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David Toews

Digital Anthropology M.A. - 0 views

  • INTRODUCTORY TEXTS FOR COURSE Boellstorff. T. Coming of Age in Second life (Princeton 2008) Cameron, F. & Kenderdine, S., Theorizing Digital Cultural Heritage: A Critical Discourse (MIT 2007) Horst, H. and Miller, D. The Cell Phone: An Anthropology of Communication (Berg 2006) Kalay, Y.E. et al, New Heritage: New Media and Cultural Heritage (Routledge, 2008) Ito. M et. al. Hanging Out, Messing Around, Geeking Out: Living and Learning with New Media. (MIT Press: forthcoming Kelty, C. Two Bits: the cultural significance of free software. (Duke 2008) Macdonald, S. & Basu, P., Exhibition Experiments (Blackwell 2007) Miller, D. and Slater, D. The Internet: an Ethnographic Approach (Berg 2001) Parry, R., Recoding the Museum: Digital Heritage and the Technologies of Change (Routledge, 2007) Tilley, C., Keane,W. Kuchler,S. Rowlands, M. Spyer, P. Handbook of Material Culture.(Sage 2006) Were, G. 'Out of touch? digital technologies, ethnographic objects and sensory orders'. In Chatterjee, H. (ed.) Touch in Museums (Berg 2008)
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Adam Bohannon

Gin, Television, and Social Surplus - Here Comes Everybody - 0 views

  • Desperate Housewives essentially functioned as a kind of cognitive heat sink, dissipating thinking that might otherwise have built up and caused society to overheat.
  • And it's only now, as we're waking up from that collective bender, that we're starting to see the cognitive surplus as an asset rather than as a crisis. We're seeing things being designed to take advantage of that surplus, to deploy it in ways more engaging than just having a TV in everybody's basement.
  • So how big is that surplus? So if you take Wikipedia as a kind of unit, all of Wikipedia, the whole project--every page, every edit, every talk page, every line of code, in every language that Wikipedia exists in--that represents something like the cumulation of 100 million hours of human thought. I worked this out with Martin Wattenberg at IBM; it's a back-of-the-envelope calculation, but it's the right order of magnitude, about 100 million hours of thought.
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  • And I said, "No one who works in TV gets to ask that question. You know where the time comes from. It comes from the cognitive surplus you've been masking for 50 years."
  • It's precisely when no one has any idea how to deploy something that people have to start experimenting with it, in order for the surplus to get integrated, and the course of that integration can transform society.
  • At least they're doing something. Did you ever see that episode of Gilligan's Island where they almost get off the island and then Gilligan messes up and then they don't? I saw that one. I saw that one a lot when I was growing up. And every half-hour that I watched that was a half an hour I wasn't posting at my blog or editing Wikipedia or contributing to a mailing list. Now I had an ironclad excuse for not doing those things, which is none of those things existed then. I was forced into the channel of media the way it was because it was the only option. Now it's not, and that's the big surprise. However lousy it is to sit in your basement and pretend to be an elf, I can tell you from personal experience it's worse to sit in your basement and try to figure if Ginger or Mary Ann is cuter.
  • But media is actually a triathlon, it 's three different events. People like to consume, but they also like to produce, and they like to share.
  • One per cent of that  is 100 Wikipedia projects per year worth of participation.
  • I think that's going to be a big deal. Don't you? Well, the TV producer did not think this was going to be a big deal; she was not digging this line of thought. And her final question to me was essentially, "Isn't this all just a fad?" You know, sort of the flagpole-sitting of the early early 21st century? It's fun to go out and produce and share a little bit, but then people are going to eventually realize, "This isn't as good as doing what I was doing before," and settle down. And I made a spirited argument that no, this wasn't the case, that this was in fact a big one-time shift, more analogous to the industrial revolution than to flagpole-sitting.
Mike Wesch

videoblogging : Message: Welcome - 0 views

  • I've posted a few video entries on my blog, but it's a lot of work, and the bandwidth usage is a bit scary.
Mike Wesch

