Van B. Wiegel's Deep Learning for a Digital Age challenges the traditional distance education model used on many campuses, and along the way, offers a new approach for viewing the role of technology in higher education. He introduces the concept of "depth education" through the use of "knowledge rooms" and other resources, both traditional and digital. He also argues in favor of the very controversial concept of commercializing higher education. Weigel's basic premise is that if technologies can't deepen the learning experience of students - beyond just making it convenient - then we should reconsider using those technologies. He also insists that his concept of deep learning can't be accomplished without technology; the two go hand in hand.

The first chapter, "Beyond the Virtual Classroom," presents the depth education model, which has two primary pieces - deep learning and knowledge rooms. He lays out the groundwork for his definition of deep learning, which is "…learning that promotes the development of conditionalized knowledge and metacognition through communities of inquiry" (p. 5). He then goes on to outline his concept of Knowledge Rooms, which are simply designated areas of cyberspace that allow students to collaborate. He identifies five primary Knowledge Rooms - the Research Center, the Skill Workplace, the Conference Center, the Debate Hall, and the Portfolio Gallery. These can be augmented with the Map Room and the Assessment Suite. The Knowledge Room concept can be viewed online at www.knowledgeroom.com.

Chapter 2, "The Commoditization of Instruction," then moves away from his depth education model and onto a critique of how distance education is being administered. His general concern is that convenience will surpass quality as the primary characteristic of all of higher education. Weigel predicts that tuition-free college degrees are really a matter of "when" rather than "if" in tomorrow's era of e-commerce. Given Weigel's background in economics, it's no surprise that he presents some discussion about economies of scale in using the virtual classroom. What will be somewhat of a surprise to some readers, however, is his fairly blatant support for the commercialization of education. He suggests that course content and commercial content can be presented in a "parallel universe" and provides brief counter-arguments. One of these is essentially that students are great at multi-tasking and will eventually learn to ignore, or incorporate, the commercial content. He points out that there is a global demand for education, and in his words, "Free, mass-produced distance education could fit the bill."

His third chapter, "Transforming the Classroom into Knowledge Rooms" takes us back to his depth education and how traditional resources and pedagogies can be translated for use in the virtual community. The Knowledge Rooms are each fleshed out, showing their pedagogical features. The "workgroup" approach to the classroom is introduced, which uses virtual teams to build skills in critical thinking and knowledge management.

Chapter 4, "Building an Infrastructre for Depth Education" delves into the implementation issues of implementing his depth education concept. He provides areas to be considered with both administrative resources (such as faculty development and the campus library) and technical infrastructure. Chapter 5, "New Horizons for Higher Education," is a brief summary that also explores some forecasted trends and suggestions for staying ahead of the curve. He discusses what he terms as "downstream" and "upstream" services, which essentially lengthen the touch of the institution on a student's life on the high school end and after graduation, and throughout their careers.

From a student affairs standpoint, there are several connections to be made with Weigel's work. First, the "knowledge room" concept is one that can be translated into other aspects of both campus life and creating community for campus-based and distance learners. Second, the "workgroup" concept can also be applied to a variety of student services and programs. Third, his brief discussion about multi-tasking reminds us that there is much to be learned about the nature, quality and impact of multi-tasking inside and outside the classroom. Many student affairs professionals are seeing negative impacts of technology. Multi-tasking can cause an information overload; students are more physically secluded and are replacing face-to-face interactions with digital interactions that don't allow for fuller development of face-to-face interpersonal skills. The challenge is taking full advantage of what technology has to offer but studying and counteracting its negative affects as well.

This book moves along nicely, in terms of its presentation, especially for those who are familiar with distance education. At 141 pages, it is a quick read but also full of innovative concepts. Using Wiegel's recommended and now oft-quoted "brick and click" approach, I reviewed the Knowledge Room website in conjunction with reading the book and found the two to nicely complement each other.

Overall, this is a very timely book that suggests a new lens for viewing the role of technology in higher education. Many of Wiegel's concepts can be implemented in the academic side of the institutional house, but also in the student affairs side of the house as well.


Weigel, Van (2001). Deep Learning for a Digital Age: Technology's Untapped Potential to Enrich Higher Education. Jossey-Bass Publishing: San Francisco, CA.