robertogreco + michaelwesch   55

Michael Wesch – Unboxing Stories on Vimeo
"2015 Future of StoryTelling Summit Speaker: Michael Wesch, Cultural Anthropologist

A pioneer in digital ethnography, Dr. Michael Wesch studies how our changing media is altering human interaction. As an anthropologist in Papua New Guinea, Wesch saw firsthand how oral storytelling worked for much of human civilization: It was a group activity that rewarded participation, transformed our perceptions, and created a changing flow of stories across generations. Reading and writing replaced oral storytelling with linear, fixed stories. Upon returning from Papua New Guinea, Wesch created the 2007 viral video hit Web 2.0...The Machine Is Us/ing Us, about the Internet's effects on our culture. At FoST, he’ll explore how our evolution from a literate culture to a digital one can return us to collaborative storytelling, resulting in a more engaged, participatory, and connected society."
michaelwesch  stories  storytelling  anthropology  2015  papuanewguinea  humans  civilization  perception  connection  participation  spontaneity  immersion  religion  involvement  census  oraltradition  oral  wikipedia  society  web2.0  media  particiption  conversation  television  tv  generations  neilpostman  classideas  web  online  socialmedia  alonetogether  suburbs  history  happenings  confusion  future  josephcampbell  life  living  meaning  meaningmaking  culture  culturlanthropology  srg 
april 2018 by robertogreco
The Art of Being Human - Welcome Video - YouTube
"Welcome to!
The Science of Human Beings
The Art of Being Human
An Open Online Course in Anthropology

ANTH 101 Episode 001."

"Who am I?
What am I going to do?
Am I going to make it?

Who are we?
What are we going to do?
Are we going to make it?"

[See also:

ANTH 101

The Sleeper

The Wisdom of Heroes

The 3 Big Questions of Life

"Not Yet" Grading (2015)

What Baby George Taught Me About Learning (TEDxMHK)

What Baby George and Handstands Have Taught Me About Learning ]
education  teaching  pedagogy  learning  michaelwesch  2017  anthropology  howweteach  change  heroesjourney  heroes  humans  howwelearn  deschooling  unschooling  highered  highereducation 
september 2017 by robertogreco
TEDxNYED - Mike Wesch - 03/06/10 - YouTube
"Dubbed "the explainer" by Wired magazine, Michael Wesch is a cultural anthropologist exploring the effects of new media on society and culture. After two years studying the implications of writing on a remote indigenous culture in the rain forest of Papua New Guinea, he has turned his attention to the effects of social media and digital technology on global society."
michaelwesch  2010  papuanewguinea  anthropology  culture  cultureshock  socialmedia  seeinglikeastate  measurement  recodkeeping  relationships  census  society  conflictresolution  law  legal  media  systemsthinking  themediumisthemessage  change  internet  web  online  freedom  hope  surveillance  control  transparency  deception  massdistraction  participation  participatory  learning  howwelearn  howweteach  pedagogy  instruction  authority  obedience  compliance  collaboration  highered  highereducation  themachineisus/ingus  deschooling  unschooling  avisionofstudentstoday  digitalethnography 
september 2015 by robertogreco
9/15-9/28 Unit 1: Why We Need a Why | Connected Courses
"Title: The End of Higher Education

Description: As shrinking budgets, skeptical publics, and rising alternatives continue to threaten the end of higher education, we host this conversation as a contemplation of what the end – or purpose – of higher education should be. We will also reflect on how individual teachers might find their own core reason for teaching a specific class, and ways to build buy-in to that reason among students."

[Direct link to video: ]

"Why We Need a Why:

As we design our courses, we have to address three questions:

What is to be taught/learned?

How should it be learned?

Why should it be learned?

We usually start by addressing the “What” question first. We have a course title or subject area and we begin populating our syllabus with the “whats” to be learned. Or, we peruse textbooks looking for the text that we think best covers the field. If we have time, we address the “How” question by considering how we can best teach the material. We sharpen our teaching technique, seek out better examples for the more difficult concepts, compile photos and videos to improve our presentations, and seek other ways to get the students engaged with the material. We may jump to incorporate the latest tools and techniques, whether it is social or interactive media or a new technique like a flipped classroom. Our syllabus, teaching materials, and educational technology in order, we rush into the semester, rarely asking, “Why?”

Starting with “Why” changes everything. When I, Mike Wesch, first started contemplating the “why” of my digital ethnography course, I realized that what I was really hoping to do was to teach my students “critical thinking.” I place “critical thinking” in quotes here because I had not yet given a great deal of thought about what I meant by the term, but I did immediately recognize that my previous “how” was completely inadequate to the task. I had spent most of my time thinking up elaborate and memorable performances (like the “shake your tailfeather” dance featured in this video) so that they would remember the concepts. Their task in my class was to simply memorize the material as performed by the authority (me) at the front of the room. Indeed, all of my teaching to that point had been in service of a very thin, unquestioned, and ultimately wrong notion of learning as the simple acquisition of knowledge.

As I contemplated the “real why” of my course further, I soon recognized that anthropology was not a bunch of content and bold faced terms that can be highlighted in a text book, but was instead a way of looking at the world. Actually, that is not quite right. It is not just a way of looking at the world. It is a way of being in the world. To underscore the difference, consider that it is one thing to be able to give a definition of cultural relativism (perhaps the most bold-faced of bold-faced terms in anthropology which means “cultural norms and values derive their meaning within a specific social context”) or even to apply it to some specific phenomenon, but it is quite another to fully incorporate that understanding and recognize yourself as a culturally and temporally bounded entity mired in cultural biases and taken-for-granted assumptions that you can only attempt to transcend.

To adopt such an understanding is often transformative and psychologically disruptive. It is not to be taken lightly, and no student will dare take on such disruption if it is not clear that there is a good reason to do so. As Neil Postman has noted, you can try to engineer the learning of what-bits (The End of Higher Education, Postman), but “to become a different person because of something you have learned — to appropriate an insight, a concept, a vision, so that your world is altered — is a different matter. For that to happen, you need a reason.” This also means asking hard questions about how new technology and techniques can support real student transformation and not simply reinforce old patterns with new tools."
michaelwesch  cathydavidson  randybass  2014  highered  highereducation  purpose  education  colleges  universities  pedagogy  theywhy  learning  howwelearn  why  howweteach  teaching  crits  studioclassroom  criticism  designthinking  design  critique  constructivecriticism  writing  howwewrite  revision  peerreview  learningcontracts  classconstitutions  student-ledlearning  mooc  moocs  authenticity  tcsnmy  ownership  lcproject  openstudioproject  contracts  cv  classideas  deschooling  unschooling  community  communities  communitiesoflearning  learningcommunities  profiteering  difficulty  economics  engagement 
september 2014 by robertogreco
More Educator Luddites Please
"The educator luddites I have in mind are people who have always understood school to be more than test prep and who see themselves as far more than the agents of a standardized testing industry. I see them leading the way to create inquiry driven schools where students and teachers are not too busy to think. Schools where the technology serves the learning rather than drives the teaching and where the demand for original work is a collaborate effort to solve compelling problems to which no one present knows the answer. In such a school, the curriculum is not driven by the textbook, the flow of information is not unidirectional, learning is networked and students and teachers work together across the boundaries of age and experience as active seekers, users and creators of knowledge. In this rosy picture, individual schools form a kind of globally aware and networked cottage industry of creative learning.

