{"id":1497,"date":"2021-03-22T05:57:04","date_gmt":"2021-03-22T12:57:04","guid":{"rendered":"https:\/\/blogs.ubc.ca\/etec540texttechnologies2021\/?p=1497"},"modified":"2021-03-23T07:54:21","modified_gmt":"2021-03-23T14:54:21","slug":"task-10-speculative-futures","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/etec540texttechnologies2021\/2021\/03\/22\/task-10-speculative-futures\/","title":{"rendered":"Task 12 | Speculative Futures"},"content":{"rendered":"<hr \/>\n<h4><strong><span style=\"color: #000000;\">Introduction<\/span><\/strong><\/h4>\n<p><span data-preserver-spaces=\"true\"><span style=\"color: #000000;\">In this last task, we are asked to dive into speculations of futures and compose two narratives about our potential relationship with media, education, text and technology in the next 30 years. The two pieces that you are about to view might initially seem like a doom fiction of helplessness and hopelessness in the age of unhinged digital despots. However, when you go thoroughly into each, you may sense something more like a<\/span>\u00a0<\/span><span style=\"color: #000000;\" data-preserver-spaces=\"true\">Yin and Yang<\/span><span data-preserver-spaces=\"true\">\u00a0<span style=\"color: #000000;\">pattern; \u201cwithin each utopia, a concealed dystopia; within each dystopia, a hidden utopia\u201d (Atwood, 2011, p.85); this how I envision the future.<\/span><\/span><\/p>\n<p><span style=\"color: #000000;\"><span data-preserver-spaces=\"true\">While composing the future scenarios, I was highly drawn to the nifty framework (i.e., cones) of Dunne and Raby (2013): what is probable to happen; What is possible; what is plausible; what is preferable. The first narrative is built on the viability of<\/span> <a class=\"editor-rtfLink\" href=\"https:\/\/www.bbc.com\/news\/world-us-canada-53956683\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">Neurolink\u2019s project<\/span><\/a><span data-preserver-spaces=\"true\">\u00a0sponsored by Elon Musk, aiming towards &#8220;superhuman cognition\u201d and\u00a0<\/span><a class=\"editor-rtfLink\" href=\"https:\/\/www.youtube.com\/watch?v=3yKPbRA4r6k\" target=\"_blank\" rel=\"noopener\"><span data-preserver-spaces=\"true\">singularity<\/span><\/a><span data-preserver-spaces=\"true\">. The narration perpetuates well the humans and technology clash or the &#8220;ethical crash&#8221; as foreseen by several higher education scholars (Aoun, 2018; O\u2019Brien, 2020; O\u2019Neil, 2016). The second narrative provides a glimpse into an infinite classroom (i.e., based on VR\/AR advancement in the future). Both scenarios encapsulate a futuristic depiction proposed in Asimov\u2019s short story \u201cThe Fun They Had. \u201d Asimov (1950) predicted that by the year 2157, each child would have an individualized mechanic robot that will be engineered to fit his\/her learning abilities. We are already headed in the direction of robot teachers\/assistants much sooner than Asimov anticipated. At Georgia Institute of Technology, Professor Goel created an AI teaching assistant named Jill Watson (<span class=\"\" data-e2e-name=\"Todd Leopold\">Leopold, 2017)<\/span> . She was so successful that the students didn\u2019t realize that she was AI; Dr. Adam (the robot teacher in my scenario) is an advanced version of Jill in the near future. <span style=\"color: #000000;\">Below are my<\/span><\/span> narratives from speculative futures:<\/span><\/p>\n<h4><span style=\"color: #000000;\"><strong>[1] My brain chip<\/strong><\/span><\/h4>\n<h4 style=\"position: relative; width: 100%; height: 0; padding-top: 100.0000%; padding-bottom: 48px; box-shadow: 0 2px 8px 0 rgba(63,69,81,0.16); margin-top: 1.6em; margin-bottom: 0.9em; overflow: hidden; border-radius: 8px; will-change: transform;\"><iframe style=\"position: absolute; width: 100%; height: 100%; top: 0; left: 0; border: none; padding: 0; margin: 0;\" src=\"https:\/\/www.canva.com\/design\/DAEZZ1z3ACU\/view?embed\"><br \/>\n<\/iframe><\/h4>\n<p style=\"text-align: center;\"><span style=\"color: #000000;\"><em>[Use the arrows in circles to navigate through pages]<\/em><\/span><\/p>\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.canva.com\/design\/DAEZZ1z3ACU\/view?utm_content=DAEZZ1z3ACU&amp;utm_campaign=designshare&amp;utm_medium=embeds&amp;utm_source=link\" target=\"_blank\" rel=\"noopener