aucei 2013 daithiomurchu
TRANSCRIPT
The Future of i-The Future of i-Learning Learning
To Boldly go towards To Boldly go towards 20502050
AUCEI Conference 2013
Association of Ubiquitous and Association of Ubiquitous and Collaborative Educators Collaborative Educators
international international
Dr. Daithi Ó Dr. Daithi Ó MurchúMurchúHibernia CollegeHibernia CollegeLadyswell NS. D Ladyswell NS. D 15.15.Dublin 2013Dublin 2013domurchu1@[email protected]
InsanityInsanityThe belief that one can The belief that one can
getget
different results from different results from doing the same thing.doing the same thing.
(Albert Einstein)(Albert Einstein)
The Nature and Definition The Nature and Definition of i-Learningof i-Learning
‘The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.’ (Toffler, 1980)
“Learning for learning's sake isn't enough. . . . We may learn things that constrict our vision and warp our judgment. What we must reach for is a conception of perpetual self-discovery, perpetual reshaping to realize one's goals, to realize one's best self, to be the person one could be.” Gardner (1983).
Instructor-Dependent
PC a ‘nice to have’
Happy to wait
Learn ‘What’ or ‘How’
Avoid discomfort
Learn & Apply
Independent Problem-solvers
Technology a ‘must have’
Want immediate answers
Start with ‘Why?’
Fearless
Learn Apply UnLearn...
20th Century 21st Century
The Nature and Definition The Nature and Definition of i-Learningof i-Learning
‘For all intents and purposes, i-learning is unambiguously defined as being, ‘innovative, inclusive, integrative, imaginative, inspired, inventive, intuitive and ingenious, sustainable learning’, which utilises all forms of MDiICTs to enhance encultured learning in real and virtual settings and environments globally, (Ó Murchú & Sorensen, 2009).
The Nature and Definition The Nature and Definition of i-Learningof i-Learning
Moreover all i-learning is regarded as being incitive by definition, as it challenges every educator, in each and every organisation, to resourcefully and skilfully debate, transform and adapt all technology usage to enhance the multiply-intelligenced individual in transforming his/her meaningful learning and learning environment(s) in an encultured and authentic fashion, (Ó Murchú, 2005, Sorensen & Ó Murchú, 2006, Ó Murchú & Sorensen, 2009).
The Nature and Definition The Nature and Definition of i-Learningof i-Learning
Furthermore, encultured learning is defined as the facilitation of real and meaningful learning, which is unique, creative, complex and also produces authentic knowledge that is both transformative and transferable. These aspects are vital to ensure sustainability at any level of education, (Ó Murchú ,2011).
TheFuture is NOW yes?TheFuture is NOW yes??
When it comes to the future, the farther ahead we project, the more like sci-fi it appears. Even understanding that technological development is experiencing exponential growth, some of the gadgets are far out (in both the hippie sense as well as the chronological sense), promises made long ago by science fiction, that we are still waiting to see in real life. In the realm of future speculation, it is in the farther, more distant future that the most interesting possible developments exist, tech or other.
TheFuture is NOW yes?TheFuture is NOW yes??
V
TheFuture is NOW yes?TheFuture is NOW yes??
Inventor JoAnn Kuchera-Morinis envisioned the Allosphere . The Allosphere is a 3 story high chamber that allows researchers to stand in the middle of incredible visual and sonic representations of their data. Complex algorithms are powered by a super-computer to bring data to life in breakthrough fashion and through hyperspace and will be synchronously available globally as educational tools/courses.
TheFuture is NOW yes?TheFuture is NOW yes??
We've already seen thought-controlled avatars, so it comes as no surprise that robotics will represent a new frontier for brain computer interfaces (BCIs). Existing evidence of a human controlling Honda's Asimo via BCI marks a profound socio-technological development, offering a glimpse into the future of edutainment, work, entertainment and security
TheFuture is NOW yes?TheFuture is NOW yes??
New 4D Immersive Social Media and Inter-human Digital BrowserThis will allow navigation all of your content and interstellar content, locally stored and cloud based and inter-humanoid based with a 4D immersive application.
Who are we ?Who are we ??
Towards 2050
The traditional learning The traditional learning model is not relevant to model is not relevant to
real student needsreal student needs Today's workplaces Today's workplaces and communities - and communities - and tomorrow's - and tomorrow's - have tougher have tougher requirements than requirements than ever before. They ever before. They need citizens who can need citizens who can think critically, think critically, strategically, strategically, individually and individually and collaboratively to collaboratively to solve problemssolve problems..
The traditional learning The traditional learning model is not relevant to model is not relevant to
real student needsreal student needs These individuals must These individuals must learn in a rapidly learn in a rapidly changing environmentchanging environment, , and and Construct knowledgeConstruct knowledge taken from numerous taken from numerous sources and different sources and different perspectives. perspectives. Stone 2001.Stone 2001.
They must They must understand understand systemssystems in diverse in diverse contexts, and contexts, and collaborate collaborate locally and around the locally and around the globe as active citizensglobe as active citizens..
