Well-being has been an important part of our respective experience living and juggling the uncertainty of managing the Global Pandemic COVID19. The pandemic has for many created new stresses as part of the day, that are ambiguous, at times volatile with uncertainty. Carlos Davidovich and I explore the creative challenges of living during the COVID pandemic and how we each manage the challenges of the pandemic differently. Carlos shares his expertise on Neuro-management on known understandings of how the brain works and how we might consider understanding Well-being in this context. This recording is with video as we both prepare for a live session April 1, 2021 to support colleague and friend Nancy Lhoest-Squicciarini who hosts monthly the International School of Luxembourg Virtual Learning Lofts (#ISLLoft) which I have the privileged to co-facilitate with Nancy sometimes.
A colleague of mine and her Kindergartners were busy exploring where an egg comes from. “Was it born like a baby? Does it grow on its own? Where do they come from? Different perspectives and ideas were shared enthusiastically. The children discussed and challenged each other with their theories. At the end of the activity, one child turned to her partner and said, “when I get home, I’ll ask Siri for the answer.” A routine response in our classrooms? Or an important moment to understand that artificial intelligence (AI) has embedded itself in our day to day lives? For a generation of children who have been raised on iPads and Siri, AI – with a name and voice like a human – is as ubiquitous as any other technology.
AI is a tool that learns, anticipates and predicts. It provides us with instantaneous information or completes routine tasks remotely. The Amazon Echo and Google Home, two new devices that have recently gained traction, have begun to enter the home as personal assistants. The Echo and Home are two of many voice-activated AI assistants that tap into vast artificial intelligence networks. They aggregate information based on our digital footprints and predict our habits based on a learning algorithm that engages continuously with the data we share on our digital devices.
A shift has occurred in our relationship with AI and the impact is profound. It is the seamless adaptation of AI into our lives – a frictionless experience that is slowly making us dependent on this predictive technology. This new relationship meets our unique taste and needs, and only gets better the more it knows about us. Over time, this is changing the way our brain functions when interacting in the digital world. This short video by AcademicEarth.org -“ Cognitive Offloading,” is a reminder of the neurological changes AI is having on our learning. We collectively feel more and more comfortable subcontracting out tasks to AI. The term ” let me google this” is an example.
For educators, this shift is showing up in our classrooms informally and in some instances invisibly. Artificial intelligences are important elements of the devices which exist in our school tool kits. These include mobile devices, apps, browsers, search engines, smartwatches, and more. Writer and professor Jason Ohler asks an important question in his article “Bio-Hacked Students On the Outer Edge of Digital Citizenship”. How should we, as educators, shift the curation of a scholastic experience when students come to the classroom with embedded or wearable artificial intelligences? This alters the value of the commodity of knowledge in the classroom and highlights a potentially new hierarchy where AI supplements a user’s expertise. Suddenly, we have 24/7 access to predictive and anticipatory information which has the potential to disrupt the independent learning experience of a typical classroom. In his article “Artificial intelligence is the next giant leap in education“, Alex Wood reflects on the role AI could play in education.
Coming to terms with these exponential changes takes time to digest. As educators, we need to understand that engagement and critical thinking are vital components of education, especially as AI shifts the classroom narrative. The ethical issues which surround these exponential changes are here now. The complacency that schools engage with in the discourse of what it means to be in a world dominated by AI is a tension we cannot ignore.
What will a world look like when companies can remotely delete pictures and videos which do not fit a predefined perspective fueled by an AI? Danny Yadron questions this in his article “Apple gets patent for remotely disabling iPhone cameras.” What will a world look like when you scan a person’s image on the street and instantly receive their aggregated digital profile? In Shawn Walker”s “Face recognition app taking Russia by storm may bring end to public anonymity ” he shares the dynamics of the “FindFace” application, reminding us of the reality at our doorstep.
As educators, we have a unique opportunity to design curriculums around the narrative of artificial intelligence. We need to be encouraging our students to not only be good digital citizens but proactive digital leaders who understand the complexity of a world fueled by artificial AI. Schools should promote the skills and inquiry mindsets which provide students with the capacity to harness the power and opportunities of AI and not become complacent with the technology. Ultimately, we want our students to be active leaders and architects of AI’s continued growth. As educators, we have a responsibility to ensure our students have a working understanding of how to navigate a complex and changing world fueled by artificial intelligence for the good of future generations.
Words are a powerful vehicle for meaning and understanding, connected to individual or group perspectives, interpretations, and connections. The word “Digital” has been part of our vocabulary landscape for a long time. It was only after reading Nicholas Negroponte’s book, “Being Digital” in 1995, that I began to be aware of the term and its impact on the world to come, but in 2014, the word “digital” has now blended itself into the daily fabric of our lives. When we think of the word “digital”, it creates a sense of disconnect from our world and implies that the digital world is a separate part of our reality. However, this is no longer true. Our lives are so embedded within this digital realm that the two have become inseparable. So, I invite us to use a new set of vocabularies to frame this paradigm: Appliances, Utilities, Information Flows, Ethics and Algorithms.
