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"Anthropology professor Michael Wesch has the awesome job of studying YouTube and thinking about what it all means. We asked him to curate a playlist of his favorite videos, and he came back with an impressive list of clips that exemplify how the "wonderfully playful participatory culture" you've created manifests itself on YouTube. Four of those videos are on our homepage today, but he also wrote this thoughtful blog post to accompany his picks. Reading it, you'll get a sense of how a single video or person can create a ripple that swells into something so much bigger than ourselves."

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mwesch digitalstorytelling usmepc511 usmepc512 video youtube participatorylearning

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hrheingold wikisupport participatorylearning socialnetworking usm21stcentury usmepc512

This wiki is for the use of the community of practice that we hope will coalesce around the use of the Social Media Classroom specifically and more generally around the use of participatory media in teaching and learning. At the beginning, the main purpose is to build out a repository of resources for teachers and learners around all aspects of participatory media literacy, but like all wikis, the future shape will depend on the community that uses it.
This is the root or index page out of which all the rest will grow. Feel free to use the comment link at the bottom of this page to make suggestions and discuss alternatives for growing out the wiki, but most discussions are in the community of practice forums.
Welcome to Participatory Media Literacy
Participatory Media Education Resources
Projects and Courses that use the Social Media Classroom
How to translate the SMC into Spanish
UsabilityProject::Make User- and Admin-Interface Easier

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participatorylearning medialiteracy socialnetworking

Over the past few years, the array of free interactive media for communities to create and share knowledge has greatly expanded. The menu for classroom use now includes writers’ workshops and fanfiction, online discussion forums, wikis, mashups, photo/video sharing, social networking sites, blogs, podcasts, social bookmarking, and collaborative social change sites. This session will present a conceptual framework for these media, describe some challenges, and provide the opportunity for interactive discussion on how we can use these media for teaching/learning.

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chrisdede participatorylearning

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NML participatorylearning

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HenryJenkins medialiteracy NML participatorylearning

New Media Literacies is a research project within MIT's Comparative Media Studies program. Our central goal is to engage educators and learners in today's participatory culture. We are funded by MacArthur Foundation's Digital Media and Learning initiative.

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MIT NML medialiteracy socialnetworking participatorylearning HenryJenkins

Project New Media Literacies (NML), a research initiative based within MIT's Comparative Media Studies program, explores how we might best equip young people with the social skills and cultural competencies required to become full participants in an emergent media landscape and raise public understanding about what it means to be literate in a globally interconnected, multicultural world.

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NML medialiteracy participatorylearning

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participatorylearning socialmedia medialiteracy

From 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.

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MichaelWesch 21stcenturyskills media participatorylearning

Note: This is a synthesis essay for the Visible Knowledge Project (VKP), a collaborative project engaging seventy faculty at twenty-one institutions in an investigation of the impact on technology on learning, primarily in the humanities. As a matter of formatting to the Academic Commons space, this essay is divided in three parts: Part I (Overview of project, areas of inquiry, introduction to findings); Part II (Discussion of findings with a focus on Adaptive Expertise and Embodied Learning); Part III (Discussion of findings continued with a focus on Socially Situated learning, Conclusion). A full-text version of this essay is available as a pdf document here.

Here, in this forum as part of Academic Commons, the essay complements eighteen case studies on teaching, learning, and new media technologies. Together the essay and studies constitute the digital volume "The Difference that Inquiry Makes: A Collaborative Case Study of Learning and Technology, from the Visible Knowledge Project." For more information about VKP, see http://crossroads.georgetown.edu/vkp/.

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participatorylearning assessment