- Paperback: 320 pages
- Publisher: MIT Press (3 May 2010)
- Language English
- ISBN-10: 0262513749
- ISBN-13: 978-0262513746
- Product Dimensions: 20.1 x 13.7 x 2.3 cm
- Average Customer Review: 4.0 out of 5 stars See all reviews (1 customer review)
- Amazon Bestsellers Rank: 1,407,431 in Books (See Top 100 in Books)
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More About the Author
Product Description
Product Description
Over the past two decades, the way we learn has changed dramatically. We have new sources of information and new ways to exchange and to interact with information. But our schools and the way we teach have remained largely the same for years, even centuries. What happens to traditional educational institutions when learning also takes place on a vast range of Internet sites, from Pokemon Web pages to Wikipedia? This report investigates how traditional learning institutions can become as innovative, flexible, robust, and collaborative as the best social networking sites. The authors propose an alternative definition of "institution" as a "mobilizing network"--emphasizing its flexibility, the permeability of its boundaries, its interactive productivity, and its potential as a catalyst for change--and explore the implications for higher education. The Future of Thinking reports on innovative, virtual institutions. It also uses the idea of a virtual institution both as part of its subject matter and as part of its process: the first draft was hosted on a Web site for collaborative feedback and writing. The authors use this experiment in participatory writing as a test case for virtual institutions, learning institutions, and a new form of collaborative authorship. The finished version is still posted and open for comment. This book is the full-length report of the project, which was summarized in an earlier MacArthur volume, The Future of Learning Institutions in a Digital Age. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning
About the Author
Cathy N. Davidson is the John Hope Franklin Humanities Institute Professor of Interdisciplinary Studies and Ruth F. Devarney Professor of English at Duke University. David Theo Goldberg is the Director of the University of California Humanities Research Institute, the University of California system-wide research facility for the human sciences and theoretical research in the arts. He also holds faculty appointments as Professor of Comparative Literature and of Criminology, Law, and Society at the University of California, Irvine, where he is a Fellow of the UCI Critical Theory Institute
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Customer Reviews
Most Helpful Customer Reviews
Format:Paperback|Amazon Verified Purchase
This is an interesting book investigating how social media and web 2.0 could and should change the way that learning institutions structure and run their courses. The book is aimed at universities, but is equally applicable to any institution concerned with learning or knowledge, particularly professional institutions.
One of the key recommendations is that institutions should become mobilising networks, offering opportunities to learn and create knowledge collaboratively. This is recognised as being a major challenge as it cuts across traditional course and assessment structures, and requires a flexibility and agility that can be difficult where tradition and rules are deeply embedded.
The ten main conclusions are presented in a chapter titled "(In)Conclusive: Thinking the Future of Digital Thinking" which forms a good summary of the book and the way forwards.
I do have a few minor quibbles. It does rather labour some points (perhaps a consequence of the collaborative online authorship and commenting), the conclusions are rather tentative, and there is an assumption that team work is how everything will be done.
Recommended for anyone involved in the strategic direction of learning / knowledge-based institutions.
One of the key recommendations is that institutions should become mobilising networks, offering opportunities to learn and create knowledge collaboratively. This is recognised as being a major challenge as it cuts across traditional course and assessment structures, and requires a flexibility and agility that can be difficult where tradition and rules are deeply embedded.
The ten main conclusions are presented in a chapter titled "(In)Conclusive: Thinking the Future of Digital Thinking" which forms a good summary of the book and the way forwards.
I do have a few minor quibbles. It does rather labour some points (perhaps a consequence of the collaborative online authorship and commenting), the conclusions are rather tentative, and there is an assumption that team work is how everything will be done.
Recommended for anyone involved in the strategic direction of learning / knowledge-based institutions.
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