Quotes About Education

The new education must prepare our students to thrive in a world of flux, to be ready no matter what comes next. It must empower them to be leaders of innovation and to be able not only to adapt to a changing world but also to change the world.

Relatedly, an increasingly horizontal structure of learning puts pressure on how learning institutions-schools,

Our argument here is that our institutions of learning have changed far more slowly than the modes of inventive, collaborative, participatory learning offered by the Internet and an array of contemporary mobile technologies.

University of California, Irvine, Professor of Art and Engineering, Codirector of Arts, Computation, and Engineering (ACE) Program Kavita Philip University of California, Irvine, Associate Professor of Women's Studies, Anthropology, and Arts, Computation, and Engineering (ACE) Program Todd Presner University

there is certainly a greater degree of fluidity and access to participation than at traditional educational institutions.' So we re-ask our question: Are these Internet sites "learning institutions"? And, if so, what do these institutions tell us about the more traditional learning institutions such as schools, universities, graduate schools?

linked to SMARTBoards in every classroom and networked so that assignments and notes can be accessed even from home. The building itself is also unique in its holistic approach. Rainwater is caught and repurposed for use in toilets, the roof is covered with vegetation to shield it from ultraviolet rays, panels embedded within the windows capture

based on natural lighting and atmospheric conditions, and sensors in all the rooms turn lights on and off depending on whether the space is being used. In short, the School of the Future incorporates many innovations but also has high-tech interactivity that borders on extreme surveillance

April 21, 2007, at Duke University in Durham, North Carolina, at Electronic Techtonics: Thinking at the Interface, the first international HASTAC conference; and on May 11, 2007, at the University of California's Humanities Research Institute (UCHRI), in Irvine, California.

Bharat Mehra, Cecelia Merkel,

could walk into most college classrooms today and know exactly where to stand and how to address his class. If we are going to imagine new learning institutions that are not based on the contiguity of

stability. It is often noted that, of all existing institutions in the West, higher education is one of most enduring. Oxford University, the longest continuously running university in the English-speaking world, was founded in the twelfth century.4

Miller University of California, Riverside, Professor and Chair, Media & Cultural Studies Christopher Newfield University of California, Santa Barbara, Professor, English Department, Innovation Working Group, Center for

Self-learning has bloomed;

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

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

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

Cathy N. Davidson

The Classroom and the World Wide Web

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

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

schools-how we teach, where we teach, who we teach, who teaches, who administers, and who services-have changed mostly around the edges.

It is often noted that, of all existing institutions in the West, higher education is one of most enduring. Oxford University,

This puts education and educators in the position of bringing up the rearguard, of holding desperately to the fragments of an educational system which, in its form, content, and assessments, is deeply rooted in an antiquated mode