More and more, across the world, education is being geared to employment. Workplaces have colonis... more More and more, across the world, education is being geared to employment. Workplaces have colonised classrooms and enjoyment has been outlawed. In this UKFIET Blog, Mike Douse explains how, in the Third Millennium, this is the very opposite of what should be happening. As a fundamental Right of the Child, learning should be fun. Because life itself is meant to be pleasant, and as formal education occupies a significant proportion of people’s lives, then the years spent as a student should surely be congenial.
Growing numbers of universities worldwide are offering programmes in Artificial Intelligence. In ... more Growing numbers of universities worldwide are offering programmes in Artificial Intelligence. In this PowerPoint presentation, a very different kind of higher educational institution: is described: one that is based upon and applies Artificial Intelligence in all of its actions. Only the students are people. All other roles and responsibilities at the International Artificial Intelligence University (IAIU) are effectively delivered by and entirely embody AI.
Bachelor and Masters’ level degrees by coursework are available across all disciplines, involving AI-moderated tutorial arrangements, AI-guided laboratory practice and real-world practical experiences as appropriate. Postgraduate degrees by research, including Doctorates in any valid field of knowledge, are AI-supervised and supported. Instantaneous translation enables all students to participate in tutorials, receive guidance and hear lectures in their preferred tongues. There is a 3-minute standard for the return of essays and assignments, including constructive advice and bespoke suggestions. Every aspect of the IAIU experiences makes sensible and creative use of the latest relevant technology (for instance, there can be no plagiarism).
With the IAIU’s ever-increasing income accruing from its research and development activities, along with the provision of specialist services to business and government, there is no longer any requirement for fees. Indeed, full-time on-campus students (presently some 1,700) are now receiving not only generous living allowances but compensation for their not working during their years of study. [New IAIU campus are presently being established in South Asia and South-East Asia.] Distance learners (currently 23,400 and expanding rapidly) are similarly enrolled without charge and, for each of them, an allowance is paid to cover expenses likely to be incurred. Upon graduation, as well as generous prizes for outstanding students, cash awards enabling a smooth transition into the world of work are being provided.
Already, several traditional universities are expressing concern regarding this better-than-free higher educational institution drawing off their prospective students, not to mention making the academic staff redundant. This concern is likely to amplify as, inevitably, scare stories regarding the “machines taking over to further their own malignant ends”, and as rather more valid fears about job losses and de-personalisation, are already appearing. IAIU’s answer will continue to be the real-life benefits from each of its teaching, research and community service and their overall contribution to the quality of human lives.
Perhaps this evidence-based debate, along with the ever-more-responsively-evolving International Artificial Intelligence University itself, signal a dramatic reassessment of what a cyber age university should be and how it may best reflect and respond to the conditions and possibilities of these fragile and exciting times.
Countries across the world (and international agencies that should know better) are calling for t... more Countries across the world (and international agencies that should know better) are calling for the outlawing of smartphones from schools. In the Digital Age, this is the very opposite of what should be happening. Attempting to eliminate cellphones from digital age learning arrangements is as futile and as dysfunctional as the banning of books or the outlawing of human imagination.
Competent, inspired and determined people may now, working together and supported creatively by A... more Competent, inspired and determined people may now, working together and supported creatively by Artificial Intelligence, confront and solve the basic problems facing education across the world. But first it is necessary to define these underlying issues, within the context of education’s own transformation, and to agree on what success would look like. In this article, Mike Douse puts forward – as a basis for discussion – his set of crucial challenges. Once a final list is agreed upon, we must, he argues, develop and agree upon plans and initiate action in order to achieve solutions soon.
In this blogpost, Mike Douse illustrates that, across the world, schools are inspected in various... more In this blogpost, Mike Douse illustrates that, across the world, schools are inspected in various ways, for a variety of reasons; argues that self-evaluation with benign external moderation is the eventual goal; and maintains that, whatever process is applied, no conscientious teacher or responsible school leader should ever be pressurised, pilloried or penalised.
