Digital World
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Digital World



How digital life is changing us

How digital life is changing us



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  • {"16":"But online learning is simply a mechanism for delivery. It is a response, not a driver. \nTrue disruption will happen when we apply our energy to the bigger questions before us. As Mary Meeker says, now is the time when every human activity is being transformed. Now is the “re-imagination of everything” and it is our task to educate for this new time. We need to research and apply our understanding in pedagogy, engagement, persistence, resilience, and machine analytics regarding higher education for the digital age. The future is hiding in plain sight. Higher education merely needs the will to change, and a vision for educating the new learner and the new citizen. \n","5":"And we leveraged online tools to deliver the lecture. UW recently announced support of Tegrity as our official digital lecture system. Our faculty also offer, and students independently, seek video material at YouTube, Vimeo, Khan Academy and the open Web. Information transfer on many visual, media-rich platforms. Expanding into feature-length films, our library has purchased licenses for 100s of rich visual resources – talks, films, documentaries, case studies. We have embraced the visual Web as a standard for anytime, anywhere information transfer.\n","11":"There is a growing disconnection between generations, between how the next generation learns and how they are taught, between a generation of experts and a generation of collective expertise and consensus-built knowledge. \nIn Higher Education, the needs and values of learners are often ignored –at best- and denigrated at worst. But in pockets of innovation, pockets of disruptive innovation, this is rapidly changing. \n","17":"What might it look like? It will begin with thoughtful integration of technology into social learning, collaborative learning, unbounded learning, and consensus-built knowledge. \nWho would have thought that Jimmy Wales inexpensive experiment in harnessing the will of the collective would create the Wikipedia we know today? \nAn online encyclopedia of the world’s knowledge, written by global volunteers, monitored for neutrality and evidence, freely licensed, collectively peer-reviewed and edited, open to all.\nIt is the number one Google Search return, based on authority of rank, reference and referral. It is truly the center of our digital hive mind. A living, global encyclopedia, published in 285 languages. Ten years after its creation, the English site has 4 million topics; 28 million pages, 17 million editors, 553 million edits. Higher education dismisses this experiment as “not scholarly.”\n","6":"Today, we’re watching disruptive innovations move into our bread and butter operations. And as Christensen would also tell us, this will happen with significant resistance from within. But it will happen. Let’s talk about that.\n","12":"The Sloan Consortium tells us that more than 6 million HE students are currently enrolled in at least one online course. Without rapid technology adoption (internet, WWW, information-saturated jobs, mobile devices, anytime learning) we would not have become a diverse population that seeks post-secondary education. But we ARE now a diverse nation that goes to college and goes to college in increasingly diverse ways.\n","18":"Our learners are alone in exploring what we have failed to embed or accept in the HE experience: social identity and social knowledge. Contributing to the hive. Web presence. Personal Learning Environments. ePortfolios. Establishing their brand. Shared knowledge, constructed knowledge, consensus-built and aggregated knowledge. \nWe send them into the world without scholarly work in netiquette, responsibilities of the digital citizen, digital literacy, visual literacy. \nWe neglect their role in vetted participation in the Web of ideas. None of these topics are less necessary than outcomes related to teaching the scholarly voice or APA formatting. All of them are critical thinking skills for the digital age.\n","7":"What happens when knowledge ceases to be something stored in discreet containers? How do we personally change when we no longer need to travel TO resources, no longer need to find knowledge in libraries and bookstores? What happens to learning when information becomes something that comes to us? When, as Stewart Brand says, information “wants to be free and unfettered?” What is different when data comes to us whenever sought, in bright colors and richly reproduced visual artifacts, animations, movies, and simulations?\n","13":"Society is asking us to solve some deep problems with our current education system. I don’t have the crystal ball, but one need not be Ray Kurzweil to extrapolate on exponential trends in data.\n","2":"In 1991, 20+ years ago, I stuck an Apple server under my desk and built Arizona State University’s first Web server. It began with 10 pages. My boss had asked me to learn HTML, a very simple programming language and it seemed insignificant to create a presence in this new hyper-stack environment. Insignificant. Not a big deal. Clayton Christensen tells us that disruptive innovations start small, and outside the normal processes of an enterprise. \n","19":"Isn’t it amazing how much a snapshot of node activity on the internet looks like a new universe?\nIt IS a new universe, and if we do not prepare ourselves to face that universe head on, what precious possibility in the role of the university is lost? Staying in place, where will we not go? What could we not become? Which learners will we not engage? Who will we not serve? I offer these as pressing questions for higher education in the digital age. The digital age offers us an opportunity to create University 2.0 – built on the framework of intellectual curiosity and passion that brought all of us here – and taking us, our learners, our society - new places we can still hardly imagine. Places where teaching and learning is anytime, anywhere, interconnected and for everyone. \n","8":"It changes us. Changes the way we seek and find information in the moment. The way we augment our experiences with data, the way life becomes a kaleidoscope of information, ideas, possibility. The smart student, and the valuable professor, is no longer the one who knows things. Smart is the person who can find and evaluate the information she needs when she needs it. The smart student finds information easily, and then seeks to understand it. Smart professors teach us not what, but how: how to ask the right questions, how to analyze the data, how to see beyond the knowledge that is available to what must now be known. \nAmber Case claims many of us are now cyborgs – a wirelessly connected, screen-staring, button-clicking new version of homo sapiens. We rely on our augmented, external brains, stored on the Web and in our technology devices. \nWe think via cell phones, smart mobile devices and computers. Our devices augment us as we communicate, remember, connect and even live out secondary lives via technology and the Web. I don’t know my own home phone number. I don’t need to. My cell phone knows. And if I lost it? My contacts are in the cloud. I don’t remember the complete text of the Midnight Ride of Paul Revere. I don’t memorize. All my connected devices retrieve faster than I can recite or recall. I am not complete when removed from my augmented, cyborg self. \n","14":"America is rapidly going online for postsecondary education. 31% of enrolled students are currently online in one or more courses. Learners are seeking more options, more flexible options, more affordable options and more engaging options. \nResearch funding agencies are responding and exploring innovative changes in online learning.\n","3":"The web changed the notion of place for many. My community, my neighborhood, my connections now exist in a NEW 3rd space – not my home and not my work. The 3rd space is your favorite location, but for me, it’s not a physical location. It is a virtual space.\n","9":"This way of knowing is transforming a digital generation due to rapid advances in the speed, the reach and the reliability of mobile devices. Digital citizens find connectivity as important as water and food. Connected to the global is how many of our learners now choose to interact in the local world. It is already what we are seeing in an increasingly younger digital learner.\n","15":"Khan Academy. MIT’s OpenCourseware movement – now 100s of universities strong. Coursera’s 16 Universities. Thrun’s Udacity experiment. Harvard and MITs multi-million dollar experiment in edX. These projects are changing public education overnight. What started as disruptive innovation has moved into the mainstream. \n","4":"One of the spaces where I spend my time is in the CMS. In course management systems, higher education leveraged the Web, and created an umbrella set of tools under one platform. Initial offerings, all created at universities, were designed to replicate what we do in the classroom (discussion, announcements, give and collect assignments, administer tests). \n","10":"In the traditional classroom, asking a new, digital generation to disconnect from the chosen 3rd space, from their augmented selves, from the cyberspace where we the augmented person chooses to learn and think and store our brains…has a price. \nTrust is tested. Authority is questioned. Connected learners store a part of themselves in the hive mind of the internet. Ask them to disconnect and you ask them to leave an augmented self behind. \n"}

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