In order to start that journey we need a collective effort to figure out how to negotiate the changing world and make sense of it. Here, in a small collection of nutshells, are some observations about the context for the work:

1. The web is changing (us). For the most part we are oblivious to the bigger picture as we take each new gadget, or shift, or industry upheaval for granted. For the cultural anthropologist Michael Wesch, the machine is us and the machine is using us. In his prescient and chilling short story written in 1906 “The Machine Stops”, E. M, Forster imagined a world dependent on an all-powerful, all-knowing machine where humans became shrunken, feeble underground creatures alienated from nature and the natural landscape. In Forster’s story, the machine falters and fails. In our world, it does not look as if the machine is going to stop anytime soon. And that, according to Professor Wesch, means we are going to need to rethink a few things, including: copyright, authorship, identity, ethics, aesthetics, rhetoric, governance, privacy, commerce, love, family and ourselves.

2. In the networked world of ubiquitous and mobile access, boundaries are fluid and hierarchies broken. The ownership of knowledge is changed and the flow multidirectional. Students come to school wired and ready to join the knowledge stream. Learning needs to be organized around these networks and not contained in the traditional one way flow of teacher to student.

3. We have to think off the world of the web and interactive technology as a new ecosystem – one in which any person, in any place, at any time can participate, contribute, communicate, produce, share, curate and organize. It’s an ecosystem that has the potential to make prosumers of us all. That is, producers and not just consumers of information and media content. Anyone with a connection can generate content and the tools of social media mean it can be Stumbled, tagged in Delicious, uploaded to YouTube, sampled in Moviemaker, voted on at Digg, pushed in an RSS feed, shared on Facebook and Tweeted to the world. And then someone can create an interactive commentary, put it to music and turn it upside down, again. This interactivity blurs boundaries. As the New Yorker cartoon put it: “On the net, no one knows you are a dog”. Expertise and value may be perceived without the limiting filters of age, status, nationality or appearance.

4. We have both an explosion of creativity and an incessant need for problem solving and ethical thinking. Information, misinformation and disinformation are fast moving and in fluid abundance. In Teaching as a Subversive Activity Postman and Weingarten wrote of the need to develop “crap detectors” to filter the disinformation, propaganda and hype. To some www means a world wild web of mayhem, mischief and malice. But with a sense of purpose, and the skills of filtering and information navigation, it also holds great promise and potential.

5. Reading and writing are becoming less of a solitary and silent activity characteristic of the print era and more of a social activity. E-reading enables readers to interact with each other as well as the text and digital text is always on the move.

6. We are headed toward ubiquitous access and ever more speed. As quotidian objects such as umbrellas and shopping carts become digitized we are being linked with products just as we are linked with each other. Building community and creating relationships are what people, and social media, do well.

This then is the sea in which schools can swim, or – if they allow themselves to become irrelevant – sink. Professor Wesch had his list and here is my list of some of the things that schools may need to begin to rethink:

Classroom and school design; the school day and the schedule; segregation of learners by age and rather than by interest, passion and commitment; the segregation of knowledge into subjects; grading and assessment; social relationships, adult learning, the role of teacher, peer-to-peer learning and the isolation of the learner; textbooks, curriculum development and the sources of information; the nature of literacy; the nature of learning, creativity and the place of technology; citizenship and community; teamwork, collaboration, plagiarism and cheating; digital footprints, transparency and privacy; partnership with parents other adult learners; learning in the world and learning in school; what counts and what gets counted and how and by whom; and the dress code. (I added the last item because sometimes it’s useful to have a topic that gets everyone thoroughly engaged and busily distracted from important work.)

Above all it means a definition of education as going beyond the acquisition of knowledge. Critical thinking and digital literacy are essential but they don’t go far enough. We need to educate children for active and ethical participation. They need to be contributors and creators of knowledge and that means engaging in solving real problems from the very start.

Change is always hard. Socrates feared the effects of literacy on memory. He argued against it as harmful to young minds, short circuiting the arduous intellectual work of examining life. The scholar Elizabeth Eisenstein, who has written extensively on the effect on the world of the Gutenberg and the print revolution, has said it may be too soon to assess the full impact of that centuries old shift. If it’s too soon to gauge the effect of printing then we can only dimly imagine the effects of social media and the digital age.

Media has transformed our society before, but never at this dizzying rate. The unforeseen and unintended consequences of this revolution that sweeps all before it loom for many as dark clouds threatening the very roots of civilization. And here we are – smack in the epicenter. Unless we want to take ourselves right off the grid we had better start trying to make sense of it.

Educator luddites will be those who can learn with others, in and out of school, against the grain of narrowing definitions and toward what it means to be an educated citizen in a networked world.
I think it is our collective task to engage in the work of social imagination and envision our schools as we want, and need, them to be.

For schools it means some hard work and we are going to need all the help we can get."

[See also:
via: ]

[Previously bookmarked here: ]
josieholford  2010  technology  luddism  michaelwesch  luddites  education  schools  schooling  change  media  internet  web  online  progressive  knowledge  learning  howwelearn  unschooling  deschooling  civilization  slow  sloweducation  slowpedagogy  criticalthinking  digitalliteracy  curriculum  howweteach  teaching  literacy  literacies  multiliteracies  cheating  plagiarism  creativity  purpose  values  grading  assessment  grades  isaacludlam  maxinegreene  socialimagination  civics  citizenship  writing  reading  networkedlearning  community  relationships  tcsnmy  neilpostman  charlesweingartner  crapdetection  social  socialmedia 
august 2014 by robertogreco
Michael Wesch at Pasadena City College - YouTube
[Questions that burn in the souls of Wesch's students:
Who am I?
What is the meaning of life?
What am I going to do with my life?
Am I going to make it?]

