When considering “a prospective future aspect or dimension of mobile intelligence – one that does not exist now, but could or should – that would have significant relevance to the student” it is hard not to feel like every future possibility has already been foreseen, lamented, or excitedly anticipated. And the capability of technology should not be underestimated. But what is a prospective future aspect that has not been widely discussed or anticipated. We’ve all heard and seen people talking about the bright future of bespoke tutors and freedom from work. We’ve all heard the lament of the death of civilization at the hands of power-hungry overlords. And there’s been clear indications that mobile technologies are continuing to evolve and their use and application as a tool or support for education has great potential. Apple recently launched their newest version of the iPod AirPod Pro that promises live, real-time translation. And AR/VR headsets continue to evolve in capability and portability. The notion that mobile intelligence was restricted to an iPhone or iPad is an antiquated one. Our technologies have become so capable and compact that we are clearly on the verge of ubiquitous intelligence. Not so much that the intelligence is ubiquitous, but more so that it is so readily available that it will feel that way. But even this is hardly a new thought or idea. So maybe this: The future of mobile intelligence is ubiquitous intelligence, which will usher in a renewed appreciation and value for natural humanism.
Definitions:
Mobile Intelligence: Sometimes called “phone intelligence”, refers to the integration of AI and machine learning capabilities directly into mobile devices. This technology uses phone and mobile reception and on-device processing to provide insights for various purposes, often without relying on constant server connections.
Ubiquitous Intelligence: The notion that AI and machine learning technologies are readily available in almost any context and for any usage or application
Natural Humanism: The skill, ability, and knowledge that a human might have to perform, know or create in our physical world without reliance or assistance on artificial intelligence machines.
Mobile Intelligence, changing things
Mobile intelligence affords freedom — at least that is the promise. Freedom from restraint, freedom from other connections or tethers. It is the idea that wherever you are and whatever you need can be accessed from where you are.
It also affords the freedom of time, thought, and focus. The tools free us to have more time for our own thoughts and freedom to focus on our own interests. From a student perspective this sounds like a gift. This might be true if the students desire is to learn or leverage these tools for that purpose. But mobile intelligence might change how we think and act in other ways.
It is quite possible we are moving from a knowledge based society to something else. If all knowledge is immediately accessible what do we need to know? Is knowing a language necessary? iPods AirPods! Is knowing how to navigate necessary? Mobile phones! Knowing how to do anything… I have a thing. It is possible that this immediacy of knowledge leads to people actually knowing less. On purpose. So what does that mean?
But maybe it’s not such a bad thing. If mobile intelligence makes all knowledge immediately available then maybe there is opportunity there to learn and think about more important things. Like how to think.
In the future I believe that people will love the immediacy and ignore the fallibility of our mobile technologies. We will embrace the utility and ignore the impact. But maybe we will marvel at the artificial but value the natural.
What is relevant to a student?
What’s that saying… we don’t know what we don’t know? So what do we need to know so that we know what we don’t know and know how to know it.
What do you teach if everything can be known when needed?
What can you teach that will be valued?
What can you teach that AI/MI can’t do?
As mobile intelligence becomes more pervasive in our daily lives I believe there will be an acknowledgement of its presence, its value, and its shortcomings. And so what is relevant to the student is knowing what mobile intelligences cannot do and/or what things are unique when done by a human. I believe we are nowhere near a technology that can imagine anything. The idea of creativity, humour, and imagination are uniquely human. We are able to make distant nuanced connections outside of basic logic that are unique to our existence and lived experience and we are able to craft things beautifully with our hands. And often these things are more beautiful when imperfect. The Japanese aesthetic of wabi-sabi rings true.
So maybe, for the student, the aspect of mobile intelligence that does not yet exist but maybe soon could or should is that mobile intelligence has the magical power to help people understand and explore how to do things. And in that learning the person will discover that the doing of those things — music, design craft, are inherently more valuable when create with the human mind and hands.
I heard recently at the Adobe Max conference that designers were encouraged to think of their AI powered tools (some now mobile) as assistants in the creative process. That the designer can collaborate in the creation process. But for me, collaborating with ai/mobile intelligence/ai powered software to design something is akin to collaborating with a hammer to build a dog house — it is still simply a tool.
And now maybe this doesn’t presage anything, but I suppose it could be a reminder.
Imagery:
A photo of stacked printed signatures ready for the bindery.
Photo: Michael Cober
Location: Mitchel Press
A photo of an ink test as printers mix custom inks prior to printing.
