Instructional Designs and Educational Assessments

for the

Digital Age

   

Digital technology has become nearly ubiquitous in some parts of the world. However, globally 2/3 of people alive today are living in poverty lacking sufficient food and water for sustaining their lives; living on the lower frames of Maslow's heirarchy of human needs. The reach of technology has profoundly exacerbated the gap and the phrase Digital Divide barely exposes the edges of the problem.

Corporations have embraced digital technology to greatly increase their capability and expand their profits. Teaching, instruction, learning have also been embraced to make the engines of commerce more cost effective. Technology corporations (those corporations that are vendors of technology) look on education as a vast untapped market. Instructional designers are co-opted and un-enlightened testing is leveraged to maintain perceptions of inadequacy among schools, students and their teachers.

 

 

Some future topics to be addressed in this page:

  • Making the distinction between "for the Digital Age" and "in a Digital Age."
  • How should design and testing change in a digital environment?
  • What can digital technology contribute to social equity?
  • Global
  • Rural Wisconsin
  • Brain-drain
  • Information Ecology
  • Intellectual Capital should be ubiquitous
  • Information is Sequestered(and myths are maintained) by Social Institutions (corporations, schools, governments, non-profits, NGOs, Faith-based Organizations) to Maintain Economic and Social Advantage
  • Teaching for Thinking - The Digital Age demands critical analysis of statements to determine the truth about content.
  • Critical Analysis and Anticipatory Thinking.
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