In an era where academics, students, professionals, families and citizens are constantly adapting to new emerging technological and communication modes, it is worth reflecting what does this adaptation means and what are the parameters that should be taken into account. Campbell, in his “Networked Learning as Experiential Learning” article published in 2016, establishes the significance of a digitally mediated network of discovery and collaboration in experimental learning. However, despite all the benefits that have been recognized by an existing vast body of literature, Campbell assures that without a clear understanding of the organizations principles behind the digital era, users could be excluding vital information.
The reliability of the used sources, for instance, is a critical component that although it determinates the validity of the used information, is often ignored in the digital world. Since digital anonymity -and the tensions it brings to the table- is not the only dimension that is often avoided in emerging technological and communication modes, it is important to reflect on how does the reliability of information has been validated in the past and why is it that it is easier to avoid it now.
Is it that the current digital revolution has convinced us that what happens behind scenes when information is digitally produced is not worth of our analysis? Or is it that in an attempt to avoid our own commitment -often exhausting- to seek reliable information we have chosen not to? Seems to me, that as far as citizens’ commitment to seek deeper remain a discretionary choice, our current and future understanding of the world will very often be based in unreliable and biased information.