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John Scott
John Michael Scott is an artist, educator and tech innovator.
I am currently a product manager for "Blackboard Ally," an accessibility solution for the LMS. ally.ac. I completed my PhD in Education (Learning Sciences and Literacy) and New Media
I am co-creator of the SuiteC collaborative learning apps and creator of the Radial Road method, an innovative approach to designing online and blended learning experiences. I’m also co-creator of PIC your Future, a college readiness web app and accompanying “critical STEAM” curricula.
I have taught undergraduate courses at UC Berkeley in education and art practice, as well as graduate courses for pre-certified teachers at NYU’s Steinhardt School. I have held research positions at The Center for Information Technology Research in the Interest of Society’s (CITRIS) “Data and Democracy Initiative” and “Social Apps Lab”.
My research explores digital contexts for learning in formal and informal spaces, with a focus on how practices of remix, virtual collaboration, and digital aesthetics influence emergent literacy practices and new forms of meaning-making and knowledge production.
I am a former public school teacher with the New York City Department of Education, where I worked with pre-adjudicated youth in secure detention centers and group homes. I have directed after-school visual and digital arts programs for youth, designed project-based arts and literacy curricula, and run professional development workshops for teachers in New York and California.
I hold a Master’s Degree in Special Education from Brooklyn College and a Bachelor’s Degree in Political Science from New York University. My artistic and educational work has been showcased at the Pink Pony Cafe (NYC), Passerby Gallery (NYC), the Queens Museum of Art (NYC), the Brooklyn Museum of Art (NYC), the Pacific Film Archive (Berkeley), and the Goethe Institut (San Francisco).
Supervisors: Dr. Glynda Hull and Advisor
I am currently a product manager for "Blackboard Ally," an accessibility solution for the LMS. ally.ac. I completed my PhD in Education (Learning Sciences and Literacy) and New Media
I am co-creator of the SuiteC collaborative learning apps and creator of the Radial Road method, an innovative approach to designing online and blended learning experiences. I’m also co-creator of PIC your Future, a college readiness web app and accompanying “critical STEAM” curricula.
I have taught undergraduate courses at UC Berkeley in education and art practice, as well as graduate courses for pre-certified teachers at NYU’s Steinhardt School. I have held research positions at The Center for Information Technology Research in the Interest of Society’s (CITRIS) “Data and Democracy Initiative” and “Social Apps Lab”.
My research explores digital contexts for learning in formal and informal spaces, with a focus on how practices of remix, virtual collaboration, and digital aesthetics influence emergent literacy practices and new forms of meaning-making and knowledge production.
I am a former public school teacher with the New York City Department of Education, where I worked with pre-adjudicated youth in secure detention centers and group homes. I have directed after-school visual and digital arts programs for youth, designed project-based arts and literacy curricula, and run professional development workshops for teachers in New York and California.
I hold a Master’s Degree in Special Education from Brooklyn College and a Bachelor’s Degree in Political Science from New York University. My artistic and educational work has been showcased at the Pink Pony Cafe (NYC), Passerby Gallery (NYC), the Queens Museum of Art (NYC), the Brooklyn Museum of Art (NYC), the Pacific Film Archive (Berkeley), and the Goethe Institut (San Francisco).
Supervisors: Dr. Glynda Hull and Advisor
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networking project. We focus on the ways digital spaces blur and complicate more bounded
notions of space and place, and consider the liminal, transgressive spaces through which young
people online forge a sense of identity and form community with others. Drawing from analytics
data mined from the Space2Cre8 site, interviews with students, and artifact analysis, we provide
an ethnographic account of an exchange between students in an international school in Mexico
and students at a small, parochial school in the Bay Area, many of whom were also Mexican. I
contributed specifically to the section on student trolling practices on the network, which appear
disruptive and antagonistic at first, but upon closer inspection, also seem to serve as a strategy
for students to generate presence on the network, express understandings and interests, and forge
relationships with distant others. The chapter also highlights some of the challenges that
educators confront in trying to organize youth collaborations in networked environments.
https://elearningindustry.com/engagement-trees-social-learning-analytics-3d-printing
networking project. We focus on the ways digital spaces blur and complicate more bounded
notions of space and place, and consider the liminal, transgressive spaces through which young
people online forge a sense of identity and form community with others. Drawing from analytics
data mined from the Space2Cre8 site, interviews with students, and artifact analysis, we provide
an ethnographic account of an exchange between students in an international school in Mexico
and students at a small, parochial school in the Bay Area, many of whom were also Mexican. I
contributed specifically to the section on student trolling practices on the network, which appear
disruptive and antagonistic at first, but upon closer inspection, also seem to serve as a strategy
for students to generate presence on the network, express understandings and interests, and forge
relationships with distant others. The chapter also highlights some of the challenges that
educators confront in trying to organize youth collaborations in networked environments.
https://elearningindustry.com/engagement-trees-social-learning-analytics-3d-printing