This article addresses how those who plan education will be profoundly affected by Artificial Int... more This article addresses how those who plan education will be profoundly affected by Artificial Intelligence and suggests ways in which the potential benefits may be optimised. UNESCO's contributions to the AI debate are recognised and applauded, despite AI having, as yet, no direct voice in its discussions. Most significantly, there is a widespread unwillingness-manifest in both UNESCO's publications and by contributors to its recent Digital Learning conference-to accept that education is undergoing a fundamental transformation and that contemporary technology, including AI, will continue to impact upon, and necessarily react with, that evolving situation. In a similar manner, the fourth Sustainable Development Goal is now acting as a straitjacket, constraining the actions and aspirations of those seeking to confront education's worldwide challenges through the sensitive and ingenious application of contemporary technology including Artificial Intelligence. Educational planners and decision-makers are urged to keep abreast of the Education and AI debate, including the UNESCO-led discussions and UNESCO-authored publications, while applying grounded common sense, rejecting technological determinism, and maintaining a healthy scepticism throughout. It is vital that they too acknowledge that education is, along with society generally, evolving and, accordingly, recognise the limitations of reports and products which ignore that fundamental transformation. It is recommended that they start with the challenges and opportunities offered by AI and-collectively-demand AI support for what needs to be achieved, no matter how radical. This might extend to a shared super-goal of optimising the nature, delivery, and effectiveness of education, carefully and creatively applying AI, in order to help create a better, happier and more equitable world community.
Countries across the world (and international agencies that should know better) are calling for t... more Countries across the world (and international agencies that should know better) are calling for the outlawing of smartphones from schools. In this UKFIET Blog, Mike Douse explains how, in the Digital Age, this is the very opposite of what should be happening.
In this article, Mike Douse illustrates that, across the world, schools are inspected in various ... more In this article, Mike Douse illustrates that, across the world, schools are inspected in various ways, for a variety of reasons; argues that self-evaluation with benign external moderation is the eventual goal; and maintains that, whatever process is applied, no conscientious teacher or responsible school leader should ever be pressurised, pilloried or penalised.
Numerous dignitaries, academics and salespeople (but thus far no robots) are flocking to copious ... more Numerous dignitaries, academics and salespeople (but thus far no robots) are flocking to copious conferences, sundry seminars and voluminous workshops focussed upon Education and Artificial Intelligence. Reciting the same prosaicisms and expressing identical anxieties, few explore the fundamental issues in any depth or creatively address the immense opportunities on offer. In this UKFIET Blog, Mike Douse outlines how AI might best be managed and mobilised to enable equitable, third millennium-appropriate and affordable lifelong education worldwide.
Over half of three hundred fifth‐formers surveyed had taken holiday jobs and over a third worked ... more Over half of three hundred fifth‐formers surveyed had taken holiday jobs and over a third worked part‐time during the school term. The average remuneration for those who worked was $1.75 for boys and $1.20 for girls and the average time in employment per week was almost twenty hours in the holidays and about seven and a half during term. While the respondents reported that they worked for money and to gain acceptance in the adult world, a majority of them stated that they favoured compulsory work experience, advocating that all students should spend time on farms or in factories as part of their education.
Digitisation, education and debating: Taking forward the ideas and inspiration of Alfred Snider i... more Digitisation, education and debating: Taking forward the ideas and inspiration of Alfred Snider into the digital age
Digitization is fundamentally altering our world and, with it, the roles, requirements, and poten... more Digitization is fundamentally altering our world and, with it, the roles, requirements, and potential of TVET. While its definition and scope will undoubtedly change – one very possible scenario is for there to be no discrete TVET sector in a few decades’ time – the demand for work- related skills provision will be massive, multifarious, and lifelong, and this will need to be met, imaginatively, efficiently, and equitably. The necessity is to reinvent TVET for our times, and the central challenge is to conceptualize and create TVET structures, methodologies, and arrangements appropriate to these dramatically new digital age circumstances. This calls for a redefined and high-status TVET, delivered from various (often virtual) kinds of centers, each dynamically responsive to trainees’ aspirations and to forthcoming market requirements. All should be staffed by competent, confident, cheerful, and well-respected instructors, working effectively in tandem with the best-suited technology, to guide the learning rather than to dictate it. Life skills should be redefined for the digital age; well-informed creativity should be emphasized; the moral dimension – worldwide imperfections, rampant inequalities, and the shame of migrant labor – should be addressed. The selection, preservice, and lifelong professional development of TVET instructors should similarly take advantage of contemporary technology. TVET instructor education should model digital age teaching and learning and, in addition, play a key role in recreating and repositioning the sector.