Appliances are the consumables that we connect and interact with (laptops, phones, tablets, GPS, and other hardware). These tools have become the default to our connectedness; disposable and with each new version more seamless, simple and integrated.
Utilities frame our day to day interactions. These social medias, networks, email, RSS, professional learning networks and Web 2.0/ 3.0 tools have become the architectural framework of communication and information for our connected world.
Information flows are the 150,000,000 Blogs posted a year, 5 million tweets per day, 200,000 videos uploaded on YouTube daily, and the petabytes of information created, aggregated, shared, and circulated daily around the earth.
Ethics is the why, how, when, where and who of our digital footprint in today’s world. It is the wide ranging issues from Killer Robots to the impact of a Filter Bubble (where search, news, and information algorithms choreograph what information types we get based on our personal browsing habits). The curation of our online and offline privacy as governments, corporations, and organizations juggle a treasure trove of information created by our respective digital footprints, is the new ethical dilemma we all deal with, as individuals, groups and as societies at large.
Algorithms are the backbone to the intelligent softwares that inhabit the engine of the internet. These are predictive, anticipatory, intelligent and analytical. The are the lifeblood of the internet ecosystems for individuals, governments, corporations, and organizations which then create, develop, build, facilitate, monitor, analyze, synthesize and evaluate our day to day interactions. The algorithms have become the life line to the information flows, ethics, utilities and appliances.
These words are not the definitive list, but reflect a vocabulary we use both from our past and present. They highlight how the “digital” world is ingrained in our daily lives, to the point we often are not even conscious of its presence. This connectedness fueled by our devices and ecosystems now are part of the fabric of our lives, often out of our control, and a non negotiable aspect of our own participation with the day.
A critical understanding of these words and their respective dynamics should be an essential ingredient in School and Organizational curricula. We can no longer think of them as separate entities. We have inherited this reality which now has us connected in ways where opting out becomes the abnormality . These Appliances, Utilities, Information Flows, Ethics and Algorithms are part of the fabric of our world and impact us as humans both consciously and unconsciously.
This discourse needs be given equal time in all educational settings; imbedded as seamlessly in the curriculum as they are in our lives. A responsibility to highlight the power, richness and cautions that come with tying ourselves to a set of appliances, utilities, information flows, ethics and algorithms that have and will continue to change the fabric of our interactions as humans and organizations.
So how do we do this? The key is that these terms and their meanings are introduced as part of the learning landscape in all units of study. Creating authentic connections between these words and the learning environment will then scaffold a clearer understanding of their real world applications. In our school ecosystems most subjects and curricular areas are using technology, often as a separate tool, or as a side show, but, if it is so seamless and embedded in our day to day lives, then we need to translate this into our learning. One of the first steps is to give ourselves permission to change the way we work with this vocabulary. As we change the vocabulary, and with it the meaning and role of these words, we are engaging in an active learning process connected to the changing world.
To ignore this vocabulary is to short change future generations of their awareness of a world that has become more invisible, seamless and blended both in our conscious and unconscious day. The death of “digital” is here.
Yes, there is the Internet of Things: a world in parallel to ours were our devices, data, algorithms, gadgets, smart phones and digital tools interconnect, communicate, and work independently of our own input or monitoring. They provide us with efficiencies, automation, services and information, and even do things for us we often do not have time for. Some are invisible to our day to day interactions, while others are an integral part of our toolkit of our communication and of our work. The convenience, cost savings and growing reliability of the Internet of Things has become a necessary part of our daily work-flow.
This growth is somewhat unbelievable if you take the time to visualize it. We now live in a world where the amount of devices is three times the global population; a growth which shows no signs of stopping
- Looking to the future, Cisco IBSG predicts there will be 25 billion devices connected to the Internet by 2015 and 50 billion by 2020. From The Internet of Things: How the Next Evolution of the Internet Is Changing Everything by Dave Evans, April 2011 Infographic
- Between 2011 and 2020 the number of connected devices globally will grow from 9 billion to 24 billion as the benefit of connecting more and varied devices is realized. The Connected Life: A USD4.5 trillion global impact in 2020, February 2012 by Machine Research for the GSMA.
- One Trillion Sensors Embedded in Humans and Machines by 2020 David Russell Schilling | May 19th, 2013 http://www.industrytap.com/the-hybird-age/3651
So what does this mean for us? What does it mean to live in a world where our dependence on digital devices and hardware ecosystems is non negotiable? As our lives get tied up in a world of machines, how do we balance, control, monitor and engage with the Internet of Things in a manner which allows us to still feel in control?
The digital devices we use, connect and interact with have become seamless parts of our day. Many of the processes and tasks that they complete are invisible to us. Rarely do we need to take our digital devices and tools apart, or sit down and understand how they work or why they are working, and this growing disconnect between our own understanding and participation with the Internet of Things is creating a gap. A gap where we are becoming more and more sidelined; where we are no longer active but passive consumers of the Internet of Things.
The Internet of Things is predictive and intelligent. This dynamic will impact our world significantly: redefining organizations, work forces, how we function as economies and societies. In tandem, it will challenge our ethics, relationship and interactions with machines.
