First, it always bothers me a little when people giving a lecture critique the lecture format. Glass houses, dude. Just because people can post comments, doesn't really make the format interactive.
But overall I liked the video. I thought the beginning was interesting when he talked about the unforeseen consequences of technology, and how one cannot "opt out" of the new changes. It made me think of a quote from my favorite writer on technology, MIT's Sherry Turkle, who writes a lot about how our relationship with our devices and being constantly connected changes our relationship with ourselves. If you feel compelled to share every thought and decision you have with others, are you still able to make decisions yourself? Do you even have a self anymore? Turkle talks about how eventually, we will find our way, but that this may not happen until the generation of digital natives grows up and is able to create a culture in which technology, human relationships, and the self are balanced in a positive way. After all, the invention of the printing press lead to the Protestant reformation and the rise of democracy in Europe, but this was only after decades of war and uncertainty. So I think it's OK that things are kind of messed up right now, since we're still figuring it all out. It's important to remain critical without being reactionary, as well as to embrace change without losing a sense of perspective.
As for the discussion about modern classrooms, it bothered me that he didn't really tie it to the beginning of his talk, which was about unforeseen consequences. I also frequently get annoyed with the whole "break down the classroom walls!" talks since my discipline, literature and composition, has rejected the lecture format in favor of group discussion and collaborative learning for nearly 30 years. But it's true that this type of learning is still dominant in many disciplines and classrooms, in large part because of class size. I do worry about who will give feedback to students in large, interactive online environments. You can't respond to 300, 500, 1000 people individually -- you can't even have a conversation with them. It's true that you can get a kind of wiki group knowledge, but that isn't always reliable, and it lacks the relationship between student and professor that also adds to the student's (and professor's) growth.
Great historical parallel. People want to have immediate answers to these questions that take a long time to sort themselves out. I am not familiar with Turkle, but the bit about balance that you mentioned is so important for all of us to find. You also make a good distinction at the end between "wiki group knowledge" and the kind of educational exchange that many of us value.
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