Introduction

The role of educators will change so that the learners will become more aware of how to integrate the knowledge gained in the academic setting into the world around them. This directive was stated at the meeting of North Central Association for Accreditation of Colleges and Universities in 1995. In this message it was clear that industry would not tolerate for long the incapability of new workers to begin work without the requirement of training beyond a simple orientation to their organization. The bodies that provide accreditation for institutions of higher education may well turn their focus for future accreditation to include outcome criteria demonstrating the readiness of the graduates to enter the workforce as a productive employee from point of hire. Education, must therefore design instruction that creates critical thinkers who are capable of moving the business of the workplace upon graduation but who also see beyond the individuality of a particular employer and have vision for the workplace as a part of society.

The Message

The message that must be conveyed is that there is certain knowledge that is essential to understand for socialization into the workforce and broader society as well as certain knowledge that are essential for advancing the specialized profession of choice. The frameworks that outline these messages can be intertwined such that the socialization occurs as a part of the learning the concepts, theories and paradigms which base the specialty practice of choice. Partnerships with industry and other factions of society will facilitate this socialization but these partnerships must be built and carefully nourished so that each group has an opportunity to participate in the development of the objectives of the framework. It is essential that in this development there is room for the students to exercise creativity and freedom of thought so that they may visualize entrances toward pathways toward the knowledge of the future. Further, these partnerships must be nurtured while active and reevaluated at set intervals to maintain currency and relevance. Institutions that convey this message well will be rewarded via the recognition that comes from the achievement of their graduates.

Frameworks for the concepts that are to be conveyed must be presented in the new media and guidance given for proper use of such media. Levels of sophistication of content will change between levels of education, as it does today in the use of textbooks at various levels of education. Students will need guidance about how to access the information and interact with it at various levels. Learning of content and of methodology can occur simultaneously, but requires much planning and nurturing of content by the "expert" guiding students through the process. But, real change will not occur until the students at the elementary school level have access and use of computer technology as a base of their knowledge. Once this is accomplished the use of the electronic technology for learning content and will evolve. The guidance will vary over levels such that the directive nature of the "expert" will change as the student's level of sophistication evolves. A key element will be in the willingness of the "expert" to change, and the motivation of the learner to become engaged in the less structured learning environment. particularly at the undergraduate and below levels. At the graduate levels, the students need to question the frameworks; much questioning of underlying concepts is questioned in the formation of knowledge about a discipline.

 The Charge to Institutions of Higher Education

Institutions of Higher Education are discussing the necessity to move the educational setting into the world of increased technological communication methods but do also recognize the necessity to maintain a commitment to the "core values in traditional academic areas and scholarship" (Stukel, 1998). Indeed, the future of the university as an institution of society has been eloquently addressed by leaders in the field who provide a vision that does support its continuation (Casper, 1995).

Institutions of Higher Education are beginning to address how they may advance the movement of integration of new information processing methodologies into the work of the university. Initially, steps are taken to streamline the business work of the institution so that the institution may become a more efficient, cost-effective operation. Doing so will enable money to be freed up for the pursuit of educational and research objectives.

Providing funding and support for those who envision a learning environment which embraces the new technologies delivers the message of the commitment to the university's advancement along these lines, but must carefully dissect the projects so that the purposes include advancement of all types of knowledge. The question of whether by embracing the technology we are benefiting the broader vision of the role of a university in society must remain paramount in decision making of funding.

There will be a time lag for full activation and integration of this new educational methodology because of the inability of the student population to demonstrate proficiency in use of the technology. The university must make available the opportunity and tools for the students to successfully achieve the outcomes designed in the new programs. The university must also work with those in the elementary and secondary schools to develop programs that lead their future students to an understanding of the power and capabilities of the new technologies.

An Integrated Frameworks in Action

At the elementary school level knowledge acquisition can be imbedded in the development of projects about a particular learning unit. Students learn how to use the computer as a resource for communication of their ideas and at the same time learn the content of the subject matter. The project is structured so that each child has the opportunity to become a "master" of a particular content area and then interact with the technology to convey their mastered content. This model keeps with the developmental tasks of individuals in the grade school ages such that it keeps in mind the need to demonstrate "mastery of tasks". They learn not only the content but also they have an opportunity to achieve personal self-awareness and worth while working cooperatively with groups of other individuals in person or over the information highway. A project that demonstrates this is the LinkOn project done by a group of 4th graders in Urbana, Illinois. Funding for this type of projects continues in the State of Illinois and can serve as a model for project development at the advanced grade levels.

Conclusion

The challenge to develop knowledgeable individuals via Higher Education is exciting. Success in this endeavor will provide leaders for the future who think critically, approach problem solving in a cooperative manner and have vision for the future.

References

Casper, G. "Come the Millennium, Where the University?". Address to the annual meeting of the American Educational Research Association. San Francisco, California: April 1995.

Stukel, J.J. "Letter from James J. Stukel, President" University of Illinois, August, 1998.