Skip to main content

Home/ Digital Ethnography at Kansas State University/ Group items tagged How

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Adam Bohannon

Vegas Tips - 0 views

www.johnrofrano.com/vegastips.htm

editing tips tutorial vegas video

shared by Adam Bohannon on 21 Feb 08 - Cached
  • How do I clean up video with noise?
Adam Bohannon

MAKE: Blog: HOW TO - Make plants talk! They'll Twitter you when they need to be watered... - 0 views

blog.makezine.com/...how_to_make_plants_talk_t.html

plants technology twitter

shared by Adam Bohannon on 25 Feb 08 - Cached
  • Adam Bohannon on 25 Feb 08
     
    BREAKING NEWS FROM MAKE: The gang from Botanicalls (Kate Hartman, Kati London, Rebecca Bray, and Rob Faludi) used one of Adafruit's new Ethernet shields for Arduino to make some plants talk - and now you can too! That's right, having your houseplants Twitter you when they need water and more!
Mike Wesch

Is YouTube's GreenTeaGirlie for real? - TANGLED WEB - Los Angeles Times - calendarlive.com - 0 views

www.calendarlive.com/...greentea5may05,0,7274870.story

fraud gaming greenteagirlie youtube

shared by Mike Wesch on 29 May 08 - Cached
  • y this point, hype was gathering like a storm, and YouTube's conspiracy theorists had elevated Kallie from run-of-the-mill YouTube cheat to industry-backed marketing shill. No one had forgotten Lonelygirl15, YouTube's biggest phenomenon to date, and its biggest phony. "Lonelygirl15, is that your younger sister?" one commenter wrote of GreenTeaGirlie. "What the … are you trying to sell?" demanded another.
  • "Honestly, I could get anybody's video to the top of YouTube," he boasted.
  • "We were trying to piggyback off what … the real GreenTeaGirlie site was doing," he said. So he bought the rights to GreenTeaGirlie.com on the very same day Kallie posted her first video. "I wanted to fuel the hype," he explained, "so I linked [GreenTeaGirlie.com] to some random tea company's website." (That would be Dragonwater.) "And I noted the response to that and how negative it was." It was a revelation to Foremski. "What if there was a whole ad agency dedicated to setting up these relationship between companies and popular YouTubers?" he mused at the time. "And Vidstars kind of grew off of that." Foremski said the notoriety Vidstars has gotten from its GreenTeaGirlie high jinks has attracted several parties interested in Vidstars' next move. It's an interesting new business model: hoaxing for dollars.
Adam Bohannon

Charging by the Byte to Curb Internet Traffic: Financial News - Yahoo! Finance - 0 views

biz.yahoo.com/...1194785259060.html

business future internet utilitycomputing

shared by Adam Bohannon on 15 Jun 08 - Cached
Gerry Tom liked it
  • Time Warner would not reveal how many gigabytes an average customer uses, saying only that 95 percent of customers use under 40 gigabytes each in a month.
Mike Wesch

Spreading the Love: Juan Mann - Who - 0 views

au.lifestyle.yahoo.com/...spreading-the-love-juan-mann

global hugs juan mann movement youtube

shared by Mike Wesch on 31 May 08 - Cached
  • 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

