Barbara Lindsey on 2009-03-31
This is key to understanding the revolutionary power of socially mediated networked environments.
Group annotations on this page
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alicebarr on 2009-01-10From Knowledgable to Knowledge-able: Learning in New Media Environments
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
0 Comments | 2209 Page Views
Knowledge-able
Most 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 subtle, yet potentially much more transformative.
This link has been bookmarked by 220 people . It was first bookmarked on 08 Jan 2009, by Reidar Mosvold.
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30 Nov 09
Jason stewart"networked digital information is fundamentally different than information on paper"
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11 Nov 09
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07 Oct 09
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05 Oct 09
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This
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dave gelaarticolo di wesch da leggere
web2.0 education wesch teaching technology social media tesi new media literacy
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05 Sep 09
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and let the what
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effectively, information can find us.
- 33 more annotations...
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, we must first address why, facilitate how, and let the
what generate naturally from there. -
we must first address why, facilitate how, and let the
what generate naturally from there. -
we must first address why, facilitate how, and let the
what generate naturally from there. -
what should be learned, then how, and often forgetting the
why altogether. In a world of nearly infinite information, we -
In a world of nearly infinite information, we must first address why,
facilitate how, and let the what generate naturally from there -
In a world of nearly infinite information, we must first address why,
facilitate how, and let the what generate naturally from
there. -
we must first address why,
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we must first address why
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the what
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facilitate how
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While most of our classrooms were built under the assumption t
hat
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. -
hat
-
infinite information
-
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 -
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 -
rethink education and the teacher-student relationshi
-
“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 -
Radical experiments in teaching carry no guarantees and even fewer rewards in
most tenure and promotion systems, even if they are successful -
assess their students in a standardized way
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classify each piece of information in its own logical place
-
Even something as simple as the hyperlink taught us that information can be in
more than one place at one time -
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 -
realization that if we set up our hyper-personalized digital network
effectively, information can find us. -
rmation can find us.
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the fact that many students are now struggling to find meaning and significance
in their education -
the technologies will only magnify the problem by allowing students to tune out
more easily and completely. -
generate natu
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rally from
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It isn't that content is not important; it is simply that it must not take
precedence over form. -
, I like to think that we are not teaching subjects but subjectivities: ways of
approaching, understanding, and interacting with the world -
these subjectivities will reveal that they can only be learned, explored, and
adopted through practice -
Content is no longer king, but many of our tools have been habitually used to
measure content recall. -
I do not have the answers, but a renewed and spirited dedication to the creation
of authentic learning environments that leverage the new media environment
demands that we address it.
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29 Aug 09
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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 -
the rear-view mirror effect,
- 7 more annotations...
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Taken together, 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 -
Content is no longer king, but many of our tools have
been habitually used to measure content recall. -
More importantly, these questions ask students to
waste great amounts of mental energy memorizing content instead of
exercising a new perspective in the pursuit of real and relevant
questions. -
he new media environment provides new
opportunities for us to create a community of learners with our
students seeking important and meaningful questions. -
In 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. -
anti-teaching,”
in which the focus is not on providing answers to be memorized, but
on creating a learning environment more conducive to producing the
types of questions that ask students to
challenge their taken-for-granted assumptions and see their own
underlying biases. -
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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21 Aug 09
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17 Aug 09
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Learning in New Media Environments
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11 Aug 09
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10 Aug 09
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07 Aug 09
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05 Aug 09
Nate OttoThis 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. They need to move from being simply knowledgeable to being knowledge-able.
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30 Jul 09
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Rob Wall"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. They need to move from being simply knowledgeable to being knowledge-able."
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22 Jul 09
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21 Jul 09
Peter KnightWesch is fantastic on technology and the way that education, learning and research are changing as a result of "Web 2.0" which I presume means the latest in the digital revolution.
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18 Jul 09
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133 million blogs,
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16 Jul 09
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15 Jul 09
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doris molero1. Michael Wesch, "A Vision of Students Today (and what Teachers Must Do)," Encyclopedia Britannica blog, Oct. 21, 2008, http://www.britannica.com/blogs/2008/10/a-vision-of-students-today-what-teachers-must-do/ [return to text]
web2.0 education wesch teaching technology knowledge social media
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30 Jun 09
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Knowledge-able
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Knowledge-able
- 2 more annotations...
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From Knowledgable to Knowledge-able: Learning in New Media Environments
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Knowledge-able
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29 Jun 09
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17 Jun 09
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16 Jun 09
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15 Jun 09
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14 Jun 09
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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. -
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. - 2 more annotations...
