http://libraryviews.blogsome.com/2009/02/25/792/
提到 Michael Wesch 相信許多人不會陌生才對，至少應該都有看過他放在 Youtube 上的影片才對，例如 2007年的 Web 2.0 … The Machine is Us/ing Us 至今已被觀看超過 800萬多次了。查了一下LV，我也曾在 2007年11月提到過 Michael Wesch 教授的另二個影片。如果你對 Michael Wesch 的影片有興趣的話，可以至他的 Youtube 網頁去看看。
本文不是要介紹他所製作的影片，而是他本人。這位來自 Kansas State University的文化人類學教授相當的年輕，才34歲 (1975年出生)，在 2008年底獲選為全美年度教授 (U.S. Professors of the Year)。
除了他的研究和那些短片外，Michael Wesch 是一位 “anti-teaching” 的提倡者，他認為老師並不是直接給學生解答，而是要啟發學生問問題，問對的問題。底下是自全美年度教授獎 的 Passion for Teaching Statement 網頁所節錄的部分內容：
I have read and heard a great deal of advice on how to ask good questions of students, but nobody has ever told me how to get students to ask good questions. Since all good thinking begins with a good question, it strikes me that if we are ultimately trying to create “active lifelong learners” with “critical thinking skills” and an ability to “think outside the box,” it might be best to start by getting students to ask better questions.
The best questions force students to challenge their taken-for-granted assumptions and see their own underlying biases. Oftentimes, the answer to a good question is irrelevant—the question is an insight in itself. The only answer to the best questions is another good question. The best questions send students on rich and meaningful lifelong quests, question after question after question.
Unfortunately, such great questions are rarely asked by students, especially in large introductory courses, such as my 400-student “Introduction to Cultural Anthropology.” Much more common are questions such as, “What do we need to know for this test?” This may be the worst question of all. It makes education into a relatively meaningless game of grades rather than a meaningful exploration of the world.
對 “anti-teaching” 有興趣的人可以看看他這篇文章 － Anti-Teaching – Confronting The Crisis Of Significance。另外，或許可以從底下二段影片聽聽他的說法：
http://www.youtube.com/watch?v=hBmDgMFAZTI
另一段訪談：談我們要如何學習、anti-teaching
http://blip.tv/file/1537085/
老頑童們的筆記 － 極力推薦Michael Wesch教授在YouTube上一系列的影片!
過去曾在YouTube中找到一系列的”Did You Know”影片，看完影片中的一些統計數據後，常讓我背脊感到一陣chilling，身處在這資訊科技快速發展與變動、資訊量持續倍增的資訊社會中，深怕自身與下一代淹沒在這一片資訊海中，如果2010年所出現的job是不曾存在於2004年的，那麼我們現在要教導下一代的能力是什麼? 恐怕是自學與適應變動的能力吧!
此外， Michael Wesch教授所製作的一系列影片，同樣是很棒的Video，The Machine is Us/ing Us，短短幾分鐘的影片讓我們瞭解到Web 2.0與資訊科技進展是怎樣的影響了我們的生活；A Vision of Students Today 則是描敘了現在學生對於School與Learning的想法、權威式與傳統的教室教學或許需要再思考新的模式，需要提供更多的討論與互動，因為資訊科技早已改變了學生們學習的方式，他們更習慣從社群中取得資訊...。
Michael Wesch教授是Kansas State University的文化人類學教授，他的研究著重在於數位媒體與科技如何影響與改變人們之間的溝通與學習方式(其研究主題網頁為Digital Ethnography)。在YouTube中有關Michael Wesch教授所提供的影片都十分有深度且發人醒思，建議大家若對資訊科技如何改變我們生活這類主題有興趣者，可以訂閱Michael Wesch教授的channel。
The Machine is Us/ing Us (Final Version)
2009年2月25日 星期三
Michael Wesch: A Vision of Students Today
http://mediatedcultures.net/ksudigg/?p=119
This video was created by me and the 200 students enrolled in ANTH 200: Introduction to Cultural Anthropology at Kansas State University, Spring 2007. It began as a brainstorming exercise, thinking about how students learn, what they need to learn for their future, and how our current educational system fits in. We created a Google Document to facilitate the brainstorming exercise, which began with the following instructions:
… the basic idea is to create a 3 minute video highlighting 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. We already know some things from previous research (and if you know of any interesting statistics, please list them along with the source). Others we will need to find out by doing a class survey. Please add whatever you want to know or present.
