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Certainly an interesting debate unfolding in the comments. Sadly, I'm on the side of 40 years of history over 15. I'm not holding my breath for the pendulum to swing back at this point...

""The real concern of this book is how existing scholarly activities (things like writing, publishing, networking and engaging) can be enhanced through social media and perhaps transformed in the process.""

Fun little mashup activity...

Quoting Mr. Russell from the introduction to his book,

"These studies tell me that there is nothing inherent in the technologies that elicits improvements in learning. Having said that, let me reassure you that difference in outcomes can be made more positive by adapting the content to the technology. That is, in going through the process of redesigning a course to adapt the content to the technology, it can be improved."

This idea is reflected in the history of the No Significant Difference literature. Over the last 50 years, the question for media comparison studies (MCS) has evolved from, "Can students learn at a distance?" to "What is the effect of distance delivery on student outcomes?" Over the years, especially since the internet revolution, the conviction that distance delivery is necessarily inferior to face to face instruction has faded a bit. As we accept that it is not the technology itself, but the application of technology, that has the potential to affect learning, it is our hope that future research will strive to identify the instructional methods that best utilize technology attributes to improve student outcomes.

"Interdisciplinarity -- of any stripe or variety -- depends on disciplines."

That speaks to how I feel about education like few other things I've read.

Familiarity comes up again. Thanks for sharing.

K-12 focused but the concept is something that should be replicated in higher ed.