> mashup platform (http://ccmixter.org)
uses the Mass Collaboration/Open Source phrase:
"Download, Sample, Cut-up, Share" and describes its
focus: "ccMixter is a community music site featuring remixes
licensed under Creative Commons where you can listen to, sample,
mash-up, or interact with music in whatever way you want."

BBC's Backstage project
(http://backstage.bbc.co.uk)
invites developers to create new prototype services
built around BBC content.
BBC's Creative Archive initiative
(http://www.bbc.co.uk/creativearchive/?inc=News?)
has opened up portions of the vast BBC TV archives,
as well as film clips from the British Film Institute,
allowing the public the legal freedom to
use/mix/mash the content as they like, for
noncommercial purposes

TAKING IT GLOBAL
TIG's website (www.tigweb.org/about/ ) uses as key words:
"Inspire. Inform. Involve"
Membership: 230,000 active members/over 260 countries.
Mission: prepare students for today's knowledge economy
provide opportunities for learning, capacity-building,
cross-cultural awareness, and self-development
through the use of Information and Communication Technologies

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