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The room is nothing less than a state of the art information dump, a physical manifestation of the all too pervasive yet narrow and naïve assumption that to learn is simply to acquire information, built for teachers to effectively carry out the relatively simple task of conveying information. Its sheer size, layout, and technology are testaments to the efficiency and expediency with which we can now provide students with their required credit hours.

But the problems are not new. They are the same as those identified by Neil Postman and Charles Weingartner nearly 40 years ago when they described the plight of “totally alienated students” involved in a cheating scandal

Texting, web-surfing, and iPods are just new versions of passing notes in class, reading novels under the desk, and surreptitiously listening to Walkmans.

Fortunately, they allow us to see the problem in a new way, and more clearly than ever, if we are willing to pay attention to what they are really saying.

Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation. In short, they tell us that our walls no longer mark the boundaries of our classrooms.

Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our “subjects,” “disciplines,” and “courses.” McLuhan’s statement about the bewildered child confronting “the education establishment where information is scarce but ordered and structured by fragmented, classified patterns, subjects, and schedules” still holds true in most classrooms today. The walls have become so prominent that they are even reflected in our language, so that today there is something called “the real world” which is foreign and set apart from our schools. When somebody asks a question that seems irrelevant to this real world, we say that it is “merely academic.” Not surprisingly, our students struggle to find meaning and significance inside these walls. They tune out of class, and log on to Facebook.

We can acknowledge that most of our students have powerful devices on them that give them instant and constant access to this cloud (including almost any answer to almost any multiple choice question you can imagine). We can welcome laptops, cell phones, and iPods into our classrooms, not as distractions, but as powerful learning technologies.

When students are engaged in projects that are meaningful and important to them, and that make them feel meaningful and important, they will enthusiastically turn off their cellphones and laptops to grapple with the most difficult texts and take on the most rigorous tasks.

One of the difficulties I find in teaching this way is that each semester I start from scratch. Students need to learn how to learn this way, just as they learned the passivity of the lecture hall over years. By the same token, we need to learn how to teach this way. It does mean changing the role of the teacher. It does mean a shift in the relationship between knowledge, student, and professor. There are difficult institutional-ideological issues coming from all sides there. As such, we are not just talking about changing teaching or learning practices but about changing institutional cultures.

And won’t you concede that there’s some things that simply need to be communicated and digested, period? Is there really a better collaborative, social-network paradigm for learning noun endings in Russian or the multiplication tables, or for how best to craft a sentence, which takes the human touch of a creative, talented teacher? Some things just have to be, uh, “learned,” memorized, practiced with pencil and paper, pen and pad.

For that very reason of “envelopment,” we need to preserve a few spaces on campus in which the cloud is dispelled and students must engage in the “old dynamics of knowledge”–if only as an exercise in mental flexibility. Shouldn’t we be concerned about what is lost as things have “shifted”?

“I agree with some of what he says, but I don’t think I would offer the implicit absolution to students that he does. How are they failing their educations? … Wesch seems to believe that if students are disengaged from the learning process, it’s the fault of the professoriat.”

If we assume that students can access information either before class (via textbooks, for instance) or during class as needed (via laptops and other devices), then we need not spend class time transmitting information to our students. We can, instead, spend precious class time helping students make sense of that information, taking advantage of the fact that class time is the only time when we’re all together (face-to-face, at least) to interact with each other around that information. One method of doing so that scales up very well to a class with hundreds of students (to address David Carson’s concern) is what Mazur calls “peer instruction” facilitated by a classroom response system (”clickers”). The teacher poses a challenging and interesting multiple-choice question. (There are such questions as Michael points out with his anecdote about a student “overthinking” a multiple-choice exam question.) The students think about the question and submit their answers using their clickers. If the results generated by the classroom response system show that there’s disagreement about the question (which is likely to happen if the question is sufficiently challenging), then the teacher instructs the students to discuss the question with their neighbors. After some time for this “peer instruction,” the students vote again with their clickers. Often, this second vote will show some convergence to the correct answer (provided the question has a single correct answer, which isn’t necessary). Either way, the stage is set for a productive classwide discussion of the question or a mini-lecture by the teacher.

I must admit that I enjoy teaching a large class of 400, many of whom enter the class for a requirement, because it gives me an opportunity to reach out to them with insights and transformative experiences that they are highly unlikely to stumble across in self-directed study. It also gives me a much more diverse group of people to work with and engage with in collaborative study, which can be much more powerful than simple self-directed study.

