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winvision

An eye expresses love - 0 views

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shared by winvision on 01 Aug 16 - No Cached
  • winvision on 01 Aug 16
     
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descendants1 descendants1

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Bill Genereux

News: Video Killed the Faculty Star - Inside Higher Ed - 0 views

www.insidehighered.com/...videos

video teaching college professor YouTube viral privacy digitalliteracy literacy

shared by Bill Genereux on 18 Nov 10 - No Cached
  • selective editing is the very thing the use of video invites – and it’s something that should be a real concern for academe
    • Bill Genereux
      Bill Genereux on 18 Nov 10
       
      Exactly why video literacy is so important
  • We have a genuine problem in what amounts to the public misrepresentation of what has taken place in classrooms, combined with the incredible persuasiveness of video
  • ...3 more annotations...
  • the dialogue between professors and students should stay within the closed community of the classroom
  • The notion is that academic freedom and completely honest communication in the classroom requires a certain degree of privacy for all the people there, that they need to be able to be frank, that they need to express their emotions honestly, that the classroom is not a stage, that it’s not designed to be a public performance
  • Phone cameras, the apparent source of the Louisiana State clip, allow students to surreptitiously record just about anything, and granting hundreds or thousands of students access to a video – password protected or not – obviously invites distribution.
kelly marshall

The Anit-Masquerade Movement - 0 views

www.umich.edu/...anti.html

anonymity anti.masquerade.movement

shared by kelly marshall on 16 Mar 09 - Cached
  • Like most functions which break barriers of class, gender, and ethnicity by challenging social norms, the eighteenth-century masquerade had strong and vocal opponents.
  • "Middle-class moralist" such as Henry Fielding, Samuel Richardson and Eliza Haywood also aligned themselves with the anti-masquerade movement.
  • through their fictional writing and artistic expression [3]
  • ...13 more annotations...
  • Masked parties were only occasionally broken up by civil authorities
  • . The Weekly Journal
  • as a gathering of "Chamber-Maids, Cook-Maids, Foot-Men, and Apprentices" [5]
  • it was more likely that the event had been hosted by those of the working class rather than by the more prominent people in England's "fashionable society."
  • . Many opponents of the masquerade looked to the foreign influence of other European nations such as Italy and France and the Orient as the diabolical source of the "cultural epidemic" which they believed was invading both the morality and the national pride of England [7].
  • "foreign Diversion" was a conspiracy on the part of foreign nations to neutralize the beauty of English women by forcing them to "hide their charms with a mask" [10].
  • Weekly Journal another writer
  • "conspiracy theories"
  • equated attending the masquerade with the sexual act itself,
  • female attendance at the masquerade was viewed as a heinous, criminal offence, though not condoned, male attendance was more or less tolerated by the critics of the masked balls.
  • claimed that the tragedy of the Lisbon earthquake occurred as a result of the sin and corruption that had been infecting not only English culture but also the culture of the world for many years.
  • As a result of these public outcries, the masquerades were forbidden to take place throughout the following year [15].
  • In her comprehensive study on the eighteenth-century English masquerade, Masquerade and Civilization, Terry Castle explains that the discourse of the anti-masquerade movement which exposed the masquerade as "a threat to bourgeois decorum and national taxonomies" could actually help explain the cultural implications of the decline of the masquerade.
Mike Wesch

