Cathy N. Davidson > Quotes

“I began to wonder if writers don’t choose to love long-distance, a sure way of blending passion and prose. The love letter seems perfectly suited to the contradiction of a writer’s life... the love letter may be the emblem of a vocation that demands solitude but desires communication.”
― Cathy N. Davidson

“The new education must prepare our students to thrive in a world of flux, to be ready no matter what comes next. It must empower them to be leaders of innovation and to be able not only to adapt to a changing world but also to change the world.”
― Cathy N. Davidson, The New Education: How to Revolutionize the University to Prepare Students for a World In Flux

“Relatedly, an increasingly horizontal structure of learning puts pressure on how learning institutions-schools,”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“ways that digitality works to cross the boundaries within and across traditional learning institutions. How do collaborative, interdisciplinary, multi-institutional learning spaces help to transform traditional”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“University of California, Irvine, Professor of Art and Engineering, Codirector of Arts, Computation, and Engineering (ACE) Program
Kavita Philip University of California, Irvine, Associate Professor of Women's Studies, Anthropology, and Arts, Computation, and Engineering (ACE) Program
Todd Presner University”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“Our argument here is that our institutions of learning have changed far more slowly than the modes of inventive, collaborative, participatory learning offered by the Internet and an array of contemporary mobile technologies.”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“because of the collaborative opportunities offered by social networking sites, wikis, blogs, and many other interactive digital sources. But beneath these sites are networks and, sometimes,”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“Given this history, it is certainly hard to fathom something as dispersed, decentralized, and virtual as the Internet being a learning institution in any way comparable to, say, Oxford. We know, given these long histories, what a learning institution is-or we think we do. But what happens when, rivaling formal educational systems, there are also many”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“Zoe Marie Jones, a doctoral candidate in the Department of Art, Art History, and Visual Studies at Duke University, joined”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“contributing to Wikipedia, to adults exchanging information about travel, restaurants, or housing via collaborative sites, learning is happening online, all the time, and in numbers far outstripping actual registrants in actual schools. What's more, they challenge our traditional institutions on almost every level: hierarchy of teacher and student, credentialing, ranking, disciplinary divides, segregation of "high" versus "low" culture, restriction of admission to those considered worthy of admission, and so forth. We would by no means argue that access to these Internet sites is equal and open worldwide (given the necessity of bandwidth and other infrastructure far from universally available as well as issues of censorship in specific countries). But there is certainly a”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“Reports on Digital Media and Learning, published by the MIT Press, present findings from current research on how young people learn, play, socialize, and participate in civic life. The Reports”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“Self-learning has bloomed;”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“It is often noted that, of all existing institutions in the West, higher education is one of most enduring. Oxford University,”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“Learning,”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“(we all have plenty of that in our lives) but of interaction that, because of issues of access, means that”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“institutionally”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“most ambitious collaborative learning site to date, was after all launched only in 2001. Ours is by no means”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“shifts is participatory learning. Participatory learning includes the many ways that learners (of any age) use new technologies to participate in virtual communities where they share ideas, comment on one another's projects, and plan, design, implement, advance, or simply discuss their practices, goals, and ideas together.
This method of learning has been promoted both by HASTAC and by the John D. and Catherine T. MacArthur Foundation's Digital Media and Learning Initiative. Participatory learning begins from the premise that new technologies are changing how people of all ages learn, play, socialize, exercise judgment, and engage in civic life. Learning environments-peers, family, and social institutions (such as schools, community centers, libraries, museums, even the playground, and so on)-are changing as well. The concept of participatory learning”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“linked to SMARTBoards in every classroom and networked so that assignments and notes can be accessed even from home. The building itself is also unique in its holistic approach. Rainwater is caught and repurposed for use in toilets, the roof is covered with vegetation to shield it from ultraviolet rays, panels embedded within the windows capture”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“others met (if at all) only virtually, whose institutional status”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“secondary or insufficiently individualistic to warrant merit.”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“condemn traditional institutions but, we fervently hope, to be among”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“institutions”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“socialize, and participate in civic life. The Reports result from research projects funded by the MacArthur Foundation as part of its $50 million initiative”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“stability. It is often noted that, of all existing institutions in the West, higher education is one of most enduring. Oxford University, the longest continuously running university in the English-speaking world, was founded in the twelfth century.4”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“money revamping its technology offerings, creating great wired spaces where all forms of media can be accessed from the classroom. But how many have actually rethought the modes of organization, the structures of knowledge, and the relationships between and among groups of students, faculty, and others across campus or around the world? That larger challenge-to”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“Baumer, Rachel Cody, Dilan Mahendran, Katynka Z. Martinez, Dan Perkel, Christo Sims, and Lisa Tripp
Young People, Ethics, and the New Digital Media: A Synthesis from the Good Play Project by Carrie James with Katie Davis, Andrea Flores,”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“ways we exchange and interact with information, how information informs and shapes us. But our schools-how we teach, where we teach,”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning, published by the MIT Press, present findings from current research on how young people learn, play, socialize, and participate in civic life. The Reports result”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age

“At Duke University, our infrastructure comes from the John Hope Franklin Center for Interdisciplinary and International Studies and the John”
― Cathy N. Davidson, The Future of Learning Institutions in a Digital Age