Edge: THE IMPENDING DEMISE OF THE UNIVERSITY By Don Tapscott - The Diigo Meta page

• 06 Nov 09
  

  Andy Chao

  trends future education

• 04 Nov 09
  

  Emily Vickery

  university trends tapscott

• 03 Nov 09
  

  Linda Burns

  trapscott

• 08 Oct 09
  

  Michael Kirschner
  • 

    • 

      Michael Kirschner on 2009-10-08

      Can the net really replace Universities? Also, aren't Universities not just a source of information, but also a source of credibility? Isn't it obvious that anyone can get a free College level education provided there is a Library in town? Don't colleges provide an educated person with credibility so that when he or she goes out into the world and says he is educated he or she can prove so?
    • 

      Steve Ersinghaus on 2009-10-08

      Maybe.
  • 

    • 

      Michael Kirschner on 2009-10-08

      not to mention in grade school there is a two way interaction between students and teachers
  • 4 more annotations...
  • • The old-style
      lecture, with the professor standing at the podium in front of a large
      group of students, is still a fixture of university life on many campuses.
      It's a model that is teacher-focused, one-way, one-size-fits-all and
      the student is isolated in the learning process. Yet the students,
      who have grown up in an interactive digital world, learn differently.
      Schooled on Google and Wikipedia, they want to inquire, not rely on
      the professor for a detailed roadmap. They want an animated conversation,
      not a lecture. They want an interactive education, not a broadcast
      one that might have been perfectly fine for the Industrial Age, or
      even for boomers. These students are making new demands of universities,
      and if the universities try to ignore them, they will do so at their
      peril.

      • 

        Michael Kirschner on 2009-10-08

        Not to mention Grade school also gets students used to a two way interaction between student and teacher
    • big universities
      would be "relics"
      within 30 years.

      • 

        Michael Kirschner on 2009-10-08

        How will the net replace the University and provide the same level of credibility? It is a popular anecdote that one can acquire a free college education simply by having a library in town. However if you want to go out into the world and say that you are educated you must have a degree to prove it. I don't think the net will replace universities, after all the net is a tool that Universities use.
    • Most graduate programs in American universities produce a product for
      which there is no market (candidates for teaching positions that do
      not exist) and develop skills for which there is diminishing demand
      (research in subfields within subfields and publication in journals
      read by no one other than a few like-minded colleagues), all at a rapidly
      rising cost (sometimes well over $100,000 in student loans)."

      • 

        Michael Kirschner on 2009-10-08

        If such a problem exists this would be very disconcerning
    • problem-focused
      programs
• 02 Oct 09
  

  Sandy Marshall

  Social Media

• 30 Sep 09
  

  Volney Faustini

  education learning tapscott technology future

• 17 Sep 09
  

  carlos r

  education university learning academic

  • Universities
    are finally losing their monopoly on higher learning, as the web inexorably
    becomes the dominant infrastructure for knowledge serving both as a container
    and as a global platform for knowledge exchange between people.
  • Universities
    are finally losing their monopoly on higher learning, as the web inexorably
    becomes the dominant infrastructure for knowledge serving both as a container
    and as a global platform for knowledge exchange between people
  • 11 more annotations...
  • • Universities
      are finally losing their monopoly on higher learning, as the web inexorably
      becomes the dominant infrastructure for knowledge serving both as a container
      and as a global platform for knowledge exchange between people.
    • Universities
      are finally losing their monopoly on higher learning, as the web inexorably
      becomes the dominant infrastructure for knowledge serving both as a container
      and as a global platform for knowledge exchange between people
    • Universities
      are finally losing their monopoly on higher learning, as the web inexorably
      becomes the dominant infrastructure for knowledge serving both as a container
      and as a global platform for knowledge exchange between people
    • n the industrial
      model of student mass production, the teacher is the broadcaster. A
      broadcast is by definition the transmission of information from transmitter
      to receiver in a one-way, linear fashion. The teacher is the transmitter
      and student is a receptor in the learning process. The formula goes
      like this:
      "I'm a professor and I have knowledge. You're a student you're an
      empty vassal and you don't. Get ready, here it comes. Your goal is to
      take this data into your short-term memory and through practice and repetition
      build deeper cognitive structures so you can recall it to me when I test
      you."
    • The broadcast
      model might have been perfectly adequate for the baby-boomers,
    • But young people who have grown up digital
      are abandoning one-way TV for the higher stimulus of interactive communication
      they find on the Internet. In fact television viewing is dropping and
      TV has become nothing more than ambient media for youth — akin to Muzak.
      Sitting mutely in front of a TV set — or a professor — doesn't appeal
      to or work for this generation
    • oung Americans under 30 are the first to have grown up digital. Growing
      up at a time when cell phones, the Internet, texting and Facebook are
      as normal as the refrigerator. This interactive media immersion at a
      formative stage of life has affected their brain development and consequently
      the way they think and learn.
    • The issue of pedagogy raises a deeper issue — the purpose of the university.
      In the old model, teachers taught and students were expected to absorb
      vast quantities of content.
    • What counts is your capacity
      to learn lifelong, to think, research, find information, analyze, synthesize,
      contextualize, critically evaluate it; to apply research to solving problems;
      to collaborate and communicate.
    • t's not only what you know that really counts
      when you graduate; it's how you navigate in the digital world, and what
      you do with the information you discover. This new style of learning,
      I believe, will suit them.
    • The lecture hall is a prime example of mass education. It came along
      with mass production, mass marketing, and the mass media.
• 28 Aug 09
  

  Nils Peterson
  • For those of us like me who have been working on the Internet for years, it was very clear you couldn't encounter free software and you couldn't encounter Wikipedia and you couldn't encounter all of the wealth of cultural materials that people create and exchange, and the valuable actual software that people create, without an understanding that something much more complex is happening than the dominant ideology of the last 40 years or so. But you could if you weren't looking there, because we were used in the industrial system to think in these terms.