Over the course of the next week, 367 edits were made to the document. Students wrote the script, and made suggestions for survey questions to ask the entire class. The survey was administered the following week.
I then took all of the information from the survey and the Google Document and organized it into the final script portrayed in the video which was all filmed in one 75 minute class period.
The introduction was filmed by myself a month later. It is inspired by Marshall McLuhan’s ideas as they apply to education, especially as they have been used by Neil Postman and Charles Weingartner in Teaching as a Subversive Activity.
How we gathered the numbers:
133 out of 200 students responded to the survey which yielded the results. Further explanation of the data is posted below:
My average class size is 115.
Survey: What is your average class size? Average: 115.0602
18% of my teachers know my name.
Survey: What percentage of teachers you have had in college would be able to recognize you and call you by name? Average: 18.2
Only 26% … relative to my life
Survey: Not including this class, what percentage of assigned readings do you find relevant to your life? Average: 25.95
I will read 8 books this year.
Survey: How many books have you read this year? Average 8.03 (ranging from 0-200)
We discovered later that there was some disagreement about whether this question referred to a semester, the past year, or the year starting as of January 1st (this survey took place in April – roughly equal to one semester). To make the ratio to web page and Facebook reading more accurate we assumed this statistic to relate to one semester rather than one calendar year.
2300 web pages
Survey: On average, how many web pages do you read each day? Average 21.51(We then multiplied this by 105 - roughly the number of days in a semester - and rounded to 2300.)
and 1281 facebook profiles
Survey: On average, how many Facebook profiles do you view each day? Average 12.2 (multiplied by 105 = 1281)
"I will write 42 pages for class this semester."
Survey: On average, how many pages do you write for your classes each semester?
Average: 41.96
“And over 500 pages of email”
Survey: On average, how many pages of e-mails will you write in a single day?
Average: 4.96 (*105 days/semester = over 500)
Jerry's blog: A Vision of Students Today
Jerry's" blog: Michael Wesch - 2008全美年度教授
This video was created by me and the 200 students enrolled in ANTH 200: Introduction to Cultural Anthropology at Kansas State University, Spring 2007. It began as a brainstorming exercise, thinking about how students learn, what they need to learn for their future, and how our current educational system fits in. We created a Google Document to facilitate the brainstorming exercise, which began with the following instructions:
… the basic idea is to create a 3 minute video highlighting 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. We already know some things from previous research (and if you know of any interesting statistics, please list them along with the source). Others we will need to find out by doing a class survey. Please add whatever you want to know or present.
Over the course of the next week, 367 edits were made to the document. Students wrote the script, and made suggestions for survey questions to ask the entire class. The survey was administered the following week.
I then took all of the information from the survey and the Google Document and organized it into the final script portrayed in the video which was all filmed in one 75 minute class period.
The introduction was filmed by myself a month later. It is inspired by Marshall McLuhan’s ideas as they apply to education, especially as they have been used by Neil Postman and Charles Weingartner in Teaching as a Subversive Activity.
How we gathered the numbers:
133 out of 200 students responded to the survey which yielded the results. Further explanation of the data is posted below:
My average class size is 115.
Survey: What is your average class size? Average: 115.0602
18% of my teachers know my name.
Survey: What percentage of teachers you have had in college would be able to recognize you and call you by name? Average: 18.2
Only 26% … relative to my life
Survey: Not including this class, what percentage of assigned readings do you find relevant to your life? Average: 25.95
I will read 8 books this year.
Survey: How many books have you read this year? Average 8.03 (ranging from 0-200)
We discovered later that there was some disagreement about whether this question referred to a semester, the past year, or the year starting as of January 1st (this survey took place in April – roughly equal to one semester). To make the ratio to web page and Facebook reading more accurate we assumed this statistic to relate to one semester rather than one calendar year.
2300 web pages
Survey: On average, how many web pages do you read each day? Average 21.51(We then multiplied this by 105 - roughly the number of days in a semester - and rounded to 2300.)
and 1281 facebook profiles
Survey: On average, how many Facebook profiles do you view each day? Average 12.2 (multiplied by 105 = 1281)
"I will write 42 pages for class this semester."
