I'm new here, just wanted to say hello and introduce myself.

Game987 is the largest MMOGs exchange website, here provide the cheapest price, all kinds of popular games trade with the greatest credit and perfect custom service. Proved 24x365 services. Please take a look to this website, I promise you would get all you need.
www.game987.com

Has anybody else seen the website http://www.uni.ac ? They are saying they are taking pre-registering for 'uni.ac' domain names? Can they do this? Does this mean I could buy say www.education.uni.ac then have an email address educator@education.uni.ac and have a website at www.education.uni.ac? I don't know a lot about domain names but I thought only universities / colleges could have academic website addresses like this? To be fair they are saying that academic establishments will take precedence over an individual during pre-registration and they seem to have strict policies on names and websites - so if this a global academic domain name open to all, about time!, I have friends who run perfectly legitimate businesses aimed at 'academia' but are unable to get recognised because of the red tape associated with gaining the 'traditional' academic domain names . Anybody have any thoughts...

The interesting thing about the change drivers is that their interaction and consequences will yield a whole range of challenging but unexpected results. Some of these with just a little foresight, I believe, can be anticipated.

Anticipation 1

The future will be with those that think and use a diferent nomenclature. The Unversity as an idea has so many implicit paradigms that it is doubtful if it can make the required transitions with the speed required to what might be called the future advanced knowledge and learning networks. [ no doubt someone will acronym it]

Anticiaption 2

New knowledge creation and diffusion, formerly the key value offering of universities will be created in many different places and universities will be just a bit player rather than the center. Like it or not most of this knowledge creation and diffusion will be in the control of private organsiations or perhaps City States as they seek to position themselves as globally attractive to the creative classes. [see Richard Florida - The rise of the Creative Class]

Anticipation 3

Future knowldege will move away from the traditional discipline paradigm to an integrated paradigm. The pardox of course being that the old way disciplines of Latin and the Classics are now in demand as they provide a thinking framework for the integrationalists.

Anticipation 4

Much of the exciting new knowledge is attractive to Commerce and NGO's as they seek to advance their various causes and will be created away from the eyes of public good and the nation state. Biotechnology and nanotechnology in all their dubious glory will not only replace many exisiting industries they may repattern entirely the way that we learn. The unthinkable and unspeakable will reign. As a result of this the changes in social institutions will be significant and perhaps even faster than the reigns of monarchs.

Anticipation 5

The race is for future relevance. The market will fragement. If I am to learn in the future I either want the "name university" as my advanced "know me, knowledge provider" or I will go with the proven but trendy - the rest will become irrelelvant.

Anticipation 6

Paradox will reign and I like many others have no idea what parts of what I've said will come true when. On line will work for some but not others. Thank God the futue is visual. And anyway what will "on line" mean in a "bio-nano" world?

Those that will succeed will be those that have some kind of scorecard.

Mike McAllum
www.globalforesight.net

Thank you James for stimulating the conversation

It would truly pain me if all education were directed at skills training. There is more to life than a job. Granted we must all eat but to be human is to be able to think and to reason. Education is much more than instruction. Lifelong instruction is not much different than life on a traadmill ever running but getting nowhere. The mind is a marvelous think and shallow instruction is a lot like eating fast food. It may satisfy for a short while but doe not enable the learner to solve the real problems we face today. Most of which have no simple solutions.

Personally, I am a Vygotskying Constructivist and I believe that we will always need a more-knowledgable-other to emotionally enspire the learning process. I have yet to see a computer do this. My question is how can we bring such emotion to the Internet. I have yet to see it being done anywhere and would like to hear from anyone who has.

It would seem that online courses could eventually become the norm, not the exception, for higher education enrollments. Currently, the model for online learning is highly text-based, unlike the audio demonstration we just had. With video available, the paradigm may shift back to a model where instructors can videotape their lessons, along with synchronized presentations and web links to amplify their presentations. So, I am curious, if you had the choice of doing an online class as a series of text exercises (WebCT, Blackboard) with e-mail and an occasional phone call, or an online analog of an interactive audio-only, or online multimedia classroom, in which would you prefer to take part? Which do you think your students would prefer?

After some thoughts, I think in order for the university to survive, it must transform themselves. The university will not be survive as a knowledge provider because everybody can access to the internet and much training is done outside the formal education system by consultants. So how can we tell who have the knowledge and who don't have. The university will become a testing centre to test people who have certain technical skills. However, the number of university will shrink and university which can establish themselves fast and meet the needs of the industries or rather the job market will dominate the fund.

As a member of a Task Force investigating policies regarding recognition of digital scholarship by TPR committees, I am interested in finding out if other universities have policies either at the department, college, or university level.

Thank you so much for this article. I look forward to reading it and participating in a discussion concerning the issues raised therein.
Philip J. Rossomando, <prossoma@waldenu.edu>
Education Ph.D. Candidate at Walden University
3 Buck Drive, Glenmoore Pa 19343; 610-458-8549
"Quaerendo invenietis but remember"
"The Taller The Bamboo Grows, the lower it bends"

< replied-to message removed by QT >

Thank you
< replied-to message removed by QT >

I'm going to be a huge pain and respond to several threads in one message and perhaps tie a grand old knot...

John Hibbs writes:
"What Phil mentions is the supposition that my seven year old grandson will be the same kind of student as was his mother, grandfather, and great grandmother. He won't be."

