Education In The New Age Of Learning Machines

jijomathaidesigners/Shutterstock

Summary: The information technologies guiding the new generations to achieve a state of existence not only call for a new systematic approach to universal literacy but also your involvement and empowerment to level up the emerging convention.

The systematic approach to universal literacy ushered in a standardized educational methodology that has been in effect for centuries. Despite effectively distributing resources and material to engage people with the search for methodic productivity, such systems have suppressed the engagement in activities for enjoyment, recreation, and exploratory analysis. According to research professor Peter Gray, Ph.D. (2008), “In the beginning, for hundreds of thousands of years, children educated themselves through self-directed play and exploration.” Hence, schooling has been the systematic encouragement of forced labor for millennia.

Learning Beyond The 21st Century

Actually, for centuries, humankind has drifted away from learning’s essence because, by containing the infinite possibilities of knowing and understanding human value to a limited number of occupations, our species has often hindered its creativeness and divergent thinking capabilities. Now that cutting-edge technologies are displacing human roles in most of the conventional careers, we can comprehend the necessity of embracing individualized learning even more. Machines now endanger common functions and most occupations historically designed to satisfy social order systems. Also, these advancements have managed to mirage a fair knowledge distribution while transforming millenary socioeconomic interactions within decades, but ironically reversing them would disrupt the way populations interact, labor, and learn.

In fact, by achieving exponential computational power, global interconnectivity, and irreversible interdependence, emerging technologies have exposed the necessity of a new set of principles, as well as the demand for the reformulation of pedagogy in a universal capacity. Cheng and Townsend (2000) state, “Since the end of 1990s, there had been numerous education reforms initiated by policy-makers in different parts of the world with aims to meet the challenges from globalization, international competition, technological innovation, and economic transformation.” Research states, “Without understanding the nature and dynamics of these dilemmas, many education reforms with good intentions may fail in implementation.” Societies need to contemplate the new behaviors, skills, values, attitudes, and preferences through which their new structures are formulating, deploying, and managing instruction. In order to accurately establish new learning techniques in the current environment of global socioeconomic disruption, we as a whole species ought to incorporate the same technologies and trends into education and training. Evidently, these times call for the upgrading of the structural and methodological fundamentals of education, of objective stimuli, worldwide perception, and a human-centered plan with a vision beyond the 21st century.

Problems For The New Generations

Additionally, in order to impart knowledge in the current “age of exponential technologies,” leaders and decision-makers within the education ecosystem ought to recognize new trends and developments that will alter the fate of this sector. Furthermore, every person involved should comprehend that emerging technologies are “capable of progressing at a pace with or exceeding Moore’s law” [that] “evidence a renaissance of innovation, invention, and discovery…[and] have the potential to positively affect billions of lives” (Deloitte, n.d.). Consequently, they would be introducing a plethora of alternatives to human creative learning culture, independence, and social responsibility, and opening up a whole world of possibilities not yet perceived by the human mind.

For example, data science is capable of discovering processes, checking compliances, analyzing bottlenecks, comparing process variants, and suggesting improvements with accuracy and pace (van der Aalst W., 2016). Accordingly, “Artificial Intelligence (AI) has proven it could marshal a vast amount of data, beyond anything any human could handle, and use it to teach itself how to predict an outcome” (Frontline, 2019). While computer science continues to venture into new subsectors of AI, like machine learning, deep learning, or reinforcement learning, its autonomy, accuracy, and speed are only bound to continue improving and excelling human cognitive abilities. At the same time, Virtual Reality and augmented environments allow information to be presented in real time and enhance teaching materials through a stimulating experience. Also, the advancements in networks and computing systems, robotics, and other exponential technologies only represent imminent change. Routing this change to make it an opportunity instead of a threat is as dependent on education systems as education systems are on disruptive trends. Utilizing the power of these exponential technologies in education will guide poorly developed areas to rapidly adopt modern systems without intermediary steps. Education should accomplish a leapfrog outcome that pursues the benefits of human-machine interactivity and not be detrimentally affected by automation.

The design and arrangement of the resources that will be utilized in the next era of schooling should consider potential problems for the sector and notice the multiple issues ahead. For instance, human dependency on social networks that impose a fundamentally illegitimate choice of having to select between utilizing digital services that track, parse, mine, and often modify their own digital embodiment, and a disconnected reality inclined toward discretion and the loss of belonging (Zuboff, S., 2019).

Besides, the spurious correlation between the update of platforms for the benefit of their users, and a new reality fabrication led by “thinking” computers’ recommendations, misguide public sentiment. In point of fact, fake news evolution through “deepfakes” not only augments the impact of these recommendations but also opens up more space for propaganda that shapes beliefs and identity and welcomes the supreme and absolute power of those controlling AI (the new wisdom). Therewithal, the immediate need for a new course of action is indisputable. New comprehensive guidelines are imperative for the first time in centuries.

You As A Service: A New Frontier For Education Policy

Overcoming these obstacles depends on policymakers’ ability to formulate proposals that not only consider the methodological framing and outline of the systems unfolding but also a concise forecast of the forthcoming events. The future is the only direction for our path. Designing old methods for a new age is an error all should avoid. “In the past, education policy was seen as a reflection of particular historical, political, social, economic, and cultural configurations of a given country. Today, policy is increasingly understood as heavily influenced by extra-national forces, so much so that policies ‘elsewhere’ are seen as possible reform options” (Silova I., Rappleye J., Auld E., 2020).

In that event, the engineering of a new and improved education system, or systems, will lead to the demand for a new social structure that may identify better ways of coping with the disruption caused by emerging technologies. In that sense, education for the next centuries should focus on the livelihood of future generations, acknowledging the edge of new communal variations. Historical components of learning standardization, such as social divide, economic influence, controlled limits of rule, and restricted channels of information, among others, shall not be at the core of contemporary policy. Instead, the proficiency with which exponential technologies process, model, and distribute data serves as a vehicle for inclusion, equity, equality, fairness, and optimization. In addition, automation’s power for the systematic extraction of information, decision-making, tireless performance, accuracy, and speed promises to enhance student-teacher exchange.

Fundamentally, education technologies are usually centrally hosted, and AI adds a real-time element of improvement. Users could serve as a common delivery model for multiple digital applications. In layman’s terms, education technology (EdTech) puts the students in the center of learning material execution for global distribution, while training AI models and improving their performance. The new epoch encourages the new education function of machines learning from learning machines and establishes a new frontier for education policy.

Applying The Properties Of STEM, Play, And Exploration

In view of this fact, to facilitate learning going forward, the architecture of advanced models of detailed information should deploy the use of a language that is by no means subject to interpretation. The employment of a universal structure of communication constitutes the basis of an impartial system.

Gathering all the qualities needed to ensure such a language, science, technology, engineering, and mathematics education (STEM) is a clea

Go to Source