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<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>

<~~div class="indon"~~ style="page-break-before: always";>Here, I cannot give a full narrative of that preparation, for I'm old, and hence my story's long. Instead, here are high points that indicate the scope of my readiness to address the digital campus.</div>

<h4 style="page-break-before: always";>Biographical highlights</h4>

* Born in 1939, I did well in good schools — Buckley (1948-53), Deerfield Academy (1953-57), Princeton (1957-61), Columbia (MA 1963, PhD 1968) — gaining an interest in cultural history in relation to educational theory and practice.

<div class="indon">Here, I cannot give a full narrative of that preparation, for I'm old, and hence my story's long. Instead, here are high points that indicate the scope of my readiness to address the digital campus.</div>

* I had a long professorial career: Johns Hopkins (1965-67), Teachers College, Columbia (assist 1967-71, assoc 1971-81, full 1981-2001, chair 2001-11, and emeritus 2011-on). Two key concerns on which I professed: <i>Educators should pay close attention to the work of major past thinkers</i> (e.g. Socrates, Plato, Aristotle, Cicero, Augustine, Dante, Erasmus, Montaigne, Bacon, Locke, Rousseau, Kant, Hegel, Goethe, Marx, Nietzsche, Freud, Weber); <i>Media and communications as agents of change in education and culture</i>.

* Born in 1939 in New York City, I did well in good schools — Buckley (1948-53), Deerfield Academy (1953-57), Princeton (1957-61), Columbia (MA 1963, PhD 1968) — gaining an interest in cultural history in relation to educational theory and practice.

* I had a long professorial career: Johns Hopkins (1965-67), Teachers College, Columbia (assist 1967-71, assoc 1971-81, full 1981-2001, chair 2001-11, and emeritus 2011-on). Two key concerns on which I professed: <i>Educators should pay close attention to the work of major past thinkers</i> (e.g., Socrates, Plato, Aristotle, Cicero, Augustine, Dante, Erasmus, Montaigne, Bacon, Locke, Rousseau, Kant, Hegel, Goethe, Marx, Nietzsche, Freud, Weber); <i>Media and communications as agents of change in education and culture</i>.

* I have been creative and successful in generating externally funded research and development projects to advance the use of digital technologies in academic situations, K-12, and post-secondary, primarily as the founding director of the Institute for Learning Technologies at Teachers College (1982-2002) and as a senior research scholar in the Office of the Vice-Provost of Columbia University (1994-2001), and secondarily with other groups such as the New Laboratory for Teaching and Learning at the Dalton School and at Columbia's Lamont-Doherty Earth Observatory. Those projects shared a common purpose: improving persons' educational experience by interacting in small groups with cultural assets through networked multimedia.

* I have had sustained roles in academic governance, particularly with respect to technology and education, as Chair of the Department of Communication, Computing, and Technology in Education at TC (1982-2002), as head of the Coordinating Committee on the PhD in Education at Columbia (1996-2011), and as one of the organizers and a member of its Board of Directors for the Columbia Center for New Media Teaching and Learning.

@@ Line 7: / Line 7: @@
 <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>
-<div class="indon" style="page-break-before: always";>Here, I cannot give a full narrative of that preparation, for I'm old, and hence my story's long. Instead, here are high points that indicate the scope of my readiness to address the digital campus.</div>
+<h4 style="page-break-before: always";>Biographical highlights</h4>
-* Born in 1939, I did well in good schools — Buckley (1948-53), Deerfield Academy (1953-57), Princeton (1957-61), Columbia (MA 1963, PhD 1968) — gaining an interest in cultural history in relation to educational theory and practice.
+<div class="indon">Here, I cannot give a full narrative of that preparation, for I'm old, and hence my story's long. Instead, here are high points that indicate the scope of my readiness to address the digital campus.</div>
-* I had a long professorial career: Johns Hopkins (1965-67), Teachers College, Columbia (assist 1967-71, assoc 1971-81, full 1981-2001, chair 2001-11, and emeritus 2011-on). Two key concerns on which I professed: <i>Educators should pay close attention to the work of major past thinkers</i> (e.g. Socrates, Plato, Aristotle, Cicero, Augustine, Dante, Erasmus, Montaigne, Bacon, Locke, Rousseau, Kant, Hegel, Goethe, Marx, Nietzsche, Freud, Weber); <i>Media and communications as agents of change in education and culture</i>.
+* Born in 1939 in New York City, I did well in good schools — Buckley (1948-53), Deerfield Academy (1953-57), Princeton (1957-61), Columbia (MA 1963, PhD 1968) — gaining an interest in cultural history in relation to educational theory and practice.
+* I had a long professorial career: Johns Hopkins (1965-67), Teachers College, Columbia (assist 1967-71, assoc 1971-81, full 1981-2001, chair 2001-11, and emeritus 2011-on). Two key concerns on which I professed: <i>Educators should pay close attention to the work of major past thinkers</i> (e.g., Socrates, Plato, Aristotle, Cicero, Augustine, Dante, Erasmus, Montaigne, Bacon, Locke, Rousseau, Kant, Hegel, Goethe, Marx, Nietzsche, Freud, Weber); <i>Media and communications as agents of change in education and culture</i>.
 * I have been creative and successful in generating externally funded research and development projects to advance the use of digital technologies in academic situations, K-12, and post-secondary, primarily as the founding director of the Institute for Learning Technologies at Teachers College (1982-2002) and as a senior research scholar in the Office of the Vice-Provost of Columbia University (1994-2001), and secondarily with other groups such as the New Laboratory for Teaching and Learning at the Dalton School and at Columbia's Lamont-Doherty Earth Observatory. Those projects shared a common purpose: improving persons' educational experience by interacting in small groups with cultural assets through networked multimedia.
 * I have had sustained roles in academic governance, particularly with respect to technology and education, as Chair of the Department of Communication, Computing, and Technology in Education at TC (1982-2002), as head of the Coordinating Committee on the PhD in Education at Columbia (1996-2011), and as one of the organizers and a member of its Board of Directors for the Columbia Center for New Media Teaching and Learning.