Academia 2.0

Appreciating the Digital Information R/evolution

This Kansas State University project playfully and accurately depicts the generational chasm in teaching and learning methods caused by the digital revolution. Information, once held by texts and experts, is now widely accessible and nearly free (after start-up costs). The value of teaching by exposure, retention, and recall is depreciating rapidly for learners and future employers.

How do academic institutions and individuals within respond? Akin to the cognitive response options to any new data, we can observe the twin extremes of denial (willful or passive) or an openness that destroys the original form’s value.

Kill (Melvil) Dewey to Save (John) Dewey

Denial may depend on age. Acquiring technological interest and fluency mid-career is a challenge, especially when such efforts are not rewarded. Professionals of my age (b. 1974) possessed the personal computer at home and school from perhaps the age of 10. Yet we often fail to realize that students just 5 years younger are on the other side of this chasm, having spent their high school years online. Their expectations about study, research, discipline, friendships, and employment are of a different kind.

Another central reason for the educators denial of the digital revolution is simply an under-appreciation for its implications. We ought to marvel that we live during this transition.

Incoherent integration may take the following form. Overcompensation, or anachronistic exercises that are “technologized.”

One Response to “Academia 2.0”

  1. Beyond | IT : When information is not scarce, what does it mean to know? Says:

    […] very interesting video here from the folks at Kansas State University that did the Academia 2.0 post and initial […]

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