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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. It isn't that content is not important; it is
simply that it must not take precedence over form. -
“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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09 Jun 09
Margaret Librarian# Essays
# Teaching and Technology
# anthropology
# Assessment
# information revolution
# multimedia
# participatory learning
# Web 2.0* Essays teaching technology assessment multimedia21st century skills
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05 Jun 09
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01 Jun 09
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28 May 09
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27 May 09
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25 May 09
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From Knowledgable to Knowledge-able: Learning in New Media Environments
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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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21 May 09
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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. -
the importance of the form of learning over the content of
learning. - 2 more annotations...
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You have to unlearn perspectives that may have become central to your sense of
self. -
these questions ask students to waste great amounts of mental energy memorizing
content instead of exercising a new perspective in the pursuit of real and
relevant questions
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03 May 09
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29 Apr 09
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From Knowledgable to Knowledge-able: Learning in New Media Environments
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25 Apr 09
paul loweFrom Knowledgable to Knowledge-able: Learning in New Media Environments
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
2 Comments | 9313 Page Views
Knowledge-able
Most 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 subtle, yet potentially much more transformative. As I recently wrote in a Britannica Online Forum:
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
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. They need to move from being simply knowledgeable to being knowledge-able.web2.0 education wesch teaching knowledge technology social media knowledgable
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24 Apr 09
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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 -
Always aware of the hidden metaphors underlying our most
basic assumptions
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22 Apr 09
Valentina DodgeFrom Knowledgable to Knowledge-able: Learning in New Media Environments
web2.0 education wesch teaching knowledge technology social media knowledgable
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18 Apr 09
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If we fail to address the
crisis of significance, the technologies will only magnify the
problem by allowing students to tune out more easily and completely.
With total and constant access to their entire network of friends,
we might as well be walking into the food court in the student union
and trying to hold their attention
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17 Apr 09
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15 Apr 09
Andrew StewartLove the quote '...move from being simply knowledgable to being knowledge-able'
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14 Apr 09
Valerie B.From Knowledgable to Knowledge-able: Learning in New Media Environments
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12 Apr 09
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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.
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.
-
-
08 Apr 09
-
04 Apr 09
-
Taken together, 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.
A Crisis of
Significance
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03 Apr 09
-
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.
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. The technology is
secondary. 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. -
In
short, it tells students to trust authority and follow
along. - 28 more annotations...
-
-
ay-to-day practice
of sitting and listening to authority for information and then
regurgitating that information on exams. -
faculty are required to assess
their students in a standardized way to fulfill requirements for the
curriculum -
Marshall McLuhan called
it “the rear-view mirror effect,” noting that “We
see the world through a rear-view mirror. We march backwards into
the future. -
based on characteristics of information on
paper -
hyperlink
-
hallenging our traditional space-time
based notions of information as a “thing” that has to be
“in a place -
such media beg for participation, our lecture
halls are still sending the message, “follow along.” -
message of Wikipedia is not “trust
authority” but “explore authority.” Authorized
information is not beyond discussion on Wikipedia, information is
authorized through discussion, and this discussion is
available for the world to see and even participate in -
collectively organizing
them -
information can
find us. -
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. -
many
teachers only see the disruptive possibilities of these technologies
when they find students Facebooking, texting, IMing, or shopping
during class. -
the crisis of significance,” the
fact that many students are now struggling to find meaning and
significance in their education.4 -
Nothing good will come
of these technologies if we do not first confront the crisis of
significance -
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. -
mportance of the form of learning over the
content of learning. It isn't that content is not important -
focus to the “how” of learning, there is still the
question of “what” is to be learned. -
a subject is something
you 'take' and, when you have taken it, you have 'had'
it. -
he Vaccination
Theory of Education -
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. -
can only be learned, explored, and adopted through
practice. We can't “teach” them -
big question, “How does the world work
-
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. -
ll of this vexes
traditional criteria for assessment and grades -
questions ask students to
waste great amounts of mental energy memorizing content instead of
exercising a new perspective in the pursuit of real and relevant
questions. -
learning expands far beyond the mere
cognitive dimension -
reation of authentic learning environments that leverage the new
media environment demands that we address it. -
anti-teaching,”
in which the focus is not on providing answers to be memorized, but
on creating a learning environment more conducive to producing the
types of questions that ask students to
challenge their taken-for-granted assumptions and see their own
underlying biases.
-
-
-
31 Mar 09
-
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.
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. The technology is
secondary. 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. -
-
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. - 20 more annotations...
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-
The
physical structures are easiest to see, and are on prominent display
in any large “state of the art” classroom. 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.-
Barbara Lindsey on 2009-03-31
Yes!!! I scream inside when profs wax poetic over the newest building plans for 500 seat auditorium-style 'lecture halls'.