  • Don Tapscott, who is looking at the challenges the digital revolution poses to the fundamental aspects of the University.

    
    

    "Universities
    are finally losing their monopoly on higher learning", he writes. "There is fundamental challenge to the foundational modus operandi of the University — the model of pedagogy. Specifically, there
    is a widening gap between the model of learning offered by many big
    universities and the natural way that young people who have grown up
    digital best learn."

  • 1 more annotations...
  • • It's a model that is teacher-focused, one-way, one-size-fits-all and
      the student is isolated in the learning process. Yet the students,
      who have grown up in an interactive digital world, learn differently.
      Schooled on Google and Wikipedia, they want to inquire, not rely on
      the professor for a detailed roadmap. They want an animated conversation,
      not a lecture. They want an interactive education, not a broadcast
      one
• 17 Aug 09
  

  Jared Stein

  universities obsolescence higher_education future

• 

  Anita Rissler

  education university tapscott learning technology future universities

• 

  Ed Webb

  education university future technology learning universities

• 09 Aug 09
  

  Vahid Masrour

  education learning technology universities olpcs

• 07 Aug 09
  

  Betzi Bateman

  academia highered change

• 06 Aug 09
  

  Andrew Murphie

  universities digitalhumanities

• 

  J.R. Radney

  One strategy being used in this program is called just-in-time teaching; it is a teaching and learning strategy that combines the benefits of Web-based assignments and an active-learner classroom where courses are customized to the particular needs of the class. Warm-up questions, written by the students, are typically due a few hours before class, giving the teacher an opportunity to adjust the lesson "just in time," so that classroom time can be focused on the parts of the assignments that students struggled with. Harvard professor Eric Mazur, who uses this approach in his physics class, puts it this way: "Education is so much more than the mere transfer of information. The information has to be assimilated. Students have to connect the information to what they already know, develop mental models, learn how to apply the new knowledge, and how to adapt this knowledge to new and unfamiliar situations.

  education university learning technology

  • The issue of pedagogy raises a deeper issue — the purpose of the university.
    In the old model, teachers taught and students were expected to absorb
    vast quantities of content. Education was about absorbing content and
    being able to recall it on exams. You graduated and you were set for
    life — just "keeping"
    up in your chosen field. Today when you graduate you're set for say,
    15 minutes. If you took a technical course half of what you learned in
    the first year may be obsolete by the 4th year. What counts is your capacity
    to learn lifelong, to think, research, find information, analyze, synthesize,
    contextualize, critically evaluate it; to apply research to solving problems;
    to collaborate and communicate.
  • John Seely Brown is director emeritus of Xerox PARC and a visiting scholar
    at USC. He noticed that when a child first learns how to speak, she or
    he is totally immersed in a social context and highly motivated to engage
    in learning this new, amazingly complex system of language. It got him
    to thinking that "once you start going to school, in some ways you
    start to learn much slower because you are being taught, rather than
    what happens if you're learning in order to do things that you yourself
    care about…. Very often just going deeply into one or two topics that
    you really care about lets you appreciate the awe of the world … once
    you learn to honor the mysteries of the world, you're kind of always
    willing to probe things … you can actually be joyful about discovering
    something you didn't know … and you can expect always to need to keep
    probing. And so that sets the stage for lifelong inquiry."
  • 6 more annotations...
  • • Students start internalizing
      what they've learned in class only once they start talking to each other,
      says Seely Brown: "The whole notion of passively sitting and receiving
      information has almost nothing to do with how you internalize information
      into something that makes sense to you. Learning starts as you leave
      the classroom, when you start discussing with people around you what
      was just said. It is in conversation that you start to internalize what
      some piece of information meant to you."
    • I know many bright students who feel the same way. The big thing these
      days is to get an "A" without ever having gone to a lecture.
      When the crème de la crème of an entire generation is boycotting the
      formal model of pedagogy in our educational institutions, the writing
      is on the wall.
      
    • The university campus has been "a wonderful place for young people
      to go for four years to get older", as Princeton sociologist Marvin
      Dressler told me a decade ago. "While they're there they're bound
      to learn something" he said.
    • Campuses
      that embrace the new models become more effective learning environments
      and more desirable places. Even something as simple as online lectures
      do not undermine the value of on-campus education, they have enhanced
      it. The video lectures allow students to absorb the course content
      online — whenever it's convenient — and then get together to tinker,
      invent new things, or discuss the material. The experience has shown
      MIT that real value of what they offer is not the lecture per se, but
      rather the whole package — the content tied to the human learning experience
      on campus, plus the certification. Universities, in other words, cannot
      survive on lectures alone.

    • Luis M. Proenza, president of the University of Akron.

      
      

      He asks
      a provocative question: Why should a university student be restricted
      to learning from the professors at the university he or she is attending.
      True, students can obviously learn from intellectuals around the world
      through books, or via the Internet. Yet in a digital world, why shouldn't
      a student be able to take a course from a professor at another university?
      Proenza thinks universities should use the Internet to create a global
      centre of excellence. In other words, choose the best courses you have
      and link them with the best at a handful of universities around the
      world to create an unquestionably best-in-class program for students.
      Students would get to learn from the world's greatest minds in their
      area of interest — either in the physical classroom, or online. This
      global academy would be also be open to anyone online. This is a beautiful
      example of the collaboration I described in the book I co-authored,
      Wikinomics.

