Group items tagged

these spaces conveniently lend themselves to almost seamless integration of content from other online resources, often quite transparently

They are easy to create, and they allow people to jointly collaborate on complex projects using low-cost, simple tools.

The essential attribute of the technologies in this set is that they make it easy for people to share interests and ideas, work on joint projects, and easily monitor collective progress. All of these are needs common to student work, research, collaborative teaching, writing and authoring, development of grant proposals, and more. Using them, groups can collaborate on projects online, anywhere there is Internet access; interim results of research can be shared among a team, supporting illustrations and tables created, and all changes and iterations tracked, documented, and archived. In class situations, faculty can evaluate student work as it progresses, leaving detailed comments right in the documents if desired in almost real time. Students can work with other students in distant locations, or with faculty as they engage in fieldwork.

Support needs are greatly reduced as nothing needs to be installed or upgraded.

A virtual collaborative workspace for a course or study group can be assembled quickly using tools, or widgets, that can pull information from a variety of sources

The same tools can be used to set up a personal portfolio where a student can display his or her work in any form—photos, blog posts, shared videos, and more can be pulled to the page by widgets that grab the student’s contributions on other sites.

Using similar approaches, online conferences and symposia can offer session archives that persist over time; simply request that participants use a particular tag when they post related content, and the widgets will continue to update the conference page as new content appears.

Instead of the campus LMS, the courses use Facebook as their primary interaction and information tool.

A course in Digital Entrepreneurship at Rochester Institute of Technology created a Ning network on the topic, bringing undergrads enrolled in the course into contact with over a hundred graduate students, venture capitalists, faculty, practitioners, and business owners around the world.

An educational technology course at George Mason University uses Pageflakes as the hub of a learning community. Content is dynamically assembled from a variety of timely sources, integrating it with student work from Flickr and other sources, all via RSS.

The Flat Classroom Project (flatclassroomproject.ning.com) uses a Ning workspace to create a sense of space that is shared by students located in the U.S. and in Qatar.

to allow faculty to collaborate on course materials and leverage one another’s work.

hat, exactly, constitutes a valid, original work? What are the implications for how we assess and reward creativity? Can a college or university tap the same sources of innovative talent and energy as Google or Flickr? What are the risks of permitting or opening up to this activity?

Remix is the reworking or adaptation of an existing work. The remix may be subtle, or it may completely redefine how the work comes across. It may add elements from other works, but generally efforts are focused on creating an alternate version of the original. A mashup, on the other hand, involves the combination of two or more works that may be very different from one another. In this article, I will apply these terms both to content remixes and mashups, which originated as a music form but now could describe the mixing of any number of digital media sources, and to data mashups, which combine the data and functionalities of two or more Web applications.

Harper's article "The Ecstasy of Influence," the novelist Jonathan Lethem imaginatively reviews the history of appropriation and recasts it as essential to the act of creation.3

Lethem's article is a must-read for anyone with an interest in the history of ideas, creativity, and intellectual property. It brilliantly synthesizes multiple disciplines and perspectives into a wonderfully readable and compelling argument. It is also, as the subtitle of his article acknowledges, "a plagiarism." Virtually every passage is a direct lift from another source, as the author explains in his "Key," which gives the source for every line he "stole, warped, and cobbled together." (He also revised "nearly every sentence" at least slightly.) Lethem's ideas noted in the paragraph above were appropriated from Siva Vaidhyanathan, Craig Baldwin, Richard Posner, and George L. Dillon.

Reading Walter Benjamin's highly influential 1936 essay "The Work of Art in the Age of Mechanical Reproduction,"4 it's clear that the profound effects of reproductive technology were obvious at that time. As Gould argued in 1964 (influenced by theorists such as Marshall McLuhan5), changes in how art is produced, distributed, and consumed in the electronic age have deep effects on the character of the art itself.

Yet the technology developments of the past century have clearly corresponded with a new attitude toward the "aura" associated with a work of invention and with more aggressive attitudes toward appropriation. It's no mere coincidence that the rise of modernist genres using collage techniques and more fragmented structures accompanied the emergence of photography and audio recording.

Educational technologists may wonder if "remix" or "content mashup" are just hipper-sounding versions of the learning objects vision that has absorbed so much energy from so many talented people—with mostly disappointing results.

