Dr. Jasmin (Bey) Cowin on Education and Globalization: Artificial Intelligence, Augmented Reality Digital Technologies, and Distributed Ledger Technology Networks – Proceedings of the 15th International Multi-Conference on Society Cybernetics and Informatics: IMSCI 2021©

It is my pleasure to share the publication of my most recent article:

Cowin, J. (2021). Education and Globalization: Artificial Intelligence, Augmented Reality Digital Technologies, and Distributed Ledger Technology Networks. Proceedings of the 15th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2021, 56–61.

About the Social and Organizational Informatics and Cybernetics: SOIC 2021©
in the context of The 15th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2021©

July 18 – 21, 2021 ~ Virtual Conference

Many social, societal and organizational problems, in the information age, are interrelated and need to be solved jointly by means of multidisciplinary projects, interdisciplinary communications and/or trans-disciplinary concepts and methodologies.

Informatics, Cybernetics and Cyber-Technologies (ICCT) are, by definition and by nature, transversal to many disciplines and, as such, are special means for the multi-, inter-, and trans-disciplinary approaches required.

ICCT are helping in the solutions of an increasing social, societal and organizational problems, but they are also generating new kind of problems and raising unfamiliar questions. The processes of answering these questions and finding possible solutions to these kinds of problems require as much as of scientific/engineering approaches, as of conceptual/reflexive studies.

Both, analogical and logical thinking are also required, in different complementary studies, as well as combined in the same one. In this context logical thinking without the analogical one would be sterile, and analogical thinking without the logical one would be dangerous for being prone to hidden errors and mistakes.

In the context of this framework, the basic purpose of the Organizing Committee of SOIC 2021 is to a provide a forum for disciplinary and interdisciplinary communications, where researchers (in Social and Natural Sciences, as well as in Engineering), intellectuals, policy/decision makers and Consultants would share the results of their research, studies and thoughts, with regards to societies and private/public organizations in the context of the Information Age.

http://www.iiis2021.org/imsci/website/default.asp?vc=11

ABSTRACT (1)

Jasmin (Bey) Cowin, Ed.D.

The convergence of data, computation, and globalization in education has far-reaching consequences for educational stakeholders, institutions, and learners. Terms such as the Fourth Industrial Revolution, artificial intelligence (AI), exponential technology, deep learning, personalized competency-based learning, and distributed ledger technology networks (DLTNs) are indicators of the changing dialogue between education stakeholders, businesses, and government aspirations on a global scale. Location-independent virtual environments promise an exponential expansion that goes beyond brick-and mortar schools, colleges, and universities.

AI and intelligent systems are poised to become global change agents in education, ushering in profound changes in administrative functions, strategic planning, data aggregation, student acquisition and retention, and alternative currencies, as well as curriculum design, assessment, personal learning networks, and global competitiveness generally of both institutions and their graduates. The quality of the education a nation’s schools, educational institutions, and teachers provide, along with investments in science, technology engineering, and mathematics education, directly impact economic prosperity and global competitiveness.

This paper explores some of the interdependencies that arise from supercharged technological advances such as AI augmented reality digital technologies (ARDTs) and DLTNs and their possible impact on education, educators, learners, and society. In addition, it unbundles the meaning and use cases of AI, ARDTs, and DLTNs in education.

1 The author gratefully acknowledges Prof. Ching-Ching Lin, Ed.D., Touro College, GSE for her insightful peer review of this paper.

Keywords:
Fourth Industrial Revolution, Artificial Intelligence, Exponential Technology, Deep Learning, Personalized Competency-based Learning, Natural Language Processing and Distributed Ledger Technology Networks