    • Why not allow a brilliant grade 9 student
      to take first-year math, without abandoning the social life of his high
      school? Why not deploy the interactive power of the internet to transform
      the university into a place of life-long learning, not just a place to
      grow up?
• 05 Aug 09
  

  Jane Harris

  Tapscott University Future learning

  • Yet the students,
    who have grown up in an interactive digital world, learn differently.
    Schooled on Google and Wikipedia, they want to inquire, not rely on
    the professor for a detailed roadmap. They want an animated conversation,
    not a lecture. They want an interactive education, not a broadcast
    one that might have been perfectly fine for the Industrial Age, or
    even for boomers. These students are making new demands of universities,
    and if the universities try to ignore them, they will do so at their
    peril.
  • Growing up digital has changed the
    way their minds work in a manner that will help them handle the challenges
    of the digital age. They're used to multi-tasking, and have learned
    to handle the information overload. They expect a two-way conversation.
    What's more, growing up digital has encouraged this generation to be
    active and demanding enquirers. Rather than waiting for a trusted professor
    to tell them what's going on, they find out on their own on everything
    from Google to Wikipedia.
  • 17 more annotations...
  • • there is fundamental challenge to the foundational modus operandi of the University — the model of pedagogy. Specifically, there
      is a widening gap between the model of learning offered by many big
      universities and the natural way that young people who have grown up
      digital best learn.
    • Taylor
      argued that graduate education must be restructured at a fundamental
      level to move away from the ultra-narrow scholarship. Among other things,
      he called for more cross-disciplinary inquiry, the creation of problem-focused
      programs, with a sunset clause, as well as more collaboration between
      all educational institutions, and the abolition of tenure.

    • The professors
      who remain relevant will have to abandon the traditional lecture, and
      start listening and conversing with the students — shifting from a
      broadcast style and adopting an interactive one. Second, they should
      encourage students to discover for themselves, and learn a process
      of discovery and critical thinking instead of just memorizing the professor's
      store of information. Third, they need to encourage students to collaborate
      among themselves and with others outside the university. Finally, they
      need to tailor the style of education to their students' individual
      learning styles.

      
      

      Because
      of technology this is now possible. But this is not fundamentally about
      technology per se. Rather it represents a change in the relationship
      between students and teachers in the learning process.

    • just-in-time teaching
    • Eric Mazur, who uses this
      approach in his physics class, puts it this way:
      "Education is so much more than the mere transfer of information.
      The information has to be assimilated. Students have to connect the information
      to what they already know, develop mental models, learn how to apply
      the new knowledge, and how to adapt this knowledge to new and unfamiliar
      situations.
    • Dr. Terrell explains: "It's
      when the students talk about what they think is going on and why, that's
      where the biggest learning occurs for them…. You can hear people sort
      of saying, 'Oh I see, I get it.' … And then they're explaining to somebody
      else … and there's an authentic understanding of what's going on. So
      much better than what would happen if I, as the teacher person, explain
      it. There's something that happens with this peer instruction."
    • Interactive education enables students to learn at their own pace.
    • You graduated and you were set for
      life — just "keeping"
      up in your chosen field. Today when you graduate you're set for say,
      15 minutes.
    • What counts is your capacity
      to learn lifelong, to think, research, find information, analyze, synthesize,
      contextualize, critically evaluate it; to apply research to solving problems;
      to collaborate and communicate.
    • But now that students can obviously find the information they're looking
      for in an instant online in the crania of others online, this old model
      doesn't make any sense. It's not only what you know that really counts
      when you graduate; it's how you navigate in the digital world, and what
      you do with the information you discover.
    • Universities should be places to learn, not to teach.
    • "The scandal of education
      is that every time you teach something, you deprive a child of the pleasure
      and benefit of discovery."
    • Another fixture of old-style learning is the assumption that students
      should learn on their own.
    • Yet the individual learning model is foreign territory for most Net Geners,
      who have grown up collaborating, sharing, and creating together online.
    • One of the most important roles of the university is to screen human
      capital for future employers, and more broadly stratifying society.
    • But a credential and even the prestige of a university is rooted in
      its effectiveness as a learning institution. If these institutions
      are shown to be inferior learning environments to other alternatives
      their capacity to credential will surely diminish.
    • Proenza thinks universities should use the Internet to create a global
      centre of excellence.
• 

  Mark Alexander

  education learning university future academia universities economics academic Tags

• 27 Jul 09
  

  justin hardman

  university education learning technology future college learning2 school2 hkistech

• 26 Jul 09
  

  Chris Andrews

  internet university education digital

• 24 Jul 09
  

  Mischa Colley

  Education

  • In the New York Times
    last month, Mark Taylor, chairman of Columbia University's religion
    department, whipped up a storm of academic controversy with a provocative
    OpEd page article called "The End of University as We Know
    It".
  • The definition of a lecture has become the process in which the notes
    of the teacher go to the notes of the student without going through the
    brains of either.
  • 18 more annotations...
  • • not
      to mention being broadcast to as children by parents, as students by
      teachers, as citizens by politicians, and when then entered the workforce
      as employees by bosses
    • one
      of these is Richard
      Sweeney, university librarian at the New Jersey Institute of Technology.
    • "Good Questions," which
      is funded by the National Science Foundation.
    • "Education is so much more than the mere transfer of information.
      The information has to be assimilated. Students have to connect the information
      to what they already know, develop mental models, learn how to apply
      the new knowledge, and how to adapt this knowledge to new and unfamiliar
      situations.

      • 

        Mischa Colley on 2009-07-24

        So so true!
    • Dr. Steve Hunka, a visionary in computer-mediated
      education
    • according to an article as long ago as 1997 called "Technology in
      the Classroom: from Theory to Practice," which appeared in Educom
      Review.
      "These results hold for a broad range of students stretching elementary
      to college students, studying across a broad range of disciplines, from
      mathematics to the social sciences to the humanities."
    • The issue of pedagogy raises a deeper issue — the purpose of the university.
      In the old model, teachers taught and students were expected to absorb
      vast quantities of content. Education was about absorbing content and
      being able to recall it on exams. You graduated and you were set for
      life — just "keeping"
      up in your chosen field. Today when you graduate you're set for say,
      15 minutes. If you took a technical course half of what you learned in
      the first year may be obsolete by the 4th year. What counts is your capacity
      to learn lifelong, to think, research, find information, analyze, synthesize,
      contextualize, critically evaluate it; to apply research to solving problems;
      to collaborate and communicate.
    • Universities should be places to learn, not to teach.
    • As Seymour Papert, one of the world's foremost experts on how technology
      can provide new ways to learn put it: "The scandal of education
      is that every time you teach something, you deprive a child of the pleasure
      and benefit of discovery."
    • The lecture hall is a prime example of mass education. It came along
      with mass production, mass marketing, and the mass media.
    • Schooling,
      says Howard Gardner, is a mass-production idea.
    • 
      
      Of course, universities play an important role in the sorting of individuals
      in society, through the admissions process and the awarding of degrees.
      One of the most important roles of the university is to screen human
      capital for future employers, and more broadly stratifying society.
    • The experience has shown
      MIT that real value of what they offer is not the lecture per se, but
      rather the whole package — the content tied to the human learning experience
      on campus, plus the certification. Universities, in other words, cannot
      survive on lectures alone.

