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This quote struck me on many levels. Specifically, the notion of being distracted in the "other features" seemed to be a loaded statement. Do students consider exploring outside the realm of what is defined as "learning" as a distraction? Isn't exploring different facets of an application just as important as using it for its intended purpose? This led me to consider how many educators have so poisoned students thinking that being "off-task" is even considered to be a bad thing. Have we so stymied students that they believe if they are not formally "learning," if they become "sidetracked," that they are wasting their time? When did curiosity become a negative thing? (When it killed the proverbial cat, I suppose.) As I think about it, if young adults find new media a distraction, then perhaps "learning" has become too narrowly defined. This then led me to wonder how we can "measure" self-directed learning in this new media context? In other words, how can we show the different levels of learning that takes place in these new contexts?