2050 –No Frontiers
““Learning Learning to Learn to Learn Together Together
Apart=Apart=L2L2L2L2AA””
The overall educational The overall educational challenge of today’s challenge of today’s
and tomorrow’s and tomorrow’s knowledge society is the knowledge society is the
enhancement of enhancement of learning through and learning through and beyond beyond MMobile obile DDigital igital
IInformation and nformation and CCommunication ommunication
TTechnologieechnologiess, (, (M-M-DICTsDICTs ) ) (ÓMurchú & (ÓMurchú &
Sorensen, 2009)Sorensen, 2009)
This global challenge This global challenge requires requires creativity creativity as well as as well as
innovationinnovation and and changechange in in educational educational psyche psyche to to
identify didactic paradigms, identify didactic paradigms, which allow for which allow for
transformative learning transformative learning processesprocesses to unfold in real- to unfold in real-time and virtual contexts in time and virtual contexts in
ways that truly provide ways that truly provide quality and equality in quality and equality in
processes of learning at all processes of learning at all levels,levels, (Bates, 1999; Collis, 1996; Koschmann, 2002; Collis, (Bates, 1999; Collis, 1996; Koschmann, 2002; Collis,
2001, Sorensen & Ó Murchú, 2005, Ó Murchú & Sorensen, 2009).2001, Sorensen & Ó Murchú, 2005, Ó Murchú & Sorensen, 2009).
““Humans are Humans are powerful and powerful and
technologies are technologies are powerful, and powerful, and together, they together, they
are mathetically are mathetically powerful”powerful”
(Tanguay, 1997, Ó Murchú 2009).(Tanguay, 1997, Ó Murchú 2009).
No one knows anything..but The The most profound most profound technologies are those technologies are those that disappear. They that disappear. They weave themselves into weave themselves into the fabric of everyday life the fabric of everyday life until they are until they are indistinguishable from it. indistinguishable from it.
Elsendoorn & Coninx - 1993Elsendoorn & Coninx - 1993
Our duty as educators is to prepare Our duty as educators is to prepare students for the society which does not students for the society which does not
yet exist.yet exist.
Food for Thought Food for Thought (Ó Murchú & Sorensen, 2009).(Ó Murchú & Sorensen, 2009).
• 2013-2050:2013-2050:• Diverging paths for humans and transhumans, Diverging paths for humans and transhumans,
eco-technic societies dominate the globe, and eco-technic societies dominate the globe, and colonisation of space begins in earnest.colonisation of space begins in earnest.
• Global, web-based technologies centre of Global, web-based technologies centre of gravity. gravity.
• Mi- intelligence will dictate reality in a global Mi- intelligence will dictate reality in a global society of pervasive super-Organic/SMART/Bio-society of pervasive super-Organic/SMART/Bio-metric computing, metric computing, (Ó Murchú, 2013). (Ó Murchú, 2013).
• ‘‘Web-beings’ with synchronous, mobile Web-beings’ with synchronous, mobile communication, built-in to our person, 24X7. communication, built-in to our person, 24X7.
2013 -2050-Food for Thought 2013 -2050-Food for Thought (Ó Murchú & Sorensen, 2009).(Ó Murchú & Sorensen, 2009).
• An increasingly globalised humanity is faced with An increasingly globalised humanity is faced with climate change,climate change,dwindling resources, overpopulation and dwindling resources, overpopulation and technological upheaval.technological upheaval.
• Information overload becomes commonplace. Information overload becomes commonplace.
• Wild cards such as nanotechnologies and Wild cards such as nanotechnologies and phenotropics (software) take things in completely phenotropics (software) take things in completely unexpected directions. unexpected directions.
• Continuous Partial Attention is a must ‘behaviour’ Continuous Partial Attention is a must ‘behaviour’ to survive the ‘overloaded’ pace of life.to survive the ‘overloaded’ pace of life.
• SAS..SAS..Adapt...Adapt...Change…Change…OvercomeOvercome
• Being connected is accepted but Being connected is accepted but intrusive as personal privacy will be intrusive as personal privacy will be virtually non-existent. virtually non-existent.
• Continuous partial attention is the work-Continuous partial attention is the work-ethic of life as our connectivity is multi-ethic of life as our connectivity is multi-laired and productivity demands the laired and productivity demands the capacity to multi-task in a capacity to multi-task in a ‘‘humanological’humanological’ global village. global village.
• Living spaces are web-controlled and Living spaces are web-controlled and accessible globally.accessible globally.
• The holistic, meaningful and soulful human The holistic, meaningful and soulful human being is challenged to find meaning in a multi-being is challenged to find meaning in a multi-cultural world wholly connected without desire cultural world wholly connected without desire to embrace traditional conformity. to embrace traditional conformity.
• Mi Learning will dominate schooling at all Mi Learning will dominate schooling at all levels and teaching as we know it will be multi-levels and teaching as we know it will be multi-rolling and facilitating individual self-directed, rolling and facilitating individual self-directed, coNstructionist learning in all environments. coNstructionist learning in all environments.
• Seeking self and meaning will be challenging Seeking self and meaning will be challenging as virtuality and super technologies offer as virtuality and super technologies offer longevity and ‘happiness’.longevity and ‘happiness’.
The Future of i-Learning To Boldly go towards 2050
AUCEI Conference 2013 Association of Ubiquitous and
Collaborative Educators international
Dr. Daithi Ó MurchúDr. Daithi Ó MurchúHibernia CollegeHibernia CollegeDublin 2013Dublin [email protected]@gmail.comomwww.domurchu.comwww.domurchu.com
Encultured
Responsible
Mathetical
Meaningful
Transformative
Holistic
Futuristic
Authentic
Reflective
Soulful
Dr.Daithí Ó Dr.Daithí Ó MurchúMurchú