Are you right that “knowledge is made” in a “cloud of ubiquitous digital information”? Or, is this precisely one of anthropology’s significant contributions to the life of the mind, to a mindful life? Common sense cannot be trusted. Information, even in the highly evocative cloud-form, is *not* knowledge. Whatever knowledge is (i.e. as the philosopher’s ‘true justified belief ‘ or some even more exotic formulation), surely it is an actionable individual possession. The cloud is not knowledgeable, it is informational. And, I wonder how you might respond to a claim that our walls, the particular architectonics of the disciplines we work within, provide students with the conversational, narrative, cognitive, epistemological, methodological, ontological, the –ogical means for converting mere information into knowledge.

The physical structures are easiest to see, and are on prominent display in any large “state of the art” classroom. Rows of fixed chairs often face a stage or podium housing a computer from which the professor controls at least 786,432 points of light on a massive screen. Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room. The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.

at the base of this “information revolution” are new ways of relating to one another, new forms of discourse, new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating. Wikis, blogs, tagging, social networking and other developments that fall under the “Web 2.0” buzz are especially promising in this regard because they are inspired by a spirit of interactivity, participation, and collaboration. It is this “spirit” of Web 2.0 which is important to education. The technology is secondary. This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.

Even in situations in which a spirit of exploration and freedom exist, where faculty are free to experiment to work beyond physical and social constraints, our cognitive habits often get in the way

Most of our assumptions about information are based on characteristics of information on paper.

Even something as simple as the hyperlink taught us that information can be in more than one place at one time

Blogging came along and taught us that anybody can be a creator of information.

Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.

Taken together, this new media environment demonstrates to us that the idea of learning as acquiring information is no longer a message we can afford to send to our students, and that we need to start redesigning our learning environments to address, leverage, and harness the new media environment now permeating our classrooms.

Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education. In some ways these technologies act as magnifiers.

Usually our courses are arranged around “subjects.” Postman and Weingartner note that the notion of “subjects” has the unwelcome effect of teaching our students that “English is not History and History is not Science and Science is not Art . . . and a subject is something you 'take' and, when you have taken it, you have 'had' it.” Always aware of the hidden metaphors underlying our most basic assumptions, they suggest calling this “the Vaccination Theory of Education” as students are led to believe that once they have “had” a subject they are immune to it and need not take it again.5

As an alternative, I like to think that we are not teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world. Subjectivities cannot be taught. They involve an introspective intellectual throw-down in the minds of students. Learning a new subjectivity is often painful because it almost always involves what psychologist Thomas Szasz referred to as “an injury to one's self-esteem.”6 You have to unlearn perspectives that may have become central to your sense of self.

We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).

So while the course is set up much like a typical cultural anthropology course, moving through the same readings and topics, all of these learnings are ultimately focused around one big question, “How does the world work?”

Students are co-creators of every aspect of the simulation, and are asked to harness and leverage the new media environment to find information, theories, and tools we can use to answer our big question. Each student has a specific role and expertise to develop. A world map is superimposed on the class and each student is asked to become an expert on a specific aspect of the region in which they find themselves. Using this knowledge, they work in 15-20 small groups to create realistic cultures, step-by-step, as we go through each aspect of culture in class. This allows them to apply the knowledge they learn in the course and to recognize the ways different aspects of culture--economic, social, political, and religious practices and institutions--are integrated in a cultural system.

The World Simulation itself only takes 75-100 minutes and moves through 650 metaphorical years, 1450-2100. It is recorded by students on twenty digital video cameras and edited into one final "world history" video using clips from real world history to illustrate the correspondences. We watch the video together in the final weeks of the class, using it as a discussion starter for contemplating our world and our role in its future. By then it seems as if we have the whole world right before our eyes in one single classroom - profound cultural differences, profound economic differences, profound challenges for the future, and one humanity. We find ourselves not just as co-creators of a simulation, but as co-creators of the world itself, and the future is up to us.

I have often found myself writing content-based multiple-choice questions in a way that I hope will indicate that the student has mastered a new subjectivity or perspective. Of course, the results are not satisfactory. More importantly, these questions ask students to waste great amounts of mental energy memorizing content instead of exercising a new perspective in the pursuit of real and relevant questions.

