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Yes, universities have been around since medieval times and are one of a handful of organisations that survived the industrial revolution. Why should this be any different in the knowledge economy? The reality is that technology has succeeded in restructuring pedagogy and there is no reason why it can't do so again. In deconstructing the myth I refer to one substantive example of technology precipitated change that has altered the pedagogy of the university in fundamental ways. I'm referring to the inception of the large-scale distance education universities. Two observations:
- Institutionalised forms of distance education did not exist prior to the onset of the industrial revolution.
- The specific roles that the learning technologies assume in the teaching-learning situation can actually alter the pedagogical structure. For example: Media resources that are used as adjuncts in support of face-to-face pedagogy, (for example slide show presentations) do not alter the pedagogical structure of classroom teaching. However, asynchronous learning resources must actually carry or mediate all the functions of teaching including the presentation of content, forms of interaction (both simulated and real dialogue) and assessment. Incidentally, this is the reason why slide show presentations don't migrate well into eLearning contexts.
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