The question is, why should a culture of remix take hold when the learning object economy never did?

when most learning object repositories were floundering, resource-sharing services such as del.icio.us and Flickr were enjoying phenomenal growth, with their user communities eagerly contributing heaps of useful metadata via simple folksonomy-oriented tagging systems.

the standards/practices relationship implicit in the learning objects model has been reversed. With only the noblest of intentions, proponents of learning objects (and I was one of them) went at the problem of promoting reuse by establishing an arduous and complex set of interoperability standards and then working to persuade others to adopt those standards. Educators were asked to take on complex and ill-defined tasks in exchange for an uncertain payoff. Not surprisingly, almost all of them passed.

Discoverable Resources

Educators might justifiably argue that their materials are more authoritative, reliable, and instructionally sound than those found on the wider Web, but those materials are effectively rendered invisible and inaccessible if they are locked inside course management systems.

It's a dirty but open secret that many courses in private environments use copyrighted third-party materials in a way that pushes the limits of fair use—third-party IP is a big reason why many courses cannot easily be made open.

The potential payoff for using open and discoverable resources, open and transparent licensing, and open and remixable formats is huge: more reuse means that more dynamic content is being produced more economically, even if the reuse happens only within an organization. And when remixing happens in a social context on the open web, people learn from each other's process.

Part of making a resource reusable involves making the right choices for file formats.

To facilitate the remixing of materials, educators may want to consider making the source files that were used to create a piece of multimedia available along with the finished result.

In addition to choosing the right file format and perhaps offering the original sources, another issue to consider when publishing content online is the critical question: "Is there an RSS feed available?" If so, conversion tools such as Feed2JS (http://www.feed2JS.org) allow for the republication of RSS-ified content in any HTML Web environment, including a course management system, simply by copying and pasting a few lines of JavaScript code. When an original source syndicated with RSS is updated, that update is automatically rendered anywhere it has been republished.

Jack Schofield

Guardian Unlimited

"An API provides an interface and a set of rules that make it much easier to extract data from a website. It's a bit like a record company releasing the vocals, guitars and drums as separate tracks, so you would not have to use digital processing to extract the parts you wanted."1

What's new about mashed-up application development? In a sense, the factors that have promoted this approach are the same ones that have changed so much else about Web culture in recent years. Essential hardware and software has gotten more powerful and for the most part cheaper, while access to high-speed connectivity and the enhanced quality of online applications like Google Docs have improved to the point that Tim O'Reilly and others can talk of "the emergent Internet operating system."15 The growth of user-centered technologies such as blogs have fostered a DIY ("do it yourself") culture that increasingly sees online interaction as something that can be personalized and adapted on the individual level. As described earlier, light syndication and service models such as RSS have made it easier and faster than ever to create simple integrations of diverse media types. David Berlind, executive editor of ZDNet, explains: "With mashups, fewer technical skills are needed to become a developer than ever. Not only that, the simplest ones can be done in 10 or 15 minutes. Before, you had to be a pretty decent code jockey with languages like C++ or Visual Basic to turn your creativity into innovation. With mashups, much the same way blogging systems put Web publishing into the hands of millions of ordinary non-technical people, the barrier to developing applications and turning creativity into innovation is so low that there's a vacuum into which an entire new class of developers will be sucked."16

The ability to "clone" other users' mashups is especially exciting: a newcomer does not need to spend time learning how to structure the data flows but can simply copy an existing framework that looks useful and then make minor modifications to customize the result.19

As with content remixing, open access to materials is not just a matter of some charitable impulse to share knowledge with the world; it is a core requirement for participating in some of the most exciting and innovative activity on the Web.

"My Maps" functionality

For those still wondering what the value proposition is for offering an open API, Google's development process offers a compelling example of the potential rewards.

Elsewhere, it is difficult to point to significant activity suggesting that the mashup ethos is taking hold in academia the way it is on the wider Web.

Yet for the most part, the notion of the data mashup and the required openness is not even a consideration in discussions of technology strategy in higher educational institutions. "Data integration" across campus systems is something that is handled by highly skilled professionals at highly skilled prices.

Revealing how a more adventurous and inclusive online development strategy might look on campus, Raymond Yee recently posted a comprehensive proposal for his university (UC Berkeley), in which he outlined a "technology platform" not unlike the one employed by Amazon.com (http://aws.amazon.com/)—resources and access that would be invaluable for the institution's programmers as well as for outside interests to build complementary services.