In this blogpost, Mike Douse explains how the fourth Sustainable Development Goal is now acting a... more In this blogpost, Mike Douse explains how the fourth Sustainable Development Goal is now acting as a straitjacket, constraining the actions and aspirations of those seeking to confront education's worldwide challenges through the sensitive and ingenious application of contemporary technology and Artificial Intelligence.
More and more, across the world, education is being geared to employment. Workplaces have colonis... more More and more, across the world, education is being geared to employment. Workplaces have colonised classrooms and enjoyment has been outlawed. In this UKFIET Blog, Mike Douse explains how, in the Third Millennium, this is the very opposite of what should be happening. As a fundamental Right of the Child, learning should be fun. Because life itself is meant to be pleasant, and as formal education occupies a significant proportion of people’s lives, then the years spent as a student should surely be congenial.
Growing numbers of universities worldwide are offering programmes in Artificial Intelligence. In ... more Growing numbers of universities worldwide are offering programmes in Artificial Intelligence. In this PowerPoint presentation, a very different kind of higher educational institution: is described: one that is based upon and applies Artificial Intelligence in all of its actions. Only the students are people. All other roles and responsibilities at the International Artificial Intelligence University (IAIU) are effectively delivered by and entirely embody AI.
Bachelor and Masters’ level degrees by coursework are available across all disciplines, involving AI-moderated tutorial arrangements, AI-guided laboratory practice and real-world practical experiences as appropriate. Postgraduate degrees by research, including Doctorates in any valid field of knowledge, are AI-supervised and supported. Instantaneous translation enables all students to participate in tutorials, receive guidance and hear lectures in their preferred tongues. There is a 3-minute standard for the return of essays and assignments, including constructive advice and bespoke suggestions. Every aspect of the IAIU experiences makes sensible and creative use of the latest relevant technology (for instance, there can be no plagiarism).
With the IAIU’s ever-increasing income accruing from its research and development activities, along with the provision of specialist services to business and government, there is no longer any requirement for fees. Indeed, full-time on-campus students (presently some 1,700) are now receiving not only generous living allowances but compensation for their not working during their years of study. [New IAIU campus are presently being established in South Asia and South-East Asia.] Distance learners (currently 23,400 and expanding rapidly) are similarly enrolled without charge and, for each of them, an allowance is paid to cover expenses likely to be incurred. Upon graduation, as well as generous prizes for outstanding students, cash awards enabling a smooth transition into the world of work are being provided.
Already, several traditional universities are expressing concern regarding this better-than-free higher educational institution drawing off their prospective students, not to mention making the academic staff redundant. This concern is likely to amplify as, inevitably, scare stories regarding the “machines taking over to further their own malignant ends”, and as rather more valid fears about job losses and de-personalisation, are already appearing. IAIU’s answer will continue to be the real-life benefits from each of its teaching, research and community service and their overall contribution to the quality of human lives.
Perhaps this evidence-based debate, along with the ever-more-responsively-evolving International Artificial Intelligence University itself, signal a dramatic reassessment of what a cyber age university should be and how it may best reflect and respond to the conditions and possibilities of these fragile and exciting times.
Countries across the world (and international agencies that should know better) are calling for t... more Countries across the world (and international agencies that should know better) are calling for the outlawing of smartphones from schools. In the Digital Age, this is the very opposite of what should be happening. Attempting to eliminate cellphones from digital age learning arrangements is as futile and as dysfunctional as the banning of books or the outlawing of human imagination.
Competent, inspired and determined people may now, working together and supported creatively by A... more Competent, inspired and determined people may now, working together and supported creatively by Artificial Intelligence, confront and solve the basic problems facing education across the world. But first it is necessary to define these underlying issues, within the context of education’s own transformation, and to agree on what success would look like. In this article, Mike Douse puts forward – as a basis for discussion – his set of crucial challenges. Once a final list is agreed upon, we must, he argues, develop and agree upon plans and initiate action in order to achieve solutions soon.