    • "The
      time has come for some far reaching changes to the university, our
      model of pedagogy, how we operate, and our relationship to the rest
      of the world,"
      says Luis M. Proenza, president of the University of Akron.

      
      

      He asks
      a provocative question: Why should a university student be restricted
      to learning from the professors at the university he or she is attending.
      True, students can obviously learn from intellectuals around the world
      through books, or via the Internet. Yet in a digital world, why shouldn't
      a student be able to take a course from a professor at another university?

    • Proenza thinks universities should use the Internet to create a global
      centre of excellence. In other words, choose the best courses you have
      and link them with the best at a handful of universities around the
      world to create an unquestionably best-in-class program for students.
    • So why hasn't
      it happened yet? "It's the legacy of established human and educational
      infrastructure," says Proenza. The analogy is not the newspaper
      business, which has been weakened by the distribution of knowledge
      on the Internet, he notes.
      "We're more like health care. We're challenged by obstructive, non-market-based
      business models. We're also burdened by a sense that doctor knows best,
      or professor knows best."
    • Why not allow a brilliant grade 9 student
      to take first-year math, without abandoning the social life of his high
      school?
    • Why not deploy the interactive power of the internet to transform
      the university into a place of life-long learning, not just a place to
      grow up?
• 21 Jul 09
  

  Terri Lessard

  article strategy

• 

  Dave Duarte

  education university huddlemind future

• 15 Jul 09
  

  Steve Ersinghaus

  education learning

  • The percentage of young
    people enrolling in degree granting institutions rose over 115% from
    1969-1970 to 2005-2007, while the percentage of 25- to 29-year-old
    Americans with a college degree doubled.
  • Yet there
    are troubling indicators that the picture is not so rosy
  • 17 more annotations...
  • • that young people who have grown up
      digital best learn

      • 

        Steve Ersinghaus on 2009-10-08

        what does this mean, really?
    • The model
      of pedagogy
    • Most resources
      of large universities are directed towards research, not learning
    • "Broadcast learning"
      as I've called it is no longer appropriate for the digital age and for
      a new generation of students who represent the future of learning.
    • However, it remains dominant
      overall.
    • Sitting mutely in front of a TV set — or a professor — doesn't appeal
      to or work for this generation. They learn differently best through
      non-sequential, interactive, asynchronous, multi-tasked and collaborative
    • My research
      suggests these critics are wrong. Growing up digital has changed the
      way their minds work in a manner that will help them handle the challenges
      of the digital age. They're used to multi-tasking, and have learned
      to handle the information overload. They expect a two-way conversation.
      What's more, growing up digital has encouraged this generation to be
      active and demanding enquirers. Rather than waiting for a trusted professor
      to tell them what's going on, they find out on their own on everything
      from Google to Wikipedia.

      • 

        Steve Ersinghaus on 2009-07-15

        This is oft suggested, but what's the nuance: is broadcast really broadcast as describes; has the last 100 years defied enguiring habits?
    • The professors
      who remain relevant will have to abandon the traditional lecture, and
      start listening and conversing with the students — shifting from a
      broadcast style and adopting an interactive one. Second, they should
      encourage students to discover for themselves, and learn a process
      of discovery and critical thinking instead of just memorizing the professor's
      store of information. Third, they need to encourage students to collaborate
      among themselves and with others outside the university. Finally, they
      need to tailor the style of education to their students' individual
      learning styles.

      • 

        Steve Ersinghaus on 2009-07-15

        I suggest that this is not really a new idea.
    • These universities
      are vulnerable, especially at a time when students can watch lectures
      online for free by some of the world's leading professors on sites
      like Academic Earth.

      • 

        Steve Ersinghaus on 2009-07-15

        But his is a return to "broadcast."
      • 

        Mischa Colley on 2009-07-24

        In essence yes but it is a "pick an choose" style of broadcast that may be more suited to todays learners. The ability to pause a presentation is a major plus!
      • 1 more sticky notes...
      • • 

          Steve Ersinghaus on 2009-10-08

          Mischa, but the essential tranfer is still based on a broadcast model. Sure, choice is good, but isn't the issue here "how" content is manipulated and objectified, not just the UI?
    • Maria
      Terrell
    • One strategy being used in this program is called just-in-time teaching
    • He says the education model has to change to suit this generation of
      students. Smart but impatient, they like to collaborate and they reject
      one-way lectures, he notes. While some educators view this as pandering
      to a generation, Sweeney is firm: "They want to learn, but they
      want to learn only from what they have to learn, and they want to learn
      it in a style that is best for them."

      • 

        Steve Ersinghaus on 2009-07-15

        This is reasonable.
    • Interactive education enables students to learn at their own pace.
    • There were
      no lectures. Just as well: the statistics lecture is by definition
      a bust.
    • Net Geners, immersed in digital technology, are keen to try new things,
      often at high speed. They want university to be fun and interesting.
      So they should enjoy the delight of discovering things for themselves.
      As Seymour Papert, one of the world's foremost experts on how technology
      can provide new ways to learn put it: "The scandal of education
      is that every time you teach something, you deprive a child of the pleasure
      and benefit of discovery."