All too often, college and university administrators react to this type of innovation with suspicion and outright hostility rather than cooperation.

those of us in higher education who observe the successful practices in the wider Web world have an obligation to consider and discuss how we might apply these lessons in our own contexts. We might ask if the content we presently lock down could be made public with a license specifying reasonable terms for reuse. When choosing a content management system, we might consider how well it supports RSS syndication. In an excellent article in the March/April 2007 issue of EDUCAUSE Review, Joanne Berg, Lori Berquam, and Kathy Christoph listed a number of campus activities that could benefit from engaging social networking technologies.26

What might happen if we allow our campus innovators to integrate their practices in these areas in the same way that social networking application developers are already integrating theirs? What is the mission-critical data we cannot expose, and what can we expose with minimal risk? And if the notion of making data public seems too radical a step, can APIs be exposed to selected audiences, such as on-campus developers or consortia partners?

a tension between their passions and interests and the Academy’s curricular obligations. When woven into the fabric of the classroom, blogs allow the participants to articulate their feelings as a way of addressing these tensions. As well, blogs provide a space where the participants’ interests and passions can bubble forth for the enrichment of the group.

By blogging effectively within classroom settings, we can mentor learner forays into public spaces.

We wish to emphasise the importance of distinguishing between using blogs as holders of factory-model teaching practices, and taking advantage of their connectivity and transparency to deepen and liberate learning from the confines of stagnant, teacher-centric models. Ignoring the transformative capabilities of connectivity, some teachers using blogs merely reproduce offline practices online. Limiting classroom blogging to one-way transactions of information and directives from teacher to learners may add convenience and efficiency to the classroom, but does nothing for learning itself. Nor does assigning and directing wooden, forced, framed discussions online, which result in little more than mind-numbing ‘busy work’. We belittle and infantalise our students, further rewarding docility and disengagement if we over-direct posts by giving minute instructions as to their content, number and direction.

classroom blogging,

focusing on emerging pedagogy rather than tools

We will examine hyperlinked slow-blogging as reflective learning; multimedia, interactive blogging as action-based learning; and connected, transparent blogging as social learning.

Reflection-through-writing is a powerful aid to information retention, which is poor unless the lesson is repeated in a variety of contexts

The learner, in the act of writing down what s/he has learned, solidifies understanding and reveals areas of confusion.

Traditionally this kind of reflective narrative, found in journals and portfolios, has helped learners gain skill at meta-discourse and take responsibility for learning in liberal arts contexts. Teachers follow progress and detect comprehension gaps while coming to know learners’ styles, contexts and preferences. Learner-teacher interactions through reflective writing can deepen important bonds, an important indicator of effective learning (Raider Roth 2005).

different kinds of learning contexts including vocational by inviting learners to contextualise the learning in their own way within personal experience, thereby making the learning their own (

But if limited to the kinds of practices achieved offline, while efficient and convenient, and affording keyboarding practice, this use ignores new literacies of connectivity, collaboration, communication and multimedia expression. It also leaves out learners for whom written reflection is not always optimal or possible.

Although a blog organises itself, ordinarily and on first view, in reverse chronological order, the latest post being most prominent, tagging and hyperlinking allow for more associative, lateral ways of organising and connecting thoughts. Even the novice learner can transcend the limits of time and linearity in linking nascent ideas, discoveries and meta-discourse on the learning, replacing ‘…the essentially linear, fixed methods that had produced the triumphs of capitalism and industrialism with what are essentially poetic machines that capture and create the anarchic brilliance of human imagination’

Learners can link to practices other than written as they struggle to articulate and thus retain and apply what they have learned. For example, some learners will naturally link to audio rather than to text files of their reflections; others will link to images they have taken that are reflective of the learning process and outcomes.

thereby extending the reflective practice into synthesis and analysis and invention

If we know we are being read, that our explorations have value out in the world, we tend to take more care with our expression and our thinking as communiqués to the Other as well as to the self.

From learner posts, the teacher can point to models and questions, to moments of creative and critical success. Learning deepens, writing strengthens: these successes in turn pull the writer back to the blog again and again, to reflect and to improve thinking and expression skills.

That these messages to the self (and by extension, to the class and the world) are archived by date and category (or tag) allows them to take their place in an ongoing narrative of the learning.

Linking out connects us to more than ourselves. So, in this time of crumbling communities and the cult of the individual, our learners can, through active hyperlinking within a reflective learning practice, become more self-aware rather than more self-absorbed.

In selecting media, learners gain critical awareness of the grammar of image and sound as well as language. They learn to evaluate the impact of visual media on their discipline, on their society and on their lives as they develop skill at understanding structure, the arc of an argument, the use of transitions.

