Published: From Knowledgable to Knowledge-able

Academic Commons just released a great collection of essays on New Media Technologies and the Scholarship of Teaching and Learning, edited by Randy Bass with Bret Eynon.  I have been very impressed with depth of thought and the insights expressed not only in the other essays, but even in the comments and questions sent to me by Randy and the other editors as I was working on my essay.  The issue precis included this wonderful line:

… new media pedagogies (as with other emergent pedagogies) often lead to forms of learning that do not neatly fit into traditional frameworks of disciplinary learning and cognitive and critical skills, such as emotional and affective dimensions, capacities for risk-taking and uncertainty, creativity and invention, blurred boundaries between personal and public expression, or the importance of self-identity and self-understanding to the development of disciplinary understanding, etc..

The essays start from here and take on what the editors call a “dual challenge: to understand better the changing nature of learning with new media, and the potential of new media environments to make learning–and faculty insights into teaching–visible and usable.”

I’m still working my way through all the essays, and so far I have been completely enthralled – feeling both inspired and challenged by the ideas.

Here’s the abstract for my piece:

“This is a social revolution, not a technological one,” says Michael Wesch, “and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.” Looking at higher education as a whole, as well as his own teaching, Michael Wesch argues that we have had our “why’s,” “what’s” and “how’s” of teaching and learning turned upside down, and that the most compelling consequence of this moment is that it has sent us into a new “question-asking, bias-busting, assumption-exposing environment.”

I think it is this “bias-busting” time we are in that allows such a great set of essays to emerge.  This is going to be a great morning as I work my way through them.

Wesch

Associate professor of cultural anthropology. Ed Traceur. Hacker. Car-free.

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14 Responses

  1. Looks like a great collection, Mike. I’m looking forward to reading it. At some point I’d love to talk with you about how these bias-busting environments link up with the idea of cyberinfrastructure.

    Happy New Year!

  2. Greetings,

    While off topic to this post, your students may find the YouTube bibliography I am compiling to be of some use. It is a dynamic document updated almost daily, and is as yet quite incomplete. At present there are almost a hundred sources documented.

    It is available at http://www.strangelove.com/blog/?p=156

    Best wishes,

    Dr. Strangelove
    University of Ottawa

  3. Bill Newton says:

    Michael I was listening to your comments on the vastness of communities on line. You sparked a thought about an issue that needs massive attention. There are gaps in laws that people get caught up in. Citizens dont have money or time to fight for fairness but get caught by gaps in regulations. What if We created a format to expose the atrocities, thus creating an inexpensive way to make our lawmakers aware? The citizens generally find out too late. The legal process is soooo slow, and justice postponed or never achieved.
    I would like to visit a bit about some possibities.
    You may reach me at wpnewton@yahoo.com, or call 316-393-7001.

    Thank you,
    Bill Newton

  4. Deb Hibbard says:

    Hi there and thank you for your commitment to a very interesting blog – I have shown a number of people your video “A Vision of Students Today” very hard to ignore the changes that are occuring when you view the video…

    How can someone interested in the new technologies promote more interaction with the hard core academics who are more invested in the scholarship on teaching and learning? It will take a revolution!

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    I’m very interested to see this collection, but the links do not work. Please update the article.

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