      • 

        Steve Ersinghaus on 2009-07-15

        In general this is reasonable too. Teachers as collaborators if experiences that provoke discovery.
    • Learning starts as you leave
      the classroom, when you start discussing with people around you what
      was just said. It is in conversation that you start to internalize what
      some piece of information meant to you."
    • He asks
      a provocative question: Why should a university student be restricted
      to learning from the professors at the university he or she is attending.
      True, students can obviously learn from intellectuals around the world
      through books, or via the Internet. Yet in a digital world, why shouldn't
      a student be able to take a course from a professor at another university?
      Proenza thinks universities should use the Internet to create a global
      centre of excellence. In other words, choose the best courses you have
      and link them with the best at a handful of universities around the
      world to create an unquestionably best-in-class program for students.
      Students would get to learn from the world's greatest minds in their
      area of interest — either in the physical classroom, or online. This
      global academy would be also be open to anyone online. This is a beautiful
      example of the collaboration I described in the book I co-authored,
      Wikinomics.
• 04 Jul 09
  

  Mike H

  university tapscott industrialmodel demiseoftheuniversity

  • Graduate
    education," he began, "is the Detroit of higher learning.
    Most graduate programs in American universities produce a product for
    which there is no market (candidates for teaching positions that do
    not exist) and develop skills for which there is diminishing demand
    (research in subfields within subfields and publication in journals
    read by no one other than a few like-minded colleagues), all at a rapidly
    rising cost (sometimes well over $100,000 in student loans)."
  • big universities
  • 40 more annotations...
  • • teaching
    • research
    • prime role
    • class sizes so large
    • inconvenient
      afterthought
    • lectures
    • Academic Earth
    • Dr. Maria
      Terrell
    • just-in-time teaching
    • Warm-up questions, written
      by the students, are typically due a few hours before class, giving the
      teacher an opportunity to adjust the lesson "just in time," so
      that classroom time can be focused on the parts of the assignments that
      students struggled with.
    • old model, teachers taught and students were expected to absorb
      vast quantities of content. Education was about absorbing content and
      being able to recall it on exams.
    • Today when you graduate you're set for say,
      15 minutes.
    • learn lifelong
    • Universities should be places to learn, not to teach.
    • once
      you learn to honor the mysteries of the world, you're kind of always
      willing to probe things … you can actually be joyful about discovering
      something you didn't know
    • lifelong inquiry
    • individual learning model is foreign territory for most Net Geners
    • screen human
      capital
    • good marks
    • stratifying society
    • hard workers
    • talents
    • credential
    • video lectures allow students to absorb the course content
      online — whenever it's convenient — and then get together to tinker,
      invent new things, or discuss the material.
    • Videotaping lectures

    • spend their on-campus time thinking
      and inquiring and challenging each other, rather than just absorbing
      information.

      
      

    • Why should a university student be restricted
      to learning from the professors at the university he or she is attending
    • universities should use the Internet to create a global
      centre of excellence.
    • Students would get to learn from the world's greatest minds in their
      area of interest — either in the physical classroom, or online.
    • open to anyone online
    • We're challenged by obstructive, non-market-based
      business models
    • professor knows best
    • are universities
      judged by the number of students they exclude
    • how well they teach
    • very notion of a walled-in institution
    • power of the internet to transform
      the university into a place of life-long learning
    • Vested interests
    • Our model of learning
      is pre-Gutenberg! We've got a bunch of professors reading from handwritten
      notes, writing on blackboards, and the students are writing down what
      they say. This is a pre-Gutenberg model
    • Wait
      till these students who are 14 and have grown up learning on the Net
      hit the [college] classrooms — sparks are going to fly
    • huge generational clash
      emerging in these institutions
• 02 Jul 09
  

  ralphlaird

  Don Tapscott universities

• 26 Jun 09
  

  Jane Challinor

  education university novconf

• 20 Jun 09
  

  KO -

  college

• 18 Jun 09
  

  Takuya Homma

  University

• 15 Jun 09
  

  Jerrid Kruse

  Don tapscott University Edtech

  • n the industrial
    model of student mass production, the teacher is the broadcaster.
• 14 Jun 09
  

  Susan Brooks-Young

  education university tapscott technology

• 

  Michael Simkins
• 13 Jun 09
  

  James Schirmer

  education learning university future technology economics pedagogy academia

• 12 Jun 09
  

  Jill Davidson
• 11 Jun 09
  

  Jamie Baker

  Tapscott, Eric Mazur, John Seely Brown - interesting and forceful. Lynchpin: teachers and pedagogy.