-
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Many faculty may hope
to subvert the system, but a variety of social structures work
against them. -
Even in situations in
which a spirit of exploration and freedom exist, where faculty are
free to experiment to work beyond physical and social constraints,
our cognitive habits often get in the way -
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. -
The message of Wikipedia is not “trust
authority” but “explore authority.” Authorized
information is not beyond discussion on Wikipedia, information is
authorized through discussion, and this discussion is
available for the world to see and even participate in. 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. -
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. -
Taken together, 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. -
Nothing good will come
of these technologies if we do not first confront the crisis of
significance and bring relevance back into education. In some ways
these technologies act as magnifiers. -
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.5 -
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. -
We can only create
environments in which the practices and perspectives are nourished,
encouraged, or inspired (and therefore continually practiced). -
So while the course is set up much like
a typical cultural anthropology course, moving through the same
readings and topics, all of these learnings are ultimately focused
around one big question, “How does the world work?”-
Barbara Lindsey on 2009-03-31
UbD
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-
Students
are co-creators of every aspect of the simulation, and are asked to
harness and leverage the new media environment to find information,
theories, and tools we can use to answer our big question. Each
student has a specific role and expertise to develop. A world map is
superimposed on the class and each student is asked to become an
expert on a specific aspect of the region in which they find
themselves. Using this knowledge, they work in 15-20 small groups to
create realistic cultures, step-by-step, as we go through each
aspect of culture in class. This allows them to apply the knowledge
they learn in the course and to recognize the ways different aspects
of culture--economic, social, political, and religious
practices and institutions--are integrated in a cultural
system.-
Barbara Lindsey on 2009-03-31
How Wesch addresses our 'crisis of significance'
-
-
The World Simulation
itself only takes 75-100 minutes and moves through 650 metaphorical
years, 1450-2100. It is recorded by students on twenty digital video
cameras and edited into one final "world history" video
using clips from real world history to illustrate the
correspondences. We watch the video together in the final weeks of
the class, using it as a discussion starter for contemplating our
world and our role in its future. By then it seems as if we have the
whole world right before our eyes in one single classroom - profound
cultural differences, profound economic differences, profound
challenges for the future, and one humanity. We find ourselves not
just as co-creators of a simulation, but as co-creators of the world
itself, and the future is up to us. -
I have
often found myself writing content-based multiple-choice questions in
a way that I hope will indicate that the student has mastered a new
subjectivity or perspective. Of course, the results are not
satisfactory. More importantly, these questions ask students to
waste great amounts of mental energy memorizing content instead of
exercising a new perspective in the pursuit of real and relevant
questions. -
When you watch somebody
who is truly “in it,” somebody who has totally given
themselves over to the learning process, or if you simply imagine
those moments in which you were “in it” yourself, you
immediately recognize that learning expands far beyond the mere
cognitive dimension. Many of these dimensions were mentioned in the
issue precis, “such as emotional and affective dimensions,
capacities for risk-taking and uncertainty, creativity and
invention,” and the list goes on. How will we assess these? I
do not have the answers, but a renewed and spirited dedication to the
creation of authentic learning environments that leverage the new
media environment demands that we address it. -
The new media environment provides new
opportunities for us to create a community of learners with our
students seeking important and meaningful questions. -
This is what I have called elsewhere, “anti-teaching,”
in which the focus is not on providing answers to be memorized, but
on creating a learning environment more conducive to producing the
types of questions that ask students to
challenge their taken-for-granted assumptions and see their own
underlying biases.
-
-
-
23 Mar 09
-
Cindy Kendallhis 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. They need to move from being simply knowledgeable to being knowledge-able.
-
christopher flemingLearning in New Media Environments | Academic Commons
web2.0 knowledgable education wesch teaching knowledge technology social media
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22 Mar 09
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From Knowledgable to Knowledge-able
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21 Mar 09
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They need to move from being simply knowledgeable to being
knowledge-able.-
MK Goindi on 2009-03-21
- an interesting quote to be discussed @ staff meeting. It would make many uncomfortable (perhaps even me!)
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Vahid Masrour on 2009-08-10
it's a good recap of where we're at. But beware of belittling the role of the teacher.
-
-
But the content of such talks are overshadowed by the ongoing hour-to-hour and
day-to-day practice of sitting and listening to authority for information and
then regurgitating that information on exams.-
MK Goindi on 2009-03-21
Another example of the disconnect between thinking and doing.
-
- 4 more annotations...
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Marshall McLuhan called it “the rear-view mirror effect,” noting that “We see
the world through a rear-view mirror. We march backwards into the future.-
MK Goindi on 2009-03-21
Do our students do the same?