For educators and educational institutions, this reality should be putting pressure on how we engage and deliver learning models so we may remain relevant in a world of machines. There is no doubt that continuing with our current models still seems acceptable, but are we avoiding the present with a belief and a pedagogy rooted in our past? How much longer can we allow this disconnect to occur in the walled gardens of our educational organizations?
The fact is, the world of today, and more importantly, the world of tomorrow, needs us to re-evaluate and redefine our pedagogy. We have a responsibility to ensure that every learner is immersed in a curriculum deeply rooted in authentic, relevant, connected, personalized, differentiated and collaborative learning ecosystems. The Internet of Things and our world require all of us to be critical thinkers and problem solvers. The worlds accelerated rate of change will not wait for our hesitations and indecisiveness to radically redefine our pedagogy. To feel comfortable and continue with a system that is outdated is a terrible way to model and mentor our learners.
The future actually happened yesterday, so let us engage and be proactive in taking the dive to reshape and redesign our educational organizations to bridge the growing disconnect with the Internet of Things. It is the present and our student’s future which we need to act on.
All of us are engaged daily in the process of looking for information on the Internet, or “searching“. Sometimes, we search for clarification, facts, confirmation, projects, solutions, while other times our searches help us broaden our views, come to terms with a concept, make a plan, find a definition, or cross check a fact. Watch yourself or a friend at your next social function. Someone is bound to pull out their portable digital device (phone, tablet and/or computer) before long to make sure something that was said is correct. They might look up an actor, a city, an album, a song, a title, or an author. This is now part of our daily digital diet: a quick hop onto our device and off into the Internet to “search” for information.
- 51 million – Number of websites added during the year.
- 1.2 trillion Number of searches on Google in 2012.
- 43,339,547 gigabytes are sent across all mobile phones globally everyday.
- Humankind in 2007 successfully sent 1.9 zettabytes of information through broadcast technology such as televisions and GPS. That’s equivalent to every person in the world reading 174 newspapers every day.
- There are 5 million tweets per day enough to fill New York Times for 19 years.
- Humankind shared 65 exabytes of information through two-way telecommunications in 2007
That’s the equivalent of every person in the world communicating the contents of six newspapers every day
- 58 – Number of photos uploaded every second to Instagram.
- 5 billion – How many times per day the +1 button on Google+ is used
- 1.3 exabytes – Estimated global mobile data traffic per month in 2012.
- Bloggers post 900,000 new articles everyday.
- Over 210 billion emails are sent daily which is more than a whole year worth of letter mail in the USA.
- Daily around 200 000 videos are uploaded on youtube which will require over 600 years to view them all.
Information grows from Terabyte to Petabyte . As a human race, we cannot actually view, analyze, or keep track of all the information we generate without third party digital tools and softwares. We now defer to sophisticated algorithms and intelligent softwares to store, track, synthesis, analysis, aggregate, and deliver information in amounts we have the time and capacity to digest. And most of us today expect to have this information available non-stop, over multiple devices.
Information overload, information stress, information pollution and information anxiety are part of the narrative of the digital age. With the amount of information increasing at accelerated speeds, we have relinquished any control we once had over its exponential growth. What we need to do is develop strategies, skills and understanding on how to filter, sift, analyze and juggle information, so we feel some level of control.
As we embed ourselves in this vast information landscape and wish to remain critical thinkers, we need to be ready to retool ourselves:
- Coming to terms with the “Filter Bubble“ : this is where information is processed and delivered through algorithms based on what our viewing and search habits are, thus filtering information to our perspectives and not providing alternative views and information. The balance of information is vital to building a broad understanding of different views. Nowadays however, through the “Filter Bubble“, this balance is being diluted. We need to understand this and be able to counter it as critical thinkers.
- Developing a strong searching expertise: We need to understand the capacity of search engine tools, their variables, and limitations so we can refine and sift information in a manner which gives us manageable amounts of results.
- Be able to Aggregate: Learn how to leverage news aggregators, real time syndication, social media, micro blogging, and social bookmarking sites. These tools can help in sorting different formats, cull large amounts of information and deliver it in digestible portions for us to develop new capacities.
- Engage in Connectivism: A learning theory constructed on the idea we can learn with digital, social and cultural connections, and from this interchange build individual and/or collective capacity to gain knowledge and understanding. Through our social and professional connections create networks of expertise, knowledge, and understanding to support learning. Use the “cognitive surplus” we have available in our social and professional groups to increase our own knowledge so we can create, communicate, produce and share effectively as critical thinkers.
- “Learn, unlearn and relearn“: We need to develop the strategies and methodologies that allow us to engage effectively in this process of “learning, unlearning and relearning” daily. In tandem, we need to ensure that everyone has the opportunity, support and resources to do this.
From this point forward, there is not going to be any less information – that is a fact. As the world moves into a state of constant change, and the pace accelerates, we have a responsibility to ourselves, our peers and our communities to make the process of learning, unlearning and relearning permanent. If we do not, we could potentially lose our ability to participate as critical thinkers and control the information landscape we live in.