Barbara Lindsey on 2009-03-31
This is key to understanding the revolutionary power of socially mediated networked environments.
This link has been bookmarked by 223 people . It was first bookmarked on 08 Jan 2009, by Reidar Mosvold.
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The Consultants-E"From Knowledgable to Knowledge-able: Learning in New Media Environments"
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Justin Scogginexcellent overview of online learning at University level, worth printing and re-reading
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Jason stewart"networked digital information is fundamentally different than information on paper"
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John Dobbins"Diigo"
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This
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dave gelaarticolo di wesch da leggere
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and let the what
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effectively, information can find us.
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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,
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Learning in New Media Environments
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Lana CamielEssay on impact of new media on education
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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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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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K DunksHow to learn in new media environments.
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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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133 million blogs,
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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]
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Ximena Gallardotesting....testing
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Knowledge-able
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Knowledge-able
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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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Margaret Librarian# Essays
# Teaching and Technology
# anthropology
# Assessment
# information revolution
# multimedia
# participatory learning
# Web 2.0 -
Patti PortoMichael Wesch article
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From Knowledgable to Knowledge-able: Learning in New Media Environments
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yang qiongweb2.0环境下教与学的变化
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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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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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From Knowledgable to Knowledge-able: Learning in New Media Environments
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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. -
Luis AlberolaFrom Jon on knowledge
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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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Valentina DodgeFrom Knowledgable to Knowledge-able: Learning in New Media Environments
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Lyann RamsayStudents and the evolution of information absorbtion
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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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Duscha RosenArtikel v. Michael Wesch in Academic Commons
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Andrew StewartLove the quote '...move from being simply knowledgable to being knowledge-able'
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Valerie B.From Knowledgable to Knowledge-able: Learning in New Media Environments
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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.
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Lauren MitchellThe basics of Wesch's ideas about education should change as information changes. All of this is also in a youtube video of a presentation he gave called "A Portal to Literacy."
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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.
A Crisis of
Significance
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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...
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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. -
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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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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.
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christopher flemingLearning in New Media Environments | Academic Commons
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From Knowledgable to Knowledge-able
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Erin WallaceThe impact of web 2.0 on teaching and learning.
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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.
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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.
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Carol FurchnerEssay on impact of new media on education
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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.”2 - 3 more annotations...
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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...
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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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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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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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information can be in more
than one place at one time -
information as a “thing”
- 1 more annotations...
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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." -
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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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Jimmy Breezetasty article from wesch
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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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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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Public Stiky Notes
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