Hendrik and Ornberg have asserted, that ‘…audio is more effective than text for creating a sense of co-presence’

Students learn the discipline by doing the discipline

Evie’s work on the web, and in turn catapulted one of our learners into the role of activist and advocate for a cause about which she cared deeply.

By the end of the semester, Evie was not only a committed and involved activist for women’s rights, but a published photographer.

And so, the apprentice became the master, the student became the teacher, and Sean’s blog is fulfilling by becoming a valued resource for a teacher in Argentina and for her students as well.

Her blogging world and her real world became forever ‘intertwingled’ when she started leaving comments on the blogs of some of the graffiti artists she was following, and they, in turn, left comments on her blog. What followed was a flurry of comments, Instant Messaging (IM) conversations, Skype (r) chats and blogposts each taking Claire ever closer to the very people she has studied and admired and analysed…from afar. After the class ended (and after Claire graduated) Claire’s interest in graffiti continued.

But just as in the case of Sean, Claire went from being the observer to participant and now to a creator of graffiti, thanks in part to the connections made via social software tools.

it is not difficult to see how a tool such as a blog can keep learners immersed in course content in a way that traditional, teacher and textbook-centric teaching simply cannot.

A third, and perhaps most significant, role for classroom blogs to play, then, is in social learning, in the forming of close bonds within the learning community itself and with the outside world. Blogs afford learners a strong sense of belonging to a dynamic learning collaborative, following the apprenticeship model of learning, in which everyone is expert and apprentice to one another

The job of the teacher using social software is to create an understanding in and amongst the participants that they need to work together as a social entity, as a collaborative group, that is linked to and communicating among themselves as well as with the world.

Student bloggers learn by collaborating with one another through online group projects and through discussions, both formal and informal, that spring up on a central course blog, what we call the ‘Motherblog’, and by linking to one another within their own blogs, and creating feedback loops through the commenting function. Students also learn from one another through the blog archives, which grow year by year. Although we still teach in a departmentalised, semesterised system, the archiving subverts the notion of isolated learning segments by carrying the blog’s accumulated wisdom from group to group, informing the new learners’ experiences by adding context, models and inspiration

And unlike a discussion board that might be hosted on a course management tool such as Blackboard, these multimedia posts and comments are archived, hyperlinked and are open and available to all and not just the class.

Learners and teachers bring into the community discussion their own expertise, prior learning, cultural perspectives. They can converse here about what interests them about what they are studying. This kind of informal discussion weaves the threads of collective intelligence, and it helps learners to think beyond the strict confines of the syllabus, seeing connections to themselves and the world.

The class uses Flickr to collect and share images to be used in image-only essays and reflections, and in multimedia texts.

As Garrison and Anderson (2003) point out, ‘…a community of learners is an essential, core element of an educational experience when higher-order learning is the desired outcome’ (2003:22)

Using blogs as a complement to the face-to-face classroom environment not only provides more time on task for the learners, but if left open to world (as opposed to behind a firewall or a password or contained within the shell of a Learning Management System) these tools allow the real world - those crucial informal learning networks - into our classrooms…and the remarkable connections that happen as a result.

We can invite the outside world into the course intentionally, by asking experts in our field to participate in time-limited blog-based discussions with our learners. In these ‘blogging invitationals’ our learners can interact with professionals, joining the conversation of the real-world discipline in a meaningful way.

Other powerful connections with the world outside the classroom can occur through inter-classroom or inter-school blogging exchanges, or in service-learning initiatives, in which university learners, for example, mentor younger learners via connected blogging and feedback through comments, classroom to classroom, as writing buddies.

This immersion in virtual environments and augmented realities shapes participants' learning styles beyond what using sophisticated computers and telecommunications has fostered thus far, with multiple implications for higher education.

Beyond actional and symbolic immersion, advances in interface technology are now creating virtual environments and augmented realities that induce a psychological sense of sensory and physical immersion.

The research on virtual reality Salzman and I conducted on frames of reference found that the exocentric and the egocentric FORs have different strengths for learning. Our studies established that learning ideally involves a "bicentric" perspective alternating between egocentric and exocentric FORs.

