Excellent metaphor. Is it Wesch's?
This link has been bookmarked by 441 people . It was first bookmarked on 08 Jan 2009, by someone privately.
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Most university classrooms have gone through a massive transformation in the past ten years
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In a world of nearly infinite information, we must first address why, facilitate how, and let the what generate naturally from there
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I like to think that we are not teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world
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CTS LearningFrom Knowledgable to Knowledge-able: Learning in New Media EnvironmentsPosted January 7th, 2009 by Michael Wesch , Kansas State University
by Michael Wesch from Academic Commons web2.0 online learning teaching with technology teaching
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We have had our why's, how's, and what's upside-down, focusing too much on what should be learned, then how, and often forgetting the why altogether. In a world of nearly infinite information, we must first address why, facilitate how, and let the what generate naturally from there. As infinite information shifts us away from a narrow focus on information, we begin to recognize the importance of the form of learning over the content of learning. It isn't that content is not important; it is simply that it must not take precedence over form. But even as we shift our focus to the “how” of learning, there is still the question of “what” is to be learned. After all, our courses have to be about something. Usually our courses are arranged around “subjects.” Postman and Weingartner note that the notion of “subjects” has the unwelcome effect of teaching our students that “English is not History and History is not Science and Science is not Art . . . and a subject is something you 'take' and, when you have taken it, you have 'had' it.” Always aware of the hidden metaphors underlying our most basic assumptions, they suggest calling this “the Vaccination Theory of Education” as students are led to believe that once they have “had” a subject they are immune to it and need not take it again.
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14 Nov 11
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16 Oct 11
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This new media environment can be enormously disruptive to our current teaching methods and philosophies. As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information
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03 Oct 11
Judith WayMike Wesch From knowledgable to knowledge-able: http://t.co/JLUBWf6a via @heyjudeonline #ASLA2011
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19 Jul 11
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This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.
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The message of Wikipedia is not “trust authority” but “explore authority.”
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we must first address why, facilitate how, and let the what generate naturally from there.
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Not Subjects but Subjectivities
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- Our worldview is not natural and unquestionable, but culturally and historically specific.
- We are globally interconnected in ways we often do not realize.
- Different aspects of our lives and culture are connected and affect one another deeply.
- Our knowledge is always incomplete and open to revision.
- We are the creators of our world.
- Participation in the world is not a choice, only how we participate is our choice.
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We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).
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30 May 11
Kerstin Namuth"Information finds me". Auch Als TEDtalk
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Michael Wesch is a cultural anthropologist exploring the impact of new media on society and culture.
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As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information. They need to move from being simply knowledgeable to being knowledge-able.
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The sheer quantity of information now permeating our environment is astounding, but more importantly, networked digital information is also qualitatively different than information in other forms
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For at the base of this “information revolution” are new ways of relating to one another, new forms of discourse, new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating.
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Wikis, blogs, tagging, social networking and other developments that fall under the “Web 2.0” buzz are especially promising in this regard because they are inspired by a spirit of interactivity, participation, and collaboration. It is this “spirit” of Web 2.0 which is important to education.
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This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways
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Academic Commons is a community of faculty, academic technologists, librarians, administrators, and other academic professionals interested in two interlocking questions: how do creative uses of new technology and networked information support the current project of liberal education, and, perhaps more interestingly, how do they force us to re-think what it means to be liberally educated?
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Blogging came along and taught us that anybody can be a creator of information. Suddenly anybody can create a blog in a matter of seconds. And people have responded
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Technorati now reports that there are over 133 million blogs, almost 133 million more than there were just five years ago
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This culture of discussion and participation is now available on any website with the emerging “second layer” of the web through applications like Diigo which allow you to add notes and tags to any website anywhere.
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Unfortunately, many teachers only see the disruptive possibilities of these technologies when they find students Facebooking, texting, IMing, or shopping during class. Though many blame the technology, these activities are just new ways for students to tune out, part of the much bigger problem I have called “the crisis of significance,” the fact that many students are now struggling to find meaning and significance in their education
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As an alternative, I like to think that we are not teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world. Subjectivities cannot be taught. They involve an introspective intellectual throw-down in the minds of students. Learning a new subjectivity is often painful because it almost always involves what psychologist Thomas Szasz referred to as “an injury to one's self-esteem.”6 You have to unlearn perspectives that may have become central to your sense of self.
