次の英文を読んで、以下の設問に答えなさい。

Participatory learning is happening now-not in the future, but now. Those coming into our educational system rely on participatory learning for information about virtually everything in their lives. Adults, too, turn first to the Internet and the “wisdom of crowds”and “smart mobs” to $\fbox{26}$ $\fbox{27}$ $\fbox{28}$ $\fbox{29}$ $\fbox{30}$ $\fbox{*}$ car to buy, which cell phone service to use, which restaurants to frequent, and even which form of heart surgery promises the best results with the least $\fbox{31}$. Business and other professions turn more and more to collaborative learning forms. Again, this is not the future. This is the condition of life now, in 2009, for a majority certainly in the global north but increasingly through the use of mobile technologies in the global south, too.

This puts education and educators in the position of bringing up the rearguard, of holding desperately to the fragments of an educational system which, in its form, content, and assessments, is deeply rooted in an antiquated $\fbox{32}$ of learning. Every university in the global north, of course, is spending large sums of money revamping its technology offerings, creating great wired spaces where all forms of media can be accessed from the classroom. But how many have actually rethought the modes of organization, the structures of $\fbox{33}$, and the relationships between and among groups of students, faculty, and others across campus or around the world? That larger challenge―to harness and focus the participatory learning methods in which our students are so accomplished―is only now beginning to be introduced and typically in relatively rare and isolated formats.

Most university education, certainly, is founded on ideas of individual training, discrete disciplines, and isolated achievement and $\fbox{34}$. What we want to ask is how much this very paradigm of individual achievement supports the effective learning styles of today's youth and prepares them for increasingly connected forms of civic participation and global commerce-or how much $\fbox{記述A}$it is at odds with contemporary culture. That needs to be stated more forcefully: The future of $\fbox{35}$ learning institutions is past-it’s over unless those directing the course of our learning institutions realize, now and urgently, the necessity of fundamental and foundational change.

(注)
• revamp: make changes in the structure (of something)
• harness: gain control over for a particular end

（出典 Cathy N. Davidson/David Theo Goldberg. The Future of Learning Institutions in a Digital Age. Cambridge, Mass.: MIT Press; 2009）

• $\fbox{26}$ $\fbox{27}$ $\fbox{28}$ $\fbox{29}$ $\fbox{30}$ $\fbox{*}$の意味が通るように下記の語を並べ換える時、$\fbox{26}$、$\fbox{27}$、$\fbox{28}$、$\fbox{29}$、$\fbox{30}$に入るものの番号を、マークしなさい。
  • (1) make
  • (2) which
  • (3) help
  • (4) about
  • (5) decisions
  • (6) them
• $\fbox{31}$、$\fbox{32}$、$\fbox{33}$、$\fbox{34}$にはそれぞれ互いに異なる1語が入る。最も適当な1語を(1)～(5)より選び、その番号をマークしなさい。
  • (1) accomplishment
  • (2) knowledge
  • (3) mode
  • (4) past
  • (5) risk
• $\fbox{記述A}$itが指す事柄を表わす語句を本文中より抜き出し、記述式解答用紙に書きなさい。
• $\fbox{35}$に入る最も適当な1語を(1)～(5)より選び、その番号をマークしなさい。
  • (1) collaborative
  • (2) collective
  • (3) competent
  • (4) confident
  • (5) conventional