Photo: Michael Cober
Location: Hemlock Printers
A video of a design student using a Vandecook press to produce a single printed sheet.
Video: Michael Cober
Location: Porchlight Press
A photo of Japanese pottery as taken by Madeline Liu.
Source: https://unsplash.com/photos/sake-set-with-ceramic-cups-and-pitcher-on-tray-7SMkYABVKrI
I really appreciate how you reframed the role of AI in learning. Instead of leaning into extremes, you highlight how AI’s growing presence might actually push us to value the distinctly human aspects of learning even more. Your point about what we teach when “everything can be known instantly” is powerful. I see this in my own work too. Students can retrieve information quickly, but they struggle with meaning making, ambiguity, and personal expression. Your hammer analogy works well here because it reminds us that AI is a tool, not the agent. It makes me think that one of our roles as educators is to design experiences where students can feel the difference between AI generated artifacts and ideas that come from their own thinking. This was a really thoughtful piece.
Your reflection is thoughtful and ambitious, and you present a compelling case for why students will need a renewed focus on human skills as mobile intelligence becomes ever more accessible. I appreciate how you frame the future not as a loss of knowledge, but as a shift toward valuing creativity, judgment, and hands-on making. Your discussion of ubiquitous intelligence and natural humanism feels timely and grounded in real classroom implications. The video clearly communicates your ideas and invites important questions about what students should learn next. This is a rich and engaging contribution to the conversation.
Hey Michael,
This made me think a lot about what we will actually hold onto in education as teachers when mobile intelligence becomes part of everyday learning. You talk about how these tools might free us from having to know everything all the time, and this feels pretty accurate in my own practice. If students can instantly access information, then my role shifts even more toward helping them figure out what to do with it. Instead of being the person with all the answers, I become someone who guides them toward better questions, better decisions, and better ways of thinking. For example, when I teach social studies, I tell my students that I am never looking for memorization like years, places, and names, but I’m looking for their ability to think historically and critically and apply it to building connections.
I also really connected with the idea about valuing what makes us beautifully human. Even if AI can provide facts or demonstrate skills, it can’t replace the chaotic, creative, and hands-on moments where students solve problems together, build something imperfect, or express an idea in a way that only they could. So for me, the rise of mobile intelligence isn’t about losing anything but instead it’s a reminder that the most meaningful parts of learning still come from students themselves, and from the real relationships we build with them.
This is a beautifully reflective piece. It’s more philosophical than the previous posts I’ve read, grappling with what becomes valuable when everything becomes accessible. I understand that you give both a warning, and a aspiration:
If we’re not careful, ubiquitous intelligence will lead to deskilling, dependency, and loss of natural humanism. and; If we’re intentional, ubiquitous intelligence could free us to focus on what makes us most human.
The outcome depends on choices we make now:
What do we teach in schools?
What do we reward economically?
What do we celebrate culturally?
How do we design technology?
What stories do we tell about what matters?
I really resonated with your emphasis on the beauty of humanity, especially in our imperfections. I completely agree that one of the greatest struggles today, particularly among teenagers and even young adults, is the growing anxiety around failure and not being “perfect.” This fear often leads to more guarded thinking, less risk-taking, and a reluctance to fully express themselves. Learning to accept ourselves where we are feels like one of the biggest challenges not only for students, but for parents and educators as well.
Your post made me think of the relationship between humans and AI as similar to training wheels on a bicycle. At first, they provide support, balance, and confidence while someone is learning. But eventually, the goal is not to depend on them forever but it’s to develop the ability to ride independently. In the same way, AI can support learning and creativity, but it should never replace the development of a person’s own voice, resilience, and sense of self.
Hi Michael,
Your forecast really helped me identify my thoughts and feelings regarding the development of AI and humanism. Throughout the course, I have been considering the eventual role of the educator in the classroom, as AI is capable of performing many tasks that I can do, and more efficiently too. When discussing this with my colleague, he suggested that human teachers are irreplaceable because of our ability to use empathy to shape our relationships with students and provide flexibility when they need it the most.
Hi Michael,
Your post really makes one think about the future of mobile intelligence with a new perspective. Rather than sticking to the traditional narratives of AI tutors or scary tech takeovers, it explores the idea that as smart tech becomes everywhere, we might actually start valuing what makes us human even more. Your focus on creativity, imagination, and even the beauty of imperfection—like the Japanese idea of wabi-sabi—is refreshing!