Survey: On average, how many pages do you write for your classes each semester?
Average: 41.96
“And over 500 pages of email”
Survey: On average, how many pages of e-mails will you write in a single day?
Average: 4.96 (*105 days/semester = over 500)
Jerry's blog: A Vision of Students Today
Jerry's" blog: Michael Wesch - 2008全美年度教授
2009年2月20日 星期五
A Vision of Students Today
http://elearning.iiiedu.org.tw/blog/term/20080930/171
美國Kansas State University大學由200個學生自行剪接了367個訊息完成的一段影片”A vision of students today”，在Youtube上受到廣大重視(http://www.masieweb.com/students20)，在場的每個學生都發表了對當前學習的看法與意見，「我完成49%所指定的作業，其中只有26%和我的生活相關」、「我今年會讀8本書、但會看2300個網頁、1281個Facebook profile」、「我這學期會寫42頁的作業、但會寫500頁email」、「我一天要有26.5小時、因此我必需是個多工作業者」…，這些心聲充分反應出現代學子的學習方式，已迥異於過去傳統教室的教學。
學習的內容也在轉變，由學習者產生的內容正顛覆著過去一言堂的方式，我們看見很多使用像blog, Wiki, podcast, videocast, Facebook等工具於教學的成功案例，如夏令營的小朋友製作podcast，讓每位小朋友對全世界講3分鐘話、美國畢業生在畢業前各錄一段youtube影片、用podcast學中文(Chinespod)、用個人blog寫作業或用班級部落格討論功課、有.edu帳號者才可參予的college blog network、還有引導如何應用21世紀新興學習工具的Wiki、各大學的大傳及新聞等系所相繼開辦social media的相關課程，以及其他許多社交網站、社交書籤、RSS等等，把今日之學習逐漸引領向由學生參予、學生創作、與學生主導之方式，應用的領域與類別也不斷的推陳出新。
學習的外在環境、學習者、學習的內容、學習的方式、以及新興的學習工具正在快速轉變中，在21世紀，我們可能必須放棄以前的學習方式(unLearn)，重新學習在新的世代如何去學習，因此國外已有專家大聲疾呼「學習如何學習」(Learn how to learn)將是當前重要的課題。身為教學者，也身為學習者，我想這也是我們刻不容緩應思考及去面對的議題。
美國Kansas State University大學由200個學生自行剪接了367個訊息完成的一段影片”A vision of students today”，在Youtube上受到廣大重視(http://www.masieweb.com/students20)，在場的每個學生都發表了對當前學習的看法與意見，「我完成49%所指定的作業，其中只有26%和我的生活相關」、「我今年會讀8本書、但會看2300個網頁、1281個Facebook profile」、「我這學期會寫42頁的作業、但會寫500頁email」、「我一天要有26.5小時、因此我必需是個多工作業者」…，這些心聲充分反應出現代學子的學習方式，已迥異於過去傳統教室的教學。
學習的內容也在轉變，由學習者產生的內容正顛覆著過去一言堂的方式，我們看見很多使用像blog, Wiki, podcast, videocast, Facebook等工具於教學的成功案例，如夏令營的小朋友製作podcast，讓每位小朋友對全世界講3分鐘話、美國畢業生在畢業前各錄一段youtube影片、用podcast學中文(Chinespod)、用個人blog寫作業或用班級部落格討論功課、有.edu帳號者才可參予的college blog network、還有引導如何應用21世紀新興學習工具的Wiki、各大學的大傳及新聞等系所相繼開辦social media的相關課程，以及其他許多社交網站、社交書籤、RSS等等，把今日之學習逐漸引領向由學生參予、學生創作、與學生主導之方式，應用的領域與類別也不斷的推陳出新。
學習的外在環境、學習者、學習的內容、學習的方式、以及新興的學習工具正在快速轉變中，在21世紀，我們可能必須放棄以前的學習方式(unLearn)，重新學習在新的世代如何去學習，因此國外已有專家大聲疾呼「學習如何學習」(Learn how to learn)將是當前重要的課題。身為教學者，也身為學習者，我想這也是我們刻不容緩應思考及去面對的議題。
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