When you watch somebody who is truly “in it,” somebody who has totally given themselves over to the learning process, or if you simply imagine those moments in which you were “in it” yourself, you immediately recognize that learning expands far beyond the mere cognitive dimension. Many of these dimensions were mentioned in the issue precis, “such as emotional and affective dimensions, capacities for risk-taking and uncertainty, creativity and invention,” and the list goes on. How will we assess these? I do not have the answers, but a renewed and spirited dedication to the creation of authentic learning environments that leverage the new media environment demands that we address it.

The new media environment provides new opportunities for us to create a community of learners with our students seeking important and meaningful questions.

This is what I have called elsewhere, “anti-teaching,” in which the focus is not on providing answers to be memorized, but on creating a learning environment more conducive to producing the types of questions that ask students to challenge their taken-for-granted assumptions and see their own underlying biases.

why is it important;

"We're preparing [students] for life, not for exams--that's what it has come down to with [No Child Left Behind, preparing for exams], but that's a silly thing to prepare people for, because you really want to prepare them for life and work."

Would any member of the administration of an American college or university consider the number of hits, favorites, downloads, etc. as valuable for a decision on hiring, tenure, promotion, recognition, etc.? I believe in the age of web 2.0, where social networking fosters an environment for sharing and transmitting knowledge (no longer limited to the ivory-tower library), we can’t ignore the importance of web views.

Although today's students are much more likely to begin their research online, Miller-Cochran said students still often perceive the articles, charts, and data found in books as more authoritative than online information.

"They tend to be trusting, perhaps even more so, of things they see in print," said Miller-Cochran, who has distributed the checklist research matrix to her students at North Carolina State. "We wanted [students] to be looking at all sources they were finding and asking more critical questions about the nature of what they have found."

This kind of research and discussion is valuable. At the same time, this focus on the fine points of content presentation obscures a larger question: Why is basic material delivered this way at all? Why is “instruction” so often equated with putting simple, factual content on tiny screens and spoon-feeding it to passive learners? Couldn’t that be part of the problem here–learners are resenting their treatment?

So the question might not be simply, “How do media choices affect our ability to process info?” I think we should also consider, “How do media choices affect our *willingness* to process info?”

perhaps the most revealing data came from the next question: Do you allow cell phones in school? Most participants said students can carry cell phones as long as they keep them turned off during class; yet, most also agreed that cell phones could be useful for instruction. Participants also said that if students bring personal devices to school, 40 to 60 percent of those students bring a device with broadband access.

"Educators want their students to be able to use these technologies, but they don't know how they can be applied in the classroom."

"Schools first need to develop a plan of action for when new technologies are introduced and then determine their bandwidth needs. Then they'll be getting somewhere," she said.

Steve Hargadon, director of the K12 Open Technologies Initiative at the Consortium for School Networking, and founder of www.classroom20.com. Hargadon developed his social networking site for educators as a way to get educators used to the idea of social networking not always as a scary, educationally empty phenomenon. "We have to look at the tools and the devices behind popular technologies. Just because bad things sometimes happen on Facebook doesn't mean the technology itself can't be useful. It just depends how it's used," he said. Hargadon says that for educators, profile pages can be portfolios and background information for others to see. The "friends" you are making are really "colleagues," he said--and uploading content and adding commentary provides authentic feedback to your ideas. "Common interest groups can be turned into group projects, and the discussion forums allow for asking questions and getting engaged in meaningful conversation. The wisdom of the group will always help when trying to solve problems," he said.

For these panelists, the shift in education from a teacher-centric, factory-style model to a more dynamic model filled with ubiquitous access to information, newly created content, and personal devices is not a struggle if you start with a plan--because only by being open to new ideas will today's students be tomorrow's innovators.

it has made the work of educational administrators exponentially more difficult. Students now talk, up and down the years, via the recorded ratings on the site. It isn’t possible for an institution of higher education to disguise an individual who happens to be a world-class researcher but a rather ordinary lecturer. In earlier times, schools could foist these instructors on students, who’d be stuck for a semester. This no longer happens, because RateMyProfessors.com effectively warns students away from the poor-quality teachers.

This one site has undone all of the neat work of tenure boards and department chairs throughout the entire world of academia.