[See also: ]
education  teaching  michaelwesch  identity  cv  soulmaking  spirituality  why  whyweteach  howweteach  learning  unschooling  deschooling  life  purpose  relationships  anthropology  ethnography  canon  meaning  meaningmaking  schooliness  schools  schooling  achievement  bigpicture  counseling  society  seymourpapert  empathy  perspective  assessment  fakingit  presentationofself  burnout  web  internet  wonder  curiosity  ambiguity  controversy  questions  questioning  askingquestions  questionasking  modeling  quests  risk  risktaking  2014  death  vulnerability  connectedness  sharedvulnerability  cars  technology  telecommunications  boxes  robertputnam  community  lievendecauter  capsules  openness  trust  peterwhite  safety  pubictrust  exploration  helicopterparenting  interestedness  ambition  ericagoldson  structure  institutions  organizations  constructionism  patricksuppes  instructionism  adaptivelearning  khanacademy  play  cocreationtesting  challenge  rules  engagement  novelty  simulation  compassion  digitalethnography  classideas  projectideas  collaboration  lcproject  tcsnmy  op 
july 2014 by robertogreco
TEDxGladstone 2012 - Michael Wesch - The End of Wonder - YouTube
"New media and technology present us with an overwhelming bounty of tools for connection, creativity, collaboration, and knowledge creation – a true “Age of Whatever” where anything seems possible. But any enthusiasm about these remarkable possibilities is immediately tempered by that other “Age of Whatever” – an age in which people feel increasingly disconnected, disempowered, tuned out, and alienated. Such problems are especially prevalent in education, where the Internet (which must be the most remarkable creativity and collaboration machine in the history of the world) often enters our classrooms as a distraction device. It is not enough to merely deliver information in traditional fashion to make our students “knowledgeable.” Nor is it enough to give them the skills to learn, making them “knowledge-able.” Knowledge and skills are necessary, but not sufficient. What is needed more than ever is to inspire our students to wonder, to nurture their appetite for curiosity, exploration, and contemplation, to help them attain an insatiable appetite to ask and pursue big, authentic, and relevant questions, so that they can harness and leverage the bounty of possibility all around us and rediscover the “end” or purpose of wonder, and stave off the historical end of wonder."

[Text from: ]
michaelwesch  wonder  empathy  vulnerability  papuanewguinea  education  learning  children  childhood  exploration  schools  schooling  unschooling  internet  web  deschooling  parenting  curiosity  contemplation  creativity  collaboration  anthropology  discomfort  experience  openness  empowerment  cv  connection  alienation  connectedness  possibility  possibilities  safety  fear  reflection  open 
june 2014 by robertogreco
Smile Because it Happened
"“Smile Because it Happened” is the latest project to come from our Digital Ethnography class (ANTH 677: Digital Ethnography Field Methods). We have become known for finding “community” where many people thought community would not exist. Until now, the communities we have studied were online. This project represents our first foray into the “real world.”

We chose the Meadowlark Hills retirement community because it is such a clear attempt to reclaim a sense of community at a time in which we are more disconnected than ever. The central hallway presents itself as the welcoming, walkable and lively small town downtown that only exists in the outside world as a shell of what it once was in the hollowed out ghosts towns of the Midwest. Based on progressive “elder-centered” living philosophies, Meadowlark represents one of the most impressive intentional community-building efforts we have yet to find in our studies – one that is all the more impressive by their own recognition that their own intentions to build community might get in the way of community itself. As we discovered during the making of this documentary, community is more like a happening to be lived, rather than a structure to be built.

For most students, this is their first exposure to video creation as well as their first exposure to real ethnographic research. But there is an unexpected freshness to the eye of the novice. Instead of doing traditional “documentary” video, we try to convey the blooming, buzzing complexity of a culture in whatever ways we can imagine. We seek to inspire empathy and a sense of connection between the audience and the subject, and all of our productions strive to achieve what we call “profound authenticity” – giving the viewer and the subject a sense of wonder about those things that otherwise seem mundane and trivial.

As readers of this blog will know, I am do not like to simply “cover” the material as a teacher. I believe that much of what needs to be learned in our courses can only truly be learned through real-life practice, so I work with students each year to find an inspiring project that allows them to put their whole selves into it. In this regard, this was probably the most successful project we have ever done. Students had to face their own fears of death, they had to grieve for those they lost, and they had to overcome their insecurities to reach across a generational divide that was both wider and narrower than they had imagined.

This was also the most challenging project we have ever done. Some of those challenges are featured in the final cut, but there were others that are not so neatly processed into a video story – or into any story at all. Working with the biggest themes of the human condition often leaves us with such irresolvable issues. Those are the ones that will stay with us long after the project is over, slowly working us over and continuing to challenge us.

How do you even begin to express thanks to a group of students who gave of themselves so fully, or to the residents who gave up their time and stories, or to the staff who so graciously hosted and guided us throughout the semester? I hope the video itself might be seen as an expression of our collective gratitude for one another. When we premiered this video to over 100 residents and staff at Meadowlark last month, I told them that I felt as if I were hugging the whole room as I clicked “play.” It was such a very special experience for all of us."

[Video link: ]

"Ten university students move into Meadowlark Hills, a retirement community that CBS News calls 'a new kind of nursing home.' Unlike traditional nursing homes built on the model of the hospital, Meadowlark is built on the model of community, complete with a 'downtown' central hallway that features a bar, theater, cafe, restaurant, and salon. Meadowlark is a continuing care retirement community (CCRC) and they gave the students a room in the Independent Living portion of the campus to live in for one semester. This is their story."
michaelwesch  meadowlarkhills  retirement  anthropology  aging  retirementhomes  documentary  nursinghomes  ethnography 
june 2013 by robertogreco
Atriums and Frame-Crashing – Allen Tan is…writing
"It turns out that there’s a rich well of writing already about context collapse – see Michael Wesch and Danah Boyd, among others – describing the paralysis that comes from writing (etc) online. You don’t know how to act because you don’t know who’s watching. This isn’t new, as Wesch compares it to talking to a video camera.

