A s has always been true, higher education has opportunities and obligations to shape societal leaders. At any moment, higher education affects individuals across three or more generations. With such a mantle to carry for society, it seems reasonable for society to expect higher education to lead in exploration and development of resources which potentially add value to one's encounters with higher education.
Flexibility provided by digitized information offers value to educational activities.
Value-added aspects are not centrally embodied in replacement of human teachers and mentors, but in potential for learning to occur under expanded circumstances and modalities. Expanding time and spatial boundaries and addressing a wider array of learning modes and learning styles are where we in higher education will find our justification for allocation of scarce resources to instructional technologies.