The battle for control over who stands in front of the classroom has now been decisively lost by the administration in favor of the students.

That knowledge, once pooled, takes on a life of its own, and finds itself in places where it has uses that its makers never intended.

If we are smart enough, we can learn a lesson here and now that we will eventually learn – rather more expensively – if we wait. The lesson is simple: control is over. This is not about control anymore. This is about finding a way to survive and thrive in chaos.

the shape of things to come. But there are some other trends which are also becoming visible. The first and most significant of these is the trend toward sharing lecture material online, so that it reaches a very large audience.

the possibility that some individuals or group of individuals might create their own context around the lectures. And this is where the future seems to be pointing.

When broken down to its atomic components, the classroom is an agreement between an instructor and a set of students. The instructor agrees to offer expertise and mentorship, while the students offer their attention and dedication. The question now becomes what role, if any, the educational institution plays in coordinating any of these components. Students can share their ratings online – why wouldn’t they also share their educational goals? Once they’ve pooled their goals, what keeps them from recruiting their own instructor, booking their own classroom, indeed, just doing it all themselves?

Why not create a new kind of “Open University”, a website that offers nothing but the kinds of scheduling and coordination tools students might need to organize their own courses?

In this near future world, students are the administrators.

Now since most education is funded by the government, there will obviously be other forces at play; it may be that “administration”, such as it is, represents the government oversight function which ensures standards are being met. In any case, this does not look much like the educational institution of the 20th century – though it does look quite a bit like the university of the 13th century, where students would find and hire instructors to teach them subjects.

The lecturer now helps the students find the material available online, and helps them to make sense of it, contextualizing and informing their understanding. even as the students continue to work their way through the ever-growing set of information. The instructor can not know everything available online on any subject, but will be aware of the best (or at least, favorite) resources, and will pass along these resources as a key outcome of the educational process. The instructor facilitates and mentors, as they have always done, but they are no longer the gatekeepers, because there are no gatekeepers,

The classroom in this fungible future of student administrators and evolved lecturers is any place where learning happens.

At one end of the scale, students will be able work online with each other and with an lecturer to master material; at the other end, students will work closely with a mentor in a specialist classroom. This entire range of possibilities can be accommodated without much of the infrastructure we presently associate with educational institutions. The classroom will both implode – vanishing online – and explode – the world will become the classroom.

Flexibility and fluidity are the hallmark qualities of the 21st century educational institution. An analysis of the atomic features of the educational process shows that the course is a series of readings, assignments and lectures that happen in a given room on a given schedule over a specific duration. In our drive to flexibility how can we reduce the class into to essential, indivisible elements? How can we capture those elements? Once captured, how can we get these elements to the students? And how can the students share elements which they’ve found in their own studies?

This is the basic idea that’s guiding Stanford and MIT: recording is cheap, lecturers are expensive, and students are forgetful. Somewhere in the middle these three trends meet around recorded media. Yes, a student at Stanford who misses a lecture can download and watch it later, and that’s a good thing. But it also means that any student, anywhere, can download the same lecture.

Every one of these recordings has value, and the more recordings you have, the larger the horde you’re sitting upon. If you think of it like that – banking your work – the logic of capturing everything becomes immediately clear.

While education definitely has value – teachers are paid for the work – that does not mean that resources, once captured, should be tightly restricted to authorized users only. In fact, the opposite is the case: the resources you capture should be shared as broadly as can possibly be managed. More than just posting them onto a website (or YouTube or iTunes), you should trumpet their existence from the highest tower. These resources are your calling card, these resources are your recruiting tool.

the more something is shared, the more valuable it becomes. You extend your brand with every resource you share. You extend the knowledge of your institution throughout the Internet. Whatever you have – if it’s good enough – will bring people to your front door, first virtually, then physically.

Stanford and MIT

show a different way to value education – as experience. You can’t download experience. You can’t bottle it. Experience has to be lived, and that requires a teacher.

Rather than going for a commercial solution, I would advise you to look at the open-source solutions. Rather than buying a solution, use Moodle, the open-source, Australian answer to digital courseware. Going open means that as your needs change, the software can change to meet those needs. Given the extraordinary pressures education will be under over the next few years, openness is a necessary component of flexibility.

