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This guide makes sense of the changes that are being wrought by the Internet and related technologies, and explores which aspects of Internet-related change offering the greatest long-term promise in higher education.
- Sales Rank: #2598045 in Books
- Published on: 2002-07-01
- Original language: English
- Number of items: 1
- Dimensions: 9.30" h x .90" w x 6.20" l,
- Binding: Hardcover
- 256 pages
From the Back Cover
The Wired Tower makes sense of the changes that are being wrought by the Internet and related technologies, and explores which aspects of Internet-related change offer the greatest long-term promise in higher education, which are superficial, and which should be rejected.
Editor Matthew Pittinsky and his diverse contributors widen our perspective on the Internet, viewing it as the latest in a series of "macro-level" changes that have repeatedly transformed higher education and broadened access to it. Drilling down to implementation issues, they offer specific guidance on course redesign, and on the cost, policy, and staffing implications of the wired campus. Finally, Neil Postman offers an essential counterweight to technological optimism, posing skeptical questions academics should ask before buying into technological and business-based paradigms in higher education.
With original contributions from:
* Matthew Pittinsky, Chairman, Blackboard Inc. The key forces shaping the Internet's effects on higher education and how e-learning can reinforce traditional academic values * Arthur Levine, President, Columbia University Teacher's College What to preserve, what to change, and how the forces reshaping higher education can reinvigorate its historic mission * Greg Cappelli, Equity Analyst, Credit Suisse First Boston The education "industry:" market size, trends in Internet usage, economic/demographic pressures, and new for-profit institutions * Martin Irvine, Professor, Georgetown University Internet-based learning: an international perspective and region-by-region review * Carol A. Twigg, Executive Director, Center for Academic Transformation The nitty-gritty of technology-driven course redesign, frameworks for improving quality and reducing cost * Donald Spicer, CIO, University of Maryland Supporting innovation on the wired campus: IT management challenges * Neil Postman, author, The End of Education; Chair, Department of Culture and Communication, NYU A skeptic's view: five crucial questions to ask before you adopt new technologiesThe effects of the Internet on colleges and universities: revolution, evolution, or both?
- Wide-ranging perspectives on technology in higher education
- Viewpoints from leading academics, administrators, and business and investment professionals
- Five transformative Internet-based learning practices most likely to succeed
- Contributors include Neil Postman (author of The End of Education) and Arthur Levine, President, Columbia Teacher's College
The Internet is changing higher education—but how? Which changes are revolutionary—and which are evolutionary, arising from deeper changes? Now, The Wired Tower brings together today's leading thinkers and doers to assess the new realities of the Internet in higher education.
Blackboard Inc. Chairman Matthew Pittinsky identifies four key drivers of technology-related change in higher education: the renewed focus on teaching and learning, technology's movement from "back office" to "front office," the search for new funding, and the pressure and opportunity to serve new enrollments and markets.
The book includes a provocative, skeptical contribution from leading social theorist Neil Postman, and concludes with a preview of the Internet-based learning trends likely to have the most profound impact.
About the Author
Edited by Matthew Serbin Pittinsky
With Contributions by:
Arthur Levine, Martin Irvine, Greg Cappelli, Carol A. Twigg, Donald Spicer, and Neil Postman
MATTHEW SERBIN PITTINSKY is Chairman of Blackboard Inc. As Blackboard's founding CEO and chief education strategist, Pittinsky has been a visible and widely respected leader helping to shape the higher education e-learning industry. With more than 2,300 schools, colleges, and universities in 140 countries using its software, Blackboard is one of the largest technology companies connecting the power of the Internet to education
Mr. Pittinsky has served on numerous panels and presented at industry conferences for organizations such as the Harvard Business School, the Software Publishers Association, and EDUCAUSE. A first time book editor, he has authored numerous articles and has been quoted in major media outlets, including The Chronicle of Higher Education, The Washington Post, The Wall Street Journal, The New York Times, and BusinessWeek.
In 2001, Ernst & Young named Pittinsky and Blackboard co-founder Michael Chasen "Entrepreneurs of the Year for Emerging Companies" in Washington, D.C. In addition, they were both honored as "Young Innovators" by the Kilby Awards Foundation, a distinction shared by Vint Cerf, Marc Andreessen, and Linus Torvalds.