-
-
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-
MK Goindi on 2009-03-21
The "why", far too often, is to fill a column in a marks book ... and what is recorded in that column may or may not be a fair representation of what the student has learned!
-
-
I like to think that we are not teaching subjects but subjectivities: ways of
approaching, understanding, and interacting with the world. -
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.-
MK Goindi on 2009-03-21
Isn't this one of our ultimate goals?
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19 Mar 09
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17 Mar 09
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14 Mar 09
-
Marshall McLuhan called
it “the rear-view mirror effect,” noting that “We
see the world through a rear-view mirror. We march backwards into
the future.”2 - 3 more annotations...
-
-
Over 10,000 hours of video
-
The 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.
-
-
-
13 Mar 09
-
-
With total and constant access to their entire network of friends,
we might as well be walking into the food court in the student union
and trying to hold their attention. -
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.5 - 1 more annotations...
-
-
Content is no longer king, but many of our tools have
been habitually used to measure content recall. For example, I have
often found myself writing content-based multiple-choice questions in
a way that I hope will indicate that the student has mastered a new
subjectivity or perspective. Of course, the results are not
satisfactory. More importantly, these questions ask students to
waste great amounts of mental energy memorizing content instead of
exercising a new perspective in the pursuit of real and relevant
questions.
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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. 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 -
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. 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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12 Mar 09
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11 Mar 09
Nils PetersonConnect this to the 10 point self assessment we did for AACU comparing institutional vs community-based learning https://teamsite.oue.wsu.edu/ctlt/home/Anonymous%20Access%20Documents/AACU%202009/inst%20vs%20comm%20based%20spectrum.pdf
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Many faculty may hope
to subvert the system, but a variety of social structures work
against them. 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. 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. -
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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10 Mar 09
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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. -
This is a social revolution, not a technological one
- 12 more annotations...
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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. -
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.” -
The message of Wikipedia is not “trust
authority” but “explore authority.” -
I have set up my own Netvibes
portal so that the moment anybody anywhere tags something with
certain keywords I am interested in I will immediately receive a link
to the item. -
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. -
many
teachers only see the disruptive possibilities of these technologies -
confront the crisis of
significance and bring relevance back into education -
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.” -
the Vaccination
Theory of Education -
they often find themselves jury-rigging old assessment tools to
serve the new needs brought into focus by a world of infinite
information -
How will we assess these? I
do not have the answers, but a renewed and spirited dedication to the
creation of authentic learning environments that leverage the new
media environment demands that we address it. -
The 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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09 Mar 09
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information can be in more
than one place at one time -
information as a “thing”
- 1 more annotations...
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Over 10,000 hours of video are uploaded to the web
everyday
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Theron DesRosier
"Most 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 subtle, yet potentially much more transformative." -
08 Mar 09
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07 Mar 09
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21 Feb 09
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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.” Google began harnessing the links and
revolutionized our research with powerful machine-assisted searching.
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19 Feb 09
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18 Feb 09
Jimmy Breezetasty article from wesch
technology future web2.0 media research education learning knowledge newmedia
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17 Feb 09
Colleen Williams"...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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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. -
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. - 11 more annotations...
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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. -
Many faculty may hope
to subvert the system, but a variety of social structures work
against them. 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. 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.
Even in situations in
which a spirit of exploration and freedom exist, where faculty are
free to experiment to work beyond physical and social constraints,
our cognitive habits often get in the way. Marshall McLuhan called
it “the rear-view mirror effect,” noting that “We
see the world through a rear-view mirror. We march backwards into
the future.”2 -
Google began harnessing the links and
revolutionized our research with powerful machine-assisted searching. -
logging
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. The message of Wikipedia is not “trust
authority” but “explore authority.” Authorized
information is not beyond discussion on Wikipedia, information is
authorized through discussion, and this discussion is
available for the world to see and even participate in. 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. -
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. -
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.4-
Colleen Williams on 2009-02-17
Problem Statement #1
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On the other hand, 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.-
Colleen Williams on 2009-02-17
Solution #1
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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. -
As an alternative, I
like to think that we are not teaching subjects but subjectivities:
ways of approaching, understanding, and interacting with the world. -
The 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. In 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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16 Feb 09
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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. They need to move from
being simply knowledgeable to being knowledge-able. -
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. They need to move from
being simply knowledgeable to being knowledge-able. - 7 more annotations...
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ple 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 -
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 negotiat -
ple 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 -
ple 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 -
With Academic Commons, we seek to form a community of faculty, academic technologists, librarians, administrators, and other academic professionals who will help create a comprehensive web resource focused on libe
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But there are 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 -
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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14 Feb 09
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11 Feb 09
dean groomThere 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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09 Feb 09
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08 Feb 09
Public Stiky Notes
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