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online learning resources at your fingertips being digitally educated, dewey, technology, and distance learning michael brint associate professor and director, integrated program in humane studies kenyon college, gambier, ohio i. the experience of education in digital life in his 1995 book, being digital, nicholas negroponte signals what many believe to be a paradigm shift from “atoms” to “bits”–from an “atomic” orientation to the world consumed by material interactions to an orientation unburdened by such impediments as space, time and atomic weight. racing unfettered at blinding speed over vast distances of space, the bit, the smallest unit in the “dna of information,” [1] has done more than help usher in the post-industrial age of information. according to negroponte, it has become the basic commodity of interaction in the post-information age–an age in which the possibility of digital living has become increasingly viable: the industrial age, very much an age of atoms, gave us the concept of mass production, with the economies that come from manufacturing with uniform and repetitious methods in any one given space and time. the information age, the age of computers, showed us the same economies of scale, but with less regard for space and time… [by contrast,] in the post-information age, we often have an audience the size of one. everything is made to order and information is extremely personalized… the post-information age is about machines’ understanding individuals with the same degree of subtlety (or more than) we can expect from other human beings.such customized digital living entails more asynchronistic communications (like e-mail), billions of bits of information on demand (in such forms as tv programs, videos, music, and news), and less and less dependence on being in a specific place at a specific time. [2] in examining the educational implications of living digitally, negroponte captures many of the central pedagogical points now being advanced by prominent policy analysts urging the development of distance learning opportunities. [3] in most instances, such approaches consist in the creation of highly individualized asynchronistic learning programs accessible on demand. this form of delivery is said to particularly aid the growing numbers of non-traditional students whose lives require that learning be less and less dependent on one’s ability to be in a specific place at a specific time. whether delivered to a classroom, laboratory, workplace or home, learning digitally as an experience is said to be one of individual exploration, experimentation, and expression. emphasizing the benefits of computers as learning tools, negroponte notes that while a significant part of learning certainly comes from teaching–but good teaching and by good teachers–a major measure comes from exploration, from reinventing the wheel and finding out for oneself. until the computer the technology for teaching was limited to audiovisual devices and distance learning by television, which simply amplified the activity of teachers and the passivity of children. the computer changed this balance radically. all of a sudden, learning by doing became the rule rather than the exception. since computer simulation of just about anything is now possible, one need not learn about a frog by dissecting it. instead, children can be asked to design frogs, to build an animal with frog-like behavior, to modify that behavior, to simulate the muscles, to play with the frog. by playing with information, especially abstract subjects, the material assumes more meaning. […] anecdotal evidence and careful testing results reveal that this constructivist approach is an extraordinarily rich means of learning, across a wide range of cognitive and behavioral styles.[4] “learning by doing,” “finding out for oneself,” “playing with information,”–negroponte’s orientation sounds a lot like an updated version of john dewey’s educational approach. stressing similar ideas, carol twigg, a senior analyst for educom and one of the leading advocates of distance learning, claims that “what we know about high-quality learning, cooperative learning, and discovery learning-implies a learning-by-doing model rather than the passive, classroom-based model that typifies the teaching infrastructure.”[5] against such passive learning, dewey notoriously stressed the importance of experience as an active process. “to ‘learn from experience’ is to make a backward and forward connection between what we do to things and what we enjoy or suffer from things in consequences. under such conditions, doing becomes a trying; an experiment with the world to find out what it is like; the undergoing becomes instruction–discovery of the connection of things.” [6] in a similar vein, discovery labs for physics and other natural sciences (like the cuple program developed at the rensselaer polytechnic institute) stress the experience of discovery through exploration and experimentation. by using a studio approach to learning, computer simulations allow students to discover scientific principles through their own active engagement. jack m. wilson, director of the anderson center for innovation in undergraduate education, explains the basic premise underlying such initiatives: “the focus is on student problem solving and projects,” he tells us, “and not on presentation of materials. the emphasis is on learning rather than teaching.” [7] while the cuple program uses multimedia tools authored by experts for student use in the discovery, experimentation and exploration of science, multimedia offers new domains of student expression as well. “we are entering an era when expression can be more participatory and alive,” negroponte tells us. “we have the opportunity to distribute and experience rich sensory signals in ways that are different from looking at the page of a book and more accessible than traveling to the louvre.” [8] rather than simply interacting with a designed exercise, students can become their own authors–designing and architecting multimedia projects that integrate both different disciplines and media. cityscapes at kenyon college is just one example of a course developed to focus on the student as the creative agent of learning.[9]from a literary walk through the neighborhoods of buenos aires to an analysis of the role of women in the agricultural economy of nairobi, students in this course become authors of multimedia projects that focus on specific themes related to particular cities or regions of the world. in addition to the internet and library resources, these projects, currently produced as a cd-rom, combine videos, photographs, recordings, interviews, and journals made by the students themselves. as authors guided by both local scholars and distant experts in various fields related to their study, students become increasingly fluid in coherently drawing together and creatively comingling function and form, method and subject, narrative and design. along with their expressive and experiential potentials, many see the greatest advantage of computer learning environments in terms of their potential for customization. course materials can be delivered to fit the different learning styles of students and developed to help students realize their unique potentials and capacities. according to massy and zemsky, the two most fundamental advantages of information technology are the new “economies of scale” it offers and its ability to provide what they term, “mass customization.” “technology allows faculty to accommodate individual differences in student goals, learning styles, and abilities, while providing improved convenience for both students and faculty on an ‘any time, any place’ basis.”[10] in the post-information age, most surmise, the advent of sophisticated and customized simulations across the curriculum will increasingly provide the basis of experience for engaged learning. many who are helping to lay the f

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