Mr. Pittinsky earned his masters degree in education policy at Harvard University Graduate School of Education. He serves on the advisory boards of SMARTHINKING and Syllabus2000, and on the Board of Trustees of American University.
Excerpt. © Reprinted by permission. All rights reserved.
Preface
In April 2001, 350 educational leaders and academics gathered in Washington, DC, to discuss the Internet's impact on higher education. As a summit of sorts, speakers from academe, business, and government grappled with the fundamental nature of e-learning—the adoption of and reliance on the Internet for teaching and learning. Organized around a theme of transformation versus evolution, speakers such as Columbia University Teacher's College President Arthur Levine, VerticalNet Chairman Mark Walsh, researcher and technology luminary Carol Twigg, author and New York University professor Neil Postman, and others presented compelling perspectives on the topic.
This book draws on the talks given at the meeting, tackling this question: Is the impact of e-learning on higher education transformative or simply evolutionary? The genesis of The Wired Tower—the post e-learning Ivory Tower—lay in the desire to package the wonderfully diverse, yet interrelated perspectives that the various authors shared in their presentations. At a time of change, it attempts to elevate the microquestions of e-learning often tackled in classroom-based anecdotes, to a macrolevel of industry history, structure, and change. The topics are mostly distinct—from international issues to Wall Street—yet the arguments made are all critical to shaping a view of the Internet's impact on academe.
Through my work as chairman of Blackboard Inc., I have long argued that the promise of the Internet is one that will likely sustain the traditional campus model, rather than transform it into something foreign or new. To be sure, over time small ideas, such as the delivery of courses to alumni online, may turn into big ideas such as a "warranty" on knowledge where tuition provides not only the initial period of degree study, but also an ongoing return—via the Web—to the campus for additional coursework throughout life. Indeed, if the dot-com world is truly a guide, near-term evolutionary changes, developed over time, will lead to a fundamentally transformed way of delivering and supporting the instructional process in higher education.
As you move from chapter to chapter, the contributors to this book demonstrate firsthand that a compelling argument can be made on both sides of the debate. Despite its image as an enterprise slow to change, if you look back in history, higher education has indeed experienced periods of great change and flux, albeit few and far between. Over time, more facilities, more research, more specialization, more students, more remedial courses, bigger budgets, and different recruitment strategies have all changed the face of higher education; small changes at first, but dramatic ones by the end.
Looking back at the 350 years since Harvard's founding, at least three momentous developments stand out: passage of the GI Bill, which brought unprecedented access to higher education; establishment of land-grant colleges, which provided a vast new network of research and development institutions that helped transform the American economy in the post-Civil War era; and the founding of Johns Hopkins University, which was to serve as a model for large science-oriented institutions. Most recently, the creation and explosion of community colleges in the post-World War II period, and the growth of affirmative action policies with the passage of the Higher Education Act of 1965, have also fostered dramatic change.
The Perspectives in ContextTo help structure the compilation, I open the book with a short chapter developed to frame the debate and introduce several of the key themes that emerge throughout. Starting with a discussion of the many prognostications made of late about the dire impact that e-learning will have on higher education, Chapter 1, "Transformation Through Evolution," reflects on the track record of similar predictions in the e-commerce world and identifies four key drivers for e-learning that are core to the future of higher education.
In Chapter 2, "Higher Education: A Revolution Externally, Evolution Internally," Columbia University Teacher's College President Arthur Levine identifies key forces shaping the higher education landscape today and applies them to the historic mission of universities. Levine provides a compelling blueprint of what needs to be preserved and what will surely be changed, as technology increasingly has a transformative and invigorating impact on higher learning.
Next, in Chapter 3, "The Business of Education," Wall Street equity analyst Greg Cappelli paints a comprehensive picture of the current state of higher education and the key e-learning trends within. He illustrates the size of the postsecondary market in the U.S., the composition of institutional spending on technology, the growth of Internet usage and access by faculty and students, the nature of that use, and the economic and demographic pressures behind launching e-learning initiatives.
Building on Cappelli's U.S. industry backdrop, in Chapter 4, "The Emerging Global e-Learning Industry," Georgetown University professor Martin Irvine tackles post-secondary e-learning from an international perspective. He mixes a review of overall statistics and common adoption drivers with a region-by-region consideration of leading projects and unique challenges and opportunities.
