Web 3.0

This week I've been thinking a lot about property value. 

If schools in the future don't need buildings and actual property will the internet property costs go up?  Are there limitations to internet property?  Are there servers in some building somewhere that will eventually overtake human space?  What will happen to all that beautiful beachside property that was land granted by the State of California?  Can I bid on some futures for both markets?  I'm not sure I'd know what to do with some internet property, but i'm guessing it will be more populated than any actual property I ever own so it seems like a great bet.
My friend Tony, a talented advertising professional, recently turned me onto the upcoming world of 3D building projections.  I was entertained, curious and "unlearning" for days after I was exposed.  The symbol is so perfect for the present and future of schools.  A classical building turned into an outdoor, nighttime, digital lazer show that draws crowds into the street to watch in awe.  Please see http://www.youtube.com/watch?v=O0XKmU5hF5s for a glimpse of this new art form.  This highly developed  imagery says so much about the expectations students have for school, projected onto the brick and mortar that exists.
Coordinated light that recreates buildings, and in a half-second destroys them, is closer to the norm of education for the graduates of 2040 than the antique buildings they project onto.  Changing a projector bulb is more likely in their skill set than priming and painting.  Typing the code for a mural on the side is more likely than a spray can.  And yet without electricity the whole thing falls apart.
Last week Shalauna and I sent out a question about the 'future of schools' to our friends, family, and students.  Even the youngest respondents struggled with the idea that "physical classrooms and buildings of 'school' would no longer exist".  Their suggestions about the future of education were mostly about internships, outdoor, and service learning education.  I have been struggling all week with ambivalence of how to understand this phenomenon...are they limited by what they know or are they excited that digital learning will emphasize going outdoors?  As a public health and prevention specialist I worry about the increased sitting, typing, and isolation of working on a machine like I am now.  But as an educational leader I worry about the loss of the residence hall experience, the organic nature of a classroom debate so dependent on body language and paralanguage to grow, and the plethora of activities defined as "co-curricular" engagement.             
I've come to the conclusion that not knowing is exciting, and the thought that keeps me excited is how desks will turn in virtual reality suits.  I can tell my kids about the old Oregon trail game as something I actually remember as motivating and useful...and they'll say: "Yeah that's nice dad, today I sat in a covered wagon and explored the landmarks first-hand in our simulation hollow deck.  Then after a short hike in the Gobi Desert and some lunch I walked around on Mars collecting geology samples."  To which I will reply; "I wanna go!"
I think virtual property value has more potential, but will require the real environment for endless inspiration.