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27 Apr 11
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I like to think that we are not teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world. Subjectivities cannot be taught. They involve an introspective intellectual throw-down in the minds of students. Learning a new subjectivity is often painful because it almost always involves what psychologist Thomas Szasz referred to as “an injury to one's self-esteem.”6 You have to unlearn perspectives that may have become central to your sense of self.
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25 Apr 11
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27 Mar 11
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25 Mar 11
sumeetmogheAs we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, an
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12 Mar 11
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15 Feb 11
scott klepeschWritten from a post-secondary perspective and how there needs to be a shift from content driven education. What do we value in the classroom. It should be about the process- the ability to manipulate the new power of media.
"I
n the best case scenario the students will leave the course, not with answers, but with more questions, and even more importantly, the capacity to ask still more questions generated from their continual pursuit and practice of the subjectivities we hope to inspire"-
It has the potential to be created, managed, read, critiqued, and organized very differently than information on paper and to take forms that we have not yet even imagined
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. But as David Weinberger and Clay Shirky have demonstrated, networked digital information is fundamentally different than information on paper.3 And each digital innovation seems to shake us free from yet another assumption we once took for granted.
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Even something as simple as the hyperlink taught us that information can be in more than one place at one time, challenging our traditional space-time based notions of information as a “thing” that has to be “in a place.
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Wikipedia has taught us yet another lesson, that a networked information environment allows people to work together in new ways to create information that can rival (and even surpass) the content of experts by almost any measure.
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nformation is authorized through discussion, and this discussion is available for the world to see and even participate in.
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Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us
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we begin to recognize the importance of the form of learning over the content of learning. It isn't that content is not important; it is simply that it must not take precedence over form.
-
- Our worldview is not natural and unquestionable, but culturally and historically specific.
- We are globally interconnected in ways we often do not realize.
- Different aspects of our lives and culture are connected and affect one another deeply.
- Our knowledge is always incomplete and open to revision.
- We are the creators of our world.
- Participation in the world is not a choice, only how we participate is our choice.
-
he new media environment provides new opportunities for us to create a community of learners with our students seeking important and meaningful questions.
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n the best case scenario the students will leave the course, not with answers, but with more questions, and even more importantly, the capacity to ask still more questions generated from their continual pursuit and practice of the subjectivities we hope to inspire
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Debra Gottsleben"From Knowledgeable to Knowledge-able" by @mwesch Still one of my faves. #edreform http://bit.ly/i90V (fixed link)
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14 Feb 11
Tony BaldasaroMost university classrooms have gone through a massive transformation in the past ten years. I'm not talking about the numerous initiatives for multiple plasma screens, moveable chairs, round tables, or digital whiteboards. The change is visually more sub
education web2.0 technology learning shifthappening for:@twitter
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Tom Woodward---Worth reading and thinking about.
The sheer quantity of information now permeating our environment is astounding, but more importantly, networked digital information is also qualitatively different than information in other forms. It has the potential -
07 Feb 11
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Nothing is easier to assess than information recall on multiple-choice exams, and the concise and “objective” numbers satisfy committee members busy with their own teaching and research.
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Most of our assumptions about information are based on characteristics of information on paper.
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subjectivities will reveal that they can only be learned, explored, and adopted through practice. We can't “teach” them. We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).
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25 Jan 11
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There is something in the air, and it is nothing less than the digital artifacts of over one billion people and computers networked together collectively producing over 2,000 gigabytes of new information per second.
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nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods
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new media environment can be enormously disruptive to our current teaching methods and philosophies. As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information
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knowledgeable to being knowledge-able.
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networked digital information is also qualitatively different than information in other forms
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potential to be created, managed, read, critiqued, and organized very differently than information on paper and to take forms that we have not yet even imagined
-
It is this “spirit” of Web 2.0 which is important to education
-
This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.
-
many structures working against us. Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.
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Rows of fixed chairs often face a stage or podium housing a computer from which the professor controls at least 786,432 points of light on a massive screen. Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room. The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.
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Radical experiments in teaching carry no guarantees and even fewer rewards in most tenure and promotion systems, even if they are successful. In many cases faculty are required to assess their students in a standardized way to fulfill requirements for the curriculum
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Most of our assumptions about information are based on characteristics of information on paper. On paper we thought of information as a “thing” with a material form, and we created elaborate hierarchies to classify each piece of information in its own logical place. But as David Weinberger and Clay Shirky have demonstrated, networked digital information is fundamentally different than information on paper.3 And each digital innovation seems to shake us free from yet another assumption we once took for granted.
