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Imagine this as a possible future vision of hybrid learning
This module should take around 60 mins to complete.
A Future Vision
A Future Vision
The adult education landscape in 2035, has changed considerably and hybrid learning has become the norm. Learners now have the flexibility to choose between on-campus or online synchronous learning, blurring the lines between physical and virtual classrooms. This transformation allows education to transcend traditional boundaries, making learning accessible from virtually anywhere.
The pivotal element of this evolution is the empowerment of learners through the freedom to choose and access education more conveniently. The diverse delivery methods have significantly increased the number of adult learners, fostering a more equitable access to education. The conventional classroom has given way to dynamic, digitally-enabled spaces, resembling more of a collaborative learning cafe than the traditional lecture hall.
Teachers facilitate the learning experience by sharing content through a comprehensive learning system, seamlessly accessible both within the physical space and online. Active learning is at the forefront of every lesson, creating a more immersive and enriching educational environment. Notably, the at-home learning experience is elevated, with teachers appearing as avatars or holograms within personalised learning spaces.
The customisation options are extensive, allowing learners to tailor their virtual experience. They can adjust the size of the avatar teacher, ranging from life-sized in the learning space to a desktop-sized or even opting for no avatar teacher at all. This level of personalisation contributes to a sense of connection and engagement, particularly for online learners who experience a classroom-like atmosphere.
The avatar teacher plays a crucial role in fostering personalised learning. During tasks, the avatar teacher provides one-on-one feedback, seamlessly merging the physical and virtual worlds. This integration enhances the overall learning experience, creating a harmonious blend of technology and pedagogy.
The digital landscape is ubiquitous, with heightened digital skills and technology seamlessly facilitating the flow of data from campus to the homes of learners. This vision for adult education in 2035 marks a paradigm shift, where the fusion of physical and virtual elements propels education into a realm of choice, accessibility, and personalised engagement.
Activity
Activity
Read this article below
Boddington, G. (2021) The Internet of Bodies—alive, connected and collective: the virtual physical future of our bodies and our senses. AI & society. [Online] 38 (5), 1897–1913. Available at: https://link.springer.com/article/10.1007/s00146-020-01137-1
Consider the following when you are reading:
Boddington (2021) suggests that space is blending virtual and physical worlds together, and changing our understanding in three key areas; 1. Our identities are becoming ‘hyper-enhanced and multi-sensory’ 2. Collaborations are ‘immersive and connected’ 3. Innovations ‘are diverse and inclusive’. ‘It is proposed that our bodies have finally become the interface.’ (Boddington, 2021, p. 1897). Although in this future visison, we are not talking of cyborg character, or recreation of oneself in a made up avatar but a direct replica of the human self. There is no suggestion in the vision of inserting of technology into the body.
Do you agree that our bodies are becoming an interface? Is there a problem that they may become an interface?
Boddington (2021) speculates that humans can exist ‘physically in collaboration with their virtual avatar self, transmitting my presence and expanding my identity, across time and space—now blended into a hypersensory self.’ (Boddington, 2021, p. 1912).
Do you agree that within this future vision a 'blended' 'hypersensory self' will be created?
The_Internet_of_Bodies-alive_connected_and_collect.pdfAdditional resource
If you would prefer to listen to Boddington talk about the subject you can watch this TED talk. Although filmed in 2016, whereas the article above is more recently publication, she talks about her initial thoughts on the Internet of Bodies.
Activity
Activity
Below is collaborative story telling. The scene has been set out above and you have taken a critical perspective 'The Internet of Bodies'. There are many more thought and considerations to be added to the story and future vision. Add the next part of the story or consideration to the Padlet below.
Feel free to add comments to other peoples additions.
Reference List
Reference List
Boddington, G. (2021) The Internet of Bodies—alive, connected and collective: the virtual physical future of our bodies and our senses. AI & society. [Online] 38 (5), 1897–1913. Available at: https://link.springer.com/article/10.1007/s00146-020-01137-1
Further Reading
Further Reading
Gourlay, L (2012) Cyborg Ontologies And The Lecturer's Voice: A Posthuman Reading Of The ‘face-To-Face’. Learning, Media and Technology, 37:2, 198-211, DOI: https://doi.org/10.1080/17439884.2012.671773
Gourlay, L. (2021) There Is No ’Virtual Learning’: The Materiality of Digital Education. Journal of New Approaches in Educational Research 10 (1): 57–66. DOI: http://dx.doi.org/10.7821/naer.2021.1.649
Gourlay, L. (2022) Presence, Absence, and Alterity: Fire Space and Goffman’s Selves in Postdigital Education. Postdigital Science and Education 4: 57–69. DOI: https://link.springer.com/article/10.1007%2Fs42438-021-00265-1
Gravett, K (2022): Different voices, different bodies: presence–absence in the digital university, Learning, Media and Technology, DOI: https://doi.org/10.1080/17439884.2022.2150637
Shah, N. (2017) From GUI to No-UI: Locating the interface for the Internet of Things. In: G. Koch & G. Koch (eds.). Digitisation. 1st edition. ABINGDON, Routledge. pp. 179–196. http://dx.doi.org/10.4324/9781315627731-10
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