Participative Pedagogy for a Literacy of Literacies - Freesouls - 0 views

freesouls.cc/...-a-literacy-of-literacies.html

rheingold education medialiteracy collaboration

shared by Mike Wesch on 03 Jan 09 - Cached
  • Does knowing something about the way technical architecture influences behavior mean that we can put that knowledge to use?
  • Can inhumane or dehumanizing effects of digital socializing be mitigated or eliminated by better media design?
  • in Coase's Penguin,[7] and then in The Wealth of Networks,[8] Benkler contributed to important theoretical foundations for a new way of thinking about online activity−"commons based peer production," technically made possible by a billion PCs and Internet connections−as a new form of organizing economic production, together with the market and the firm. If Benkler is right, the new story about how humans get things done includes an important corollary−if tools like the PC and the Internet make it easy enough, people are willing to work together for non-market incentives to create software, encyclopedias and archives of public domain literature.
  • ...9 more annotations...
  • So much of what we take for granted as part of daily life online, from the BIND software that makes domain names work, to the Apache webserver that powers a sizable chunk of the world's websites, to the cheap Linux servers that Google stacks into its global datacloud, was created by volunteers who gave their creations away to make possible something larger−the Web as we know it.
  • Is it possible to understand exactly what it is about the web that makes Wikipedia, Linux, FightAIDS@Home, the Gutenberg Project and Creative Commons possible? And if so, can this theoretical knowledge be put to practical use?
  • "We must now turn our attention to building systems that support human sociality."
  • We must develop a participative pedagogy, assisted by digital media and networked publics, that focuses on catalyzing, inspiring, nourishing, facilitating, and guiding literacies essential to individual and collective life.
  • to humanize the use of instruments that might otherwise enable commodification, mechanization and dehumanization
  • By literacy, I mean, following on Neil Postman and others, the set of skills that enable individuals to encode and decode knowledge and power via speech, writing, printing and collective action, and which, when learned, introduce the individual to a community.
  • Printing did not cause democracy or science, but literate populations, enabled by the printing press, devised systems for citizen governance and collective knowledge creation. The Internet did not cause open source production, Wikipedia or emergent collective responses to natural disasters, but it made it possible for people to act together in new ways, with people they weren't able to organize action with before, in places and at paces for which collective action had never been possible.
  • If print culture shaped the environment in which the Enlightenment blossomed and set the scene for the Industrial Revolution, participatory media might similarly shape the cognitive and social environments in which twenty first century life will take place (a shift in the way our culture operates). For this reason, participatory media literacy is not another subject to be shoehorned into the curriculum as job training for knowledge workers.
  • Like the early days of print, radio, and television, the present structure of the participatory media regime−the political, economic, social and cultural institutions that constrain and empower the way the new medium can be used, and which impose structures on flows of information and capital−is still unsettled. As legislative and regulatory battles, business competition, and social institutions vie to control the new regime, a potentially decisive and presently unknown variable is the degree and kind of public participation. Because the unique power of the new media regime is precisely its participatory potential, the number of people who participate in using it during its formative years, and the skill with which they attempt to take advantage of this potential, is particularly salient.
Mike Wesch

Web ushers in age of ambient intimacy - Print Version - International Herald Tribune - 0 views

www.iht.com/...printfriendly.php

ambient intimacy thompson required

shared by Mike Wesch on 13 Jan 09 - Cached
Yann Leroux liked it
  • In essence, Facebook users didn't think they wanted constant, up-to-the-minute updates on what other people are doing. Yet when they experienced this sort of omnipresent knowledge, they found it intriguing and addictive. Why?
  • Social scientists have a name for this sort of incessant online contact. They call it "ambient awareness."
  • The growth of ambient intimacy can seem like modern narcissism taken to a new, supermetabolic extreme
  • ...20 more annotations...
  • taken together, over time, the little snippets coalesce into a surprisingly sophisticated portrait of your friends' and family members' lives, like thousands of dots making a pointillist painting. This was never before possible, because in the real world, no friend would bother to call you up and detail the sandwiches she was eating. The ambient information becomes like "a type of ESP," as Haley described it to me, an invisible dimension floating over everyday life.
  • ad hoc, self-organizing socializing.
  • The Japanese sociologist Mizuko Ito first noticed it with mobile phones: lovers who were working in different cities would send text messages back and forth all night
  • You could also regard the growing popularity of online awareness as a reaction to social isolation, the modern American disconnectedness that Robert Putnam explored in his book "Bowling Alone."
  • "Things like Twitter have actually given me a much bigger social circle. I know more about more people than ever before."
  • Online awareness inevitably leads to a curious question: What sort of relationships are these? What does it mean to have hundreds of "friends" on Facebook? What kind of friends are they, anyway?
  • Dunbar noticed that ape groups tended to top out at 55 members. Since human brains were proportionally bigger, Dunbar figured that our maximum number of social connections would be similarly larger: about 150 on average
  • where their sociality had truly exploded was in their "weak ties"
  • "I outsource my entire life," she said. "I can solve any problem on Twitter in six minutes."
  • She also keeps a secondary Twitter account that is private and only for a much smaller circle of close friends and family — "My little secret," she said. It is a strategy many people told me they used: one account for their weak ties, one for their deeper relationships.)
  • Psychologists have long known that people can engage in "parasocial" relationships with fictional characters, like those on TV shows or in books, or with remote celebrities we read about in magazines. Parasocial relationships can use up some of the emotional space in our Dunbar number, crowding out real-life people.
  • Danah Boyd, a fellow at Harvard's Berkman Center for Internet and Society who has studied social media for 10 years, published a paper this spring arguing that awareness tools like News Feed might be creating a whole new class of relationships that are nearly parasocial — peripheral people in our network whose intimate details we follow closely online, even while they, like Angelina Jolie, are basically unaware we exist.
  • "These technologies allow you to be much more broadly friendly, but you just spread yourself much more thinly over many more people."
  • She needs to stay on Facebook just to monitor what's being said about her. This is a common complaint I heard, particularly from people in their 20s who were in college when Facebook appeared and have never lived as adults without online awareness. For them, participation isn't optional. If you don't dive in, other people will define who you are.
    • Mike Wesch
      Mike Wesch on 16 Feb 09
       
