I completely understand the notion that a certain percentage of faculty will be afraid to participate, but that isn't my core argument. I'm not even saying that students today have new expectations for the use of technology in teaching and learning. We know they do and I think, to a degree, faculty know this and have made huge strides in the use of technology in their classrooms in the recent past. What I am really wondering is if the shifting awareness of big media to allow us to legally reuse their content will cause shifts in the environments we currently take advantage of in the academy. It just seems we are a bit like the newspaper industry - waiting for someone to get that we don't really need to change. That isn't going to happen. Time moves forward.
I am wondering how this will play into the emerging notion of personalized learning environments? If we are concerned that faculty will refuse to keep up (which I disagree with), then how do we work with students to take greater responsibility in their life long scholarship? What do these types of technological and social advances mean to an individual students ability to forge meaning from various content sources, connect classroom activities to external open courseware, and how do they form new relationships via social networks that help support them? These are the new questions associated with learning in my mind. How will openness (and the increasing willingness of content providers to participate) fundamentally shift how we stay connected to our own intellectual development?
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