I think as we move into this unchartered territory, one big question that I have is: How can we ensure that mobile intelligence supports, rather than replaces, meaningful human interaction and critical thinking in education? I think many educators worldwide are probably struggling with this as AI unfolds at an unprecedented rate.
I really enjoyed reading your thoughts. Your idea about “natural humanism” connects well with what we’re seeing in Gen Z. Even though they grew up with screens, many of them now prefer physical books. A World Economic Forum report says they avoid e-books because of eye strain, a desire to unplug, and their love for libraries and real objects.
I also notice that students today are starting to separate learning, productivity, and enjoyment instead of blending everything through one device. Choosing a print book becomes a way to slow down and enjoy something without digital pressure.
This might be a sign of how students will respond as mobile intelligence grows. The more powerful our tools get, the more they seem to value things that feel human, tactile, and personal.
https://www.weforum.org/stories/2023/03/gen-zers-are-bookworms-but-say-theyre-shunning-e-books-because-of-eye-strain-digital-detoxing-and-their-love-for-libraries/
Hi Michael,
What a profound and interesting read! One part that really stood out to me was when you said, “The idea of creativity, humour, and imagination are uniquely human.” This is so true, especially in our highly digital world. I often see my students trying to replace creativity and originality with AI-generated texts and stories, and it never quite works. While AI can be a helpful tool for brainstorming and refining ideas, there is something about true human creation that can’t be replicated by a machine. Your piece offered a fantastic perspective on mobile intelligence and really made me reflect.
Hi Michael,
I appreciate the post. You raise a lot of important points that I imagine we are all engaging with in some way in our professional lives. It seems that the recurring theme with AI is that it should be treated as a tool to support humans, rather than replace them.
My deep down feeling with the current state of the art is that if AI can do it then it probably wasn’t that important of a skill to begin with. Even with writing, I don’t find AI writing to be that impressive, it can certainly produce volume, which is sometimes what is needed, but using AI to get into the weeds with any complex social theory or policy is pretty much a nightmare akin to threading a bus through a needle. I don’t see how this unwieldiness will be fixed by the current models which seem to just sound even more like repetitive LinkedIn copy than the old models.
I really enjoyed this though, it was a lot of food for thought! 🙂
You’ve included some really great ideas here, that engage the reader in deep thinking. The images you have selected solidify your thoughts quite well, and the writing style was very engaging. At times, the use of conjunctions to start sentences took me out of the project but that is likely more of a “me” problem. I had never heard the term “ubiquitous intelligence” before and found the concept very interesting. I’d be curious to hear about more ways you envision this technology being used in a future classroom.
Hey Michael,
Really cool thought piece, and I almost hit myself over the head after reading your introductory paragraph. Recently, I attended an AI x Ed meetup, and while discussing the future of education, the conversation arrived at the idea that perhaps we’re witnessing a divide in education and knowledge; that which can be known or is known by a digital something, and that which is almost quintessentially human. For example, AI can create images and art, but the knowing of the experience of making art, in all its human messiness, would be the quintessentially human part – your natural humanist component.
All this to say that I couldn’t agree more that somewhere on the horizon are deep conversations and philosophical debates about what it means to be human in a world surrounded by “aliens” (read: AI intelligences).
Couple other notes/thoughts from your post:
“What’s that saying… we don’t know what we don’t know? So what do we need to know so that we know what we don’t know and know how to know it.” – Gotta appreciate some fun word play.
“iPods!” – Mentioned a few times, which made me grin, because I’m almost sure you meant AirPods. The idea of everyone running around with iPods these days is worth a chuckle.
Two ideas came up for me that are related to your question of “What can’t AI teach us?”
1. Meme culture? – Memes, at the heart of them all, are symbols shared in the collective consciousness of a culture, often for the sake of humour, but I’m sure many of us are familiar with the “meta memes” that require obscure knowledge, or at least a feeling of understanding, from many different fields of culture. Are AIs able to pierce the veil of meme culture? Something I may try out soon as an experiment to write about.
2. Indigenous ways of knowing and being (IWKB) – I’m grossly over-generalizing here, but I feel like a lot of Indigenous cultures have approached the world from a point of human naturalism, and I wonder if there will be a revitalization of study into IWKB as a counter-culture to AI- and ubiquitous mobile intelligence?
Anyway, really floored that someone else is talking about this, coming from a fellow educator who is having existential thoughts about the future purpose of his career. Thank you for your thoughts. You’re a great writer!