Media Revolution: Podcasting (Part 2); 2/06 - 0 views

www.newenglandfilm.com/...podcasting.htm

history prehistory vlogging youtube

shared by Mike Wesch on 31 May 08 - Cached
  • By the end of 2004, bloggers were using the ability to add video as an enclosure to an RSS feed, allowing viewers to subscribe to videos and have them delivered automatically to their computers. This solved the problem of click and wait, where you had to wait for a video to start playing when you clicked on it from a web page.
  • podcasting (both video and audio) is a bottom-up movement and squarely the domain of individuals who are being guided by human creativity and expression, rather than corporate agendas and economic exigencies.
  • With the cost of video cameras in the hundreds, sophisticated computers with video editing software available for just over a grand, and high speed always-on internet connections costing less than the average cable television subscription, the means of both production and distribution are now in the hands of practically anyone with something to say
  • ...5 more annotations...
  • genuine conversation with their audience,
  • Marhshall McLuhan argued that in each socio-cultural era the medium in which information is created and transmitted determines the essential characteristics of that culture. He also predicted the evolution of an interconnected "global village".  The shift from a centralized media industry modeled on industrial revolution structures to a decentralized chaotic information-age soup is having a profound effect on the messages we exchange and shaping the characteristics of our culture. The global village comes to a crescendo with podcasting, and you can participate in the revolution with tools that are easily within reach: your imagination, the computer you're using to read this web page, and a video camera. We're not going to predicting what's next, as that's going to depend on what you, yes you, plan to do with new media. If the flutter of one butterfly wing, can trigger a chain reaction of events resulting in a storm half-way across the planet, imagine the effect millions, or billions, of individually produced videos will have on the characteristic of the global village and the media landscape.
  • You don't even need a video camera to start videoblogging, the mashup culture is in full force
  • most new computers come with free video editing software
  • A large group of vloggers, over 2,000 at last count, actively participate in the Yahoo! Videoblogging Group from all over the world.
Mike Wesch

Gives Life Meaning: The Homeless Mind - Anonymity - 0 views

taylorandmore.blogspot.com/...homeless-mind.html

anonymity anonymous berger quotes

shared by Mike Wesch on 11 Nov 08 - Cached
  • Technological production brings with it anonymous social relations.
  • The individual now becomes capable of experiencing himself in a double way: as a unique individual rich in concrete qualities and as an anonymous functionary
  • Since each portion of identity relates to specific roles, it now becomes possible for the individual to perform some of these roles "tongue in cheek."
  • ...3 more annotations...
  • This time what is involved is the "engineering" of one's own self.
  • The macro-social implication of this dichotomy in the experience of self is this: there must be a private world in which the individual can express those elements of subjective identity which must be denied in the work situation.
  • There is finally a general notion of anonymity. Bureaucratic competences, procedures, rights and duties are not attached to concrete individuals but to holders and clients of bureaucratic offices.
Mike Wesch

The Postmodern Condition by Jean-Francois Lyotard. 1979 - 0 views

www.marxists.org/...lyotard.htm

categorization information lyotard pomo web2.0

shared by Mike Wesch on 22 Jan 08 - Cached
  • The nature of knowledge cannot survive unchanged within this context of general transformation.
  • Along with the hegemony of computers comes a certain logic, and therefore a certain set of prescriptions determining which statements are accepted as “knowledge” statements.
  • thorough exteriorisation of knowledge with respect to the “knower,”
  • ...15 more annotations...
  • will one day fight for control of information
  • he form of value
  • Knowledge is and will be produced in order to be sold
  • New legal issues will be raised, and with them the question: “who will know?”
  • especially if it is to undergo an exteriorisation with respect to the “knower” and an alienation from its user even greater than has previously been the case
  • revealing that knowledge and power are simply two sides of the same question: who decides what knowledge is, and who knows what needs to be decided? In the computer age, the question of knowledge is now more than ever a question of government.
  • Wittgenstein, taking up the study of language again from scratch, focuses his attention on the effects of different modes of discourse; he calls the various types of utterances he identifies along the way (a few of which I have listed) language games.
  • the observable social bond is composed of language “moves.”
  • One can decide that the principal role of knowledge is as an indispensable element in the functioning of society, and act in accordance with that decision, only if one has already decided that society is a giant machine.
  • For brevity’s sake, suffice it to say that functions of regulation, and therefore of reproduction, are being and will be further withdrawn from administrators and entrusted to machines. Increasingly, the central question is becoming who will have access to the information these machines must have in storage to guarantee that the right decisions are made. Access to data is, and will continue to be, the prerogative of experts of all stripes. The ruling class is and will continue to be the class of decision makers. Even now it is no longer composed of the traditional political class, but of a composite layer of corporate leaders, high-level administrators, and the heads of the major professional, labor, political, and religious organisations.
  • This breaking up of the grand Narratives (discussed below, sections 9 and 10) leads to what some authors analyse in terms of the dissolution of the social bond and the disintegration of social aggregates into a mass of individual atoms thrown into the absurdity of Brownian motion.
  • It would be superficial to reduce its significance to the traditional alternative between manipulatory speech and the unilateral transmission of messages on the one hand, and free expression and dialogue on the other.
  • What is needed if we are to understand social relations in this manner, on whatever scale we choose, is not only a theory of communication, but a theory of games which accepts agonistics as a founding principle.
  • Rather, the limits are themselves the stakes and provisional results of language strategies, within the institution and without.
  • This, I think, is the appropriate approach to contemporary institutions of knowledge.
Mike Wesch

