Main Page: Difference between revisions

Line 3:

<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 has many instances on the internet, each currently in a nascent condition. Alma Mater has her URL, a <i>uniform resource locator</i>, the gate to her domain on the internet, her website, and her digital campus. 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. Alma Mater has her URL, a <i>uniform resource locator</i>, the gate to her domain on the internet, her website, and her digital campus. Looked at in the present, all those websites appear rather static, mostly informational and promotional, a variety of efforts to represent in cyberspace what takes place on the material campus to which each connects, seeking students and good will.</div>

<div class="indon">These digital campuses do not exist in a static present, however. They are growing. The internet is very young relative to the brick-and-mortar campuses represented on it. Over the course of a quarter century since the academic websites appeared, their technical capabilities and substantive 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. These differences show that much work is to be done to bring academe up to the state of its art, and a line ~~running through~~ the ~~differences from~~ least to most developed points to possibilities to which we further can aspire. </div>

<div class="indon">These digital campuses do not exist in a static present, however. They are growing. The internet is very young relative to the brick-and-mortar campuses represented on it. Over the course of a quarter century since the academic websites appeared, their technical capabilities and substantive 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. These differences show that much work is to be done to bring academe up to the state of its art, and a line from the least to the most developed points to possibilities to which we further can aspire. </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 most activities they believe Alma Mater is the place for doing? How would the constraints and affordances for doing all of that through the digital campus differ from what they experience on the material campus? What synergies and dysfunctions might arise? What pedagogical, political, social, economic, and cultural choices would confront those affected by these emerging actualities?</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>

@@ Line 3: / Line 3: @@
 <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 has many instances on the internet, each currently in a nascent condition. Alma Mater has her URL, a <i>uniform resource locator</i>, the gate to her domain on the internet, her website, and her digital campus. 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. Alma Mater has her URL, a <i>uniform resource locator</i>, the gate to her domain on the internet, her website, and her digital campus. Looked at in the present, all those websites appear rather static, mostly informational and promotional, a variety of efforts to represent in cyberspace what takes place on the material campus to which each connects, seeking students and good will.</div>
-<div class="indon">These digital campuses do not exist in a static present, however. They are growing. The internet is very young relative to the brick-and-mortar campuses represented on it. Over the course of a quarter century since the academic websites appeared, their technical capabilities and substantive 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. These differences show that much work is to be done to bring academe up to the state of its art, and a line running through the differences from least to most developed points to possibilities to which we further can aspire. </div>
+<div class="indon">These digital campuses do not exist in a static present, however. They are growing. The internet is very young relative to the brick-and-mortar campuses represented on it. Over the course of a quarter century since the academic websites appeared, their technical capabilities and substantive 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. These differences show that much work is to be done to bring academe up to the state of its art, and a line from the least to the most developed points to possibilities to which we further can aspire. </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 most activities they believe Alma Mater is the place for doing? How would the constraints and affordances for doing all of that through the digital campus differ from what they experience on the material campus? What synergies and dysfunctions might arise? What pedagogical, political, social, economic, and cultural choices would confront those affected by these emerging actualities?</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>