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While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. 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.

This new media environment can be enormously disruptive to our current teaching methods and philosophies.

Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.

Those in higher education who continue hand-wringing over the relative merits of online learning and other technology-driven platforms will soon find themselves left in the dust of an up-and-coming generation of students who are seeking knowledge outside academe. Such was an emerging consensus view here Monday, as college leaders gathered for the TIAA-CREF Institute's 2010 Higher Education Leadership Conference.

“We're still trying to fit the Web into our educational paradigm.… I just don't think that's going to work,” said Mary Spilde, president of Lane Community College, in Eugene, Ore.

several panelists alluded here to the possibility that if colleges don't change the way they do business, then students will change the way colleges do business.