  relevance education university disruption

  • n the industrial
    model of student mass production, the teacher is the broadcaster. A
    broadcast is by definition the transmission of information from transmitter
    to receiver in a one-way, linear fashion.
  • Benkler believes that these "phenomena on the Net are not ephemeral". And he has spent the last 20 years trying to get his head around the process of understanding what is transpiring.
  • 30 more annotations...
  • • This shunting aside of the realists in favor of the fabulists has different effects on different industries at different times. One of the effects on the newspapers is that many of their most passionate defenders are unable, even now, to plan for a world in which the industry they knew is visibly going away.
    • Universities
      are finally losing their monopoly on higher learning", he writes. "There is fundamental challenge to the foundational modus operandi of the University — the model of pedagogy. Specifically, there
      is a widening gap between the model of learning offered by many big
      universities and the natural way that young people who have grown up
      digital best learn."
    • They want an animated conversation,
      not a lecture. They want an interactive education, not a broadcast
      one that might have been perfectly fine for the Industrial Age, or
      even for boomers.
    • Growing up digital has changed the
      way their minds work in a manner that will help them handle the challenges
      of the digital age. They're used to multi-tasking, and have learned
      to handle the information overload. They expect a two-way conversation.
      What's more, growing up digital has encouraged this generation to be
      active and demanding enquirers. Rather than waiting for a trusted professor
      to tell them what's going on, they find out on their own on everything
      from Google to Wikipedia.
    • In
      1998, none other than, Peter Drucker predicted that big universities
      would be "relics"
      within 30 years.
    • Mark Taylor, chairman of Columbia University's religion
      department, whipped up a storm of academic controversy with a provocative
      OpEd page article called "The End of University as We Know
      It".
    • Graduate
      education," he began, "is the Detroit of higher learning.
      Most graduate programs in American universities produce a product for
      which there is no market (candidates for teaching positions that do
      not exist) and develop skills for which there is diminishing demand
      (research in subfields within subfields and publication in journals
      read by no one other than a few like-minded colleagues), all at a rapidly
      rising cost (sometimes well over $100,000 in student loans)."
    • how universities function
      in a networked society.
    • They learn differently best through
      non-sequential, interactive, asynchronous, multi-tasked and collaborative
    • The professors
      who remain relevant will have to abandon the traditional lecture, and
      start listening and conversing with the students — shifting from a
      broadcast style and adopting an interactive one. Second, they should
      encourage students to discover for themselves, and learn a process
      of discovery and critical thinking instead of just memorizing the professor's
      store of information. Third, they need to encourage students to collaborate
      among themselves and with others outside the university. Finally, they
      need to tailor the style of education to their students' individual
      learning styles.
    • program called "Good Questions," which
      is funded by the National Science Foundation.
      
    • One strategy being used in this program is called just-in-time teaching;
      it is a teaching and learning strategy that combines the benefits of
      Web-based assignments and an active-learner classroom where courses are
      customized to the particular needs of the class. Warm-up questions, written
      by the students, are typically due a few hours before class, giving the
      teacher an opportunity to adjust the lesson "just in time," so
      that classroom time can be focused on the parts of the assignments that
      students struggled with. Harvard professor Eric Mazur, who uses this
      approach in his physics class, puts it this way:
      "Education is so much more than the mere transfer of information.
      The information has to be assimilated. Students have to connect the information
      to what they already know, develop mental models, learn how to apply
      the new knowledge, and how to adapt this knowledge to new and unfamiliar
      situations.
    • those who were asked "deep questions" (that elicit
      higher-order thinking) with frequent peer discussion scored noticeably
      higher on their math exams than students who were not asked deep questions
      or who had little to no chance for peer discussion.
    • Interactive education enables students to learn at their own pace
    • the purpose of the university
    • Education was about absorbing content and
      being able to recall it on exams. You graduated and you were set for
      life — just "keeping"
      up in your chosen field. Today when you graduate you're set for say,
      15 minutes. I
    • What counts is your capacity
      to learn lifelong, to think, research, find information, analyze, synthesize,
      contextualize, critically evaluate it; to apply research to solving problems;
      to collaborate and communicate.
    • Universities should be places to learn, not to teach.
      
    • As Seymour Papert, one of the world's foremost experts on how technology
      can provide new ways to learn put it: "The scandal of education
      is that every time you teach something, you deprive a child of the pleasure
      and benefit of discovery."
    • John Seely Brown is director emeritus of Xerox PARC and a visiting scholar
      at USC. He noticed that when a child first learns how to speak, she or
      he is totally immersed in a social context and highly motivated to engage
      in learning this new, amazingly complex system of language. It got him
      to thinking that "once you start going to school, in some ways you
      start to learn much slower because you are being taught, rather than
      what happens if you're learning in order to do things that you yourself
      care about…. Very often just going deeply into one or two topics that
      you really care about lets you appreciate the awe of the world … once
      you learn to honor the mysteries of the world, you're kind of always
      willing to probe things … you can actually be joyful about discovering
      something you didn't know … and you can expect always to need to keep
      probing. And so that sets the stage for lifelong inquiry."
    • Net Geners,
      who have grown up collaborating, sharing, and creating together online.
      Progressive educators are recognizing this. Students start internalizing
      what they've learned in class only once they start talking to each other,
      says Seely Brown: "The whole notion of passively sitting and receiving
      information has almost nothing to do with how you internalize information
      into something that makes sense to you. Learning starts as you leave
      the classroom, when you start discussing with people around you what
      was just said. It is in conversation that you start to internalize what
      some piece of information meant to you."
    • Schooling,
      says Howard Gardner, is a mass-production idea. "You teach the same
      thing to students in the same way and assess them all in the same way."
    • Consider one of the smash hits on YouTube last year, a short video called "A
      Vision of Students Today".
    • If universities want to survive the arrival
      of free university-level education online, they need to change the way
      professors and students interact on campus. Some are taking bold steps
      to reinvent themselves, with help from the Internet. Massachusetts Institute
      of Technology, for example, is offering free lecture notes, exams and
      videotaped lectures by MIT professors to the online world.
    • But a credential and even the prestige of a university is rooted in
      its effectiveness as a learning institution. If these institutions
      are shown to be inferior learning environments to other alternatives
      their capacity to credential will surely diminish.
    • Campuses
      that embrace the new models become more effective learning environments
      and more desirable places.
    • "There
      are a lot of sacred cows,"
    • Yet the Industrial Age model of education is hard to change. New paradigms
      cause dislocation, disruption, confusion, uncertainty. They are nearly
      always received with coolness or hostility. Vested interests fight change.
      And leaders of old paradigms are often the last to embrace the new.
      
    • A powerful force to change the university is the
      students. And sparks are flying today. There is a huge generational clash
      emerging in these institutions. It turns out that the critique of the
      university from years ago were ideas in waiting — waiting for the new
      web and a new generation of digital natives who could effectively challenge
      the old model.
    • Changing
      the model of pedagogy for this generation is crucial for the survival
      of the university. If students turn away from a traditional university
      education, this will erode the value of the credentials universities
      award, their position as centers of learning and research, and as campuses
      where young people get a change to "grow up."
• 

  Taryn .

  education college digital_native

• 

  Clay Burell

  • There are shining examples of interactive education, though. Dr. Maria
    Terrell, who teaches calculus at Cornell University, used an interactive
    method that's part of a program called "Good Questions," which
    is funded by the National Science Foundation.
    