In this blogpost, Mike Douse illustrates that, across the world, schools are inspected in various... more In this blogpost, Mike Douse illustrates that, across the world, schools are inspected in various ways, for a variety of reasons; argues that self-evaluation with benign external moderation is the eventual goal; and maintains that, whatever process is applied, no conscientious teacher or responsible school leader should ever be pressurised, pilloried or penalised.
This article addresses how those who plan education will be profoundly affected by Artificial Int... more This article addresses how those who plan education will be profoundly affected by Artificial Intelligence and suggests ways in which the potential benefits may be optimised. UNESCO's contributions to the AI debate are recognised and applauded, despite AI having, as yet, no direct voice in its discussions. Most significantly, there is a widespread unwillingness-manifest in both UNESCO's publications and by contributors to its recent Digital Learning conference-to accept that education is undergoing a fundamental transformation and that contemporary technology, including AI, will continue to impact upon, and necessarily react with, that evolving situation. In a similar manner, the fourth Sustainable Development Goal is now acting as a straitjacket, constraining the actions and aspirations of those seeking to confront education's worldwide challenges through the sensitive and ingenious application of contemporary technology including Artificial Intelligence. Educational planners and decision-makers are urged to keep abreast of the Education and AI debate, including the UNESCO-led discussions and UNESCO-authored publications, while applying grounded common sense, rejecting technological determinism, and maintaining a healthy scepticism throughout. It is vital that they too acknowledge that education is, along with society generally, evolving and, accordingly, recognise the limitations of reports and products which ignore that fundamental transformation. It is recommended that they start with the challenges and opportunities offered by AI and-collectively-demand AI support for what needs to be achieved, no matter how radical. This might extend to a shared super-goal of optimising the nature, delivery, and effectiveness of education, carefully and creatively applying AI, in order to help create a better, happier and more equitable world community.
Countries across the world (and international agencies that should know better) are calling for t... more Countries across the world (and international agencies that should know better) are calling for the outlawing of smartphones from schools. In this UKFIET Blog, Mike Douse explains how, in the Digital Age, this is the very opposite of what should be happening.
In this article, Mike Douse illustrates that, across the world, schools are inspected in various ... more In this article, Mike Douse illustrates that, across the world, schools are inspected in various ways, for a variety of reasons; argues that self-evaluation with benign external moderation is the eventual goal; and maintains that, whatever process is applied, no conscientious teacher or responsible school leader should ever be pressurised, pilloried or penalised.
Numerous dignitaries, academics and salespeople (but thus far no robots) are flocking to copious ... more Numerous dignitaries, academics and salespeople (but thus far no robots) are flocking to copious conferences, sundry seminars and voluminous workshops focussed upon Education and Artificial Intelligence. Reciting the same prosaicisms and expressing identical anxieties, few explore the fundamental issues in any depth or creatively address the immense opportunities on offer. In this UKFIET Blog, Mike Douse outlines how AI might best be managed and mobilised to enable equitable, third millennium-appropriate and affordable lifelong education worldwide.
Over half of three hundred fifth‐formers surveyed had taken holiday jobs and over a third worked ... more Over half of three hundred fifth‐formers surveyed had taken holiday jobs and over a third worked part‐time during the school term. The average remuneration for those who worked was $1.75 for boys and $1.20 for girls and the average time in employment per week was almost twenty hours in the holidays and about seven and a half during term. While the respondents reported that they worked for money and to gain acceptance in the adult world, a majority of them stated that they favoured compulsory work experience, advocating that all students should spend time on farms or in factories as part of their education.
Digitisation, education and debating: Taking forward the ideas and inspiration of Alfred Snider i... more Digitisation, education and debating: Taking forward the ideas and inspiration of Alfred Snider into the digital age
Digitization is fundamentally altering our world and, with it, the roles, requirements, and poten... more Digitization is fundamentally altering our world and, with it, the roles, requirements, and potential of TVET. While its definition and scope will undoubtedly change – one very possible scenario is for there to be no discrete TVET sector in a few decades’ time – the demand for work- related skills provision will be massive, multifarious, and lifelong, and this will need to be met, imaginatively, efficiently, and equitably. The necessity is to reinvent TVET for our times, and the central challenge is to conceptualize and create TVET structures, methodologies, and arrangements appropriate to these dramatically new digital age circumstances. This calls for a redefined and high-status TVET, delivered from various (often virtual) kinds of centers, each dynamically responsive to trainees’ aspirations and to forthcoming market requirements. All should be staffed by competent, confident, cheerful, and well-respected instructors, working effectively in tandem with the best-suited technology, to guide the learning rather than to dictate it. Life skills should be redefined for the digital age; well-informed creativity should be emphasized; the moral dimension – worldwide imperfections, rampant inequalities, and the shame of migrant labor – should be addressed. The selection, preservice, and lifelong professional development of TVET instructors should similarly take advantage of contemporary technology. TVET instructor education should model digital age teaching and learning and, in addition, play a key role in recreating and repositioning the sector.
