Quotes from Cathy N. Davidson

We also held three public forums

visionary behind the Digital Media and Learning Initiative. This project would not have been conceived, let alone

Zoe Marie Jones, a doctoral candidate in the Department of Art, Art History, and Visual Studies at Duke University, joined

http://www.futureofthebook.org ) in January of 2007. The draft remained on the Institute's site for over a year (and still remains there) inviting comments by

We thank the institutions that support our research and our virtual endeavors. They are listed in the acknowledgments section of this report. Without their vision and commitment to this larger project of envisioning the best modes of learning for a digital age, this research project would not exist. It is not our purpose

result has been a far greater knowledge, amassed in this participatory method, than anyone had ever dreamed possible, balanced by collective and professional procedures for sorting through the data for obviously wrong or misguided reportings. If professional astronomers can adopt such a de-centered method for assembling information, certainly college and high school teachers can develop a pedagogical method also based on collective checking, inquisitive skepticism, and group

When considering the future of learning institutions in a digital age, it is also important to look at the ways that digitality works to cross the boundaries within and across traditional learning institutions. How

individuals who contributed their time and energy.

certification of what constitutes "merit" and "quality." Nevertheless, and even granting the digital

certification of what constitutes "merit" and "quality." Nevertheless, and even granting the digital divide, there is a generational shift in the kinds of learning happening by those both living above the poverty

The Classroom and the World Wide Web

We do not claim to have solutions for these massively complex social issues, nor do we claim to understand fully the relationships between and among the various developments we have listed. However, we do believe the opportunity

D. and Catherine T. MacArthur Foundation Report is a redaction of the argument in our book-in-progress,

If we are going to imagine new learning institutions that are not based on the contiguity of time and place-virtual institutions-we have to ask, what are those institutions and what work do they perform? What does a virtual learning institution look like, who supports it, what does it do? We know that informal learning happens, constantly and in many new ways, because of the collaborative opportunities offered by social networking sites, wikis, blogs, and many other interactive digital sources.

We also thank, for their tireless contributions to

like the Catholic Church, universities today bear a striking structural resemblance to what they were

money revamping its technology offerings, creating great wired spaces where all forms of media can be accessed from the classroom. But how many have actually rethought the modes of organization, the structures of knowledge, and the relationships between and among groups of students, faculty, and others across campus or around the world? That larger challenge-to

businesses, even traditional ones like IBM, use crowdsourcing more and more as a way to get a read on their employees' opinions, to frame a challenge, or to solve a problem. Sometimes they create a competition and award the winner a prize while the company receives the rights to the winning idea.

Baumer, Rachel Cody, Dilan Mahendran, Katynka Z. Martinez, Dan Perkel, Christo Sims, and Lisa Tripp Young People, Ethics, and the New Digital Media: A Synthesis from the Good Play Project by Carrie James with Katie Davis, Andrea Flores,

research on how young people learn, play, socialize, and participate in civic life. The Reports result from research projects funded by the MacArthur Foundation as part of its $50 million initiative in digital media and learning. They are published

relationships between and among groups of students, faculty, and others across campus or around the world? That larger challenge-to harness and focus the participatory learning methods in which our students are so accomplished-is only now beginning to be introduced and typically in relatively rare and isolated formats. Most university education, certainly, is founded on ideas of individual training, discrete disciplines, and isolated achievement

and exemplify this rethinking of virtually enabled and enhanced learning institutions, we used this project to examine potential new models of digital learning.

information, the ways we exchange and interact with information, how information informs and shapes us. But our schools-how we teach, where we teach, who we teach, who teaches, who administers,

Lacking confidence in your ability to change, it's much easier to blame the changed situation—typically, new technologies—and then dig in your heels, raising a bulwark against the new.