A Web of Memories
The near ubiquitous web, even in it’s basic form, provides a vast interconnected mesh of facts, thoughts and ideas such that there is almost never a question where the answer is not at our finger tips, but can our education system, and the world, keep up with such a radical new way of thinking and learning?
With the ever increasing ubiquity of the internet, carried wherever you might want it on your laptop, tablet or smart phone means that you now have constant access to a stream of information about almost anything. Who’s that actor? What’s that song? What is the speed of light? When was Mozart born? Two or three taps on your device of choice and you have the answer, anywhere, any time.
If you can have the answer to anything at your fingertips, instantly, where is the value of memorising untold quantities of facts, figures, formula and processes? More and more the human condition is being stored in a digital enclave, thoughts and feelings, facts and figures, all safely stored for later retrieval away from our fragile collection of flesh and bone.
Those in accademia have long accepted that learning to do things repeatably and accurately by rote has become less and less valuable, this is highlighted no better than manufacturing. Once the great engine of the British industrial age, manufacturing has withered away as such tasks have been moved to areas with suplus labour, and hence lower wages, such as China. Even the precision or artistry of an engineer or craftsman has been largely replaced by mechanised alternatives who work tirelessly without mistakes. So what of our studies?
One might argue that even at the university level much of what is required is nothing more than creative plagiarism and rote regurgitation. Take Brunel University’s CS3010 where the students are tasked with filling a wiki with social web concepts. Here much of the work required is simply ripping off the appropriate articles from Wikipedia and not getting caught. A task that could no doubt be accomplished algorithmically with a little thought, replacing the students with nothing more than a small shell script.
And here in lies the answer. It is the creation of such an algorithm, such a script, which requires thought, understanding and presence of mind. It could be argued that universities already assess understanding of concepts and ability to apply concepts in their testing, but ever so frequently this is entirely dependant on rote learning of an underlying thought. For example, imagine a question like so: “Apply a WBS to the following case study.” Here we are undeniably testing the ability to apply concepts, but without the rote learning of how to do such a process, or even what WBS is, you have little hope of attaining any grade.
The fragile existence of human beings lends itself to offloading as much as possible into this backing store, a cloud brain, that can be accessed at will without burdening our main cognitive processing abilities, but at what point do we stop such progression and how do we determine fact from fiction and who has what abilities as we move on from the Information Age, where information is currency, to an era where information is ubiquitous and truly free?
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