ABSTRACT
It's not just lectures and teacher questions that are a problem when it comes to learning. We've got courses crammed with ever-increasing amounts of content. Curriculum design focuses, not on activities that help student learning, but on how to manage mountains of information in the course. We no longer understand the differences between knowledge and information. The relationship between the two is complex, but the point I want to make in this chapter is straightforward. The accumulation of information does not automatically lead to knowledge. More content in a course does not automatically mean more learning in the course. Why that's true makes sense if we understand what knowledge is, how it relates to information, and most importantly, how we help students develop theirs. But first we need to start with this age of information and how it made us prize information over knowledge.