I think frame-crashing is the Jekyll to context collapse’s Hyde. While the latter is the current feeling of the disorientation, frame-crashing is an active act. You frame-crash when mockingly retweeting 15-year-olds who thought Cher died when seeing #nowthatchersdead. Journalists frame-crash when they quote cluelessly rascist people in stories about people of color. This isn’t a judgment about whether it’s fair (it varies), the point is that it’s done to someone."
allentan  danahboyd  michaelwesch  2013  contextcollapse  frame-crashing  marcfisher  tomscheinfeldt  mandybrett  bonniestewart  marksample  frankchimero  robinsloan  workinginpublic  ninastössinger  anandgiridharadas  audience  writing  feedback  vulnerability  iteration  online  journalism  sharing  purpose  audiences 
may 2013 by robertogreco
on empathy | D'Arcy Norman dot net
"Michael Wesch has been doing some awesome, inspiring and innovative stuff in his digital ethnography courses. He talks about the stuff he and his students do, and people dutifully write it down as a recipe for them to do the same. But that doesn’t work. People are different. Dr. Wesch nails it – the most important thing we have is empathy. The ability to recognize others’ feelings. To be aware that people are different."
technology  education  theory  policy  reform  silverbullets  cookiecutters  cookiecutting  michaelwesch  d'arcynorman  empathy  2012  differences  unschooling  deschooling  standardization  models  theproblemwithmodels  offtheshelf  it'snotthateasy  differentiation  via:lukeneff  conformity  diversity  teaching  learning  lcproject  creativity  pigeonholing 
may 2012 by robertogreco
Playmakers on Vimeo
"playmakers, a 35 minute documentary, is the culmination of a six month project following the progress of Hide&Seek; game designers Alex Fleetwood and Holly Gramazio through the development of a new game. The documentary was filmed over the first 6 months of 2009 and premiered at the Sheffield Documentary festival. Playmakers will be available to download and view on the 5th of May 2010.

Over the last 50 years play has become an increasingly private activity. Now it is bursting back onto our streets. playmakers explores the emerging area of pervasive games it examines the implications of reclaiming play into the public domain and shows the possibilities offered by new technologies.

Playmakers investigates four main themes:

Part 1: Play…

Part 2: Public space…

Part 3: Technology…

Part 4: Theatre/art…"

[See also: ]
blasttheory  simonevans  quentinstevens  paulinabozek  duncanspeakman  mattadams  simonjohnson  clarereddington  jackcase  thomasbrock  hollygramazio  alexfleetwood  hide&seek  art  theater  urbanplay  urbangames  parkour  social  urbanism  urban  legal  law  publicspace  fun  ubiquitousconnectivity  ubicomp  geolocation  geocaching  socialgames  gaming  via:chrisberthelsen  playmakers  play  games  rules  arg  pervasivegames  pervasive  2010  howardrheingold  michaelwesch  hide&seek;  from delicious
february 2012 by robertogreco
Digital Ethnography: Subjects or Subjectivites?
"As an alternative to the idea that we teach “subjects,” I’ve been playing with the idea that what we really teach are “subjectivities”: ways of approaching, understanding, and interacting with the world. Subjectivities cannot be “taught” – only practiced. They involve an introspective intellectual throw-down in the minds of students. Learning a new subjectivity is often painful because it almost always involves what psychologist Thomas Szasz referred to as “an injury to one’s self-esteem.” You have to unlearn perspectives that may have become central to your sense of self…

So here’s my question to everybody: Within your own particular field, is there a particular “subjectivity,” perspective, or way of seeing and interacting with the world that you are trying to inspire in your students? In your mind, is this perspective more important than the “content” or “subject-matter” of the course?"

[via: ]
content  teaching  waysofseeing  introspection  classideas  tcsnmy  deschooling  unschooling  understanding  self-image  senseofself  self-esteem  inquiry  unlearning  thomasszasz  perspective  perspectives  self-awareness  learning  2011  subjectivities  subjects  michaelwesch 
february 2012 by robertogreco
Published: The Old Revolution
"…perhaps most importantly, [this revolution] is driven by what one might call a “rethinking the basics” movement, in which educators everywhere cannot help but see a disconnect between their traditional modes of teaching and the world in which we all now live.

As Dewey noted, the goal is not to counter traditional education and its strict organization with its perceived opposite (disorganization)—but instead to create what Web designers today might call an “architecture for participation.” The learning environments we need may be more fluid, adaptable, collaborative, and participatory, but they are not unstructured and unorganized. As Maurice Friedman noted while explaining Martin Buber’s educational philosophy, “The opposite of compulsion is not freedom but communion…” (1955). [Martin Buber: The Life of Dialogue, by Maurice S. Friedman, 1955]"
culturewars  learning  history  teachingasaconservingactivity  backtobasics  traditionalism  pedagogy  teaching  teachingasasubversiveactivity  charlesweingartner  jonathankozol  jeromebruner  paulofreire  neilpostman  gamechanging  jaymathews  johndewey  progressive  education  change  michaelwesch  2011 
february 2012 by robertogreco
How our class works
"Last semester some students joined me for an interview with Lynda Weinman of to discuss how our class works. You can see the full webinar here: "
highereducation  highered  learning  pedagogy  teaching  towatch  interviews  webinar  2011  michaelwesch  lyndaweinman  from delicious
february 2012 by robertogreco
Digital Ethnography » Maker Bots and the Future of Identity
"To the extent that your heart’s desires are self-focused, you will find yourself in a vicious cycle. You will create stuff to present yourself as cool, hip, and individual. Others will do the same, and since everybody will be trying to make sure they are doing their own thing you will end up with evermore fragmentation, complexity … loss of connection, meaning, empowerment, etc. Feeling such a loss you will redouble your efforts to create your own individual identity => more fragmentation, complexity, etc.

But if you make a slight switch and orient yourself to the world, rather than to the self, a virtuous cycle emerges. The world is suddenly not full of choices with which you identify, but possibilities for play … serious play oriented toward serving the world. Fragmentation looks more like a rich diversity. Complexity becomes a rich symphony in which we all play along."

[Now at: ]
consumption  manufacturing  society  complexity  fragmentation  identity  self  virtue  fabbing  3dprinting  making  2012  michaelwesch  from delicious
february 2012 by robertogreco
YouTube - The Old Future of Ed Reform - Final
"This is the final version of my video for Dr. Wesch's Digital Ethnography course at Kansas State University. It addresses the current on-the-cusp-of-revolution state of education today, how education reform movements aren't really anything new, and how previous efforts have failed. It also raises the question of whether the latest revolutionary-minded ferment will pan-out this time around..."
michaelwesch  education  future  progressive  failure  johndewey  revolution  reform  schoolreform  1960s  neilpostman  paulofreire  johnholt  freeschools  schoolwithoutwalls  ivanillich  charlesweingartner  openschools  democraticschools  change  movements  1970s  traditionalschools  2011  utopia  utopianthinking  backtobasics  holisticapproach  holistic  economics  technology  flexibility  whatsoldisnew  whatsoldisnewagain  from delicious
june 2011 by robertogreco
Visions of Students Today
"Since the call for submissions went out in January we have received hundreds of submissions. The remix in the middle of the screen is in many ways a video of my own experience viewing these videos, shot from my own point of view. You see me sifting through videos, putting them in piles, checking resources, reading and re-reading the lines that have informed and inspired me. It took me 3 months to sift through these materials; you get to race through them in 5 minutes."

