Many universities make the mistake of investing too heavily in the hopes and feelings of the current student body instead of taking the long-term view of the best interests of the world surrounding the university.
Continue reading → Universities Are Forever; Students Are For Four Years
In a recent article I wrote — Arguing Against Corridor Teaching — I made the case that students must be required to think universally and not in narrow niches of comfort. Today, I challenge universities to honor that teaching code by requiring intimate learning opportunities in all circumstances they control. You create that kind of careful environment using small class sizes and not
giant auditoriums.
The days of the static, semantic, classroom are over. Now, with the rise of real-time video, teaching and learning becomes dynamic, semaphoric, changeable and semiotically recordable for the eternity of history.
Continue reading → Semantic, Semaphoric and Semiotic Distance Learning
Here’s a recent report that argues “The Google Generation” — kids born after 1993 — have no idea of a life without the Internet, and while that gives them great access to information, that doesn’t mean they are literate beyond logging onto their computers.
Continue reading → Information Literacy and the Google Generation
Professor Tara Brabazon makes a fantastic argument that students
today have no way to discern truth from validity because they have no
training when it comes to judging multiple truths. On
the Internet, and in scholarly searches, all returns are provided back
to the searcher in a “flat mode” where every return appears as valid as
the next.
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