noreferrer\">Click here for full view of narrative\u00a0<\/a><\/p>\n<p style=\"text-align: center;\"><a href=\"https:\/\/blogs.ubc.ca\/etec540texttechnologies2021\/files\/2021\/03\/Brain_Chip_Narrative1.pdf\" target=\"_blank\" rel=\"noopener\">Click here\u00a0for PDF view<\/a><\/p>\n<h4><strong>[2] A day in the infinite classroom<\/strong><\/h4>\n<p style=\"text-align: left;\"><span style=\"color: #000000;\">The narration was done by my 13-years daughter (Sabine) as I desired a realistic voice. I used Vyond &#8220;text to voice&#8221; feature to generate Dr. Adam voice. Images were edited using pixlr.com. <\/span><span style=\"color: #000000;\">I want to note that the wearable devices might not be there in the future or look very different. Still, I used them to illustrate how the present technologies may evolve (e.g., encapsulate live interaction, haptics technology, and more) and their potential power as they propagate in teaching and learning.<\/span><\/p>\n<p><center><iframe loading=\"lazy\" title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/160ACKREW18\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/center><\/p>\n<h4><span style=\"color: #000000;\"><strong>Reflection and final thoughts<\/strong><\/span><\/h4>\n<p><span style=\"color: #000000;\">The experience was a good start to to peek outside the present moment and begin thinking about the futures of education in non-classical way and beyond the amorphous and generalized scope of : &#8220;<em>Technology will offer huge potential for future teaching and learning&#8221;<\/em>. It opened my eyes that our current views of the future, by contrast to those of the mid-20th Century such as Asimov, are limited (Kupferman, 2020). Besides, I realized the importance of considering alternative and infinite scenarios (that may or may not be realized) while thinking about the future; it will help us to &#8220;understand both where we are today and where we could go (not where we will or must go)&#8221; (Kupferman, 2020, p. 4).<\/span><\/p>\n<p><span style=\"color: #000000;\">While writing the pieces I had mixed feelings, a contrasting combination of excitement for things I desired to happen (such as the infinite classroom) and disbelief or disappointment as I imagine singularity is near. Not that long, in previous MET courses, I wrote that it is impossible to have robot teachers and refused to believe that online learning might be the norm any time soon particularly for K-12 education. My justification was that they are cold and impersonal and will take away from the human touch. But what seemed impossible is happening; the pandemic have affected all walks of life and education; it have empowered the dehumanizing structure. This begs us to value the &#8220;what if&#8221; scenarios and start considering scenarios such as: W<\/span><span style=\"color: #000000;\">hat if this move paves the way to online schooling? Dr. Shannon Vallor (2018) explained that AI cannot replicate human mind soon, but this doesn&#8217;t mean that there is no such threat of robot teachers to human teachers. So, what if there are robot teachers are on the ground? Are we ready for their release? <\/span><\/p>\n<p><span style=\"color: #000000;\">I believe it&#8217;s time to flesh out depictions of what educational futures look like, widen our understanding of what is going on in the technology sectors and be creative and develop infinite future scenarios (Kupferman, 2020). Otherwise, we will be taken by surprise in the same way we are throughout the pandemic time, and the ever-growing and ambitious technology era will catch us all off guard. <\/span><\/p>\n<h4><span style=\"color: #000000;\"><strong>References<\/strong><\/span><\/h4>\n<ul class=\"list-unstyled ng-scope\">\n<li class=\"ng-binding ng-scope\"><span style=\"color: #000000;\">Aoun, J., &amp; MIT Press eBooks. (2017;2018;).\u00a0<i>Robot-proof: Higher education in the age of artificial intelligence<\/i>. The MIT Press.<\/span><\/li>\n<li><span style=\"color: #000000;\">Asimov, I. (1950). <em>The fun they Had<\/em>. Retrieved from<\/span> <a href=\"http:\/\/web1.nbed.nb.ca\/sites\/ASD-S\/1820\/J%20Johnston\/Isaac%20Asimov%20-%20The%20fun%20they%20had.pdf\">Isaac Asimov &#8211; The fun they had.pdf (nbed.nb.ca)<\/a><\/li>\n<li><span style=\"color: #000000;\">Atwood, M. (2011).