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Barbara Lindsey

An Interview with Michael Wesch - Part 1 of 3 | November Learning - 0 views

novemberlearning.com/with-michael-wesch-part-1-of-3

wesch november novemberlearning interview

shared by Barbara Lindsey on 26 Jun 10 - Cached
  • Barbara Lindsey on 26 Jun 10
     
    This episode is the first of a three part conversation between Alan November and Michael Wesch, Assistant Professor of Cultural Anthropology and Digital Ethnography at Kansas State University. In this segment, the two discuss the need for teaching social responsibility to students and what important basic skills students and teachers need to know. Additionally, the two discuss whether students are having a loss or gain of identity by working online.
Barbara Lindsey

Digital Ethnography » Blog Archive » Getting Started with Web 2.0 - 0 views

mediatedcultures.net/ksudigg

2.0 web

shared by Barbara Lindsey on 05 Sep 08 - Cached
  • Web 2.0 refers to new websites that are more dynamic, user-driven, and interlinked (and interlinked in new and interesting ways).
  • An RSS (Really Simple Syndication) feed is a way for news organizations, academic journals, book publishers, and virtually anybody who distributes information to distribute that information without any markup or formatting, so that your own browser or website can format it and make it look nice on your own page. You can add any RSS feed to a website like Netvibes. This allows you to have all of your favorite sites that are frequently updated viewable on one single page.
  • Barbara Lindsey on 05 Sep 08
     
    Web 2.0 refers to new websites that are more dynamic, user-driven, and interlinked (and interlinked in new and interesting ways).
Barbara Lindsey

Digital Ethnography » Blog Archive » "An anthropological introduction to Y... - 0 views

mediatedcultures.net/ksudigg

wesch youtube librarycongress timeline annotated video

shared by Barbara Lindsey on 17 Feb 10 - Cached
  • Barbara Lindsey on 17 Feb 10
     
    An annotated timeline of Prof. Wesch's video
Barbara Lindsey

FRONTLINE: digital nation: henry jenkins response to mark bauerlein | PBS - 0 views

www.pbs.org/...esponse-to-mark-bauerlein.html

bauerlein digitalnation pbs discussion henry_jenkins

shared by Barbara Lindsey on 04 Feb 10 - Cached
  • let me say another word or two about our friend, the student who thinks he can read Romeo and Juliet in 10 minutes. It seems to me that he has a lot in common with educational policy makers who think that the experience of reading the book can be reduced to a small number of items on a standardized test. Both have an instrumental understanding of reading and learning which sees learning as a product and has not respect for the process of really engaging deeply with the literary experience. In many ways, the student's attitude is a byproduct of the current structure of education as much as it is a byproduct of the instant gratification promised by digital culture. As someone who has been involved in the last year with a project which seeks to model ways we can teach Moby-Dick in contemporary schools, I can tell you the resistance we've gotten from some teachers comes at both levels. Yes, some teachers don't think their students have the attention span to deal with a novel of this length and complexity but many more simply say that they don't think they have time to teach a novel of such richness if they are going to stay on track and review all of the content they are supposed to cover under the new national standards. Both push back against a depth of experience and the student may simply trying to act efficiently to give the teachers what they want on the test. As someone who loves literature, both sides of this equation break my heart.
  • what the gamers are doing in the Korean Bong is better described as intense concentration, entering a state of flow, rather than multitasking per se. A growing body of work has stressed the kinds of active problem solving which surrounds the play of certain kinds of games, the collaboration which occurs through certain forms of participatory culture, etc. as other ways of engaging with the online world. To me, there's something reductive about continuing to return to issues of multitasking when depicting Katie Salen's game school for example. Katie's approach is not about turning students lose on the computer; it is about teaching them to look at the world as a complex system and developing skills as designers. In my White Paper for MacArthur, I identify multitasking as a skill -- but I don't mean by this what young people think they are doing when they talk about multitasking. I mean the ability to manage attention -- sometimes concentrating on a single text or problem, sometimes scanning the environment to form a hazier understanding of the bigger picture, much as a driver needs to keep their eyes on the road in front of them but also needs to scan the rear view mirror. I think schools have a role to play in helping young people sharpen their understanding of which mode of engagement is appropriate for different tasks and contexts.
  • The goal shouldn't be to decide if computers are good or bad. Our goal should be to identify what a more constructive relationship to this technology might look like and to insure that those skills and practices get transmitted to a broader segment of the population.
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  • I also think that they should report the diverse range of cultural practices which emerged from the Digital Youth team's large scale ethnography of teen's on-line lives and the kinds of practices which seem to support robust informal learning outside the classroom. Unfortunately, this research ended up on the cutting room floor. Some of it is on the web. None of it is in the program.
Barbara Lindsey

a brief philosophy of "anti-teaching" | Savage Minds - 0 views

savageminds.org/...-brief-theory-of-anti-teaching

Wesch worldsim explained anti-teaching

shared by Barbara Lindsey on 06 Oct 11 - Cached
  • But while the sheer numbers of students are a burden in one sense, there is also tremendous potential. Think of the knowledge and life experience that is in that single room, if only I could find a way to harness it! I wanted the students to be fully engaged, talking to one another, grappling with interesting questions, and exploring any and all resources to find answers (and more questions). I wanted them to really get a strong sense of the importance of what we discuss in cultural anthropology. I wanted them to expand their empathy, to actually try to experience the life-worlds of others. Above all, I wanted them to recognize their own importance in helping to shape an increasingly globally interconnected world society.
  • The creativity of the students in creating their cultures subverts any simple monocausal determinism (just as human creativity does in the real world). Environmental determinism is just one theory on the table as students try to create a reasonably realistic culture that could exist within their given environment. To add realism, students are required to provide comparisons to real life cultures at every step along the way, justifying why they have chosen to construct their culture in one way rather than another (sometimes creating elaborate histories to explain some unique characteristic). Three weeks before the end of the semester, all groups have completed their culture and submit a final ethnography to me. I read these over, and begin planning the main event: the world simulation.
  • World Simulation. Students are asked to imagine the world in the classroom. We create a map that mimics the geographical, environmental, and biological diversity of our real world. The map is laid onto a map of the classroom, and students are asked to imagine themselves living in the environment that maps onto them. The class is divided into 15-20 groups of about 12-20 students in each group. Each group is challenged to create their own cultures to survive in their own unique environments.
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  • To Orange, I will show an actual example of a map in my next full post and explain more about the parameters that are given and what the students fill in themselves. You raise a much more important question though, about the necessity of simplifying in order for the simulation to work. This aspect of the simulation almost led me to abandon the whole thing as I started to think it through and plan for it. Instead I found two ways to deal with it: 1. I challenge my students to tell me where the simulation is oversimplified and make their own case for how the simulation should change for the next time it is performed. This way they are not simply accepting our imaginary world “as is” and are instead actively thinking about how the real world works and how we may have misrepresented it in our simulation. (Even if the simulation fails miserably, it has succeeded in getting students to think about how the world works!) 2. I encourage the students to use the simplification as a canvas on which they can build and/or interpret complexity. In a lecture format I only have so much time to cover the effects of colonization – perhaps 50 minutes – not enough to really explore all of the different facets. In the World Simulation I can encourage each student to think about how colonization would affect their culture in multiple ways and at multiple levels (e.g. infrastructure, social structure, superstructure). Sometimes this is to complex to be incorporated into the simulation, but they are asked to do a reflection paper immediately following the simulation in which they write their own “cultural history.” This written format allows them to explore some complexities they might not have had the time or means to express in the simulation.
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