2. The teacher can provide an educational experience through
setting up an environment and structuring the situation so as
to stimulate the desired type of reaction. This means that the
teacher must have some understanding of the kinds of
interests and background the students have so that he can
make some prediction as to the likelihood that a given
situation will bring about a reaction from the student;
and, furthermore, will bring about the kind of reaction which is
essential to the learning desired.”
--Ralph W. Tyler, Basic Principles of Curriculum and Instruction, 64 (1949)

3. “Curriculum as traditionally conceived, and as practiced in the
vast majority of schools, is organized about the rationality of
order, of linearity, and of diachrony. It is the path we follow to
the goal of knowledge . . . . I believe education ought to be an
experience of dislocation in which the sense of lostness [the
experience of decenteredness] is given impetus and
validation, and in which in that sense of lostness identity can
be achieved.”
--Alan A. Block, Curriculum: Toward New Identities, 333-336 (1998)

4. “The level of consciousness that prevailed before history is
articulated pictorially, the historical alphabetically, the new
digitally. Abysses open between them. Each alphabetic
attempt to bridge the abyss in the direction of the digital will
fail because it will carry its own linear, goal-oriented structure
into the digital, covering the digital up.”
--Vilem Flusser, Does Writing Have a Future, 160 (1987, 2011)

5. 1. The definition of text must continue to evolve. This one delivery vehicle must become many
asynchronous delivery vehicles constructed of many modes (i.e., no more discursive bias).
2. Curricula will continue to advocate a vibrant mixture of modes in consumption and
distribution, but it will need to work harder to compel students to produce “texts” of multiple
modes.
3. Knowledge producers are technology producers, and vice-versa.
4. Learning experiences are much less content-centered and more problem-centered. Learning is
not distinct from experience but an integral part of it.
5. Assessment of learning must have a component that is structured outside of superficial time
and place constraints. We must build systems that allow for continual assessment of learning
well after the experience is over and throughout a lifetime.
6. The distinction between data and text will continue to fade, so curricula must integrate
traditional “numbers-oriented” knowledge along with “humanism-oriented” knowledge.
7. Learning in the digital age will be more dependent on face-to-face and hands-on experiences,
not less (a common misconception). What will change is what needs to happen during the face-
to-face and hands-on interactions. It is no more about delivering content as it is about crafting an
experience (conditions) for learning to take place. The classroom becomes the field trip.

6. fin