Digital Learning Technologies and the Future of Higher Education
We are in the midst of the irreversible splintering of higher education and the unbundling of faculty work. The rise of powerful digital learning technologies will therefore, whether we like it or not, intrude upon and displace many of the traditional roles of the faculty in the college classroom. If we are to be able to truly articulate the value proposition of higher education – of incorporating digital learning technologies rather than being ravaged by them – we will need to re-envision and recreate the role of the professor as one who helps students transform knowledge rather than transfer information. To do so, I argue, we will need to temper our expectations in order actually strengthen them; we will need to figure out what we are good at, and what we are not, the limits and possibilities of the power of faculty work and the value-added of higher education, in order to revise the form and function of higher education.
This is -- in a highly visual and densely abbreviated form -- the conceptual underpinnings for my arguments about digital learning technologies and the future of teaching and learning in higher education.