2018: Innovations, Technologies and Research in Education

  • Title: Innovations, Technologies and Research in Education (SAMPLE)
  • Author: Cambridge Scholars Publishing
  • Description: n this article, the authors compare traditional learning and communication processes and contexts to new strategies and learning situations adapted to a hyper-connected world, and propose universal pedagogical principles designed for a globalised society where human-machine interaction is becoming commonplace. The development known as Industry 4.0, which merges the Internet of Things with Big Data and Artificial Intelligence, means that robotics, artificial intelligence agents, and hybrid reality universes are expanding and creating their own hypermediated transmedia ecosystems, where some sort of machine intelligence is involved in at least one end of an exchange. The informational component of Industry 4.0 has been called Information 4.0. The main goal of the research presented here is to identify the educational skills needed for learning in Information 4.0 ecosystems. We are interested in identifying the communicational competencies teachers and students will need in a world where humans and machines will be extremely connected and permanently updating. Our central hypothesis is that in the era of Information 4.0, skills for communication and information management must be related to the highest level of PISA reading competence and global literacy: reflecting on content and form, drawing upon one’s knowledge, opinions, or attitudes beyond the information provided, and accepting different perspectives and viewpoints. The authors' initial studies mentioned in this article have helped them design an operative roadmap for Information 4.0, designed to help students learn what nobody knows yet. They suggest clear steps for a roadmap and have developed a three-level approach to learning and communicating in Information 4.0 ecosystems that incorporates principles from Bloom’s Revised Taxonomy, and 2 Chapter One proposals for developing global competencies that include support for values and ethical sustainable action, from the OECD and UNESCO. Key words: Introduction An important tenet of education states that the limit of children’s performance, when demonstrating what they know, is their ability to communicate (Wittgenstein 1922). Language mastery is crucial for developing cognitive skills and allowing hidden mental processes to emerge (Council of Europe 2015). We only know about children’s reading abilities if they can speak, write, or produce kinetic feedback about a text, which reveals the invisible processes to the teacher. In digital environments, hidden learning processes are revealed by production, participation, and sharing on social media platforms. The main difference between these two situations is that in the digital context, there is an important component of technological mediation and connectivity. The hidden processes already exist in human cognition, and we can see them proliferating now in the digital ecosystem built through machine interactions, known as “Information 4.0” (http://information4zero.net). The proliferation of connected, autonomous objects known as the Internet of Things is leading us toward an uncertain and unseen horizon of interconnected wearable, embedded, and implanted devices. The development known as Industry 4.0 means that robotics, artificial intelligence agents, and hybrid reality universes are expanding and creating their own transmedia ecosystems. The proliferation of human- machine and machine-machine interactions that take place in this environment are not simply mediated processes, they are hypermediated. We define hypermediated communication as involving some sort of machine intelligence on at least one end of an exchange. Google’s personalised, targeted advertising is an example of automated hypermediation. In this world, the role of hidden processes is growing and the visible part of communication is ever more fragmented. As teacher educators, we face the immense challenge of preparing young teachers not only to face this unknown world, but also to help their pupils learn to navigate in it and decide how it should evolve. How can we clearly identify the challenge for future educators? The authors propose that in this fragmented, hypermediated world, the most valuable strategy will be to create meaning by building connections. Information 4.0, Industry 4.0, transmedia, artificial intelligence, robotics, Internet of Things, deep learning, machine learning, Big Data, lifelong learning, ethics, neuroscience, social constructivism
  • Format: Zip
  • Pages: 22

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