      like PR for the microcelebrity
  • "It's just like living in a village, where it's actually hard to lie because everybody knows the truth already," Tufekci said. "The current generation is never unconnected. They're never losing touch with their friends. So we're going back to a more normal place, historically. If you look at human history, the idea that you would drift through life, going from new relation to new relation, that's very new. It's just the 20th century."
  • Psychologists and sociologists spent years wondering how humanity would adjust to the anonymity of life in the city, the wrenching upheavals of mobile immigrant labor — a world of lonely people ripped from their social ties. We now have precisely the opposite problem. Indeed, our modern awareness tools reverse the original conceit of the Internet. When cyberspace came along in the early '90s, it was celebrated as a place where you could reinvent your identity — become someone new.
  • "If anything, it's identity-constraining now," Tufekci told me. "You can't play with your identity if your audience is always checking up on you.
  • "You know that old cartoon? 'On the Internet, nobody knows you're a dog'? On the Internet today, everybody knows you're a dog! If you don't want people to know you're a dog, you'd better stay away from a keyboard."
  • Young people today are already developing an attitude toward their privacy that is simultaneously vigilant and laissez-faire. They curate their online personas as carefully as possible, knowing that everyone is watching — but they have also learned to shrug and accept the limits of what they can control.
  • Many of the avid Twitterers, Flickrers and Facebook users I interviewed described an unexpected side-effect of constant self-disclosure. The act of stopping several times a day to observe what you're feeling or thinking can become, after weeks and weeks, a sort of philosophical act. It's like the Greek dictum to "know thyself," or the therapeutic concept of mindfulness.
Mike Wesch