Paulo Freire, Pedagogy of the Oppressed - 0 views

www.marxists.org/...ch03.htm

pedagogy love Freire ELI2009

shared by Mike Wesch on 08 Jan 09 - Cached
  • When a word is deprived of its dimension of action, reflection automatically suffers as well; and the word is changed into idle chatter, into verbalism, into an alienated and alienating “blah.”
  • since dialogue is the encounter in which the united reflection and action of the dialoguers are addressed to the world which is to be transformed and humanized, this dialogue cannot be reduced to the act of one person’s “depositing” ideas in another; nor can it become a simple exchange of ideas to be “consumed” by the discussants.
  • Dialogue cannot exist, however, in the absence of a profound love for the world and for people.
  • ...32 more annotations...
  • Because love is an act of courage, not of fear, love is commitment to others.
  • If I do not love the world — if I do not love life — if I do not love people — I cannot enter into dialogue.
  • dialogue cannot exist without humility.
  • Dialogue further requires an intense faith in humankind, faith in their power to make and remake, to create and re-create, faith in their vocation to be more fully human
  • the “dialogical man” believes in others even before he meets them face to face.
  • Founding itself upon love, humility, and faith, dialogue becomes a horizontal relationship of which mutual trust between the dialoguers is the logical consequence.
  • naming of the world
  • Whereas faith in humankind is an a priori requirement for dialogue, trust is established by dialogue.
  • Nor yet can dialogue exist without hope. Hope is rooted in men’s incompletion, from which they move out in constant search
  • critical thinking — thinking which discerns an indivisible solidarity between the world and the people and admits of no dichotomy between them — thinking which perceives reality as process, as transformation, rather than as a static entity — thinking which does not separate itself from action, but constantly immerses itself in temporality without fear of the risks involved.
  • We must never merely discourse on the present situation, must never provide the people with programs which have little or nothing to do with their own preoccupations, doubts, hopes, and fears — programs which at times in fact increase the fears of the oppressed consciousness. It is not our role to speak to the people about our own view of the world, nor to attempt to impose that view on them, but rather to dialogue with the people about their view and ours. We must realize that their view of the world, manifested variously in their action, reflects their situation in the world. Educational and political action which is not critically aware of this situation runs the risk either of “banking” or of preaching in the desert.
  • Often, educators and politicians speak and are not understood because their language is not attuned to the concrete situation of the people they address. Accordingly their talk is just alienated and alienating rhetoric.
  • he dialogue of education as the practice of freedom
  • oncept of a generative theme
  • For precisely this reason, the methodology proposed requires that the investigators and the people (who would normally be considered objects of that investigation) should act as co-investigators.
  • Generative themes can be located in concentric circles, moving from the general to the particular.
  • I consider the fundamental theme of our epoch to be that of domination — which implies its opposite, the theme of liberation, as the objective to be achieved.
  • For example, underdevelopment, which cannot be understood apart from the relationship of dependency, represents a limit-situation characteristic of societies of the Third World.
  • I must re-emphasize that the generative theme cannot be found in people, divorced from reality; nor yet in reality, divorced from people; much less in “no man’s land.” It can only be apprehended in the human-world relationship.
  • t is as transforming and creative beings that humans, in their permanent relations with reality, produce not only material goods — tangible objects — but also social institutions, ideas, and concepts
  • Actually, themes exist in people in their relations with the world, with reference to concrete facts.
  • We must realize that the aspirations, the motives, and the objectives implicit in the meaningful thematics are human aspirations, motives, and objectives.
  • a common striving towards awareness of reality and towards self-awareness,
  • As a process of search, of knowledge, and thus of creation, it requires the investigators to discover the interpenetration of problems, in the linking of meaningful themes.
  • the comprehension of total reality
  • Thus, the process of searching for the meaningful thematics should include a concern for the links between themes, a concern to pose these themes as problems, and a concern for their historical-cultural context.
  • Just as the educator may not elaborate a program to present to the people, neither may the investigator elaborate “itineraries” for researching the thematic universe, starting from points which he has predetermined.
  • That is, they must consist of communication and of the common experience of a reality perceived in the complexity of its constant “becoming.”
  • Human beings are because they are in a situation. And they will be more the more they not only critically reflect upon their existence but critically act upon it.
  • One of these basic themes (and one which I consider central and indispensable) is the anthropological concept of culture. Whether men and women are peasants or urban workers, learning to read or enrolled in a post-literacy program, the starting point of their search to know more (in the instrumental meaning of the term) is the debate of the concept. As they discuss the world of culture, they express their level of awareness of reality in which various themes are implicit. Their discussion touches upon other aspects of reality which comes to be perceived in an increasingly critical manner These aspects in turn involve many other themes.
  • I am more and more convinced that true revolutionaries must perceive the revolution, because of its creative and liberating nature, as an act of love
  • This affirmation contains an entire dialogical theory of how to construct the program content of education, which cannot he elaborated according to what the educator thinks best for the students.
  • Mike Wesch on 08 Jan 09
     
