How Should We See the Future of Learning for the Age of Internet of Things and Artificial Intelligence?: Connection, Extension, and Emotion

Kim Do Heon

doi:10.26857/JLLS.2020.2.16.1.1

This study was to explore alternative learning perspectives for the futureeducation in the age of internet of things(IoT) and artificial intelligence. Under thename of 4th industrial revolution, digital technologies such as IoT, big data,artificial intelligence has changed our society and economic systems indramatically rapid speed. Thus, there have been increasing interests for innovationof future education. This study identifies three changing needs for the futureeducation: 1) shift from individual acquisition based society to collaborative sharingbased society, 2) extension of human capabilities in post-human age, 3) intrinsicrole of human in relation with artificial intelligence and robot. Based on thesechanging drivers, this study explored three alternative learning perspectives interm of ‘connection’, ‘extension’, and ‘emotion’. First, learning as connection wasdiscussed regarding two themes such as connectionism psychology, whichemphasizes connections of neural networks, and connectivism learning theory,which describes learning as a network phenomenon. Second, learning as extensionwas discussed regarding distributed cognition and extended mind theory whichemphasizes active externalism in explaining cognitive process. Third, learning asemotion was discussed regarding the role of emotion in learning which wasmarginalised in the field of cognitive science. Finally, this study suggests someimplications that each learning perspectives provide for future education.

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