Your premise holds true presently because of the fact that most of the individuals at the middle to higher ranks in the workforce are older and digital immigrants. Your premise will definitely not be true in a generation as the technology gets better. The hunch that you propose may be valid and worth further research. I believe that the mixing of oil and water analogy may be true for people who are not trained communicators/producers. Professors are taught to cover and emphasize what to emphasize based on the content; whereas, as a producer/writer who has produced and hosted instructional television for years we are taught to focus on our audience first and to wrap the same content with the same emphasis so that it has emphasis where it needs it through the use of music, effects, voice and visual impact. -----Original Message----- From: air-l-bounces@listserv.aoir.org [mailto:air-l-bounces@listserv.aoir.org] On Behalf Of Dr. Steve Eskow Sent: Wednesday, May 23, 2007 8:44 PM To: 'Nancy Baym'; air-l@listserv.aoir.org Subject: Re: [Air-l] Technology Transforming Education--EE-Learning Nancy, you write:
Your point about mixing oil and water by combining on and offline components in education is intruiging. I don't know and am curious what others think. I am not one to argue that a university education should be job training, but I do think that learning to function in multiple media to get a job done is an essential piece of modern life for most professionals, and I would hope students are given the opportunity to work on those skills in their education.>>
Here's a retrograde thought. The emphasis on "learning styles" and "multiple media" that suit different learning styles may be the problem rather than the solution. Textual illiterates can be fluent oralists, if that's a word. And they can learn from television and the other visual/aural media. Premise: success in the middle and upper ranks of the work force depend on print literacy. The central medium of instruction of the university, then, ought not to be the orality of the lecture, or the conversation of the seminar, but the reading of texts and the writing of texts, with the other media in an assisting and supporting role. Hunch: the success of the British OU is based on their organizing their courses around texts, texts usually written by expert faculty or practitioners for the course. Television and radio and the computer play a supporting role--at least that was the case when I was close to the work of the OU. Students who choose the OU know in advance that their success will depend on their ability and willingness to read a great deal, and write a great deal. They know there is no way to avoid that reading, substitute summaries or outlines or good conversation for that work of close reading. Nancy, and all, does "multiple media" mean that a university education need no longer require the ability to cope with complex texts? Steve Eskow _______________________________________________ The air-l@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org Join the Association of Internet Researchers: http://www.aoir.org/