\u00a0<i>In other worlds: SF and the human imagination<\/i>\u00a0(1st U.S. ed.). Nan A. Talese\/Doubleday.<\/span><\/li>\n<li><span style=\"color: #000000;\">Dunne, A., &amp; Raby, F. (2013).\u00a0<i>Speculative Everything<\/i>:\u00a0<i>Design, Fiction, and Social Dreaming<\/i>. Cambridge: The MIT Press.<\/span><\/li>\n<li><span style=\"color: #000000;\">Kupferman, D. W. (2020). I, robot teacher.<i> Educational Philosophy and Theory,\u00a0<\/i>1-10<\/span>. Retrieved from <a href=\"https:\/\/doi.org\/10.1080\/00131857.2020.1793534\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1080\/00131857.2020.1793534<\/a><\/li>\n<li><span style=\"color: #000000;\"><span class=\"\" data-e2e-name=\"Todd Leopold\">Leopold<\/span>, T.(2017). A professor built an AI teaching assistant for his courses \u2014 and it could shape the future of education. <em>Business Insider<\/em>. Retrieved from<\/span> <a href=\"https:\/\/www.businessinsider.com\/a-professor-built-an-ai-teaching-assistant-for-his-courses-and-it-could-shape-the-future-of-education-2017-3\">https:\/\/www.businessinsider.com\/a-professor-built-an-ai-teaching-assistant-for-his-courses-and-it-could-shape-the-future-of-education-2017-3<\/a><\/li>\n<li><span style=\"color: #000000;\">O\u2019Brien, J. (2020).Digital ethics in higher education. <em>EDUCAUSE<\/em>. Retrieved from<\/span> <a href=\"https:\/\/er.educause.edu\/articles\/2020\/5\/digital-ethics-in-higher-education-2020\">https:\/\/er.educause.edu\/articles\/2020\/5\/digital-ethics-in-higher-education-2020<\/a><\/li>\n<li><span style=\"color: #000000;\">O&#8217;Neil, C.(2016, November 2nd).<em>Weapons of Math Destruction [Video Post]. <\/em>Retrieved from<\/span> <a href=\"https:\/\/www.youtube.com\/watch?v=TQHs8SA1qpk&amp;list=PLUp6-eX_3Y4iHYSm8GV0LgmN0-SldT4U8\">Weapons of Math Destruction | Cathy O&#8217;Neil | Talks at Google &#8211; YouTube<\/a><\/li>\n<li><span style=\"color: #000000;\">Vallor, S.(2018). <em>Lessons from the AI Mirror [Video Post]<\/em><\/span><span style=\"color: #333333;\"><span style=\"color: #000000;\">. Retrieved from<\/span> <a href=\"https:\/\/www.youtube.com\/watch?v=40UbpSoYN4k\">https:\/\/www.youtube.com\/watch?v=40UbpSoYN4k<\/a><\/span><\/li>\n<li><em><span style=\"color: #000000;\">Images:<\/span><\/em><em><span style=\"color: #000000;\"> Pixabay.com [CC0]<\/span><\/em><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Introduction In this last task, we are asked to dive into speculations of futures and compose two narratives about our potential relationship with media, education, text and technology in the next 30 years. The two pieces that you are about to view might initially seem like a doom fiction of helplessness and hopelessness in the [&hellip;]<\/p>\n","protected":false},"author":62260,"featured_media":1529,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"class_list":["post-1497","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-weekly-tasks"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/etec540texttechnologies2021\/wp-json\/wp\/v2\/posts\/1497","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/etec540texttechnologies2021\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/etec540texttechnologies2021\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec540texttechnologies2021\/wp-json\/wp\/v2\/users\/62260"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec540texttechnologies2021\/wp-json\/wp\/v2\/comments?post=1497"}],"version-history":[{"count":69,"href":"https:\/\/blogs.ubc.ca\/etec540texttechnologies2021\/wp-json\/wp\/v2\/posts\/1497\/revisions"}],"predecessor-version":[{"id":1581,"href":"https:\/\/blogs.ubc.ca\/etec540texttechnologies2021\/wp-json\/wp\/v2\/posts\/1497\/revisions\/1581"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec540texttechnologies2021\/wp-json\/wp\/v2\/media\/1529"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/etec540texttechnologies2021\/wp-json\/wp\/v2\/media?parent=1497"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec540texttechnologies2021\/wp-json\/wp\/v2\/categories?post=1497"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec540texttechnologies2021\/wp-json\/wp\/v2\/tags?post=1497"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}