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<p>I'm Robbie McClintock, a retired professor working to further <i>the digital campus</i>, an important emergent transformation in higher education.</p> | <p>I'm Robbie McClintock, a retired professor working to further <i>the digital campus</i>, an important emergent transformation in higher education.</p> | ||
<p>By <i>digital campus</i>, I have in mind more that distance learning or the use information technologies in campus courses. An institution's dot-edu situates its digital campus, an emerging place in cyberspace, co-existing with the physical campus, where faculty, students, staff, alumni, parents, and the general public all are becoming able to do all the activities they want and need to do through alma mater. I'm working to advance that development because I believe it can become a transformative one for the betterment of all | <p>By <i>digital campus</i>, I have in mind more that distance learning or the use information technologies in campus courses. An institution's dot-edu situates its digital campus, an emerging place in cyberspace, co-existing with the physical campus, where faculty, students, staff, alumni, parents, and the general public all are becoming able to do all the activities they want and need to do through alma mater. I'm working to advance that development because I believe it can become a transformative one for the betterment of all, and that purpose brings me to the business at hand: not to tell all that I think about the digital campus, but to say a bit about my experience that has led to my interest in it.</p> | ||
<p>My career, a long one from 1957 to 2024 from college to the present, has spanned significant engagement and achievement in both these realms. Now, late in a long life, I'm drawn to setting forth what I think the digital campus can and should become because I see it as a telos of emerging developments arising with the use of information technologies in higher education and believe that fully developed it will exert a powerful counter influence to the progressive depersonalization and reduction of autonomous agency making contemporary life less and less fulfilling for most persons. | |||
<p>Two kinds of experience and knowledge have helped me see what might be at stake with the emergence of the digital campus. | <p>Two kinds of experience and knowledge have helped me see what might be at stake with the emergence of the digital campus. | ||
* One comprises an extensive, wide-ranging grounding in educational thought and practice set within a broad understanding of modern cultural development. | * One comprises an extensive, wide-ranging grounding in educational thought and practice set within a broad understanding of modern cultural development. | ||
* | * Another consists in reflective practice, working in many settings for sustained periods with digital technologies to effect constructive transformation of systemic educatonal systems. | ||
</p> |
Revision as of 22:25, 2 February 2025
On the digital campus
Hello,
I'm Robbie McClintock, a retired professor working to further the digital campus, an important emergent transformation in higher education.
By digital campus, I have in mind more that distance learning or the use information technologies in campus courses. An institution's dot-edu situates its digital campus, an emerging place in cyberspace, co-existing with the physical campus, where faculty, students, staff, alumni, parents, and the general public all are becoming able to do all the activities they want and need to do through alma mater. I'm working to advance that development because I believe it can become a transformative one for the betterment of all, and that purpose brings me to the business at hand: not to tell all that I think about the digital campus, but to say a bit about my experience that has led to my interest in it.
My career, a long one from 1957 to 2024 from college to the present, has spanned significant engagement and achievement in both these realms. Now, late in a long life, I'm drawn to setting forth what I think the digital campus can and should become because I see it as a telos of emerging developments arising with the use of information technologies in higher education and believe that fully developed it will exert a powerful counter influence to the progressive depersonalization and reduction of autonomous agency making contemporary life less and less fulfilling for most persons.
Two kinds of experience and knowledge have helped me see what might be at stake with the emergence of the digital campus.
- One comprises an extensive, wide-ranging grounding in educational thought and practice set within a broad understanding of modern cultural development.
- Another consists in reflective practice, working in many settings for sustained periods with digital technologies to effect constructive transformation of systemic educatonal systems.