One of the really good things about being a writer is that there is a written record of your ideas. I was watching a video clip this morning on the Professorial lecture by Linda Creanor at GCU and I was struck in her short review of “Learning and Technology – evolution or revolution” how far we have come. In a book that I co-wrote about ten years ago called “The Connecticon: learning for the connected generation” we explored the enhanced ability of using digital networks to connect with people and share ideas. We called this “hyper-interactivity” and though “social networks” were not really on the radar to the same scale as today – networks certainly were. It’s the inter-activity that stimulates learning. I think there is a fundamental difference between talking about a “networked generation” versus “digital natives”. We are all able to join the “networked generation” (even if we are ‘the older generation’ 🙂 ) but the idea that people are dropping out of the womb with an in-built ability to use digital networks effectively just does not stack up. I liked Linda’s mention of the use of “animateurs” to facilitate connectivity in digital networks (I was a big advocate of animateurs in the early 1990’s and trained many), and I also liked her comments on the changing perceptions of MOOCs and how they might interact with the institution. One of the criticisms sometimes levelled against digital resources is that they have a short shelf-life and the link is liable to vanish – but you know what, the same is true of the “traditional” printed media! Publishers normally run very limited print-runs of books these days, and as a result even some very good books go out of print very quickly. Unlike old library books, which seem to be pulped or sent to second-hand stores, the digital artefact has the ability to be permanently archived and permanently accessible, even if just for historical comparison. Check out Linda’s lecture here


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