Wesch's work has the narrative pacing of a thriller; it's likely your adrenalin might start pumping ... [He] makes a mind-blowing argument, and he makes it so convincingly that YouTube will never look the same.
Michael Wesch
Professor of Cultural Anthropology and Digital Ethnography
Featured Topics
Fee Range
Please contact us for pricingTravels From
Manhattan, Kansas, United States
Michael Wesch
Biography
Dubbed "the explainer" by Wired magazine, Michael Wesch is a cultural anthropologist exploring the impact of new media on human interaction (and the impact of human interaction on new media). After two years studying the impact 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. His videos on technology, education, and information have been viewed by millions, translated in over ten languages, and are frequently featured at international film festivals and major academic conferences. Wesch has won several major awards for his work, including a Wired Magazine Rave Award and the John Culkin Award for Outstanding Praxis in Media Ecology. He is also a multiple award-winning teacher whose teaching projects are frequently featured in the Chronicle of Higher Education and other major media outlets worldwide. Wesch is currently serving on the Editorial Board of Advisors for Encyclopaedia Britannica.
Michael Wesch
Featured Keynote Program
The End of Wonder in the Age of Whatever
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, dis-empowered, 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.
