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Pavlik  \nRutgers University, United States  \nAbstract  \nEmerging technologies are fueling a third paradigm of education. Digital, networked and mobile media are enabling a disruptive transformation of the teaching and learning process.  \nThis paradigm challenges traditional assumptions that have long characterized educational institutions and processes, including basic notions of space, time, content, and learning outcomes. Innovative educators have an opportunity to blend face-to-face and digital learning models to advance an engaged, effective, efficient and affordable model of learning in the 21st century. This emerging paradigm includes changes in at least five key teaching and learning dimensions, including the direction of communication, the level of interactivity, the media of communication, the constraints on the educational process, and the learning outcomes. Recommendations for implementing new teaching and learning techniques are offered.  \nKeywords: Digital technologies; Social media; Networked society; Mobile media  \nIntroduction  \nInnovative uses of emerging technologies are enabling a fundamental transformation of the teaching and learning process. Fueling this transformation is the confluence of technological developments, the seeds of which were planted more than three decades ago. This article outlines the forces advancing the emerging digital learning paradigm as well as the possible consequences of this fundamental transformation in teaching and learning.  \nIn the early 1980s the author was working on his doctoral dissertation at the University of Minnesota. He spent many hours in a basement office at what was called a “dumb” terminal networked through a dialup modem to a mainframe computer located in another building. The 1200-baud modem was slow by 2014’s gigabit broadband standards. But in terms of speed and ease, it easily beat going offline and using keypunch cards to instruct the mainframe.  \nSometimes after a particularly productive day, the author paused in his research for a few minutes to play “Adventure.” It was an early online fantasy role-playing game and, importantly to a financially strapped doctoral student, it was free (Wikipedia, 2013a) . Adventure had no graphics, just words on an amber screen. But it was interactive. The author typed commands that traveled over the modem and were carried out by his character…go north, pick up the sword, etc. The  \nscreen displayed verbal descriptions of the results…you’ve fallen into a pit, you’re holding a gold coin.  \nWhat made games such as Adventure especially significant in terms of their educational implications was the fact multiple, physically distributed players (known as MMORPGs...a predecessor to today’s Massive Open Online Courses, or MOOCs) could interact and play the games collaboratively or competitively (Wikipedia, 2013b) . And coming soon was something called a smart terminal, or networked personal computer (PC) (Kline, 1980) . These would enable much more, including graphics, sound effects, and multimedia user-generated content (UGC) . On the horizon was high-speed, always on network connectivity, or broadband. Even more distant was ubiquitous high-speed, broadband wireless, such as Wi-Fi, and the miniaturized devices courtesy of Moore’s Law to utilize it (Wikipedia, 2013c) . But the confluence of these developments would bring dramatic consequences to education. As David J. Helfand (2013) suggests, these developments laid the foundation for a third educational paradigm of engaged learning taking shape three decades later.  \nIn the mid-1980s the educational pioneers such as Wayne Danielson of the University of Texas wrote software for journalism and communication education. These pioneers were developing a wide range of creative digital learning tools such computer algorithms for analyzing student writing and providing insta","cbCaibTD8C4J12YJ","https://ap.wps.com/l/cbCaibTD8C4J12YJ","pdf",597414,13,"English","# Abstract\n# Introduction\n## Disruptive Innovation in Higher Education","[{\"question\":\"What is the “third paradigm of education” described in the document?\",\"answer\":\"It is an educational approach driven by digital, networked, and mobile media that disrupts traditional teaching and learning assumptions and outcomes.\"},{\"question\":\"Which traditional educational assumptions does the third paradigm challenge?\",\"answer\":\"It challenges assumptions about space, time, content, and learning outcomes long associated with educational institutions and processes.\"},{\"question\":\"What teaching and learning dimensions does the new paradigm change?\",\"answer\":\"It changes at least five dimensions, including the direction of communication, the level of interactivity, the media of communication, constraints on the educational process, and the learning outcomes.\"}]","Fueling a Third Paradigm of Education - The Pedagogical Implications of Digital, Social and Mobile Media | PDF",1792089391,33]