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<h3>On the digital campus</h3>

<div class="indon">I'm Robbie McClintock, a retired professor working to further <i>the digital campus</i>, an important emergent transformation in higher education.</div>

<div class="indon">By <i>digital campus</i>, I have in mind an academic form that ~~currently~~ has many instances on the internet, each ~~actually~~ in a nascent condition. The digital campus is the domain on the internet addressed through the institution's URL, its <i>uniform resource locator</i>. Looked at in the present, all those websites appear rather static, primarily informational and promotional, a variety of efforts to represent in cyberspace what takes place on the material campus to which each connects.</div>

<div class="indon">By <i>digital campus</i>, I have in mind an academic form that has many instances on the internet, each currently in a nascent condition. The digital campus is the domain on the internet addressed through the institution's URL, its <i>uniform resource locator</i>. Looked at in the present, all those websites appear rather static, primarily informational and promotional, a variety of efforts to represent in cyberspace what takes place on the material campus to which each connects.</div>

<div class="indon">These nascent digital campuses do not exist in a static present, however. The internet is very young relative to the brick-and-mortar campuses represented on it. Over the course of a quarter century since ~~digital campuses~~ appeared, their technical capabilities and complexity have significantly expanded. Looked at closely, one can see immense differences in the degree to which current academic websites make effective use of their ongoing infrastructural developments. Let's ask how those differences define both the work to be done and aspirations to be further pursued. </div>

<div class="indon">These nascent digital campuses do not exist in a static present, however. The internet is very young relative to the brick-and-mortar campuses represented on it. Over the course of a quarter century since the websites of colleges and universities appeared, their technical capabilities and complexity have significantly expanded. Looked at closely, one can see immense differences in the degree to which current academic websites make effective use of their ongoing infrastructural developments. Let's ask how those differences define both the work to be done and aspirations to be further pursued. </div>

<div class="indon">Is it time to ask whether a kind of academic change of phase is beginning to occur? Are the promotional websites of the dot-edus becoming digital places where faculty, students, staff, alumni, parents, and the general public can do all the activities they want and need to do through alma mater? How would the constraints and affordances of the digital campus differ from those of the material campus? What synergies and dysfunctions might arise? What pedagogical, political, social, economic, and cultural choices would confront those affected by such changes?</div>

<div class="indon">These are large questions that merit multiple informed responses, and I intend to include my views among them in the form of a book, <i>The Digital Campus: What it does, How it works, Who it serves, Where it flourishes, and Why it is important</i>. I have worked throughout a long career as a student of educational and cultural history and as an innovator with digital technologies seeking to strengthen the agency people have in forming the lives they live. These concerns give me an unusual, highly significant preparation to address the emergence of the digital campus.</div>

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 <h3>On the digital campus</h3>
 <div class="indon">I'm Robbie McClintock, a retired professor working to further <i>the digital campus</i>, an important emergent transformation in higher education.</div>
-<div class="indon">By <i>digital campus</i>, I have in mind an academic form that currently has many instances on the internet, each actually in a nascent condition. The digital campus is the domain on the internet addressed through the institution's URL, its <i>uniform resource locator</i>. Looked at in the present, all those websites appear rather static, primarily informational and promotional, a variety of efforts to represent in cyberspace what takes place on the material campus to which each connects.</div>
+<div class="indon">By <i>digital campus</i>, I have in mind an academic form that has many instances on the internet, each currently in a nascent condition. The digital campus is the domain on the internet addressed through the institution's URL, its <i>uniform resource locator</i>. Looked at in the present, all those websites appear rather static, primarily informational and promotional, a variety of efforts to represent in cyberspace what takes place on the material campus to which each connects.</div>
-<div class="indon">These nascent digital campuses do not exist in a static present, however. The internet is very young relative to the brick-and-mortar campuses represented on it. Over the course of a quarter century since digital campuses appeared, their technical capabilities and complexity have significantly expanded. Looked at closely, one can see immense differences in the degree to which current academic websites make effective use of their ongoing infrastructural developments. Let's ask how those differences define both the work to be done and aspirations to be further pursued. </div>
+<div class="indon">These nascent digital campuses do not exist in a static present, however. The internet is very young relative to the brick-and-mortar campuses represented on it. Over the course of a quarter century since the websites of colleges and universities appeared, their technical capabilities and complexity have significantly expanded. Looked at closely, one can see immense differences in the degree to which current academic websites make effective use of their ongoing infrastructural developments. Let's ask how those differences define both the work to be done and aspirations to be further pursued. </div>
 <div class="indon">Is it time to ask whether a kind of academic change of phase is beginning to occur? Are the promotional websites of the dot-edus becoming digital places where faculty, students, staff, alumni, parents, and the general public can do all the activities they want and need to do through alma mater? How would the constraints and affordances of the digital campus differ from those of the material campus? What synergies and dysfunctions might arise? What pedagogical, political, social, economic, and cultural choices would confront those affected by such changes?</div>
 <div class="indon">These are large questions that merit multiple informed responses, and I intend to include my views among them in the form of a book, <i>The Digital Campus: What it does, How it works, Who it serves, Where it flourishes, and Why it is important</i>. I have worked throughout a long career as a student of educational and cultural history and as an innovator with digital technologies seeking to strengthen the agency people have in forming the lives they live. These concerns give me an unusual, highly significant preparation to address the emergence of the digital campus.</div>