Technology is great, but what we see today is emerging instruction. Social media and interaction is changing how individuals learn. Increasingly, our educational experience both formally and informally are highly mobile, interactive and distributed. True understanding of information requires an individual go through an experiential process of connecting underlying facts in such a way as to construct an individual understanding of a concept (Kant, 1781; Knowles, 1980; Merriam, Caffarella and Baumgarner, 2007). In the past that experiential process in many cases was much more linear than it is today. Recognizing those facts and focusing on future technologies indicate a type of education that is less didactic, less linear and more gear to providing information-on-demand and opportunities for the individual to construct their own meaning. In other words, the process becomes as important as the destination.
Systems of the future will increasingly be object-oriented, platform independent, use artificial intelligence, and in the very distant future be accessed via neural implants. Indicates a future where students experience learning in a more tangible way. Programs, services, and social networks will be flexible and tailored to enhance student and faculty interactions while supporting independent and individual styles of learning. Information technology will provide a service that will create and nurture a community of learning making information resources ubiquitous and universal, securely available to everyone, at anytime, from anyplace.
- Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide . San Francisco, Ca: John Wiley & Sons, INC..
- Kant, I. (1781). The Critique of Pure Reason. Hampshire, England: Palgrave Macmillian (original Work Published In 1781).
- Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy. Chicago, Illinois: Associated Press.
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