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Technorati now reports that there are over 133 million blogs, almost 133 million more than there were just five years ago. YouTube and other video sharing sites have sparked similar widespread participation in the production of video. Over 10,000 hours of video are uploaded to the web everyday. In the past six months more material has been uploaded to YouTube than all of the content ever aired on major network television. While such media beg for participation, our lecture halls are still sending the message, “follow along.”
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Wikipedia has taught us yet another lesson, that a networked information environment allows people to work together in new ways to create information that can rival (and even surpass) the content of experts by almost any measure
-
message of Wikipedia is not “trust authority” but “explore authority.”
-
This culture of discussion and participation is now available on any website with the emerging “second layer” of the web through applications like Diigo which allow you to add notes and tags to any website anywhere.
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this new media environment demonstrates to us that the idea of learning as acquiring information is no longer a message we can afford to send to our students, and that we need to start redesigning our learning environments to address, leverage, and harness the new media environment now permeating our classrooms.
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Unfortunately, many teachers only see the disruptive possibilities of these technologies when they find students Facebooking, texting, IMing, or shopping during class
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many students are now struggling to find meaning and significance in their education.4
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Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education.
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if we work with students to find and address problems that are real and significant to them, they can then leverage the networked information environment in ways that will help them achieve the “knowledge-ability” we hope for them.
-
We have had our why's, how's, and what's upside-down, focusing too much on what should be learned, then how, and often forgetting the why altogether
-
As infinite information shifts us away from a narrow focus on information, we begin to recognize the importance of the form of learning over the content of learning
-
isn't that content is not important; it is simply that it must not take precedence over form
-
As an alternative, I like to think that we are not teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world
-
subjectivities will reveal that they can only be learned, explored, and adopted through practice. We can't “teach” them. We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).
-
Managing a learning environment such as this poses its own unique challenges, but there is one simple technique, which makes everything else fall into place: love and respect your students and they will love and respect you back. With the underlying feeling of trust and respect this provides, students quickly realize the importance of their role as co-creators of the learning environment and they begin to take responsibility for their own education.
-
Content is no longer king, but many of our tools have been habitually used to measure content recall
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new media environment provides new opportunities for us to create a community of learners with our students seeking important and meaningful questions. Questions of the very best kind abound, and we become students again, pursuing questions we might have never imagined, joyfully learning right along with the others.
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best case scenario the students will leave the course, not with answers, but with more questions, and even more importantly, the capacity to ask still more questions generated from their continual pursuit and practice of the subjectivities we hope to inspire. This is what I have called elsewhere, “anti-teaching,”
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The beauty of the current moment is that new media has thrown all of us as educators into just this kind of question-asking, bias-busting, assumption-exposing environment. There are no easy answers, but we can at least be thankful for the questions that drive us on.
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14 Jan 11
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09 Jan 11
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With the underlying feeling of trust and respect this provides, students quickly realize the importance of their role as co-creators of the learning environment and they begin to take responsibility for their own education.
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04 Jan 11
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13 Dec 10
myweb 2learnFrom Knowledgable to Knowledge-able
wesch social media education teaching knowledge knowledgable week4 week12
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12 Oct 10
kathleen johnson"Posted January 7th, 2009 by Michael Wesch , Kansas State University
Tags:
* Essays
* Teaching and Technology
* anthropology
* Assessment
* information revolution
* multimedia
* participatory learning
* Web 2.0 -
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05 Oct 10
Kevin CrouchAn article by Michael Wesch, one of the foremost researchers on anthropology in a social media context. He has some important things to say about information literacy.
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26 Sep 10
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There is something in the air, and it is nothing less than the digital artifacts of over one billion people and computers networked together collectively producing over 2,000 gigabytes of new information per second. While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation.1
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In the past six months more material has been uploaded to YouTube than all of the content ever aired on major network tel
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23 Sep 10
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As infinite information shifts us away from a narrow focus on information, we begin to recognize the importance of the form of learning over the content of learning.
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21 Sep 10
Carsten Wittteaching in new media environment\nnew forms of knowledge\n
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19 Sep 10
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08 Sep 10
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03 Sep 10
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While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation.
-
This new media environment can be enormously disruptive to our current teaching methods and philosophies.
-
Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.
-
Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room.
-
The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.
-
Most of our assumptions about information are based on characteristics of information on paper.
-
Even something as simple as the hyperlink taught us that information can be in more than one place at one time
-
Blogging came along and taught us that anybody can be a creator of information.
-
Wikipedia has taught us yet another lesson, that a networked information environment allows people to work together in new ways to create information that can rival (and even surpass) the content of experts by almost any measure.