In this blogpost, Mike Douse explains how the fourth Sustainable Development Goal is now acting a... more In this blogpost, Mike Douse explains how the fourth Sustainable Development Goal is now acting as a straitjacket, constraining the actions and aspirations of those seeking to confront education's worldwide challenges through the sensitive and ingenious application of contemporary technology and Artificial Intelligence.
The nature and characteristics of experts and of heroes are addressed. Using data from an earlier... more The nature and characteristics of experts and of heroes are addressed. Using data from an earlier exercise, some of the responses by a sample of international development consultants, mostly within the broad education sector, to a questionnaire are analysed. Many of these responses embody what might be described as a 'saviour complex' or a 'white knight syndrome'. It is suggested that this may be related to (a) the genuine motivation of many international experts to 'save the world', and (b) the highly competitive nature of development consultancy wherein all experts are necessarily striving to be seen to outdo one another (and to perceive themselves as doing so). The present author admits to those propensities.
Annual Conference, International Society for Educational Planning (ISEP), 2020
Contemporary developments, such as Innovative Financing for Education (IFE) are examined in the l... more Contemporary developments, such as Innovative Financing for Education (IFE) are examined in the light of public and private practises and responsibilities, of the dangerous irrelevance of economics to education, of the essentially unmeasurable nature of learning outcomes, of the challenges created and the responses made possible by contemporary technology, of the forthcoming and fundamental transformation of ‘the school’, and of the nature and rituals of bi- and multi-lateral donors and development banks. Evidence of significant and sustainable benefits attributable to IFE was far less in evidence than were its negative social as well as educational risks and consequences, in respect of which governments may neither delegate nor evade their responsibilities. Given the largely non-material objectives of education, rate-of-return and similar analyses were seen as, at best, misleading. Clearly, ICT and AI have much potential in enabling (secondary and above) education to be learner-directed and as means of achieving universal participation, equity and enjoyment – yet this should not involve high (or developed world directed) expenditure. Wealthy countries and individuals, taking full account of the provenances of their riches, should, it is concluded, cede the definition and direction of international support to the beneficiary nations. This might be regarded as a provisional arrangement pending the replacement of conditional grants and loans by the enabling, through substantial transfers of wealth and knowledge, those recipient countries to emerge soon from education sector aid-dependence, thereby going some way towards righting colossal age-old wrongs.
‘Online Learning’, Distance Learning’, E-learning’, ‘Lifelong Learning’ and the like are dysfunct... more ‘Online Learning’, Distance Learning’, E-learning’, ‘Lifelong Learning’ and the like are dysfunctional 20th century categorisations. We are focussing upon particular elements of an integrated whole as if they had isolated existences. For when we discuss ‘education’ we are already and inevitably talking about those incorporated ingredients. And, by failing to recognise that ‘online learning’ and suchlike are already inextricable and inseparable foundations of today’s learning and teaching, we are unwittingly opposing the causes to which much of our professional lives have been dedicated.