Openness is also about achieving a certain level of device-independence.

here are many screens today, and while the laptop screen may be the most familiar to educators, the mobile handset has a screen which is, in many ways, more vital. Many students will never be very computer literate, but every single one of them has a mobile handset, and every single one of them sends text messages. It’s the big of computer technology we nearly always overlook – because it is so commonplace. Consider every screen when you capture, and when you share; dealing with them all as equals will help you work find audiences you never suspected you’d have.

Yet net filtering throws the baby out with the bathwater. Services like Twitter get filtered out because they could potentially be disruptive, cutting students off from the amazing learning potential of social messaging. Facebook and MySpace are seen as time-wasters, rather than tools for organizing busy schedules. The list goes on: media sites are blocked because the schools don’t have enough bandwidth to support them; Wikipedia is blocked because teachers don’t want students cheating. All of this has got to stop. The classroom does not exist in isolation, nor can it continue to exist in opposition to the Internet. Filtering, while providing a stopgap, only leaves students painfully aware of how disconnected the classroom is from the real world. Filtering makes the classroom less flexible and less responsive. Filtering is lazy.

Mind the maxim of the 21st century: connection is king. Students must be free to connect with instructors, almost at whim. This becomes difficult for instructors to manage, but it is vital. Mentorship has exploded out of the classroom and, through connectivity, entered everyday life.

Finally, students must be free to (and encouraged to) connect with their peers. Part of the reason we worry about lecturers being overburdened by all this connectivity is because we have yet to realize that this is a multi-lateral, multi-way affair. It’s not as though all questions and issues immediately rise to the instructor’s attention. This should happen if and only if another student can’t be found to address the issue. Students can instruct one another, can mentor one another, can teach one another. All of this happens already in every classroom; it’s long past time to provide the tools to accelerate this natural and effective form of education.

Connection is expensive, not in dollars, but in time. But for all its drawbacks, connection enriches us enormously. It allows us to multiply our reach, and learn from the best.

learning by listening is proved to be much harder than learning by reading.

RateMyProfessors is a good start, and anecdotes about how people use it is interesting, but it has a long long way to go before it comes close to being reliable let alone authoritative.

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.

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.

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.

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

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.

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.

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.

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.

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

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.

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

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

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?

Guided social constructivism and situated learning as major forms of pedagogy

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

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

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

Neomillenial Versus Millennial Learning Styles

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

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.

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.

There is an inexorable trend among college students to universal ownership, mobility, and access to technology.

Students were asked about the applications they used on their electronic devices. They reported that they use technology first for educational purposes, followed by communication.

presentation software was driven primarily by the requirements of the students' major and the curriculum.

Communications and entertainment are very much related to gender and age.

From student interviews, a picture emerged of student technology use driven by the demands of the major and the classes that students take. Seniors reported spending more time overall on a computer than do freshmen, and they reported greater use of a computer at a place of employment. Seniors spent more hours on the computer each week in support of their educational activities and also more time on more advanced applications—spreadsheets, presentations, and graphics.

Confirming what parents suspect, students with the lowest grade point averages (GPAs) spend significantly more time playing computer games; students with the highest GPAs spend more hours weekly using the computer in support of classroom activities. At the University of Minnesota, Crookston, students spent the most hours on the computer in support of classroom activities. This likely reflects the deliberate design of the curriculum to use a laptop extensively. In summary, the curriculum's technology requirements are major motivators for students to learn to use specialized software.

The interviews indicated that students are skilled with basic office suite applications but tend to know just enough technology functionality to accomplish their work; they have less in-depth application knowledge or problem solving skills.

According to McEuen, student technology skills can be likened to writing skills: Students come to college knowing how to write, but they are not developed writers. The analogy holds true for information technology, and McEuen suggested that colleges and universities approach information technology in the same way they approach writing.6

he major requires the development of higher-level skill sets with particular applications.

The comparative literature on student IT skill self-assessment suggests that students overrate their skills; freshmen overrate their skills more than seniors, and men overrate their skills more than women.7 Our data supports these conclusions. Judy Doherty, director of the Student Technologies Resource Group at Colgate University, remarked on student skill assessment, "Students state in their job applications that they are good if not very good, but when tested their skills are average to poor, and they need a lot of training."8

Mary Jane Smetanka of the Minneapolis–St. Paul Star Tribune reported that some students are so conditioned by punch-a-button problem solving on computers that they approach problems with a scattershot impulsiveness instead of methodically working them through. In turn, this leads to problem-solving difficulties.

