ABSTRACT
This chapter explores how higher education may respond to an information-saturated, artificially intelligent. The phrase “Information Age” first appeared in print in 1960 and is attributed to Richard Leghorn, a pioneer in aerospace spy cameras. Information technology has reduced the cost of obtaining and storing knowledge to nearly zero. It takes no more skill than the average grade schooler possesses to search for a fact online. Ironically, the information age designates a time when data—the raw material of knowledge—has become been virtually costless. The most fundamental challenge to higher education that arises from the information age has to do with the core meaning and purposes of learning. No educator would contend that the simple intake of information constitutes learning. Rather, the purpose of education is to give students the ability to pursue and accomplish complex goals, and to use knowledge to inform their beliefs and actions.
