The document discusses the impact of the infosphere and hyperconnected society on learning processes, emphasizing the importance of information literacy and access to information for effective learning. It argues for a shift away from traditional curricula towards focusing on competencies and collaboration, particularly in a hybrid human-AI context. The call to action is for educational systems to evolve and support dynamic interactions between students and their rapidly changing environments.

1. How does the infosphere
change the learning process?
Michal Cerny,
DoSE FoE MU Brno, Czech
CERNY@KISK.CZ

2. Hyperconnection era

3. Hyperconnection era
• Luciano Floridi concept.
• Human society is getting more and more connected; we are always online.
• Connections are built not only between people but also between technology and
technology and people with each other.
• Is it a new era (as is the Middle Ages, Modern Age or Prehistory)? Or is this time
just standard?
• The degree of connection goes beyond human experience.
• Technology can quickly work with cloud solutions and shared collective memory
(and one calculation over that memory).

4. Hyperhystory era

5. Hyperhystory era
• Much of the information is permanently stored.
• This collective memory is used for learning algorithms (AI), but also other
applications and decision making of people.
• This information is partially objective. It does not have to be related to context and
situation.
• This information is easy to manipulate (deep fake news, disinformation, right to
forget).

6. Infosphere

7. Infosphere
• Space of information interactions.
• Information interactions can be between humans, machines, biotic entities.
• The focus is on the information.
• Information is the primary economic good; but also a communication tool; in the
way of being with others…. And resource for learning!
• Without the ability to move in the infosphere, it is not possible to learn adequately.
• We need to provide students with access to the infosphere, open information
interaction and information literacy.

8. Information literacy

9. Information literacy
• Ability to work with information: search for information, filter information,
evaluate information, organize information, use information,…
• It is an essential ability for active learning.
• From my research at secondary schools in the Czech Republic, information literacy
is the only way to learn competences.
• This competence must be developed throughout life.

10. HCI – human – technology hybrid
cognitive system

11. HCI – human – technology hybrid cognitive
system
• The future is in hybrid collaboration systems based on human-AI team interaction.
• We need to teach completely new competences.
• An individual, even the smartest in the world, cannot be successful without
cooperation.

12. What to learn?

13. What to learn?
• We cannot do with a robust curriculum as in the nineteenth and twentieth
centuries.
• We must move nationalism and its educational effects out of the focus of an
education.
• We must emphasize competences.
• We need to develop information literacy.
• We need to develop cooperation.
• We need to connect the school intensively with the surroundings.

14. Education as a balance …

15. Education as a balance …
• Why go to school:
• 1) Entering the world of adults x entering a world in which it is not easy to
distinguish man and machine.
• 2) Man's ability to solve problems non intuitively x specific learning procedures
are quickly inadequate.
• 3) Ability to be in communion with others x Information interactions with the
world.
• 4) Common sense x information literacy

16. … in new dynamic open
environmental

17. … in new dynamic open environmental
• We can no longer fine-tune the school, but we need to change it.
• We've got it together to create a place where they can develop and be with others.
• The school must become a place that will lead to the ability to find a dynamic
homeostatic balance with the rapidly changing unstable environment.

18. Thanks for your attention