REDESIGNING EDUCATION: MEETING THE CHALLENGES OF THE 21st CENTURY

http://www.lahuelladigital.com/alticnativa/en/el-proyecto
-hestelo-como-mejora-del-metodo-de-estudio/

The past few decades have represented a phase of profound and prolonged media change of a kind seen only a few times in human history.

Roughly comparable to the changes set into motion by the emergence of the printing press or the explosion of new media technologies in the late 19th and early 20th century. The invention and ongoing reinvention of digital and mobile communications media has resulted in the experience of constant cultural churn, as part of the ongoing process by which society adjusts to their affordances and capacities.

http://www.rgs.org/WhatsOn/21st+Century+Challenges.htm

The result has been a hyperconsciousness about the nature of media and mediation as people have proposed and worked through new cultural practices, social configurations, economic models, political debates, each shaped by the shifts in our relations to time and space informed by these new tools and processes.

All of these changes have, in turn, left a strong impression on every discipline inside the academy and every sphere of activity beyond its borders. In such a world, we should no longer be debating the value of media education. The real question is whether media education should be a stand-alone discipline or whether expertise in media should be integrated across all disciplines, just as the ability to communicate is increasingly recognized as valuable across the curriculum.

Media education in previous eras has been primarily defensive, reflecting the reality of a world where most of the media we consumed was produced by powerful institutions and not subject to influence on the grassroots level. 

We now need to prepare people to manage the risks and embrace the opportunities implicit in expanding our capacities to use media as a resource in our day to day interactions.