    
    
    One strategy being used in this program is called just-in-time teaching;
    it is a teaching and learning strategy that combines the benefits of
    Web-based assignments and an active-learner classroom where courses are
    customized to the particular needs of the class. Warm-up questions, written
    by the students, are typically due a few hours before class, giving the
    teacher an opportunity to adjust the lesson "just in time," so
    that classroom time can be focused on the parts of the assignments that
    students struggled with. Harvard professor Eric Mazur, who uses this
    approach in his physics class, puts it this way:
    "Education is so much more than the mere transfer of information.
    The information has to be assimilated. Students have to connect the information
    to what they already know, develop mental models, learn how to apply
    the new knowledge, and how to adapt this knowledge to new and unfamiliar
    situations.
    
    

    
    

    This technique
    produces real results. An evaluation study of 350 Cornell students
    found that those who were asked "deep questions" (that elicit
    higher-order thinking) with frequent peer discussion scored noticeably
    higher on their math exams than students who were not asked deep questions
    or who had little to no chance for peer discussion. Dr. Terrell explains: "It's
    when the students talk about what they think is going on and why, that's
    where the biggest learning occurs for them…. You can hear people sort
    of saying, 'Oh I see, I get it.' … And then they're explaining to somebody
    else … and there's an authentic understanding of what's going on. So
    much better than what would happen if I, as the teacher person, explain
    it. There's something that happens with this peer instruction."

• 10 Jun 09
  

  Lisa Spiro

  future_higher_ed learning education

• 

  Dan Mendelsohn Aviv

  dissolution university technology

• 

  Morris Pelzel

  higher ed

• 09 Jun 09
  

  Lorie Shuck
  • 

    • 

      Lorie Shuck on 2009-06-09

      Interesting.... is it possible that there is an impending demise of the university?
    • 

      Vahid Masrour on 2009-08-08

      you'd need to define "impending" against the centuries old traditions linked to the social space of universities. Technology is allowing a great reforming process. But reforms are not necessarilly fast (again, we need to define "fast").
• 

  Antonela Ginessi

  En el modelo industrial de la producción masiva de
  estudiantes, el profesor es un "broadcaster" (transmisor). Un broadcast
  es por definición la transmisión de información desde un transmisor
  hacia un receptor en una sola dirección. El profesor es el tr

  educación Universidad Revolución_digital cambio digicom

• 

  Kim FLINTOFF

  education tapscott university learning technology

• 07 Jun 09
  

  Hans Wobbe

  ~DonT

• 06 Jun 09
  

  Jack Beaudoin

  education university tapscott

• 05 Jun 09
  

  Rashid Al-Yahyai

  How internet change the way college education is done

  education internet web2.0 learning rashid-interest

• 

  Adam Bohannon

  university tapscott education newmedia technology

  • The professors
    who remain relevant will have to abandon the traditional lecture, and
    start listening and conversing with the students — shifting from a
    broadcast style and adopting an interactive one.
• 

  Hannah Reeves

  university education

• 

  Julie Parsons
• 

  Theron DesRosier

  "In the industrial model of student mass production, the teacher is the broadcaster. A broadcast is by definition the transmission of information from transmitter to receiver in a one-way, linear fashion. The teacher is the transmitter and student is a receptor in the learning process. The formula goes like this: "I'm a professor and I have knowledge. You're a student, you're an empty vessel and you don't. Get ready, here it comes. Your goal is to take this data into your short-term memory and through practice and repetition build deeper cognitive structures so you can recall it to me when I test you."... The definition of a lecture has become the process in which the notes of the teacher go to the notes of the student without going through the brains of either. "

  university education tapscott

• 

  Bill Anderson

  The demise of the university is starting to sound repetitious and banal. A digital generation has its own ideas about learning and learning practices. According to this short intro we don't need experts, we have the internet. I'm skeptical and becoming wary.

  education university tapscott learning practice

• 

  Hope May

  technology education university

• 

  anja c. wagner

  Statt dessen geschieht das Gegenteil mit zunehmend verschulteren Bachelormodellen

  hochschule learning20

• 

  Daniel Craig

  Good jumping off point for discussion about the future of education

  theory learning university academia academic article articles education future universities danielcraig dontapscott

