Thailand 2019 e-Learning Keynote Address

Thailand 2019 e-Learning Keynote Address

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  ICT & other Technologies Humanities& Social Sciences
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  Disruptive Innovation vs.Facts and Ethics According to Harvard historian Jill Lepore, facts come from the tradition of the humanities, numbers from the social sciences, and data from the natural sciences. Now the most prestigious way of knowing is data – the bigger, the better. Thus she believes that trying to re-establish the prestige of the humanities with the digital humanities and large data sets is no longer the humanities: Disruption emerges in the 1990s as progress without any obligation to notions of goodness. And so ‘disruptive innovation,’ which became the buzzword of change in every realm in the first years of the 21st century, including higher education, is basically destroying things because we can and because there can be money made doing so. (in Goldstein, 2018) Goldstein, E. (2018, November 13). ‘The academy is largely itself responsible for its own peril.’ The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/The-Academy-Is-Largely/245080
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  Disruptive Technologies endangerhumanity According to historian and author Yuval Noah Harari (2017): “disruptive technologies might change the very nature of humanity, and are therefore entangled with human beings’ deepest ethical and religious beliefs.” “humankind now has three such enemies – nuclear war, climate change and disruptive technology.” ”We now have a global ecology, a global economy and a global science – but we are still stuck with only national politics. … the only solution is to globalise politics.” Harari, Y.N. (2017, July 25). The age of disorder: Why technology is the greatest threat to humankind. New Statesman. Retrieved from https://www.newstatesman.com/2017/07/age-disorder-why-technology- greatest-threat-humankind
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  Automation will acceleratethe disruptions Further, according to Harari (2018), economic growth now depends on inventing more and more disruptive technologies. Most new jobs will “demand high levels of expertise and ingenuity.” “The automation revolution … will be a cascade of ever bigger disruptions … People will need to reinvent themselves many times.” Marchese (2018) shows a case of AI in Robotic Process Automation. A video shows only one worker in a huge Tokyo clothing warehouse. Harari, Y.N. (2018, October). Why technology favors tyranny. The Atlantic. Retrieved from https://www.theatlantic.com/magazine/archive/2018/10/yuval- noah-harari-technology-tyranny/568330 Marchese, K. (2018, October 16). Uniqlo warehouse replaces 90% of staff with robots offering a glimpse into the future. Designboom. Retrieved from https://www.designboom.com/technology/uniqlo-warehouse-replacing-staff-with-robots-11-16-2018
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  O’Neill, E.M. (2019).Online translator, dictionary, and search engine use among L2 students. CALL-EJ, 20(1), 154-177.
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  Disruptive but UsefulEducational Technologies Conole recognizes that the notion of disruptive innovation is controversial, but she sees potential benefits in disruptive educational technologies: In educational terms, disruptive technologies challenge the established in terms of: practices (thinking about how technologies have enabled more open practices through social media, and how this has changed the way learners access information and communicate with others), business models (in a world where content and expertise is available for free through OER and MOOCs, what are the implications for traditional institutions?), and pedagogies (what new pedagogies are arising as a result of technologies and what new pedagogies are needed to prepare learners for the future)? (2017) Conole, G. (2017). Research through the generations: Reflecting on the past, present and future. Irish Journal of Technology Enhanced Learning, 2(1). Retrieved from https://journal.ilta.ie/index.php/telji/article/view/20
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  History of e-Learning Conole(2017) also provides a timeline of ICT innovations that educators should understand [reformatted, with presenter’s additions in brackets]: 1980s Multimedia resources [pre-ICT, such as educational CD-ROMs] 1993 The Web [WWW, HTML markup language; later: online publications] 1994 Learning objects [reusable, sharable educational resources] 1995 Learning Management Systems [LMS, platforms for teaching online 1996 Large-scale completely online international academic conferences] 1998 Mobile devices [mobile Internet; later: m-learning, MALL, u-learning] 1999 Learning Design [Instructional Design (ID)] 2000 Gaming technologies [gamification of learning] 2001 Open Educational Resources [OER, protocols for free sharing] 2004 Social & participatory media [Web 2.0, podcasting, social media] 2005 Virtual worlds [3D software; later: virtual/augmented reality VR/AR 2006 Google acquires YouTube; 2008: used by non-profit Khan Academy] 2007 e-Books & smart devices [smartphones; 2010: iPad tablet computer] 2008 Massive Open Online Courses [MOOCs] 2010 Learning Analytics [optimizing student progress; smart learning; AI]
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   Disruptive technologiestend to harm traditional ways & institutions, particularly employment & wealth distribution.  Educators need to understand disruptive technologies & apply technologies where they are useful to one’s field.  Humanities & social science practitioners could explore interdisciplinary projects & fields that apply ICT.  Humanities & social science practitioners are called to inform ICT fields with facts, methods, ethics, & pedagogy.