This ‘think piece’ focusses upon the conference theme of ‘Transforming Lives and Societies’, givi... more This ‘think piece’ focusses upon the conference theme of ‘Transforming Lives and Societies’, giving especial attention to ‘Better Futures’ and to ‘Transforming Online Pedagogies’ (although the redundancy of adjectives such as ‘Online’, ‘Distance’, ‘E-’ and ‘Lifelong’ is explained in an historical postscript). Whereas Carl Jung talked of the mythical ‘collective unconscious’, the Digital Age creates the ‘universal consciousness’ embodying the tangible/digital duality that characterises these petrifyingly exciting times. Digitisation involves a pivotal leap in human potential as profound as the wheel in terms of development, as significant as the book in relation to information, and as iconoclastic as anything dreamed up by the deepest analyst/therapist in terms of the human psyche. Piecemeal ICT applications have failed to rise to the challenge and, consequently, the last three decades of computers in learning have been characterised by disappointment, disillusionment and frustration. What is called for now is an understanding of the global, synergistic integration of technologies and learning experiences, seamlessly uniting digital and tangible learning. Accordingly, this paper explores the implications of the contemporary mental condition in the context of evolving digital technology and universal connectivity and describes how education, inexorably occurring from infancy through to senility and/or mortality, should and inevitably will be fundamentally transformed into what may be referred to as the ‘Global School’ (as dealt with in depth in the present authors’ recent publications). It makes clear that curriculum should be learner driven (rather than designed externally from and directed at the learners) and it justifies the need for a convivial learning-supporting pedagogy. These and other psychological, pedagogical, social and associated implications of this ground-breaking ‘Education embodying Digitisation’ reality are explored and welcomed.
The numbers of children involved, and the amount of funds applied, place Bangladesh’s successive ... more The numbers of children involved, and the amount of funds applied, place Bangladesh’s successive Primary Education Development Programmes amongst the world’s most significant donor-supported interventions. This presentation explores how Inclusive Education (IE) has evolved as the four PEDPs unfolded over the last two decades, increasingly embracing ‘All Our Children’ from pre-school onwards. It traces the increasing use of the term ‘inclusive’, the understandings of the concept, the appreciation of the necessary actions, the actual application of the practice, the responses of those directly involved at school level, and the evaluation of the consequences. It explores the advancing attitudes of Development Partners, Non-Government Organisations, and Government at national and local levels. It considers evidence regarding the nature and requirements of particular kinds of learners. It recognises the genuine problems that IE poses for the overloaded, insufficiently prepared and under-motivated teacher. It concludes by offering, as bases for discussion, some implications of Bangladesh’s PEDPs for more general considerations of IE.
The world, countries within it, institutions in and across those countries, and thus people’s liv... more The world, countries within it, institutions in and across those countries, and thus people’s lives, are being – and will, exponentially and unpredictably, continue to be – dramatically transformed by technology. The 2030 Agenda for Sustainable Development addressed the tyranny of poverty and related worldwide inequities, deficiencies and volatilities, all of which are embodied within education. The application of ICT to improve educational practices, although sometimes creative (and often inordinately expensive), is an inadequate and obsolete response. With Digitization, a fresh era has arrived, making feasible and vital utterly fresh forms of communal and participative learning, supported by convivial educational planning, management and international bonding. The 2030 Agenda’s challenges and, indeed, any aspirations for effective and enjoyable Education for All may be met if and only if the massive potential of ‘Education in the Context of Digitization’ is understood and harnessed. This recognition is expressed in the fully networked and inter-connected conception of The Global (or Universal) School [or The School], from which optimal, practical and humane ways forward materialise.
Digitisation is creating an entirely new and wonderfully inter-connected world. This fundamental ... more Digitisation is creating an entirely new and wonderfully inter-connected world. This fundamental and forthcoming transformation necessitates and makes possible utterly original understandings, approaches, arrangements and aspirations. However, while sectors such as communication, banking, entertainment, defence, information, retail and security have been radically restructured by digitisation, the applications of ICT in education have been characterised by four decades of disappointment, disillusionment and frustration.
Clearly, isolated and piecemeal digital innovations can achieve little of value within twentieth century schools and archaic educational systems. Given that we are in a time of unparalleled challenges and opportunities, One World One School recognises that, as our starting-point, we must agree upon a fresh comprehension of what education is really for in the third millennium and beyond.
Mike Douse and Philip Uys affirm that it needs to be totally restructured with digitisation as the cohesive force. Moreover, the novel Coronavirus/COVID-19 pandemic (appearing as this book was on the point of completion) necessitates an immediate and inspirational online educational response which may well pave the way towards that fundamental transformation. Education’s substance, practice and consequences may now become much more equitable, ethical and enjoyable (and far less competitive, test-oriented and world-of-work-dominated). Billions of learners are yearning for education. Instead, nine-tenths of them are fobbed off with job preparation – and discriminatory job preparation at that.
