Optimists' Creed: Brave New Cyberlearning, Evolving Utopias (Circa 2041)
IJAIE Volume 26, Number 2, ISSN 1560-4292
This essay imagines the role that artificial intelligence innovations play in the integrated living, learning and research environments of 2041. Here, in 2041, in the context of increasingly complex wicked challenges, whose solutions by their very nature continue to evade even the most capable experts, society and technology have co-evolved to embrace cyberlearning as an essential tool for envisioning and refining utopias--non-existent societies described in considerable detail. Our society appreciates that evolving these utopias is critical to creating and resolving wicked challenges and to better understanding how to create a world in which we are actively "learning to be"--deeply engaged in intrinsically motivating experiences that empower each of us to reach our full potential. Since 2015, Artificial Intelligence in Education (AIED) has transitioned from what was primarily a research endeavour, with educational impact involving millions of user/learners, to serving, now, as a core contributor to democratizing learning (Dewey 2004) and active citizenship for all (billions of learners throughout their lives). An expansive "experiential super computing" cyberlearning environment, we affectionately call the "Holodeck," supports transdisciplinary collaboration and integrated education, research, and innovation, providing a networked software/hardware infrastructure that synthesizes visual, audio, physical, social, and societal components. The Holodeck's large-scale integration of learning, research, and innovation, through real-world problem solving and teaching others what you have learned, effectively creates a global meritocratic network with the potential to resolve society's wicked challenges while empowering every citizen to realize her or his full potential.
Burleson, W. & Lewis, A. (2016). Optimists' Creed: Brave New Cyberlearning, Evolving Utopias (Circa 2041). International Journal of Artificial Intelligence in Education, 26(2), 796-808.