    For precisely this reason, the methodology proposed requires that the investigators and the people (who would normally be considered objects of that investigation) should act as co-investigators.
David Toews

Confessions of an Aca/Fan: Critical Information Studies For a Participatory Culture (Pa... - 0 views

henryjenkins.org/...nt_wrong_with_web_20_cr_1.html

participation sociality socialmedia newmedia digitaldivide

shared by David Toews on 10 Apr 09 - Cached
  • we need to look at both agency and structure and so we need to end the theoretical conflict in favor of identifying shared goals
  • we need to develop strategies for decreasing the role of ignorance and fear in public debates about new media
  • The participation gap refers to these other social, cultural, and educational concerns which block full participation.
  • ...14 more annotations...
  • he new "hidden curriculum" is shaping who feels empowered and entitled to participate
  • the model of expressive citizenship suggested by the MacArthur Foundation's emphasis on New Media Literacies
  • we need
  • While schools and libraries may represent the best sites for overcoming the participation gap, they are often the most limited in their ability to access some of the key platforms -- from Flickr and YouTube to Ning and Wikipedia-- where these new cultural practices are emerging.
  • We need to continue to push for alternative platforms and practices which embrace and explore the potential of collective intelligence
  • As John McMurria has noted, the most visible content of many media-sharing sites tends to come from members of dominant groups
  • danah boyd and S. Craig Watkins are arguing that social networks act like gated communities, cementing existing social ties rather than broadening them
  • social divisions in the real world are being mapped onto cyberspace, reinforcing cultural segregation along class and race lines
  • the segregation of cyberspace may be difficult to overcome
  • While corporations are asserting a "crisis of copyright", seeking to police "digital "piracy," citizen groups are seeking to combat a "crisis of fair use" as the mechanisms of corporate copyright protection erode the ability of citizens to meaningfully quote from their culture.
  • the debates over "free labor" represent the most visible part of a larger effort of consumers and citizens to reassert some of their rights in the face of web 2.0 companies
  • In his recent book, Dream:Re-Imagining Progressive Politics in an Age of Fantasy, Stephen Duncombe makes the case for a new model of social change which is playful and utopian, channels what we know as consumers as well as what we know as citizens, and embraces a more widely accessible language for discussing public policy.
  • there is a need for critical theory which asks hard questions of emerging cultural practices
  • There is also a need for critical utopianism which explores the value of emerging models and proposes alternatives to current practices.
  • David Toews on 10 Apr 09
     
    What follows might be described as a partial agenda for media reform from the perspective of participatory culture, one which looks at those factors which block the full achievement of my ideals of a more participatory society.
anonymous

Voki : a fun and free animated avatar tool for educators - 0 views

educationaltech-med.blogspot.com/...free-animated-avatar-tool.html

technology education

shared by anonymous on 24 Sep 11 - No Cached
  • anonymous on 24 Sep 11
     
    Voki is an animation website . It is “ a free service that allows you to create personalized speaking avatars and use them on your blog, profiles and in email messages”. This web2.0 tool is very important in education as It enables teachers and students to express themselves on the web in their own voice , using a talking character.
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