While preparing to teach Frederick Douglass’s “To My Old Master, Thomas Auld” (see pg. This means asking them to stop at specific points in the digital text and respond to questions on paper, turn and talk to a neighbor, or join a full-class discussion about some detail before returning to the text to continue reading.Įxtending the Conversation Through Additional Texts and Media My primary approach is to do what I can to prevent them from spacing out and going wide-eyed before the square of light they are pretending to read. Whether we are assigning kids eBooks, websites, or handouts rendered into PDFs to be read on screens, we should ask ourselves how we should structure the reading experience to ensure they read the material as we intend.
The digital version of Uncharted Territory, which I have used on many occasions in my classes, is beautifully designed, mimicking a pristine page while adding useful functions and features. However, these three reports, linked below, raise important questions about how we read screens versus pages. Several recent reports examine the reading experience on screens versus the paper page. To these, we might add the growing popularity of audiobooks, which might be compared to the voice we hear in “the dark cathedral of skull,” as Thomas Lux describes it his wonderful poem “The Voice You Hear When You Read Silently.” We have all grown more accustomed to reading just about anything on a variety of screens: cell phones, iPads, eBook readers such as the Kindle, Chromebooks and their fancier cousin the high resolution laptop, and the big screens at the front of the class that many of us (including myself) associate with the period of hybrid teaching when we began to slowly return from teaching entirely online. And the new year only suggests we will continue to spend as much time as we did in 2021 reading electronically as we slowly work through the challenges that COVID continues to present to us. We all find ourselves, both teachers and students, spending more time reading on screens than is good for us.
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Read more in the original d.school Field Note or download a free digital copy of the guide by filling out this form.Paper or Plastic? Reading Pages vs.
Along with the case studies are actionable tips for those ready to get started on their own campuses or beyond. Inside the guide, the Stanford d.school profiles 12 institutions, from long standing to ground-up institutions, on not just what they accomplished, but how they overcame obstacles. These leaders are innovating the student experience, such as increasing access for a more diverse set of students or enabling them to better bridge the academic institution and the world they enter after graduating. It’s a collection of inspiring examples of leaders inside and outside of existing schools who are challenging traditional constraints and building new higher ed models. If Stanford 2025 was a look into the future, this iteration (Part 2 of Stanford 2025) is a current look at how education leaders are already reshaping education. Some of the ideas included the rise of the Open Loop University, which entails lifetime learning rather than a four year experience, and Purpose Learning, in which students declare missions not majors, among other ideas. Uncharted Territory launches on the five year anniversary of the original Stanford 2025 project, which put forth four provocations about possible futures for higher ed. Noah Pickus of Duke Kunshan University (DKU) in Kunshan, China-an education leader interviewed for the guide-highlights the difference between content expertise and competencies, noting that “expertise can be oversold.” At DKU, they believe that the "ability to integrate knowledge and work across fields is more important than memorizing information that is already available on your phone.” This reimagining higher ed conversation comes at a time when higher ed is facing a range of challenges from affordability and economic pressures to the changing needs of students. The Stanford d.school releases Uncharted Territory: A Guide to Reimagining Higher Education which explores the ways institutions have begun to chart new paths and re-design the student experience in higher ed.