Spreading the Love: Juan Mann - Who - 0 views

  • JM: I keep my real name to myself because my family, friends and work didn't know and I guess the whole thing about a different name is that it's not about me, it's about how it makes people feel and think. I used to say to my friends, "I'm just one man! What can I do?!" I did feel that I was looking for something that was a little bit more than what's out there, I had to do something.
Mike Wesch

Fluid Learning | the human network - 0 views

  • The lesson is simple: control is over. This is not about control anymore. This is about finding a way to survive and thrive in chaos.
  • trend toward sharing lecture material online
  • what role, if any, the educational institution plays in coordinating any of these components
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  • In this near future world, students are the administrators. All of the administrative functions have been “pushed down” into a substrate of software. Education has evolved into something like a marketplace, where instructors “bid” to work with students. Now since most education is funded by the government, there will obviously be other forces at play; it may be that “administration”, such as it is, represents the government oversight function which ensures standards are being met. In any case, this does not look much like the educational institution of the 20th century – though it does look quite a bit like the university of the 13th century, where students would find and hire instructors to teach them subjects.
  • The instructor facilitates and mentors, as they have always done, but they are no longer the gatekeepers, because there are no gatekeepers, anywhere
  • The classroom will both implode – vanishing online – and explode – the world will become the classroom.
  • Opening education up to market forces is a good thing when the market is a collection of people who want their children to get a great education (parents/guardians). Market forces are not a good thing when the market is a collection of people who want shorter, easier classes and more time to hang out (students).
  • If it can be rated, graded, or judged it will be. If that information can be archived it will be. If it can be accessed it will be. If it can be shared it will be. That is, as you point out, disruptive.
  • I read George’s comment with sadness. It does kids an injustice. Most kids don’t like a “soft” teacher. They want a fair deal. Think of your own school days- who were the teachers who inspired you - it wasn’t the guy who wanted to be your friend - it was the the guy who taught you with enthusiasm, knowledge and above all could communicate his ideas to you.
Mike Wesch

Digital Web Magazine - The Rise of Flash Video, Part 1 - 0 views

  • The next iteration of Flash, Flash Professional MX 2004, solved those issues. Instead of embedding video into the Flash timeline, developers and designers could stream video from a web server.
  • the FLV format became an output format for all of the major video editing applications, including QuickTime.
  • In 2004 Flash Video was still a bit of a novelty
Mike Wesch

The Time Empire Strikes Back « Music Machinery - 0 views

  • After just a couple of hours,  the Message has decayed  from “marblecake also the game” to “mablre caelakosteghamm”.
  • I have to admit, I was a bit disappointed that 4chan couldn’t beat Ashton Kutcher to 1 million Twitter followers. They were foiled by the same technique: a Recaptcha on Twitter’s account creation (and, later, IP blocking/timeouts for new accounts). Until they can effectively crack or bypass Recaptcha, they’ll never be able to truly automate the process.
Dave Porter

The Incan Quipus - 2 views

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    The quipu was a system of cords, some colored, some without color, some knotted, some without knots. It was a sophisticated way of keeping track of political, astronomical, and especially numerical data. We still don't know their exact function; it has been proposed that they served as mnemonic devices, but it's also quite possible that they were far more sophisticated, holding information in every strand, color, and knot. I just can't help but ask the question: How did they see the world in comparison to those of us who have written language? Instead of words, did they see in strands? In colors (not literally)? In knots? Perhaps all of this is a bit of stretch, but our language and system of writing certainly play an important role in how we see the world.
Dave Porter

'Losing' our minds or 'using' our minds? - 0 views

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    A very interesting perspective... Certainly emphasizes the importance of media (more specifically the Internet) in our lives, but I think it's a bit of stretch to say we're losing our minds to the internet.
presentsavage

Slide Show: Why Use Technology in Classroom - 2 views

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    54 very simple slides. A bit dated (3 yrs. old). Even the idea of seeing someone's slide show without them presenting says a lot; the experience of getting information this way is a subject all its own.
Nikki Red

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