Thinking even more about learning

If we accept that Carr may be onto something, then we must ask ourselves what behaviors, what learning the Net supports. It would appear that it is largely behavioral: the successful following of a link, the Facebook 'thumbs-up', the signal tone indicating an incoming SMS … all of these are positive reinforcements that Pavlov and, in particular, Skinner could be proud of. This point needs to be explored in more depth, but we would be remiss to dismiss this all as the jaundiced view of a luddite. Carr's point is that we are, in fact, rewiring our brains, and that this rewiring favours certain mental functions and capacities. If he is right, our understanding of education may be in need of revising … or saving, depending on how one looks at it.

Roszak, as we saw, made the case that it was our revised notion of "information" that makes the Net possible, and it is this notion that is undermining the institution of education itself. Carr is indicating that there is a body of sound, scientific, neurophysiological evidence to support Roszak's contention. It would seem worthwhile, then, to at least devote part of the time searching the literature to establish a foundation upon which a position can be taken, for if Roszak and Carr are correct, we may be in the process of undoing our understanding of the notion of education without even realizing it. We need to make a distinction, of course, between what the Net does best and what the Net can be used for. A shoe is not a hammer, but in a pinch it can be used to pound in a nail. A hammer may be better for pounding in nails, but if the window is open and it is breezy outside, it functions very well as a paperweight. In other words, it is not the tool in and of itself that determines its "best" use, rather it is the situation, the context, and the intent that best determines what is best. I believe we need to take a similar approach to the Net and technology-enhanced learning.

In terms of design, what works may be a reasonable enough approach. What is optimal may not be a matter of absolutivity but of relativity. In design, awareness of consequences and side-effects may be as important as knowledge about design itself or about the technology platform on which the learning is supposed to take place.

References
Carr, N. (2010) The Shallows: What the Internet is Doing to our Brains, New York & London, W.W. Norton and Company.

Roszak, T. (1986) The Cult of Information: The Folklore of Computers and the True Art of Thinking, London, Paladin Graftin Books.