-
Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.
-
It is like continuously working with thousands of research associates around the world.
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Unfortunately, many teachers only see the disruptive possibilities of these technologies when they find students Facebooking, texting, IMing, or shopping during class.
-
We have had our why's, how's, and what's upside-down, focusing too much on what should be learned, then how, and often forgetting the why altogether.
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All of this vexes traditional criteria for assessment and grades. This is the next frontier as we try to transform our learning environments.
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Content is no longer king, but many of our tools have been habitually used to measure content recall.
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Claudia Ceraso"There is something in the air, and it is nothing less than the digital artifacts of over one billion people and computers networked together collectively producing over 2,000 gigabytes of new information per second. While most of our classrooms were buil
Wesch literacy change innovations learning education assessment anthropology
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02 Sep 10
Riven HomewoodPosted January 7th, 2009 by Michael Wesch , Kansas State University
libraries education technology teaching learning pedagogy innovation
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30 Aug 10
William "Bud" DeihlSelected as CTE article of the month for staff discussion.
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10 Aug 10
Jenny DarrowThere is something in the air, and it is nothing less than the digital artifacts of over one billion people and computers networked together collectively producing over 2,000 gigabytes of new information per second. While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation.
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05 Aug 10
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21 Jul 10
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15 Jul 10
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craig rolandMost university classrooms have gone through a massive transformation in the past ten years. I'm not talking about the numerous initiatives for multiple plasma screens, moveable chairs, round tables, or digital whiteboards. The change is visually more sub
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09 Jul 10
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not “trust authority” but “explore authority.” Authorized information is not beyond discussion
-
they can only be learned, explored, and adopted through practice. We can't “teach” them. We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).
-
Managing a learning environment such as this poses its own unique challenges, but there is one simple technique, which makes everything else fall into place: love and respect your students and they will love and respect you back. With the underlying feeling of trust and respect this provides, students quickly realize the importance of their role as co-creators of the learning environment and they begin to take responsibility for their own education.
-
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23 Jun 10
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13 Jun 10
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Bio
Dubbed "the explainer" by Wired magazine, Michael Wesch is a cultural anthropologist exploring the impact of new media on society and culture. After two years studying the impact of writing on a remote indigenous culture in the rain forest of Papua New Guinea, he has turned his attention to the effects of social media and digital technology on global society. His videos on technology, education, and information have been viewed by millions, translated in over ten languages, and are frequently featured at international film festivals and major academic conferences worldwide. Wesch has won several major awards for his work, including a Wired Magazine Rave Award and the John Culkin Award for Outstanding Praxis in Media Ecology. He has also won several teaching awards, including the 2008 CASE/Carnegie U.S. Professor of the Year for Doctoral and Research Universities. -
As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information. They need to move from being simply knowledgeable to being knowledge-able.
-
networked digital information is also qualitatively different than information in other forms. It has the potential to be created, managed, read, critiqued, and organized very differently than information on paper and to take forms that we have not yet even imagined.
-
Wikis, blogs, tagging, social networking and other developments that fall under the “Web 2.0” buzz are especially promising in this regard because they are inspired by a spirit of interactivity, participation, and collaboration. It is this “spirit” of Web 2.0 which is important to education.
-
This culture of discussion and participation is now available on any website with the emerging “second layer” of the web through applications like Diigo which allow you to add notes and tags to any website anywhere
-
Unfortunately, many teachers only see the disruptive possibilities of these technologies when they find students Facebooking, texting, IMing, or shopping during class. Though many blame the technology, these activities are just new ways for students to tune out, part of the much bigger problem I have called “the crisis of significance,” the fact that many students are now struggling to find meaning and significance in their education.
-
if we work with students to find and address problems that are real and significant to them, they can then leverage the networked information environment in ways that will help them achieve the “knowledge-ability” we hope for them.
-
-
08 Jun 10
-
06 Jun 10
-
Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation.1
-
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29 May 10
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Add Sticky Note“the Vaccination Theory of Education” as students are led to believe that once they have “had” a subject they are immune to it and need not take it again.5
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26 May 10
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25 May 10
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Howard Rheingold"This new media environment can be enormously disruptive to our current teaching methods and philosophies. As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information.
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They need to move from being simply knowledgeable to being knowledge-able." -
17 May 10
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10 May 10
Giorgio BertiniThere is something in the air, and it is nothing less than the digital artifacts of over one billion people and computers networked together collectively producing over 2,000 gigabytes of new information per second. While most of our classrooms were built
Public Stiky Notes
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