Indeed, we have become an information snacking culture. Although this can be a useful process in some circumstances, I find the downsides of a culture oriented this way to be of concern. Some modifications of our instruction are needed.
As a culture, we want the quick summary (preferably the top 3 – 10 items in a bullet list) that is easy to glance at and then move on. We seem to be hooked on fascinating information tidbits (especially with a picture or graphic, and if its delivered real time.) If we can get it on the net or do it with our computers, we don’t want to learn it. We will go there when, and if, we ever need it. We also don’t want to reflect on stuff, certainly not in depth, for we are too busy and just don’t have the time. Yikes!
The first problem I see (and experience) is: there is no structure and context for the info bites to be of much value. They are much less likely to be retained in memory and hence are transitory. Without the structure and context, there is often little real understanding of the information, whether the information is credible, what assumptions or conditions underlie this particular bit of information, etc. The risks here are serious for the individual and the society.
The second problem is not having the information internalized and being able to work with it. This is the “I’ll just Google it” issue. If one has a solid base and understanding to start with, then info bites can be drawn on. That formula for a calculation you perform once a year or two can be looked up. But if you don’t know how to add and subtract, when the power goes off, you can’t make change at the store. And if the power is on, you don’t know if you are paying the right amount or getting the right change. It also becomes nearly impossible to understand implications of information or actions in real life. You don’t have time to look everything up and integrate it. When the light turns red, you better know to stop. If you are confronted by law officers, you better know your rights as well as their legal powers. “Wait a second until I Google that and I’ll get back to you” just won’t work too well. And these are the relatively simple things in life.
The third problem is around time. Yes, life is hectic for most of us. Especially since we have so many choices, opportunities, requests and requirements (which we usually signed up for.) that it seems like there just is not enough of it to do anything else. In reality it is about choices and we don’t want to trade off other activities to spend time on reflection (and the effort it takes – I will get to that next.) We all still get 24 hours a day. Generally, we also get a lot more days in our existence. We also work far fewer hours than most of the previous generations did.
The fourth problem, which underlies much of the previous three, is we don’t want to spend the effort to understand. It takes active effort to really reflect on something. It takes effort to practice a skill, in this case, mental skills. It takes effort to build the background and learn the structures. It takes effort to get the information into our memories. It takes effort to learn how to learn and develop our brain “muscle” ability. Thinking is work, and we want to know it without the work. Just as we want to look like models and movie stars without the diets or the exercise.
So alas, we are becoming an info snacking culture with the mental mode of couch potatoes. We have seen the effect when we did this with our physical bodies: eating fast food and watching a tube (pick your favorite kind.) It isn’t pretty (pun intended,) nor healthy, and leads us to be far far less capable, as individuals, and as a society.
You know, I think there may be a problem here. And it comes at a time when we need to learn more, and more often. So what is an instructor to do?
1) Don’t assume your students really have the base background.
2) Reinforce the structure and context of the information.
3) Teach and reinforce learning skills and how to learn with all your material.
4) Learn and use the technology for optimum results. Use it to:
- Deliver information in a way that makes it more “memorable”. Use neuroscience and metacognition in design and delivery.
- Provide base building information that can be pursued individually as needed.
- Provide exercises for using and connecting the information.
- Stir interest in students who are media bombarded all the time.
- Connect and help students outside the class – keep the learning rolling.
- Connect with peers for guidance, best practices, emotional support and help!
5) Reinforce reality. In life, we are constantly making choices and tradeoffs. In this context, the student trades off are their time and effort put in against if, and how much, they learn as well as how long it lasts and how far it reaches.
Some of these items are not new. However, I believe the importance of them today is much higher and should lead us to modify our instruction accordingly.
What do you think about “Instruction in an Information Snacking Culture? “ That is the big question for the month of February.
Visit THE LEARNING CIRCUITS BLOG to see what others are thinking. Feel free to post your comments here as well.
