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AUCEI 2013 DaithiOMurchu

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AUCEI 2013 DaithiOMurchu

  1. 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. 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. 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. 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. 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. 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. 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. 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. 9. TheFuture is NOW yes?TheFuture is NOW yes?? V
  10. 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. 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. 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. 13. Who are we ?Who are we ??
  14. 14. Towards 2050
  15. 15. 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..
  16. 16. 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..
  17. 17. 2050 –No Frontiers
  18. 18. ““Learning toLearning to Learn TogetherLearn Together Apart=Apart=L2L2AL2L2A””
  19. 19. 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)
  20. 20. 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).
  21. 21. ““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).
  22. 22. 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.
  23. 23. 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.
  24. 24. 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
  25. 25. • 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.
  26. 26. • 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’.
  27. 27. 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

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