[Described at: ]
michaelwesch  education  learning  experience  video  remix  perspective  unschooling  deschooling  lcproject  2011  from delicious
june 2011 by robertogreco
A razor’s edge
"Listen closely to the “lesson I want to get across” at 6:31…”There is no opting out of new media…it changes a society as a whole…media mediates relationships…whole structure of society can change…we are on a razor’s edge between hopeful possibilities & more ominous futures….”

At min 8:14 Wesch describes what we need people to “be” to make our networked mediated culture work, and the barriers we are facing in schools. Wesch is right on. Corporate curriculum, schedules, bells, borders, & “teaching/classroom management” are easily assisted by technology. Yet to open learning & deschool our ed system represents the hopeful possibilities Wesch imagines & has acted on. What we accept from industrial schooling, how we proceed in our educational endeavors, & what we do, facilitate, witness, & promote in our actions in education mean so much to learners of today & the interconnected & interdependent systems we are all a part of."

[Love…"anthropologists want…to be children again"]

[Video is also here: ]
michaelwesch  anthropology  children  perspective  perception  deschooling  unlearning  media  newmedia  papuanewguinea  thomassteele-maley  relationships  networkedlearning  networks  possibility  hope  education  unschooling  healing  justice  culture  unmediated  mediatedculture  ivanillich  criticaleducation  global  names  naming  learning  tcsnmy  lcproject  interconnectivity  interconnectedness  interdependence  society  changing  gamechanging  influence  mediation  hopefulness  future  openness  freedom  control  surveillance  power  transparency  deception  participatory  distraction  interconnected  from delicious
may 2011 by robertogreco
Mobility Shifts
"MobilityShifts examines learning with digital media from a global perspective. It will foster diverse discussions about digital fluencies for a mobile world and investigate learning outside the bounds of schools and universities. The summit, comprised of a conference, exhibition, podcast series, workshops and project demos and a theater performance, will add a rich international layer to the existing research about digital learning. Building on disciplinary mobility, the summit will showcase theories, people and projects making connections between self-learning, mobile platforms, and the web.

MobilityShifts is grouped around three major themes:

Digital Fluencies for a Mobile World
DIY U: Learning Without a School?
Learning from Digital Learning Projects Globally"
education  learning  technology  mobile  socialmedia  phones  mobilityshifts  mobility  teaching  pedagogy  nyc  newschool  mimiito  henryjenkins  cathydavidson  michaelwesch  rolfhapel  johnwillinsky  katiesalen  jonathanzittrain  saskiasassen  kenwark  fredturner  alexandergalloway  tizzianaterranova  digitalmedia  events  conferences  togo  digitalfluencies  diyu  unschooling  deschooling  autodidacts  autodidactism  digitalliteracy  digitallearning  self-directedlearning  self-learning  self-directed  multidisciplinary  interdisciplinary  crossdisciplinary  informallearning  information  global  autodidacticism  from delicious
april 2011 by robertogreco
Connect@NMC/Live with Lynda Series: Michael Wesch on Authentic Learning | NMC
"Lynda Weinman, co-founder of, interviews Michael about his personal journey as a teacher, the challenges he faced as he changed his approach, and the successes and barriers to making the change. Watch as he and a few of his students showcase some of their current projects."
michaelwesch  mediaecology  mediatedcultures  via:steelemaley  student-centered  learning  education  pedagogy  teaching  2011  lyndaweinman  projectbasedlearning  authenticity  authenticlearning  highereducation  highered  pbl  from delicious
april 2011 by robertogreco
To Create, To Design
"…right to question these new “reforms” & their ability to succeed…points at “the revolution failed” are right…use of Dewey as an example is illustrative of issues here. Dewey, Francis Parker, L. Thomas Hopkins et al. faced a backlash from an American society bent on order & standardization. Though their reform was brilliant & on the mark in many ways, school in 20th century was an institution based on order and control just as it is today. Today as in the 20th century, linear schedules, corporate curricula, & the extra-curricularization of energy & interests still combine to hold firm what has been at the expense of what is. The School structure & its meanings are the issues of today just as they where a century ago…

We must reflect presently on the “reform” engines of today motoring through schools & quietly accepting the structures imposed in what amounts to seeing learners & their communities as commodities & economies of scale, vs dynamic realities of human possibility…"
thomassteele-maley  reform  education  schools  community  johndewey  thomashopkins  francisparker  wavesofthesame  unschooling  deschooling  workingwithinthesystem  revolution  standardization  control  corporateculture  corporatism  corporatization  curriculum  change  gamechanging  2011  we'vebeenherebefore  isitdiferentthistime  ego  cv  society  humanpotential  ivanillich  michaelwesch  newlearningecologies  networks  olpc  learningmeshes  michaelapple  jamesbeane  deborahmeier  from delicious
march 2011 by robertogreco
YouTube - Rethinking Education
"This video was produced as a contribution to the EDUCAUSE book, The Tower and the Cloud: Higher Education in the Age of Cloud Computing, edited by Richard Katz and available as an e-Book at or commercially at Produced in 2007 as a conversation starter in small groups. Released in 2011 as a conversation starter online."
education  digital  learning  teaching  universities  colleges  michaelwesch  internet  technology  web  online  highereducation  highered  web2.0  yochaibenkler  peer-production  software  publishing  textbooks  wikipedia  marshallmcluhan  knowledge  google  books  accessibility  agitpropproject  the2837university  access  from delicious
january 2011 by robertogreco
More Educator Luddites Please | The Compass Point
"The educator luddites I have in mind are people who have always understand school to be more than test prep and who see themselves as far more than the agents of a standardized testing industry. I see them leading the way to create inquiry driven schools where students and teachers are not too busy to think. Schools where the technology serves the learning rather than drives the teaching and where the demand for original work is a collaborate effort to solve compelling problems to which no one present knows the answer. In such a school, the curriculum is not driven by the textbook, the flow of information is not unidirectional, learning is networked and students and teachers work together across the boundaries of age and experience as active seekers, users and creators of knowledge. In this rosy picture, individual schools form a kind of globally aware and networked cottage industry of creative learning."

