Who needs a plan?
Some rough notes:
What does the small pieces loosely joined offer a campus?
Can you plan for the rapidly developing tools that are being released on an almost daily basis? Probably not on a micro-scale, yet you can design an infrastructure that fosters access and integration to the best possible tools at students, faculty, and staffs disposal on a macro-scale.
- Creating an open, dynamic publishing platform.
- Users can fashion their own online presence.
- Sharing ideas, giving back to the public, exploring the possibilities.
- Becoming a wider resource, populating the web with valuable content.
How best could a university infrastructure foster and encourage such a reality?
To quote my hero Brian Lamb:
Comments: Interesting. You still need a plan, you just need a kind of plan that is different than what we've always imagined a plan to be in the past. You need a plan that creates frameworks and opportunities rather than that dictates solutions and products. You need a plan that empowers leadership rather than merely "defining" it. You need a plan that has some ability to "self-heal" and adapt. Ultimateley, a plan like this has values and vision at it's core, not answers.
What I worry about is that if we push the conversation about the potential of technology to it's current limit, then we ultimately need to push our converation about higher education to a similarly precipitous limit. (And I worry that we're both not doing this or we are doing it and then not knowing where to go next.)
We need to question our values, not about technology, but about education, learning, knowing, sharing, community, activism, citizenship -- and we need to find a place for higher education to occupy in that conversation that makes the use of its inherent strengths (leadership, knowledge, passionate commitment) not its weakness (administration, management, standardization). Increasingly, we play the game in higher ed. of trying to fix our weakness isntead of trying to value our strengths, and in doing so we dilute ourselves and we allow a conversation to emerge around us about what we're doing (and if we're doing it well) in which we play little role.
Technology could be the transformative agent in this conversation. It could help us shift the conversation back in a rigorous (but not stifling) direction. Instead, more and more institutions seem to approach technology merely as an administrative panacea or a tool for collecting, analyzing, and regurgitating more data and information in a desperate attempt to justify our existence.
Kudos to Keene for wrestling with these issues.