Learning as a Pattern that Connects

Learning as Connection

Image design by Anneloes Smitsman for the r3.0 BP9 Educational Transformation Blueprint
  1. Learning as a Connective Pattern.
  2. Digital connections and the role of AI and VR.
  3. Learning Feedback — Rewards, Tests, Evaluation, Tokenization.

1. Learning as a Connective Pattern

Learning is a connective pattern, just like life is a connective pattern. How can we best honor these connective patterns in the ways we design, facilitate, and evaluate education? Unfortunately, many children learn from an early age to break the patterns that connect us to the larger ecologies of life. For example, many children have no idea where the milk they drink on a daily basis comes from. Furthermore, many have never been on a farm or touched a cow, sheep, or goat and formed a personal relationship with the animals that serve as their ‘food supplies.’

By exploring how we form part of the connective patterns of life it can also help heal the sense of isolation and fragmentation that so many people are suffering from.

Furthermore, becoming aware of phenomena and events as patterns can help to shift the divisive patterns of blame and polarization. This deeper systemic understanding of causation and emergence is at the heart of what a living system’s based education seeks to foster.

2. Digital connections and the role of AI and VR

The COVID-19 pandemic has significantly increased the uptake of digital learning technologies around the world. Yet, this crisis has also revealed many challenges and significant gaps and inequalities. Many schools and universities from around the world had to shut down their physical learning facilities in early 2020, without the financial and technological means to prepare for transitioning to distant learning modes. Especially in countries of the Global South, the impacts of this pandemic are long and far-reaching.

  1. Awareness of the potentially positive and negative sides of digital technologies, including AI and VR learning modes.
  2. Development of digital literacies of children from an early age, by getting them familiarized with many of the existing and new digital technologies that form part of the demands and opportunities of our digitizing worlds.
  3. Exploration for how digital learning modalities and digitally facilitated evaluation can create new empowering learning experiences, and better feedback for the various learning and developmental needs of diverse groups of students.
  4. Collaboration between educational initiatives and institutions from around the world to more effectively reduce the economic, social, technical, and competency gaps between people and countries.
  • How do we process the feedback and data that many AI programs provide to us?
  • Who is controlling what we see, how long we see what we see, and what we will conclude from what we are exposed to?
  • What data are we providing and to whom, and what influence are we allowing in educational environments by AI-enhanced programs, in a world where data is becoming the new gold to mine for?

What and who is the invisible ‘other’ that we are in the process of co-creating through rapidly developing digital technologies?

This digital ‘other’ is incapable of the kind of understanding that we attribute to consciousness. As mentioned by physicist Sir Roger Penrose, artificial intelligence is in fact a form of ”artificial smartness”, which is not the same as intelligence. He also states that consciousness is not merely computational or algorithmic and has to do with understanding, which is precisely what is lacking in AI (Penrose, 2020).

3. Learning Feedback — Rewards, Tests, Evaluation, Tokenization

Learning and development is fundamentally a process that creates as well as requires feedback. Without appropriate feedback, living systems cannot evolve or learn. Even artificial systems, such as AI-based programs, require data inputs and feedback in order to learn.

Tokenization, SEEDS as case-study

The case study of SEEDS can serve to explore how tokenization through digital currencies and gratitude tokens for regenerative education can scale and accelerate the necessary engagement for our societal transformation. “SEEDS” is an acronym that stands for, Sowing Ecological, Equitable and Decentralizing Societies — a movement of movements serving the Regenerative Renaissance by providing support, systems, and tools for a thrivable world. “Seeds” is the name given to the utility tokens used within the SEEDS ecosystem.

  1. Openly Share Knowledge — Open Source Code.
  2. Enable and Encourage Choice — Citizen Governed.
  3. Include Spaces to Dream — Architect from the Future.
  4. Capture Carrying Capacities — Operate Within Sustainability Thresholds.
  5. Increase Carrying Capacities — Improve Systemic Resiliency and Health.
  6. Encourage Diversity — Strengthen Evolutionary Coherence.
  7. Communicate Inclusively — Create Resonance and Alignment.
  8. Be Transformative — Develop Capacities Together.
  9. Collaborate for Thrivability — With the Patterns that Connect.
  10. Be a Good Future Ancestor — Allocate Prosperity Equitably.
  11. Design in Fractals — Scale Holistically.
  12. Enhance Fertility — Create Abundance Regeneratively.
  13. To be Created … — Open Space to Dream into Together.

Other Articles in this Series

References

Avanesian, G. Mizunoya, S. & Amaro, D. (2021). How many students could continue learning during COVID-19-caused school closures? Introducing a new reachability indicator for measuring equity of remote learning. International Journal of Educational Development, Volume 84, https://doi.org/10.1016/j.ijedudev.2021.102421.

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