This article, by Katherine Hayles, explores the idea that media has transformed how people living within developed countries conduct their business, social lives and even how they think. It also discussed the apparent generational shift in cognitive styles.

Firstly, the article introduced the reader to the idea of Hyper Attention and Deep Attention.

Hyper Attention 

• Switching focus rapidly between tasks
• High level of stimulation
• Multiple information streams
• Low tolerance for boredom
• Impatient
• Inability to focus on non-interactive tasks/objects

Deep Attention

• Concentrating on a single object/task for long periods
• Ignoring outside stimuli
• Single information stream
• High tolerance for long focus times
• No environmental alertness or flexibility of response

While reading about these concepts, I naturally tried to see which category I fit into. While I do enjoy playing video games, in which a person needs to be in a hyper attention state, focusing on rapidly changing tasks throughout the game; I also enjoy sitting in a quiet space for hours reading a good book. So can one person fit into both categories? Does it depend on the situation? These questions were again brought to the front of my mind when the article began discussing the hyper and deep attention in relation to education. Educational institutions, such as university, specialise in deep attention; lectures are a prime example of this. But is this the best way? The article discusses a “generational divide” in cognitive modes, which would suggest that the current education system is or soon will be outdated. Although, when I was reading I struggled to think of any classroom situation where an educator could accommodate hyper attention in it’s fullest. Even discussing it with Luke (the kind, intelligent young man sitting next to me),  we struggled to think of any way to ‘improve’ the educational system as it stands. The best we could come up with is to make classes more interactive and have many activities planned to keep the hyper minds busy and focused on the specific learning outcomes.

But would this be beneficial or departmental? If you altered the classroom environment to cater for those with hyper attention, would those leaning towards deep attention suffer? It poses a difficult question for both teachers and students alike. As the student demographic is so large and will only continue to get that way (with government budget cuts and higher education becoming more accessible) there is almost no way to make the classroom perfect for every student who sits down.

Therefore, I believe that there has to be a joint effort between student and teacher. The students know, or will find out, what suits them and when. Throughout their educational journey they should discover what helps them learn and what is a hindrance. In order for students to get the most out of their education they have to be willing to put in the effort. And same goes for the teachers. For, without one another the whole idea of higher education becomes pointless.

I look forward to exploring these ideas further, as they are now on my mind when I walk through the door of any lecture. Will the stubborn educational system change or will the students have to mold and fit themselves into the already established forms of learning? Only time will tell!

Until then,

Rose @)—