[via first comment at: ]
education  learning  educatorluddites  unschooling  deschooling  apprenticeships  mentorships  autodidacts  progressive  cv  tcsnmy  technology  internet  web  hierarchy  organizations  toshare  topost  gamechanging  whatmatters  michaelwesch  neilpostman  charlesweingartner  maxinegreene  elizabetheinstein  socrates  literacy  citizenship  civilization  society  standardizedtesting  student-led  participatory  crapdetection  mentorship 
july 2010 by robertogreco
A Difference: That's Really Hard Work [Some great similarities between what Michael Wesch does with his class and what we do in class at TCSNMY.]
"The kids begin by co-creating a schedule on a wiki for the research they'll do to solve the problem they've decided to work on. They begin by digging into the problem and reading everything they can on it. Summaries of all their reading are compiled on the wiki. Typically they'll read over 90 articles, papers, or books in the first week of class as they do this. (In more typical University classes they read about three articles in the first week.) Mike guides them, having a little deeper experience in the field then they do, by suggesting other sources they might wish to explore. They continue this research and co-create a research paper for publication. When that's all done, they create very brief condensed video summaries of their research, submit them to Mike who then weaves them together into a brief (5 min?) video. All this is only possible because of the community building work they do together in the first few weeks of the course."
via:cervus  michaelwesch  tcsnmy  lcproject  howwework  classideas  projectbasedlearning  engagement  learning  toshare  topost  projects  projectideas  research  pbl 
july 2010 by robertogreco
dy/dan » Blog Archive » TEDxNYED Metadata [Forgot to bookmark this—thanks to Basti for making it resurface. Also, see the comment from Michael Wesch.]
"I'm not saying that the only people capable of describing or critiquing classroom teaching are classroom teachers. There are people who don't work in a classroom who know a lot more about my business than I do. I'm saying it's difficult, as one of public education's foot soldiers, to do much with inspiration. I don't have many places to put inspiration, certainly not as many as the edtechnologists walking away from TEDxNYED minds buzzing, faces aglow, and so it tends to settle and coagulate around my bile duct. It's too hard to forget that tomorrow I and three million others will have to teach too many standards of too little quality to too many students with too few resources. What can you do with this?"
danmeyer  education  tedxnyed  curriculum  math  reflection  reform  theory  practical  doingvsimagining  wcydwt  teaching  schools  doing  inspiration  doingvsinspiring  edtech  hereandnow  now  implementation  constraints  frustration  flexibility  constructivecriticism  power  control  jeffjarvis  michaelwesch  georgesiemens  davidwiley  andycarvin 
may 2010 by robertogreco
Telling stories with interfaces « Snarkmarket
"This genre makes absolutely no sense on TV. I love things that make absolutely no sense on TV.

So I actu­ally think Google has vaulted to the front of the field with these videos. For one thing, their use of sound is sub­tle and bril­liant; it lights up your brain. They also just really deliver on the fun­da­men­tals: they are 100% faith­ful to the inter­face (no excep­tions!) but they present it in a super-dynamic way. And finally, they’ve invented a brand-new nar­ra­tive tech­nique: auto­com­plete sus­pense. (Seri­ously: it’s their secret weapon. G-E-N-I-U-S.)

But where does it go from here? Is this really just a micro-genre best suited to ads for inter­net com­pa­nies? Or does the fact that we spend so much time on this stage our­selves mean that it really can be the venue for more (and more kinds of) storytelling?"
stories  storytelling  google  advertising  ads  video  michaelwesch  themonitor  robinsloan  snarkmarket 
january 2010 by robertogreco
A Sense of Purpose (EDUCAUSE Review) | EDUCAUSE
"art of encouraging collaboration is like trying to find that balance between assigning individual responsibility & also finding a way to leverage all the individual contributions in a way that the endpoint is greater than the sum of its parts. The way I do that — sort of the secret behind it all — is that even though it looks like group work, every student has his or her own, very specific role and assignment in that group. A lot of that is self-constructed, so that the students are developing their own project within the larger project. That self-guided piece creates more motivation and also ultimately creates a better product, because they know better than I do what their expertise is and how they can contribute."
michaelwesch  education  learning  tcsnmy  pedagogy  digitalstorytelling  technology  elearning  assessment  collaboration  individual 
october 2009 by robertogreco
ALT - C 2009 - Keynote Speech on 8 September 2009 by Michael Wesch
"Mediated Culture / Mediated Education, Keynote speech by Michael Wesch, Assistant Professor of Cultural Anthropology at Kansas State University at "In dreams begins responsibility" - choice, evidence, and change, the 2009 conference of the Association for Learning Technology (ALT). Session given in Manchester, UK, on Tuesday 8 September 2009"
michaelwesch  education  culture  video  mediatedculture  mediatededucation 
september 2009 by robertogreco
Digital Ethnography » Toward a New Future of “Whatever”
"Here is the video from my recent talk at the Personal Democracy Forum at Jazz at Lincoln Center. About 10 minutes of it is a minor update (rehash) of An Anthropological Introduction to YouTube, but the rest is new."

