The discourse of the technologically-ardent, however, and its centering by funding and performance review bodies works against the appropriate use of older or even no technologies. Digitization has taken content production out of the hands of the highly trained and put it into the hands of the untutored. Technology is not an invisible servant. It creates its own demands on all parties and layers content in its own syntax. Further, it is a faulty understanding of the instructional process that holds that better content production values necessarily lead to better instructional outcomes.
Teaching is more than content.
The University is not set up to think in curricular terms. Its unit of understanding is the course not the curriculum. Finally, institutions of higher education have a slightly increasing but still woefully neglectful interest in teaching and learning. We are concerned about student credit hours, but we have not made the connection to good teaching or associated good teaching with good learning. Let me develop a few lines for each of these bullets to make them a bit more reasonable, but, I hope, not less provocative.