CCK08 – Week 12: The best way to predict the future is to build it.

 

In order to answer the questions on the future of Connectivism and Connectivism Knowledge, some vision of possible futures may help.

Futurelab, a UK not-for-profit organization committed to research on change on education policies and practices, in its document 2020 and beyond: Future scenarios for education in the age of new technologies  tries to build a vision for personalized learning facing year 2020. The report proposes five key areas in the field of digital technology of potential interest to educators:

1. Personal devices. Technology will be invisible embedded and distributed in most objects. Audio communicators, visual displays and communications devices and other sensors will be embedded in  keys, clothes, shoes, notebooks and newspapers.

2. Intelligent environments. The environment will adapt to the individual and connect and know everything about him.

3. Computing infrastructure. A blanket wireless connectivity to the network for relationships between users and software for complex simulations and experiments with infinite storage capacity.

4. Security. Access to all of your embedded devices, interactions with intelligent environments and connections to the network.

5. Interfaces. Interactions will be with things and people and not with machines, screens and keyboards.

In summary, interaction with digital technologies will be more pervasive, seamless and invisible enabling ongoing interactions with people, buildings and materials and with a constantly connected network with unimaginable computing power and reliable storage capacity to interact more with more intelligent (and responsive) technologies to use simulation and visualization tools to solve problems, experience alternative realities and prepare for new experiences.

In the past language and text offered fundamental benefits for thinking and learning processes. Now, thinking, learning and knowledge may be conceived as a distributed activity across mind, body, community and digital resources. How much of what is our present pedagogy artifact is based on the constellations of community and resources available? What is the pedagogy to be built facing this networked vision? Let’s build it.

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