Clio Wired (History 696)

What struck me particularly in the readings and our discussions this past week was that there is not simply a discussion of a shift in method, but of a change in educational philosophy. David Pace described this as a "rejection of an older vision of education that saw students as empty vessels waiting to be filled with knowledge. Pace describes a new model which hopes to better engage students and contextualize the material in the world around them. Pace's proposals suggest a model by which students and their ideas might be taken more seriously, creating an environment which encourages and rewards a willingness to think creatively about problems, historical or otherwise.

Whether or not this changing attitude toward the student/teacher dynamics is commensurate or independent of the use of digital media is debatable. However, if one looks to move in a direction of treating students as more than "empty vessels," changes in methods seems appropriate, and digital media seems to offer unique opportunities for symbiosis. First, rather than a "my way or the highway" approach, the very assessing ways in which students might be best engages shows a willingness by faculty to work in part on the students terms. As Dr. Kelly has related in his stories of students about to graduate without stepping foot in the library, there seems to be a growing aversion to text based learning. While these are certainly extreme cases and do not implicate the need for a complete abandonment of the book as a tool, the facility and popularity of online information is apparent. As we have continually noted throughout the semester the improved access offered by the web is one of digital media's most valuable assets. As Dr. Kelly notes in "For Better or Worse," in placing class materials online, particularly with regard to primary sources, it seems that students appreciate their ready availability and flexible use.

The democratization of scholarship seems apparent in the potentials on the student production side of the educational equation. This blog is a great example. It extends the dialog of the classroom, offering improved opportunities for collaborative learning. It encourages students who might feel uncomfortable voicing their opinions in the classroom, and allows for greater development and refinement of ideas. Moreover, while offering the student more control and opportunity for expression, this is accompanied by greater accountability and responsibility, factors which might potentially improve the quality of learning.

Shifting the emphasis of education away from simply infusing students with knowledge, but rather toward encouraging them to think critically, collaboratively, and creatively is a positive development, and digital media seems a worthy companion in the process. Moreover, it is a medium students are increasing comfortable with, in fact, often more so than with the traditional tools of learning. How it will be integrated into the classroom setting remains to be fully explored, but its presence and utility are no longer in doubt.