Whereas Chapters 1 through 4 are intended to form a basic foundation for thinking about the scale of the higher education industry in the U.S. and abroad, and major e-learning trends at a macro level, in Chapter 5, "Quality, Cost, and Access: The Case for Redesign," Carol Twigg takes us down to the nitty-gritty specifics of implementation and design. By drawing on her work at the Center for Academic Transformation, Twigg provides a framework for how technology can be harnessed through successful course redesign to improve quality and lower costs. Her generous use of examples from campuses engaged in a variety of redesign projects illustrates specific projects where Levine's trends are well at work today.
Continuing our movement from trends to implementation, Donald Spicer uses Chapter 6, "Where the Rubber Meets the Road: An On-Campus Perspective of a CIO," to place us in the shoes of a typical university chief information officer (CIO). Tasked with the responsibility of supporting innovations in administration and pedagogy, the roles of the CIO and campus technology organizations in general are changing dramatically. Nowhere is this more true than at the University of Maryland system, where traditional residential programs, adult education programs, and online for-profit programs are among the nation's most successful and innovative. In his chapter, Spicer outlines the technology challenges in supporting these programs from a cost, policy, and staffing perspective.
To address the potential downside of technology's increasing impact on education, the last outside contribution to the book is a chapter by professor and social critic Neil Postman in which he demonstrates a healthy skepticism. In Chapter 7, "Questioning Media," Postman presents five key questions that must be asked before adopting new technologies—questions that critique technology adoption in both academic and popular society. The result is a wise and often witty consideration of the reality underlining the perceived benefits of information technology.
Finally, in Chapter 8, "Five Great Promises of e-learning," I close with a second minichapter that rounds out Chapter 1 with a crystal-ball discussion of five key transformative e-learning trends that may emerge over the near future.
Note About LanguageAs Postman describes in Chapter 7 of this book, all new media have influences above and beyond their original purpose. Already, due in large part to the influence of the business side of e-learning, a change in vocabulary is underfoot in which "courses" have become "content," "universities" are "content providers," alma maters describe themselves as "brands," the learning process is characterized as "Web traffic" and "page views," and perhaps most distressing of all, "students" are described as "users." As an editor, I can assure you that the perspectives shared in the book, on both sides of the debate, begin from a love for and deep respect of the unique and special characteristics of academe. As such, the vocabulary of the discussion avoids e-jargon in favor of traditional education terminology.
Most helpful customer reviews
1 of 3 people found the following review helpful.
Networks in Higher Education!
By the_student
Wired and wireless! This book discusses network technology in colleges and university. It is written for educators and decision makers. It provides a base level of technical understand and explains important concepts necessary to decision making. This text helps decision makers and educators set realistic goals for technology that will ultimately help with adoption.
1 of 1 people found the following review helpful.
The Title Could be Better
By Randolph S Barkhouse, Retiree, Dalhousie University
The book is one of the better ones I've read on the topic, and timely in view of the Internet's 20th anniversary and recent closures of e-learning initiatives, such as that of Fathom by Columbia. Perhaps one could quarrel with the title, particularly in light of comments in Chapter 6. "The Networked Tower" would give the title a longer shelf life.
More emphasis could be given to the difficulty in changing the culture of traditional institutions in their course delivery methods. Tenure and promotion rules don't yet value innovations in teaching with technology at most universities.
Chapter 6 on organizational structure and the CIO position could emphasize the desirability of academic credentials for holders of that position. Experience in the trenches of academic life is important both for what it teaches and for credibility with faculty being encouraged to adopt new methods. This chapter is one of the best in a fairly good book.
The book would benefit from a chapter or two giving some contrarian views to balance the optimism a bit. Perhaps that will be in a sequel volume.
2 of 2 people found the following review helpful.
Focus on Universities
By edonline
I was disappointed in this book. I assumed that the author would draw on a wealth of experience as the provider of Blackboard, the most common software for e-learning. Instead, the book was mostly an apologetic for why "brick and mortar" universities are superior to e-learning, and how they can add some e-learning features to maintain their dominance in the educational realm by becoming "brick and click" schools. The book does include some helpful facts and statistics, but I had hoped to find more than that. I was seeking creative ways to improve and develop e-learning. It didn't find that. The book might be helpful for some educators who are interesting tweaking the traditional university model, but not for people who are interested in more significant change.
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