We expected to find that the Net Generation student prefers classes that use technology. What we found instead is a bell curve with a preference for a moderate use of technology in the classroom (see Figure 1).

It is not surprising that if technology is used well by the instructor, students will come to appreciate its benefits.

A student's major was also an important predictor of preferences for technology in the classroom (see Table 3), with engineering students having the highest preference for technology in the classroom (67.8 percent), followed by business students (64.3 percent).

we found that many of the students most skilled in the use of technology had mixed feelings about technology in the classroom.

he highest scores were given to improved communications, followed by factors related to the management of classroom activities. Lower impact activities had to do with comprehension of classroom materials (complex concepts).

The instructors' use of technology in my classes has increased my interest in the subject matter. 3.25 Classes that use information technology are more likely to focus on real-world tasks and examples.

I spend more time engaged in course activities in those courses that require me to use technology.

Interestingly, students do not feel that use of information technology in classes greatly increases the amount of time engaged with course activities (3.22 mean).12 This is in direct contrast to faculty perceptions reported in an earlier study, where 65 percent of faculty reported they perceived that students spend more time engaged with course materials

Only 12.7 percent said the most valuable benefit was improved learning; 3.7 percent perceived no benefit whatsoever. Note that students could only select one response, so more than 12.7 percent may have felt learning was improved, but it was not ranked highest. These findings compare favorably with a study done by Douglas Havelka at the University of Miami in Oxford, Ohio, who identified the top six benefits of the current implementation of IT as improving work efficiency, affecting the way people behave, improving communications, making life more convenient, saving time, and improving learning ability.14

Our data suggest that we are at best at the cusp of technologies being employed to improve learning.

The interactive features least used by faculty were the features that students indicated contributed the most to their learning.

he students in this study called our attention to performance by noting an uneven diffusion of innovation using this technology. This may be due, in part, to faculty or student skill. It may also be due to a lack of institutional recognition of innovation, especially as the successful use of course management systems affects or does not affect faculty tenure, promotion, and merit decisions

Humanities 7.7% 47.9% 40.2

What we found was that many necessary skills had to be learned at the college or university and that the motivation for doing so was very much tied to the requirements of the curriculum. Similarly, the students in our survey had not gained the necessary skills to use technology in support of academic work outside the classroom. We found a significant need for further training in the use of information technology in support of learning and problem-solving skills.

Course management systems were used most by both faculty and students for communication of information and administrative activities and much less in support of learning.

In 1997, Michael Hooker proclaimed, "higher education is on the brink of a revolution." Hooker went on to note that two of the greatest challenges our institutions face are those of "harnessing the power of digital technology and responding to the information revolution."18 Hooker and many others, however, did not anticipate the likelihood that higher education's learning revolution would be a journey of a thousand miles rather than a discrete event. Indeed, a study of learning's last great revolution—the invention of moveable type—reveals, too, a revolution conducted over centuries leading to the emergence of a publishing industry, intellectual property rights law, the augmentation of customized lectures with textbooks, and so forth.

Qualitative data were collected by means of focus groups and individual interviews. We interviewed undergraduate students, administrators, and individuals identified as experts in the field of student technology use in the classroom. Student focus groups and interviews of administrators were conducted at six of the thirteen schools participating in the study.

The institutions chosen represent a nonrepresentative mix of the different types of higher education institution in the United States, in terms of Carnegie class as well as location, source of funding, and levels of technology emphasis. Note, however, that we consider our findings to be instructive rather than conclusive of student experiences at different types of Carnegie institutions.

Both the ECAR study on faculty use of course management systems and this study of student experiences with information technology concluded that, while information technology is indeed making important inroads into classroom and learning activities, to date the effects are largely in the convenience of postsecondary teaching and learning and do not yet constitute a "learning revolution." This should not surprise us. The invention of moveable type enhanced, nearly immediately, access to published information and reduced the time needed to produce new publications. This invention did not itself change literacy levels, teaching styles, learning styles, or other key markers of a learning revolution. These changes, while catalyzed by the new technology, depended on slower social changes to institutions. I believe that is what we are witnessing in higher education today.