• 

  jlearn 2.0

  education

• 

  Lee Barry
  • Universities
    are finally losing their monopoly on higher learning, as the web inexorably
    becomes the dominant infrastructure for knowledge sweeney both as a container
    and as a global platform for knowledge exchange between people.
  • The old-style
    lecture, with the professor standing at the podium in front of a large
    group of students, is still a fixture of university life on many campuses.
    It's a model that is teacher-focused, one-way, one-size-fits-all and
    the student is isolated in the learning process. Yet the students,
    who have grown up in an interactive digital world, learn differently.
    Schooled on Google and Wikipedia, they want to inquire, not rely on
    the professor for a detailed roadmap. They want an animated conversation,
    not a lecture. They want an interactive education, not a broadcast
    one that might have been perfectly fine for the Industrial Age, or
    even for boomers. These students are making new demands of universities,
    and if the universities try to ignore them, they will do so at their
    peril.
  • 11 more annotations...
  • • The
      New Generation of Students
    • The broadcast
      model might have been perfectly adequate for the baby-boomers, who
      grew up in broadcast mode, watching 24 hours a week of television
    • Young Americans under 30 are the first to have grown up digital. Growing
      up at a time when cell phones, the Internet, texting and Facebook are
      as normal as the refrigerator. This interactive media immersion at a
      formative stage of life has affected their brain development and consequently
      the way they think and learn.
    • They're used to multi-tasking, and have learned
      to handle the information overload
    • the new model of learning is not only appropriate
      for youth — but increasingly for all of us. In this generation's culture
      is the new culture of learning.
    • they should
      encourage students to discover for themselves, and learn a process
      of discovery and critical thinking instead of just memorizing the professor's
      store of information. Third, they need to encourage students to collaborate
      among themselves and with others outside the university. Finally, they
      need to tailor the style of education to their students' individual
      learning styles.
    • These universities
      are vulnerable, especially at a time when students can watch lectures
      online for free by some of the world's leading professors on sites
      like Academic Earth. They can even take the entire course online, for
      credit. According to the Sloan Consortium, a recent article in
      Chronicle of Higher Education tells us, "nearly 20 per cent of
      college students — some 3.9 million people — took an online course
      in 2007, and their numbers are growing by hundreds of thousands each
      year. The University of Phoenix enrolls over 200,000 each year."
    • One strategy being used in this program is called just-in-time teaching;
      it is a teaching and learning strategy that combines the benefits of
      Web-based assignments and an active-learner classroom where courses are
      customized to the particular needs of the class.
    • Education is so much more than the mere transfer of information.
      The information has to be assimilated. Students have to connect the information
      to what they already know, develop mental models, learn how to apply
      the new knowledge, and how to adapt this knowledge to new and unfamiliar
      situations.
    • An evaluation study of 350 Cornell students
      found that those who were asked "deep questions" (that elicit
      higher-order thinking) with frequent peer discussion scored noticeably
      higher on their math exams than students who were not asked deep questions
    • If all that the big universities have to offer to students
      are lectures that you can get online for free — from other professors
      — why pay the tuition fees
• 04 Jun 09
  

  Mike Wesch

  tapscott future education revolution wesch

• 

  sheryl barnes
  • Universities
    are finally losing their monopoly on higher learning, as the web inexorably
    becomes the dominant infrastructure for knowledge sweeney both as a container
    and as a global platform for knowledge exchange between people
  • there
    is a widening gap between the model of learning offered by many big
    universities and the natural way that young people who have grown up
    digital best learn
  • 13 more annotations...
  • • universities are not primarily institutes of higher learning, but
      institutes for science and research
    • The End of University as We Know
      It
    • "Graduate
      education," he began, "is the Detroit of higher learning
    • more cross-disciplinary inquiry
    • problem-focused
      programs
    • The basic model of pedagogy
      is broken
    • called just-in-time teaching
    • It's
      when the students talk about what they think is going on and why, that's
      where the biggest learning occurs for them
    • It's not only what you know that really counts
      when you graduate; it's how you navigate in the digital world, and what
      you do with the information you discover
    • The scandal of education
      is that every time you teach something, you deprive a child of the pleasure
      and benefit of discovery
    • once you start going to school, in some ways you
      start to learn much slower because you are being taught, rather than
      what happens if you're learning in order to do things that you yourself
      care about
    • Why should a university student be restricted
      to learning from the professors at the university he or she is attending
    • We're challenged by obstructive, non-market-based
      business models
• 

  David Dalsky

  higher education

  • Taylor
    argued that graduate education must be restructured at a fundamental
    level to move away from the ultra-narrow scholarship. Among other things,
    he called for more cross-disciplinary inquiry, the creation of problem-focused
    programs, with a sunset clause, as well as more collaboration between
    all educational institutions, and the abolition of tenure.
• 03 Jun 09
  

  Joana Silva

  university

Public Stiky Notes

• 
  Steve Ersinghaus on 2009-10-08
  Maybe.
• 
  Michael Kirschner on 2009-10-08
  Can the net really replace Universities? Also, aren't Universities not just a source of information, but also a source of credibility? Isn't it obvious that anyone can get a free College level education provided there is a Library in town? Don't colleges provide an educated person with credibility so that when he or she goes out into the world and says he is educated he or she can prove so?
• 
  Vahid Masrour on 2009-08-08
  you'd need to define "impending" against the centuries old traditions linked to the social space of universities. Technology is allowing a great reforming process. But reforms are not necessarilly fast (again, we need to define "fast").
• 
  Lorie Shuck on 2009-06-09
  Interesting.... is it possible that there is an impending demise of the university?
• 
  Michael Kirschner on 2009-10-08
  not to mention in grade school there is a two way interaction between students and teachers
• 
  Michael Kirschner on 2009-10-08
  Not to mention Grade school also gets students used to a two way interaction between student and teacher
• 
  Michael Kirschner on 2009-10-08
  How will the net replace the University and provide the same level of credibility? It is a popular anecdote that one can acquire a free college education simply by having a library in town. However if you want to go out into the world and say that you are educated you must have a degree to prove it. I don't think the net will replace universities, after all the net is a tool that Universities use.
• 
  Steve Ersinghaus on 2009-10-08
  what does this mean, really?
• 
  Michael Kirschner on 2009-10-08
  If such a problem exists this would be very disconcerning
• 
  Steve Ersinghaus on 2009-07-15
  This is oft suggested, but what's the nuance: is broadcast really broadcast as describes; has the last 100 years defied enguiring habits?
• 
  Steve Ersinghaus on 2009-07-15
  I suggest that this is not really a new idea.
• 
  Steve Ersinghaus on 2009-10-08
  Mischa, but the essential tranfer is still based on a broadcast model. Sure, choice is good, but isn't the issue here "how" content is manipulated and objectified, not just the UI?
• 
  Mischa Colley on 2009-07-24
  In essence yes but it is a "pick an choose" style of broadcast that may be more suited to todays learners. The ability to pause a presentation is a major plus!
• 
  Steve Ersinghaus on 2009-07-15
  But his is a return to "broadcast."
• 
  Steve Ersinghaus on 2009-07-15
  This is reasonable.
• 
  Mischa Colley on 2009-07-24
  So so true!
• 
  Steve Ersinghaus on 2009-07-15
  In general this is reasonable too. Teachers as collaborators if experiences that provoke discovery.

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