The New Atlantis » Is Stupid Making Us Google? - 0 views

www.thenewatlantis.com/...is-stupid-making-us-google

Carr Bowman socialmedia critic learning effects

shared by Mike Wesch on 03 Jan 09 - Cached
  • “as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.”
  • what we are witnessing is not just an educational breakdown but a deformation of the very idea of intelligence.
  • Even those who have come to the Web late in life are not so very different, then, from the fifth-graders who, as an elementary school principal told Bauerlein, proceed as follows when they are assigned a research project: “go to Google, type keywords, download three relevant sites, cut and paste passages into a new document, add transitions of their own, print it up, and turn it in.”
  • ...11 more annotations...
  • even those who are most gung-ho about new ways of learning probably tend to cling to a belief that education has, or ought to have, at least something to do with making things lodge in the minds of students—this even though the disparagement of the role of memory in education by professional educators now goes back at least three generations, long before computers were ever thought of as educational tools.
  • adapting its understanding of what education is to the new realities of how the new generation of “netizens” actually learn (and don’t learn) rather than trying to adapt the kids to unchanging standards of scholarship and learning.
  • “lower-order skills” in comparison with the spatial, information-gathering, and pattern-recognition skills fostered by hours at the computer screen
  • can’t imagine a mathematician saying the same thing about math, or a biologist about biology, yet, sad to say, scholars, journalists, and other guardians of culture accept the deterioration of their province without much regret.
  • humanities stopped being, or even wanting to be, “guardians of culture” a long time ago.
  • In other words, the “mentors” have not only betrayed their pupils, they have denounced the very idea of mentorship in anything but the tools of deconstruction which allow them to set themselves up as superior to—rather than the humble acolytes of—the culture they study.
  • redefining education as the acquisition of information-retrieval skills
  • No one has ever taught them that books can be read for pleasure or enlightenment—or for any other purpose than to be exposed as the coded rationalization for the illegitimate powers of the ruling classes that they really are
  • But while Bauerlein takes Johnson to task on several points, he seems to suggest that all our educators have to do is expose their charges to some superior alternative to “the ordinary stuff of youth culture”
  • “Young people,” he rightly notes, “need mentors not to go with the youth flow, but to stand staunchly against it, to represent something smarter and finer than the cacophony of social life.” He’s also right that they need more time away from the computer in order to acquire the skills of “deep reading” recommended by Nicholas Carr.
  • But they are not likely to get either one so long as so many educators cling as they do now to the axiomatic belief not just that “learning can be fun” but that it must be fun, and the equally axiomatic rejection of that which may cause pain and humiliation, even if these are productive of real learning
    • Kevin Champion
      Kevin Champion on 04 Jan 09
       
      Well, learning certainly is fun! The process of learning can often times be difficult, terrifying, exciting, depressing, saddening etc. What's interesting is that there is no mention of relevance here. Learning is not always fun, but I think it is always fun when it is relevant. It also seems that the subjective experience of learning only occurs when it is fun. It doesn't feel like learning to me unless it is relevant to me; if it is relevant to me, it is fun! By extension, perhaps we benefit from thinking about learning from both subjective and objective perspectives, including both singular and collective objects (learning of an individual subjectively and objectively + learning of a group subjectively and objectively).
Mike Wesch

Official Google Blog: Encouraging people to contribute knowledge - 1 views

googleblog.blogspot.com/...ging-people-to-contribute.html

britannica encyclopedia google knol visanth20 wikipedia

shared by Mike Wesch on 18 Jan 08 - Cached
  • Knols will include strong community tools. People will be able to submit comments, questions, edits, additional content, and so on. Anyone will be able to rate a knol or write a review of it. Knols will also include references and links to additional information. At the discretion of the author, a knol may include ads. If an author chooses to include ads, Google will provide the author with substantial revenue share from the proceeds of those ads.
  • A knol on a particular topic is meant to be the first thing someone who searches for this topic for the first time will want to read. The goal is for knols to cover all topics, from scientific concepts, to medical information, from geographical and historical, to entertainment, from product information, to how-to-fix-it instructions. Google will not serve as an editor in any way, and will not bless any content. All editorial responsibilities and control will rest with the authors. We hope that knols will include the opinions and points of view of the authors who will put their reputation on the line. Anyone will be free to write. For many topics, there will likely be competing knols on the same subject. Competition of ideas is a good thing.
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
  • 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
  • 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.
  • 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.
  • 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.
Mike Wesch

2008 House Bill 775 (Prohibit anonymous blogging) - KentuckyVotes.org - 0 views

www.kentuckyvotes.org/2008-HB-775

bill775 anonymous war legalities

shared by Mike Wesch on 01 Jan 09 - Cached
  •  Really. Fighting Anonymous is like fighting an omnicent and invisible monster. You don't know who they are, where they are, and you can never hurt them. Not enough of them to make a difference anyway. People always go around arguing about whether Anonymous is good or evil, but the answer is NEITHER. Anonymous is a force of chaos. They love overturning order, because they think it's funny. This makes the order people pretty nervious.
  • Whoa... anon posts are enabled for a bill against anon blogs? How interesting!
« First ‹ Previous 421 - 440 of 624 Next › Last »
Showing 20▼ items per page