Just as there is now, virtually, just the one global library, so also we are moving towards the worldwide universal school, consigning contemporary educational arrangements (including competitive examinations, imposed curricula, indoctrination and propaganda, the reproduction of inequality and the demeaning power of PISA) to the rubbish bin of history.
As delineated in One World One School, the primary phase is the time of preparation – enjoyable and stimulating years aimed at enabling each child to become ready for self- directed learning. From then onwards, throughout life, the curriculum may and must be learner driven (rather than designed externally from and directed at learners as victims) embodying a convivial learning-supporting pedagogy, with teachers playing (dramatically altered, more professionally fulfilling and essentially responsive) concierges of learning and escorts to wisdom roles.
The Digital Age creates the universal consciousness embodying the tangible/digital duality that characterises these petrifyingly exciting times. These coming COVID19 months offer an opportunity to invest substantially in effective and enjoyable online education for all. Digitisation involves a pivotal leap in human potential as profound as the wheel in terms of development, as significant as the book in relation to information, and as iconoclastic as anything dreamed up by the deepest analyst/therapist in terms of the human psyche. Nothing – educationally – will ever be the same again [just as nothing – economically and socially – will ever be the same post-pandemic] and all of this is thoughtfully and entertainingly explored in One World One School.
EDUCATION IN THE TIME OF DIGITISATION
Anticipated improvements in learning associated with ICT ha... more EDUCATION IN THE TIME OF DIGITISATION Anticipated improvements in learning associated with ICT have largely not materialised – piecemeal technological ‘add-ons’, once seen as innovative and ingenious, have become dysfunctional distractions. Digitisation represents a pivotal leap in human potential as profound as the wheel in relation to development and as significant as the book in the context of education. It makes necessary and feasible a fundamental reshaping of the entirety of education, for our times, and for times to come, locally, collectively by category, nationally and universally. As all learners and all teachers worldwide are now (about to be) in contact with one another, the educational opportunities are of a different dimension than hitherto. Universal connectivity involves the emergence of what, for all intents and purposes, may be regarded as the Global School.
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Bachelor and Masters’ level degrees by coursework are available across all disciplines, involving AI-moderated tutorial arrangements, AI-guided laboratory practice and real-world practical experiences as appropriate. Postgraduate degrees by research, including Doctorates in any valid field of knowledge, are AI-supervised and supported. Instantaneous translation enables all students to participate in tutorials, receive guidance and hear lectures in their preferred tongues. There is a 3-minute standard for the return of essays and assignments, including constructive advice and bespoke suggestions. Every aspect of the IAIU experiences makes sensible and creative use of the latest relevant technology (for instance, there can be no plagiarism).
With the IAIU’s ever-increasing income accruing from its research and development activities, along with the provision of specialist services to business and government, there is no longer any requirement for fees. Indeed, full-time on-campus students (presently some 1,700) are now receiving not only generous living allowances but compensation for their not working during their years of study. [New IAIU campus are presently being established in South Asia and South-East Asia.] Distance learners (currently 23,400 and expanding rapidly) are similarly enrolled without charge and, for each of them, an allowance is paid to cover expenses likely to be incurred. Upon graduation, as well as generous prizes for outstanding students, cash awards enabling a smooth transition into the world of work are being provided.
Already, several traditional universities are expressing concern regarding this better-than-free higher educational institution drawing off their prospective students, not to mention making the academic staff redundant. This concern is likely to amplify as, inevitably, scare stories regarding the “machines taking over to further their own malignant ends”, and as rather more valid fears about job losses and de-personalisation, are already appearing. IAIU’s answer will continue to be the real-life benefits from each of its teaching, research and community service and their overall contribution to the quality of human lives.
Perhaps this evidence-based debate, along with the ever-more-responsively-evolving International Artificial Intelligence University itself, signal a dramatic reassessment of what a cyber age university should be and how it may best reflect and respond to the conditions and possibilities of these fragile and exciting times.
Bachelor and Masters’ level degrees by coursework are available across all disciplines, involving AI-moderated tutorial arrangements, AI-guided laboratory practice and real-world practical experiences as appropriate. Postgraduate degrees by research, including Doctorates in any valid field of knowledge, are AI-supervised and supported. Instantaneous translation enables all students to participate in tutorials, receive guidance and hear lectures in their preferred tongues. There is a 3-minute standard for the return of essays and assignments, including constructive advice and bespoke suggestions. Every aspect of the IAIU experiences makes sensible and creative use of the latest relevant technology (for instance, there can be no plagiarism).