[Now at: ]
michaelwesch  technology  youtube  ethnography  anthropology  socialscience  teaching  learning  tcsnmy  social  culture  internet  change 
july 2009 by robertogreco
Half an Hour: Whatever
"think...about the classroom itself. What does it say? It says learning is an information dump. We dump it from the stage. It says learning is scarce & hard to find, that's why you must come to the dumpage. It says, trust authority for information. And it says authorized information is beyond discussion. Trust authority & follow along...They say questions drive the learning. But we hear, "how many points is this worth?" "How many pages?" These are representations of the crisis of significance. We are missing things of importance...Instead of focusing on self, [Diana Degarmo] focused on the beauty of the audience & the whole event. And I allowed myself to do the same thing. I never let that leave me. I would start with that...with loving my students. & it's striking how much my teaching has changed in five years, as a result of that. It's basically about shifting from getting people to love you to you loving them. It has four parts: - caring - responsibility - respect - knowledge"
education  michaelwesch  teaching  learning  change  reform  universities  colleges  pedagogy  media  networks  powerpoint  engagement  trust  authority  responsibility  respect  knowledge  caring  tcsnmy  audience  love  culture 
july 2009 by robertogreco
Snarkmarket: Anti-Teaching [see the comments too, quotes below are from them]
"I was always so frustrated by the private parallelism of school - 100 people all writing the same report at the same time. Or writing the same report year after year after year. What a waste...[CCS at UCSB is] just 1960s alternative education...I've tried to avoid letter grades in my seminars at Penn & the students hate it. They're conditioned to judge themselves that way & I think rightly fearful that an anti-grade orientation on individual projects is just a mask for an arbitrary grade at the end of the course. My arts students at UArts go for it & portfolio grading seems to be the prevailing trend in writing programs at least; I think it could work for literature courses as well. Ideally I think education is more about modeling tools than transmitting information -- although...Next semester I'm experimenting with a course structure that frontloads content & backloads research & writing tools -- exactly so students have the time to do something synthetic."
anti-teaching  michaelwesch  snarkmarket  teaching  education  learning  synthesis  content  tools  alternative  assessment  grading  classsize  colleges  universities  lcproject  tcsnmy  grades  ucsb  ccsucsb  ccs  deschooling  unschooling  progressive  unlearning  gradschool 
july 2009 by robertogreco
Digital Ethnography » Our class on how we run our class
"we organize it as a research group, not a class...instead of a syllabus we have a research schedule...editable at any time by anybody involved in the project. All edits are (almost) instantly reported at our Netvibes research hub via RSS. The hub also includes a Yahoo Pipe combining the feeds from each of the 15 students’ blogs. There is a 2nd Yahoo Pipe that combines all the comment feeds from those blogs...we have a feed from our Diigo group, which we use to share links & notes on the web. The course is entirely purpose-driven, so it does not have much of the traditional structure typically provided by a syllabus, but it is (loosely) structured...basic format: * First 3 weeks: exploration stage * Second 3: guided introduction to the field * Next 4: self-guided research * Due at 11th week: Research paper (followed by collaboration exercises) * Final (16th week): Share with world (video, website, etc.) Students keep a blog throughout, and do most of their “assignments” as blog posts"

[Now at: ]
michaelwesch  education  socialnetworking  elearning  class  anthropology  pedagogy  teaching  ethnography  tcsnmy  classideas  connectivism  collaboration  research  learning  blogs 
may 2009 by robertogreco
Jesse James Garrett: The Memphis Plenary
"the real action is in these last two areas, cognition and emotion. This, to my mind, is the manifest destiny for information architecture. We may not have fully recognized it before because the phrase "information architecture" puts the emphasis on the wrong thing. It's never been about information. It's always been about people: how they relate to that information, how that information makes them think, how it makes them feel, and how the structure of that information influences both things. This is huge, unexplored territory. ... Here's Michael Wesch quoting Marshall McLuhan again: "We shape our tools, and then our tools shape us.""
michaelwesch  via:preoccupations  informationarchitecture  usability  reference  web  design  experience  ux  trends  technique 
march 2009 by robertogreco
Teaching How to Learn | blog of proximal development
"Instead of separating our students from the world they’re getting ready for, instead of cocooning them in protected classrooms, we need to give them opportunities to learn from & w/ people who share their passions ... “the pursuit of real & relevant questions” is too complex for our rubrics, checklists & multiple choice quizzes. ... we [need to] get involved as co-investigators who assist students w/ their independent research & who also, through personal engagement as online learners & collaborators, model what it means to be successful as a learner. We have to become “co-conspirators” or, to use Vygotsky’s famous term, “more capable peers,” whose job is not to measure & evaluate but, primarily, to promote & support reflection & analysis in our students. As educators, we need to work on our role in the classroom as “passionate hobbyists and creators,” we need to engage in learning in our classrooms & in doing so we need to move towards a different model of assessment & evaluation."
education  learning  teaching  networkedlearning  tcsnmy  self-directed  self-directedlearning  newmedia  empowerment  pedagogy  change  reform  lcproject  michaelwesch  unschooling  deschooling  modeling  assessment  konradglogowski  curriculum  netgen  internet  elearning  media  vygotsky 
january 2009 by robertogreco
When college students reinvent the world |
"Kansas State University professor Michael Wesch’s ‘World Sim’ course – aka Anthropology 204 – helps students create new ‘cultures’ to get beyond the multiple choices to understanding the ‘why’ of global affairs."
michaelwesch  anthropology  pedagogy  teaching  learning  colleges  universities  education  reading  simulation  simulations 
january 2009 by robertogreco
Michael Wesch on how WE learn
"How do WE learn in the age of the web? Michael Wesch, known for his YouTube videos “A Vision of Students Today” and “The Machine is Us/ing Us“, talks about anti-teaching and harnessing collective intelligence in his class." Somewhew around the 8:20 mark, Wesch imagines a campus-wide learning environment that utilizes mobile phones, RFID and barcodes."
michaelwesch  via:preoccupations  assessment  teaching  interenet  wikis  collaboration  education  leadership  edtech  learning  psychology  pedagogy  anti-teaching  elearning  social  tcsnmy  gamechanging  mobile  mobilelearning  mobiled  rfid  community  connectivism  barcodes  qrcodes 
january 2009 by robertogreco
Digital Ethnography » Participatory Media Literacy: Why it matters
"The surprising-to-most-people-fact is that students would prefer less technology in the classroom (especially *participatory* technologies that force them to do something other than sit back and memorize material for a regurgitation exercise). We use social media in the classroom not because our students use it, but because we are afraid that social media might be using them - that they are using social media blindly, without recognition of the new challenges and opportunities they might create."

[Now at: ]
michaelwesch  socialmedia  participatory  technology  learning  teaching  literacy  media  digitalliteracy  howardrheingold  education 
january 2009 by robertogreco
Digital Ethnography » Revisiting “A Vision of Students Today”
"remarkable achievement...hundreds of otherwise expressive, exuberant & often rebellious youths into single room...sit quietly...listen to the authority...Such an achievement could not be won by an eager teacher armed w/ technology alone. It has taken years of acclimatizing our youth to stale artificial environments, piles of propaganda convincing them that what goes on inside these environments is of immense importance & steady hand of discipline should they ever start to question it. Alfred North Whitehead called it “soul murder.”...Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our “subjects,” “disciplines,” and “courses.” McLuhan’s statement about the bewildered child confronting “the education establishment where information is scarce but ordered and structured by fragmented, classified patterns, subjects, and schedules” still holds true in most classrooms today."