... Nice point & I've got to agree
And there is a connection between that supposition (focusing on students) and the piece James Morrison references:
"Rising Stars in Virtual Education: A Peek into 2010". James Shimabukuro builds an rich and imaginative world. Yet this world is fantiful, not because of the technology described, but because the course in which his characters engage is "English 100". Shimabukuro builds a supposition about stucture (focusing on the content and context of future courses)...

Interdisciplinary, problem solving learning adventures is the change in learning environments that we seem to need to speak about --carefully, perhaps loudly....

Lastly, Peter Roosen-Runge writes"there is a unifying vision at work right now in the universities but it is an administrative vision."
Peter -- I'm working to imagine an alternative...
Anyone else/everyone else?

http://www.uwex.edu/disted/conference/InfoSes11.htm

Re: /m8

There is a unifying vision at work right now in the universities but it is an administrative vision: "the University of Excellence" -- where "Excellence" is a term that can refer to whatever is convenient (athletics, service to business, etc.) as long as it can be structured in accounting terms. (See http://www.hup.harvard.edu/reviews/REAUNI_R.html)

This vision has been at work for at least two decades in North American (and British?) universities, and it is what makes Morrison's title so deeply ironic. It doesn't really matter that some former ruling idea (say, that of a national culture)has passed away. All that matters (administratively, corporately) is that the accounting structure be preserved.

http://www.bfranklin.edu/champions/basket.htm
John Hibbs
www.bfranklin.edu
hibbs@bfranklin.edu

We are publishing an interesting view of the future by Jim Shimabukuro (Rising Stars in Virtual Education: A Peek into 2010) in the November/December issue of The Technology Source. Please do not quote from this article until it is published. You can read the draft at http://ts.mivu.org/default.asp?show=article&id=1005

Enjoy!

There is no transcript of this webcast. I intend, however, to write a paper based on the presentation. When the paper is completed, I will post a note to this list.

Edited by author 07-27-2002 06:32 PM
If 'The University is Dead', ought we encourage the development of 'Multi-versities' because the unifying vision, principles or philosophies, ... that have enbabled the 'faculties/schools/departments' to emerge in current universities are a long way from the original 'uni' conceptualisations?

how can I get a transcript of "The University is Dead! Long Live the University"? please send massage to valcanta@uabc.mx

What Phil mentions is the supposition that my seven year old grandson will be the same kind of student as was his mother, grandfather, and great grandmother. He won't be. He will have access to more
information, both of an "education" nature and of a "training"
nature. He probably will be more suspicious of institutions and more inclined to seek knowledge from people introduced to him by his peers or those very trustworthy. He might find that a course from Katmandu of far more interest than a course from General Motors, aka
University of Michigan. He will learn about just in time (job)
skills; and he will learn about things that was impossible to
affordably teach him pre-Net days. The technology will allow good professors to build very, very nice delivery systems at very, very, very low cost - they may or may not be hired away by the top
corporations or universities - that is a road they will have to learn to travel, as have sole practitioner attorneys, doctors, accountants, real estate agents - many of whom have formed their own associations or five man, ten man, 50 man, 100 man companies. If the value of the institutional degree "goes away", as I think it will, as as the need for the Rennaisance Man, supported by technical knowledge she can acquire as needed, grows, as I think it will, a whole new society of "learned" could develop. The physical campus as we now may see it could well be croweded with people in the 40's, 50's and 60's doing think tank work. The "kids" will have to prove their worth to get there. And more work will be done in elementary and high school to develop high self directed learners. Heck, there just won't be any money for anything else if government spending habits for military and boodoggles continue. What's the alternative?

Edited by author 07-26-2002 01:12 PM
Traditional education is today at bifurcation point. In one direction we find the total commercialization of education. Taking this path the law of supply and demand will take control and all that will be provided is instruction. Courses which are not profitable will be either dropped or placed on the back shelf to gather dust. Of course the role of the instructor will also change radically. From a producer of knowledge, he will become a producer of commidities for sale to the highest bidder. But of course, he will not own what he produces. Rather the corporate university will demand that he sign over his rights to any profits garnered from the sale of such knowledge commodities.

But than there will be fewer instructors as only those stars who look good on the screen will be needed to present the mass produced courses to be delived on-line. The rest will be placed in support roles or can look for new positions in industry. Even the traditional campus will be changed as most of us will no longer be able to receive on campus education as it will be priced beyond what most of us can pay. These gated communities will be populated by those able to pay the high tuitions and fees demanded. The rest of us will be expected to take our training on-line. yet, so far the pedagogy offered there is totally inappropriate to this context. There is more but for now let's see what sort of feedback is received. Than, I will investigate the other path that can be taken.

>
>2) In the past, one of the role of university is to classify
>people. If everyone has a degree, Master or Phd, what
>institution will over such role?

Who says university degrees will be of much value in the future? I have advocated a plan called Basket of Winners. For for more, please view
<http://www.bfranklin.edu/champions/basket.htm>;
John Hibbs
hibbs@bfranklin.edu
www.bfranklin.edu

Edited by author 07-26-2002 11:22 AM
What will the future role of university?
1) In the past, university is for the elite. With the lack of funding and commercialisation of eductation, university is offering degree to the mass.
2) In the past, one of the role of university is to classify people. If everyone has a degree, Master or Phd, what institution will take over such role?

I look forward to messages here and wish to thank the organizers to The University is Dead for inviting me to come here. I would appreciate URL's where I could view abstracts and publications connected to this interesting topic.

John Hibbs
hibbs@bfranklin.edu
www.bfranklin.edu

Welcome to an open discussion forum for "The Univeristy is Dead! Long Live the University! Questions and comments generated during the webcasts will be posted here for further discussion and commments.