The qualitative data suggest a slightly different picture. Students have very basic office suite skills as well as e-mail and basic Web surfing skills. Moving beyond basic activities is problematic. It appears that they do not recognize the enhanced functionality of the applications they own and use.

It cannot be assumed that they come to college prepared to use advanced software applications.

25.6 percent of the students preferred limited or no use of technology in the classroom.

"Information technology is just a tool. Like all tools, if used properly it can be an asset. If it is used improperly, it can become an obstacle to achieving its intended purpose. Never is it a panacea."

Purdue's podcasting project arose from a desire to let students study without being tethered to their computers, according to Michael Gay, the university's manager of broadcast networks and services for information technology. "We're trying to give people as many options as possible if they miss a course and need to catch up — or if they just want to review," he says.

Duke University

Drexel University

Purdue University

American University

University of Michigan at Ann Arbor's School of Dentistry

"Everybody knows that when you say something in class, the first time, not everybody is paying attention," Mr. Jackson says. "But if you make your lecture available as a podcast, students can relisten to troublesome passages, and it's easy for them to slow things down."

St. Mary's College, in California

For a graduate-level course in quantitative analysis, Ms. Herkenhoff creates two different series of podcasts, each recontextualizing highlights from her lectures.

"When I talked about this with my colleagues, the first thing they all said was 'well, no one's going to go to class,'" says G. Marc Loudon, a professor of medicinal chemistry at Purdue who has posted lectures for students as both audio and video files. Mr. Loudon offers a fairly unsympathetic rejoinder to those concerns: "If a podcast can capture everything you do in class, you deserve to have nobody coming."

started penalizing students a grade point for every class session they missed.

"Those of you who didn't come to class, but are listening to the podcast, should know that one of the answers to the next test is on the screen," he said. "But I'm not going to tell you what it is."

But most students are savvy enough to realize that coursecasts aren't an alternative to class,

"a great way to complement the presentation slides many professors already offer online."

Richard Smith, a lecturer in instructional technology at the University of Houston-Clear Lake, hosts a weekly podcast on scholarship and education. But he is not convinced that the technology can revitalize pedagogy — because, he says, there is little evidence that recorded lectures will hold students' interest.

"I don't think most professors, no matter how good they are in the classroom, can avoid being boring as hell when they're recorded."

Students reared on iPods and the Internet do not come to class expecting to sit through an hourlong lecture, he says. Instead, they want to gather information on their own terms and spend their class time in discussion, not rapt attention.

"The 'sage on the stage' is dying, if not dead already," Mr. Jackson says. "Faculty members are no longer privileged sources of knowledge, so our job should be to get people to think critically and independently about things."

Coursecasting, he says, can help that process along. In Mr. Jackson's own courses, he has put lectures online as podcasts and asked students to listen to them before they come to class, a technique he refers to as "distance learning with a twist." "Think about how much classroom time you would save if you didn't have to lecture anymore," Mr. Jackson says. "You free up all this interactive personal space between you and your students. It changes the classroom experience."

The "decentered classroom," as Mr. Jackson calls it, can be unsettling for students who are not eager to let the lecture-hall experience bleed into their free time.

Richard Edwards, an assistant professor of communication at St. Mary's College, is building a course around a series of 30-minute podcasts about film-noir classics that he and a colleague had made. Students will listen to the podcasts and then elaborate on Mr. Edwards's talking points in class. "Instead of having to run through all of our thoughts on Double Indemnity," Mr. Edwards says, "we can actually start our discussion in the 31st minute, in media res, without setting up the movie for everyone."

Mr. Edwards has made the podcasts that will anchor his film-noir course available to the public free through a license from Creative Commons, a group dedicated to making scholarly and artistic material widely available online. "I want people to download this stuff so they can feel free to engage with it," he says.

Michigan's dentistry school, for example, keeps its coursecasts locked behind a firewall so that only students can listen.

Administrators received enough complaints that they formed a faculty committee that is now examining BoilerCast's intellectual-property implications. "The fundamental question is who owns a faculty member's lectures," Mr. Loudon says. "If these classes have intellectual value beyond the classroom, who owns that?"

All in all, the aim is to engage the students with "real" Japanese. Have them create written pieces that are useful, relevant & easily expanded upon later on if they choose - as further revision, extension work or simply to use the language somewhere that it can be seen and recognized; not simply written in an exercise or workbook, marked and forgotten.