But what is so special about the egocentric perspectives and situated learning now enabled by emerging media? After all, each of us lives with an egocentric perspective in the real world and has many opportunities for situated learning without using technology. One attribute that makes mediated immersion different and powerful is the ability to access information resources and psychosocial community distributed across distance and time, broadening and deepening experience. A second important attribute is the ability to create interactions and activities in mediated experience not possible in the real world, such as teleporting within a virtual environment, enabling a distant person to see a real-time image of your local environment, or interacting with a (simulated) chemical spill in a busy public setting. Both of these attributes are actualized in the Alice-in-Wonderland interface.

Notion of place is layered/blended/multiple; mobility and nomadicity prevalent among dispersed, fragmented, fluctuating habitats (for example, coffeehouses near campus)

Guided social constructivism and situated learning as major forms of pedagogy

he defining quality of a learning community is that there is a culture of learning, in which everyone is involved in a collective effort of understanding. There are four characteristics that such a culture must have: (1) diversity of expertise among its members, who are valued for their contributions and given support to develop, (2) a shared objective of continually advancing the collective knowledge and skills, (3) an emphasis on learning how to learn, and (4) mechanisms for sharing what is learned. If a learning community is presented with a problem, then the learning community can bring its collective knowledge to bear on the problem. It is not necessary that each member assimilate everything that the community knows, but each should know who within the community has relevant expertise to address any problem. This is a radical departure from the traditional view of schooling, with its emphasis on individual knowledge and performance, and the expectation that students will acquire the same body of knowledge at the same time.26

Peer-developed and peer-rated forms of assessment complement faculty grading, which is often based on individual accomplishment in a team performance context  Assessments provide formative feedback on instructional effectiveness

Multipurpose habitats—creating layered/blended/personalizable places rather than specialized locations (such as computer labs)

o the extent that some of these ideas about neomillennial learning styles are accurate, campuses that make strategic investments in physical plant, technical infrastructure, and professional development along the dimensions suggested will gain a considerable competitive advantage in both recruiting top students and teaching them effectively.

Net Generation learning styles stem primarily from the world-to-the-desktop interface; however, the growing prevalence of interfaces to virtual environments and augmented realities is beginning to foster so-called neomillennial learning styles in users of all ages.

Immersion is the subjective impression that one is participating in a comprehensive, realistic experience.

Inducing a participant's symbolic immersion involves triggering powerful semantic associations via the content of an experience.

The capability of computer interfaces to foster psychological immersion enables technology-intensive educational experiences that draw on a powerful pedagogy: situated learning.

The major schools of thought cited are behaviorist theories of learning (presentational instruction), cognitivist theories of learning (tutoring and guided learning by doing), and situated theories of learning (mentoring and apprenticeships in communities of practice).

Situated learning requires authentic contexts, activities, and assessment coupled with guidance from expert modeling, mentoring, and "legitimate peripheral participation."8 As an example of legitimate peripheral participation, graduate students work within the laboratories of expert researchers, who model the practice of scholarship. These students interact with experts in research as well as with other members of the research team who understand the complex processes of scholarship to varying degrees. While in these laboratories, students gradually move from novice researchers to more advanced roles, with the skills and expectations for them evolving.

Potentially quite powerful, situated learning is much less used for instruction than behaviorist or cognitivist approaches. This is largely because creating tacit, relatively unstructured learning in complex real-world settings is difficult.

However, virtual environments and ubiquitous computing can draw on the power of situated learning by creating immersive, extended experiences with problems and contexts similar to the real world.9 In particular, MUVEs and real-world settings augmented with virtual information provide the capability to create problem-solving communities in which participants can gain knowledge and skills through interacting with other participants who have varied levels of skills, enabling legitimate peripheral participation driven by intrinsic sociocultural forces.

Situated learning is important in part because of the crucial issue of transfer. Transfer is defined as the application of knowledge learned in one situation to another situation and is demonstrated if instruction on a learning task leads to improved performance on a transfer task, typically a skilled performance in a real-world setting

Moreover, the evolution of an individual's or group's identity is an important type of learning for which simulated experiences situated in virtual environments or augmented realities are well suited. Reflecting on and refining an individual identity is often a significant issue for higher education students of all ages, and learning to evolve group and organizational identity is a crucial skill in enabling innovation and in adapting to shifting contexts.

Immersion is important in this process of identity exploration because virtual identity is unfettered by physical attributes such as gender, race, and disabilities.

