1. The Future of i-LearningThe Future of i-Learning
To Boldly go towards 2050To Boldly go towards 2050
AUCEI Conference 2013
Association of Ubiquitous andAssociation of Ubiquitous and
Collaborative Educators internationalCollaborative Educators international
Dr. Daithi Ó MurchúDr. Daithi Ó Murchú
Hibernia CollegeHibernia College
Ladyswell NS. D 15.Ladyswell NS. D 15.
Dublin 2013Dublin 2013
domurchu1@gmail.comdomurchu1@gmail.com
www.domurchu.comwww.domurchu.com

2. InsanityInsanity
The belief that one can getThe belief that one can get
different results from doing the samedifferent results from doing the same
thing.thing.
(Albert Einstein)(Albert Einstein)

3. The Nature and Definition ofThe Nature and Definition of
i-Learningi-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).

4. 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

5. The Nature and Definition ofThe Nature and Definition of
i-Learningi-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).

6. The Nature and Definition ofThe Nature and Definition of
i-Learningi-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).

7. The Nature and Definition ofThe Nature and Definition of
i-Learningi-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).

8. 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.

9. TheFuture is NOW yes?TheFuture is NOW yes??
V

10. 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.

11. 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

12. TheFuture is NOW yes?TheFuture is NOW yes??
New 4D Immersive Social Media
and Inter-human Digital Browser
This will allow navigation all of your
content and interstellar content, locally
stored and cloud based and inter-
humanoid based with a 4D immersive
application.

13. Who are we ?Who are we ??

14. Towards 2050

16. The traditional learning model is notThe traditional learning model is not
relevant to real student needsrelevant to real student needs
Today's workplaces andToday's workplaces and
communities - andcommunities - and
tomorrow's - have toughertomorrow's - have tougher
requirements than everrequirements than ever
before. They need citizensbefore. They need citizens
who canwho can think critically,think critically,
strategically, individuallystrategically, individually
and collaboratively to solveand collaboratively to solve
problemsproblems..

17. The traditional learning model isThe traditional learning model is
not relevant to real student needsnot relevant to real student needs
These individuals mustThese individuals must learn inlearn in
a rapidly changing environmenta rapidly changing environment,,
andand Construct knowledgeConstruct knowledge takentaken
from numerous sources andfrom numerous sources and
different perspectives.different perspectives. Stone 2001.Stone 2001.
They mustThey must understand systemsunderstand systems
in diverse contexts, andin diverse contexts, and
collaborate locally and around thecollaborate locally and around the
globe as active citizensglobe as active citizens..

18. 2050 –No
Frontiers

19. ““Learning toLearning to
Learn TogetherLearn Together
Apart=Apart=L2L2AL2L2A””

20. The overall educationalThe overall educational
challenge of today’s andchallenge of today’s and
tomorrow’s knowledge society istomorrow’s knowledge society is
the enhancement of learningthe enhancement of learning
through and beyondthrough and beyond MMobileobile
DDigitaligital IInformation andnformation and
CCommunicationommunication TTechnologieechnologiess,,
((M-DICTsM-DICTs )) (ÓMurchú & Sorensen, 2009)(ÓMurchú & Sorensen, 2009)

21. This global challenge requiresThis global challenge requires
creativitycreativity as well asas well as innovationinnovation andand
changechange in educationalin educational psychepsyche toto
identify didactic paradigms, whichidentify didactic paradigms, which
allow forallow for transformative learningtransformative learning
processesprocesses to unfold in real-time andto unfold in real-time and
virtual contexts in ways that trulyvirtual contexts in ways that truly
provide quality and equality inprovide quality and equality in
processes of learning at all levels,processes of learning at all levels, (Bates, 1999;(Bates, 1999;
Collis, 1996; Koschmann, 2002; Collis, 2001, Sorensen & Ó Murchú, 2005, Ó Murchú & Sorensen,Collis, 1996; Koschmann, 2002; Collis, 2001, Sorensen & Ó Murchú, 2005, Ó Murchú & Sorensen,
2009).2009).

22. ““Humans are powerfulHumans are powerful
and technologies areand technologies are
powerful, and together,powerful, and together,
they are matheticallythey are mathetically
powerful”powerful”
(Tanguay, 1997, Ó Murchú 2009).(Tanguay, 1997, Ó Murchú 2009).

23. No one knows anything..but
The most profound technologiesThe most profound technologies
are those that disappear. Theyare those that disappear. They
weave themselves into the fabricweave themselves into the fabric
of everyday life until they areof everyday life until they are
indistinguishable from it.indistinguishable from it.
Elsendoorn & Coninx - 1993Elsendoorn & Coninx - 1993
Our duty as educators is to prepare students for theOur duty as educators is to prepare students for the
society which does not yet exist.society which does not yet exist.

24. Food for ThoughtFood 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, andeco-technic societies dominate the globe, and
colonisation of space begins in earnest.colonisation of space begins in earnest.
• Global, web-based technologies centre ofGlobal, web-based technologies centre of
gravity.gravity.
• Mi- intelligence will dictate reality in a globalMi- 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, mobileWeb-beings’ with synchronous, mobile
communication, built-in to our person, 24X7.communication, built-in to our person, 24X7.

25. 2013 -2050-Food for Thought2013 -2050-Food for Thought (Ó Murchú & Sorensen, 2009).(Ó Murchú & Sorensen, 2009).
• An increasingly globalised humanity is faced withAn increasingly globalised humanity is faced with
climate change,climate change,
dwindling resources, overpopulation anddwindling resources, overpopulation and
technological upheaval.technological upheaval.
• Information overload becomes commonplace.Information overload becomes commonplace.
• Wild cards such as nanotechnologies andWild cards such as nanotechnologies and
phenotropics (software) take things in completelyphenotropics (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

26. • Being connected is accepted butBeing connected is accepted but
intrusive as personal privacy will beintrusive 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 thelaired and productivity demands the
capacity to multi-task in acapacity to multi-task in a
‘‘humanological’humanological’ global village.global village.
• Living spaces are web-controlled andLiving spaces are web-controlled and
accessible globally.accessible globally.

27. • The holistic, meaningful and soulful humanThe 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 desirecultural world wholly connected without desire
to embrace traditional conformity.to embrace traditional conformity.
• Mi Learning will dominate schooling at allMi 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 challengingSeeking self and meaning will be challenging
as virtuality and super technologies offeras virtuality and super technologies offer
longevity and ‘happiness’.longevity and ‘happiness’.

29. 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 Murchú
Hibernia CollegeHibernia College
Dublin 2013Dublin 2013
domurchu1@gmail.comdomurchu1@gmail.com
www.domurchu.comwww.domurchu.com
Encultured
Responsible
Mathetical
Meaningful
Transformative
Holistic
Futuristic
Authentic
Reflective
Soulful
Dr.Daithí Ó MurchúDr.Daithí Ó Murchú