It’s encouraging to see universities adopting different approaches to teaching. While research on the so-called learning sciences is not fully settled, enough is understood about learning to warrant significant reconsideration of how teaching occurs in universities. At M.I.T., Large Lectures Are Going the Way of the Blackboard:
The physics department has replaced the traditional large introductory lecture with smaller classes that emphasize hands-on, interactive, collaborative learning. Last fall, after years of experimentation and debate and resistance from students, who initially petitioned against it, the department made the change permanent. Already, attendance is up and the failure rate has dropped by more than 50 percent.
Changes of this nature still occur within the existing structure of universities. The next, somewhat obvious, question to tackle is “how should universities be structured when access to information and ability to create learning networks shift from instructor to learner control?”.