I Learn, Therefore I Am

This is a re-post of a blog entry for Digital Scholarship Ontario , Dec 17, 2015,  by Ali Arya and Luciara Nardon.  Most educators are familiar with students’ growing reliance on online search engines for finding information and researching topics. “Google It!” is a near-universal term. The ubiquity of Internet search technology has made it possible for people to find information and solve problems for which they have no personal expertise. While in daily life online searches have positive uses, in an educational setting the overreliance on search technologies may result in a reduction of student problem solving and critical thinking abilities. This, in turn, may result in weaker academic performance when search tools are not available, in the long term compromising creativity, adaptability, and originality. While everyone “sensemakes” on a continual basis, expertise plays a role in influencing what is noticed and what is the subject of sensemaking. Lundberg (2004) proposes three

While the number of university students has increased in the last few decades, the rising cost of university education, the introduction of online methods of acquiring knowledge, and more recent trends such as industry apprenticeships have made most of us in academia question the role we will have in the new age of digital media and how relevant and sustainable that role can be. Back in mid-1990s, I used a website for downloading music lyrics. The Internet connections were low-speed so downloading or uploading music files was not quite imaginable yet. I remember one day there was a notice on the website saying they were sued and forced to stop operating by the record companies. The entertainment industry had a different business model back then: you had to buy a record with fixed content, and that was your only way of getting music (and even the lyrics), and you couldn’t copy it either. It didn’t take long before Napster and peer-to-peer file sharing announced the beginning of the