[Now at: ]
education  learning  technology  highereducation  teaching  students  michaelwesch  deschooling  unschooling  schooling  marshallmcluhan  alfrednorthwhitehead  neilpostman 
october 2008 by robertogreco
Digital Ethnography » The Little Glass Dot
"As I was preparing the talk about YouTube I became increasingly overwhelmed by the true significance of the webcam. It sat so humbly on top of my computer screen, a little glass dot, and yet it means so much:"

[Now at: ]
michaelwesch  poetry  youtube  webcams  participatory  web  online  internet  community 
august 2008 by robertogreco
Digital Ethnography » “An anthropological introduction to YouTube” video of Library of Congress presentation
"The video of the presentation I gave at the Library of Congress last month is finally ready. This was tons of fun to present. I decided to forgo the PowerPoint and instead worked with students to prepare over 40 minutes of video for the 55 minute presentation. This is the result." ... Direct link to video here: [choose 'watch in high quality']

[Now at: ]
michaelwesch  culture  internet  anthropology  socialmedia  youtube  ethnography  research  presentations  video  viral  web2.0  readwriteweb  education  community  web  online 
august 2008 by robertogreco
YouTube - Information R/evolution
"This video explores the changes in the way we find, store, create, critique, and share information. This video was created as a conversation starter, and works especially well when brainstorming with people about the near future and the skills needed in order to harness, evaluate, and create information effectively."
michaelwesch  information  visualization  folksonomy  tagging  libraries  future  internet  taxonomy  collaboration  education  technology  reference  search  culture  organization  digital  web  media  classification 
august 2008 by robertogreco @ kansas state university - World Simulation Project
"The World Simulation is a radical experiment in learning that is the centerpiece of the Introduction to Cultural Anthropology course at Kansas State University, created in a fit of frustration with the large lecture hall format which seems inevitable in a classroom of 200-400 students. Of utmost concern to me, was the nature of questions I was hearing from students, which tended to be administrative and procedural rather than penetrative, critical, and insightful. My least favorite question was also the most common: "What do we need to know for this test?" Something had to be done, so I set to work creating the World Simulation."
michaelwesch  education  anthropology  pedagogy  learning  culture  teaching  ethnography  globalawareness  classideas  online  twitter  jott  mobile  phones  understanding  projectbasedlearning  simulations  pbl 
august 2008 by robertogreco
Can New Media Be Taught in Schools? - ReadWriteWeb
""Academia tends to be woefully behind in almost everything it teaches. Experience in the private sector tends to be a faster and more effective method of learning almost anything. Hard sciences may be the exception. The internet is changing faster than almost anything in this world, so expecting academics to be capable of offering timely teaching in this field may lead to serious disappointment. That may be shortchanging a lot of hard working teachers fired up about the web, though....Looking at what Dr. Michael Wesch teaches college students, what the incredible Vicki Davis manages to do with Elementary school students and the internet and what popular education blogger Stephen Downes advises - it is clear that there is some powerful potential for teaching new media."
newmedia  technology  schools  curriculum  education  learning  teaching  socialmedia  collaboration  elearning  students  classideas  internet  media  tools  literacy  academia  stephendownes  michaelwesch  vickydavis 
august 2008 by robertogreco
University of Manitoba: Information Services and Technology - Michael Wesch and the Future of Education
"During his presentation, the Kansas State University professor breaks down his attempts to integrate Facebook, Netvibes, Diigo, Google Apps, Jott, Twitter, and other emerging technologies to create an education portal of the future."

[video on Youtube: ]
michaelwesch  education  learning  schools  change  reform  technology  e-learning  ethnography  gamechanging  classideas  twitter  jott  diigo  googleapps  netvibes  facebook  portals  collaboration  socialnetworking  medialiteracy  socialmedia  literacy  newmedia  universities  colleges  teaching  multimedia 
july 2008 by robertogreco
Digital Ethnography » Teaching with Twitter
"The World Simulation was an amazing success this year, thanks in part to the use of Twitter and Jott, which allowed students to send live updates of major events through their mobile phones."

[Now at: ]
blogging  education  socialmedia  teaching  twitter  videos  michaelwesch  anthropology  culture  simulations  jott  technology  online  microblogging  via:hrheingold  sociology  ethnography  classideas 
april 2008 by robertogreco
Michael Wesch: Anti-Teaching (pdf)
[Linkrot, so go here: ]

"I have toyed with the idea of calling what I do “anti-teaching", as I have come to the conclusion that "teaching" can actually be a hindrance to learning.""

[See also:]
michaelwesch  teaching  learning  deschooling  unschooling  education  gamechanging  colearning  socialmedia  contentcreation  neilpostman  marshallmcluhan  simulations  methods  pedagogy  students  schools  schooling  filetype:pdf  media:document 
april 2008 by robertogreco
YouTube - Information R/evolution
"This video explores the changes in the way we find, store, create, critique, and share information. This video was created as a conversation starter, and works especially well when brainstorming with people about the near future and the skills needed in order to harness, evaluate, and create information effectively."
michaelwesch  ux  video  web2.0  information  nearfuture  sharing  internet  online  web  anthropology  taxonomy  tags  tagging  search  content  wikipedia  contribution  usergenerated  user  community 
october 2007 by robertogreco
YouTube - A Vision of Students Today
"a short video summarizing some of the most important characteristics of students today - how they learn, what they need to learn, their goals, hopes, dreams, what their lives will be like, and what kinds of changes they will experience in their lifetime. Created by Michael Wesch in collaboration with 200 students at Kansas State University."
michaelwesch  demographics  anthropology  students  universities  colleges  wikis  life  society 
october 2007 by robertogreco @ kansas state university
"a team of cultural anthropology undergraduates led by Dr. Michael Wesch exploring the impacts of digital technology on human interaction and human interaction on digital technology"
michaelwesch  anthropology  academia  education  ethnography  learning  media  multimedia  internet  web  culture  digital  socialnetworking  socialsoftware  online  teaching  youtube  web2.0  community 
october 2007 by robertogreco
‘omg my mom joined facebook!!’ - New York Times
"Professor Wesch reminded me that what Facebook’s younger users really are doing is exploring their identities, which they may not want to parade in front of their parents."
teens  facebook  socialsoftware  socialnetworks  social  identity  parenting  online  internet  web  families  society  michaelwesch 
june 2007 by robertogreco
Christopher D. Sessums :: Weblog :: We Are the Machine: Web 2.0 (re)explained
"a little video entitled "Web 2.0 ... The Machine is Us/ing us" courtesy of Michael Wesch, an Asst. Prof. of Cultural Anthropology at KSU that explains (albeit rather rapidly) many concepts behind the read/write web."
readwriteweb  socialsoftware  socialnetworks  social  society  internet  web  sharing  tagging  video  tags  flickr  online  michaelwesch 
february 2007 by robertogreco

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