Thanks to out-of-game trading of in-game items, Norrath, the virtual setting of the MMOG EverQuest, is the seventy-seventh largest economy in the real world, with a GNP per capita between that of Russia and Bulgaria. One platinum piece, the unit of currency in Norrath, trades on real world exchange markets higher than both the Yen and the Lira (Castronova, 2001).14

Multiple teams of students can access the MUVE simultaneously, each individual manipulating an avatar which is "sent back in time" to this virtual environment. Students must collaborate to share the data each team collects. Beyond textual conversation, students can project to each other "snapshots" of their current individual point of view (when someone has discovered an item of general interest) and also can "teleport" to join anyone on their team for joint investigation. Each time a team reenters the world, several months of time have passed in River City, so learners can track the dynamic evolution of local problems.

In our research on this educational MUVE based on situated learning, we are studying usability, student motivation, student learning, and classroom implementation issues. The results thus far are promising: All learners are highly motivated, including students typically unengaged in classroom settings. All students build fluency in distributed modes of communication and expression and value using multiple media because each empowers different types of communication, activities, experiences, and expressions. Even typically low-performing students can master complex inquiry skills and sophisticated content. Shifts in the pedagogy within the MUVE alter the pattern of student performance.

Research shows that many participants value this functionality and choose to access the Web page after leaving the museum.

Participants in these distributed simulations use location-aware handheld computers (with GPS technology), allowing users to physically move throughout a real-world location while collecting place-dependent simulated field data, interviewing virtual characters, and collaboratively investigating simulated scenarios.

Initial research on Environmental Detectives and other AR-based educational simulations demonstrates that this type of immersive, situated learning can effectively engage students in critical thinking about authentic scenarios.

Students were most effective in learning and problem-solving when they collectively sought, sieved, and synthesized experiences rather than individually locating and absorbing information from some single best source.

Rheingold's forecasts draw on lifestyles seen at present among young people who are high-end users of new media

Rather than having core identities defined through a primarily local set of roles and relationships, people would express varied aspects of their multifaceted identities through alternate extended experiences in distributed virtual environments and augmented realities.

one-third of U.S. households now have broadband access to the Internet. In the past three years, 14 million U.S. families have linked their computers with wireless home networks. Some 55 percent of Americans now carry cell phones

Mitchell's forecasts25 are similar to Rheingold's in many respects. He too envisions largely tribal lifestyles distributed across dispersed, fragmented, fluctuating habitats: electronic nomads wandering among virtual campfires. People's senses and physical agency are extended outward and into the intangible, at considerable cost to individual privacy. Individual identity is continuously reformed via an ever-shifting series of networking with others and with tools. People express themselves through nonlinear, associational webs of representations rather than linear "stories" and co-design services rather than selecting a precustomized variant from a menu of possibilities.

More and more, though, people of all ages will have lifestyles involving frequent immersion in both virtual and augmented reality. How might distributed, immersive media be designed specifically for education, and what neomillennial learning styles might they induce?

Mediated immersion creates distributed learning communities, which have different strengths and limits than location-bound learning communities confined to classroom settings and centered on the teacher and archival materials.27

Neomillenial Versus Millennial Learning Styles

Emphasis is placed on implications for strategic investments in physical plant, technology infrastructure, and professional development.

such as textbooks linked to course ratings by students)

Mirroring": Immersive virtual environments provide replicas of distant physical settings

Middleware, interoperability, open content, and open source

Finding information Sequential assimilation of linear information stream

Student products generally tests or papers Grading centers on individual performance

These ideas are admittedly speculative rather than based on detailed evidence and are presented to stimulate reaction and dialogue about these trends.

f we accept much of the analysis above

students of all ages with increasingly neomillennial learning styles will be drawn to colleges and universities that have these capabilities. Four implications for investments in professional development also are apparent. Faculty will increasingly need capabilities in:

Some of these shifts are controversial for many faculty; all involve "unlearning" almost unconscious beliefs, assumptions, and values about the nature of teaching, learning, and the academy. Professional development that requires unlearning necessitates high levels of emotional/social support in addition to mastering the intellectual/technical dimensions involved. The ideal form for this type of professional development is distributed learning communities so that the learning process is consistent with the knowledge and culture to be acquired. In other words, faculty must themselves experience mediated immersion and develop neomillennial learning styles to continue teaching effectively as the nature of students alters.

Differences among individuals are greater than dissimilarities between groups, so students in any age cohort will present a mixture of neomillennial, millennial, and traditional learning styles

The technologies discussed are emerging rather than mature, so their final form and influences on users are not fully understood. A substantial number of faculty and administrators will likely dismiss and resist some of the ideas and recommendations presented here.