With the IAIU’s ever-increasing income accruing from its research and development activities, along with the provision of specialist services to business and government, there is no longer any requirement for fees. Indeed, full-time on-campus students (presently some 1,700) are now receiving not only generous living allowances but compensation for their not working during their years of study. [New IAIU campus are presently being established in South Asia and South-East Asia.] Distance learners (currently 23,400 and expanding rapidly) are similarly enrolled without charge and, for each of them, an allowance is paid to cover expenses likely to be incurred. Upon graduation, as well as generous prizes for outstanding students, cash awards enabling a smooth transition into the world of work are being provided.
Already, several traditional universities are expressing concern regarding this better-than-free higher educational institution drawing off their prospective students, not to mention making the academic staff redundant. This concern is likely to amplify as, inevitably, scare stories regarding the “machines taking over to further their own malignant ends”, and as rather more valid fears about job losses and de-personalisation, are already appearing. IAIU’s answer will continue to be the real-life benefits from each of its teaching, research and community service and their overall contribution to the quality of human lives.
Perhaps this evidence-based debate, along with the ever-more-responsively-evolving International Artificial Intelligence University itself, signal a dramatic reassessment of what a cyber age university should be and how it may best reflect and respond to the conditions and possibilities of these fragile and exciting times.
Clearly, isolated and piecemeal digital innovations can achieve little of value within twentieth century schools and archaic educational systems. Given that we are in a time of unparalleled challenges and opportunities, One World One School recognises that, as our starting-point, we must agree upon a fresh comprehension of what education is really for in the third millennium and beyond.
Mike Douse and Philip Uys affirm that it needs to be totally restructured with digitisation as the cohesive force. Moreover, the novel Coronavirus/COVID-19 pandemic (appearing as this book was on the point of completion) necessitates an immediate and inspirational online educational response which may well pave the way towards that fundamental transformation. Education’s substance, practice and consequences may now become much more equitable, ethical and enjoyable (and far less competitive, test-oriented and world-of-work-dominated). Billions of learners are yearning for education. Instead, nine-tenths of them are fobbed off with job preparation – and discriminatory job preparation at that.
Just as there is now, virtually, just the one global library, so also we are moving towards the worldwide universal school, consigning contemporary educational arrangements (including competitive examinations, imposed curricula, indoctrination and propaganda, the reproduction of inequality and the demeaning power of PISA) to the rubbish bin of history.
As delineated in One World One School, the primary phase is the time of preparation – enjoyable and stimulating years aimed at enabling each child to become ready for self- directed learning. From then onwards, throughout life, the curriculum may and must be learner driven (rather than designed externally from and directed at learners as victims) embodying a convivial learning-supporting pedagogy, with teachers playing (dramatically altered, more professionally fulfilling and essentially responsive) concierges of learning and escorts to wisdom roles.
The Digital Age creates the universal consciousness embodying the tangible/digital duality that characterises these petrifyingly exciting times. These coming COVID19 months offer an opportunity to invest substantially in effective and enjoyable online education for all. Digitisation involves a pivotal leap in human potential as profound as the wheel in terms of development, as significant as the book in relation to information, and as iconoclastic as anything dreamed up by the deepest analyst/therapist in terms of the human psyche. Nothing – educationally – will ever be the same again [just as nothing – economically and socially – will ever be the same post-pandemic] and all of this is thoughtfully and entertainingly explored in One World One School.
Anticipated improvements in learning associated with ICT have largely not materialised – piecemeal technological ‘add-ons’, once seen as innovative and ingenious, have become dysfunctional distractions. Digitisation represents a pivotal leap in human potential as profound as the wheel in relation to development and as significant as the book in the context of education. It makes necessary and feasible a fundamental reshaping of the entirety of education, for our times, and for times to come, locally, collectively by category, nationally and universally. As all learners and all teachers worldwide are now (about to be) in contact with one another, the educational opportunities are of a different dimension than hitherto.
Universal connectivity involves the emergence of what, for all intents and purposes, may be regarded as the Global School.