An article in the Times Higher Ed which could be interesting for our chapter

“Rather than focus on thinking, we have tended to play safe and stick to teaching the facts. But recent technology has devalued the learning of facts as they can now be acquired so easily, at the click of a button on your smartphone. Lecturers and professors were once cradles (or is it graveyards?) of facts and our job was to convey those facts from our brains into the brains of our undergraduates. But this is outmoded. When I mark tutorial essays or coursework for example, I rarely encounter factual errors – instead I am faced with garbled writing, incomprehension and an inability to place those easily acquired facts into a coherent framework.”

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