Komenczi Bertalan

1. Budapest,2019,09.12. Komenczi Bertalan Learning environment in a digital pedagogical culture Eszterházy Károly University Neveléstudományi Doktori Iskola Médiainformatika Tanszék Pedagógiai Kar

2. Learning environment in a digital pedagogical culture Outline 1. The emergence of human cognitive architecture 2. Cognitive habitus és interfaces 3. Interface effects and influences 4. Cognitive habitus and learning environment 5. Electronic learning environments Mache die Dinge so einfach wie möglich - aber nicht einfacher. Albert Einstein

3. psycho-cultural approach to education Mind Culture Learning environment Technology I shall commute back and forth between questions about the nature of mind and about the nature of culture, for a theory of education necessarily lies in the intersect between them (p. 13.) psycho-cultural-technological approach to education First metaphysical excursion about the nature of mind, culture and technology...

4. res cogitans subjective intersubjective mind something that exist dependingon the consciousness and beliefs of a single individual culture exist within the communication networklinking the subjective consciousness of many individuals. The imagined order is intersubjective, existing in the shared imagination of millions of people and is em-bedded in the material world. dual reality There are no nations in the universe, no money, no human rights, no laws, and no justice outside the common imagination of human beings. exist independently of human consciousness and human beliefs... technology res extensa T2 T1 objective human ID evolutionary

5. Learning environment in a digital pedagogical culture 1. The emergence of human cognitive architecture 2. Cognitive habitus és interfaces 3. Interface effects and influences 4. Cognitive habitus and learning environment 5. Electronic learning environments Mache die Dinge so einfach wie möglich - aber nicht einfacher. Albert Einstein

6. Singularity ? Modern mind ICT: computers, screens, data bases, networks automatic, machine cognition, AI? Networks Gutenberg THEORETIC External memory devices: symbolic technologies Three Stages in the Evolution of Culture and Cognition technology augmented cognition MYTHIC Language: open-ended, shared virtual reality to abstract symbol-driven cognition Mimesis: using the whole body as a communication device MIMETIC Each stage brought fundamental changes in the natureof mental representation and in the possibilities of human communication. presymbolic cognition Eventsstored inmemory as a series of concrete episodes...living in the present, solving the world alone in isolation, solipsism, loneliness.. EPISODIC Primate mindset Old style mammalian brain Merlin Donald: Origins of the Modern MindThree Stages in the Evolution of Culture and Cognition. Cambridge, MA: Harvard University Press Cognitive evolution

7. Merlin Donald 1991/2001 Information revolutions Anthropogenesis Primates Early hominides Episodic 6 million years Homo habilis McLuhan, M.:The Gutenberg Galaxy: The Making of Typographic Man. University of Toronto Press, 1962 Homo erectus Mimetic 2 million years cultural transmission Goldhaber M. H.:The mentality of Homo interneticus: Some Ongian postulates. First Monday,V.9, N.6 (June 2004), Homo sapiens Mythic 100 thousandsyears 5 thousandsyears Theoretic Homo s. typographicus? Gutenberg 500 years Homo s.interneticus? Network 50 years

8. COGNITIVE TECHNOLOGIES biological memory technologies evolutionary design THEORETIC CULTURES MYTHIC MIMETIC EPISODIC biological memory external memory strorages engrams exograms 1400 cm3 1100cm3 800 cm3 extrasomatic memory technologies Human ID Second metaphysical excursion about the nature of cosmic evolution... Homo habilis Homo erectus Homo sapiens

9. Machine cognition? AI? Modern mind The whole hierarchyof biologically given cognitive mechanisms has been wired into a fast moving external memory environment, with results that are difficult to predict. SINGULARITY? Networks Gutenberg T 2 THEORETIC Technological evolution Cognitive evolution Building up cognitive-cultural networks MYTHIC How can a basically animal brain dig its way out of its solipsistic boxand generatea shared cognitive universe? - constructing a public representational space - open up a public expressive domain - entering into a community of mind MIMETIC - formation of cognitive communities brain/mind – culture symbiosis Cultural evolution The episodic mind: events stored in memory as unified episodes; living in the present, isolation, solipsism, loneliness.. EPISODIC T 1 Biological evolution Cosmic evolution ?

10. Learning environment in a digital pedagogical culture 1. The emergence of human cognitive architecture 2. Cognitive habitus és interfaces 3. Interface effects and influences 4. Cognitive habitus and learning environment 5. Electronic learning environments Mache die Dinge so einfach wie möglich - aber nicht einfacher. Albert Einstein

11. mind-culture-technology replicative mechanism ontogenetic niche for human development, cognitive habitus cultural evolution cognitive resources Human being are dependent on culturelly stored information for the realisation of they design potential… The particular habitus into which a child is born determines the kinds of social interactions she will have, the kinds of physical objects she will have available, the kinds of learningexperiences andopportunities she will encounter, and the kinds of inferences she will draw about the way of life of those around her. Tomasello, 1999.

12. kognitive habitus I. 50 years Modern mind The World of network-based culture cognitive habitus III. Network Gutenberg cognitive habitus II. 500 years THEORETIC The World of bookish culture MYTHIC 200 thousandsyears The World of mimetic/oral culture 2 million years MIMETIC Basic types of the cognitive habitus (cultural ontogenetic niches) EPISODIC cognitive evolution

13. The World of mimetic/oral culture cognitive habitus I. Once we have leaped into a narrative mindset, our worlds become virtual ones… Steven Mithen (1996): The Prehistory of the Mind: The Cognitive Origins of Art, Religion and Science. Phoenix, London. Oral-linguistic(mythic) matrix Non-linguistic cognitive infrastructure of society The World ofnatural pedagogy Mimetic matrix

14. The world of bookish culture cognitive habitus II. “At this point in human history, standardized formal education of children was needed for the first time , primarily to master the increasing load on visual-symbolic memory. In fact, formal education was invented mostly to facilitate use of the ESS” M. Donald the external memory field I. (a mirror of consciousness) Enlargement of our capacity for conscious prozessing Theoretic matrix

15. The world of network-basedknowledge cognitive habitus III. external memory field II. Networkmatrix screen

16. InterfaceI. cognitive habitus I. Once we have leaped into a narrative mindset, our worlds become virtual ones… Steven Mithen (1996): The Prehistory of the Mind: The Cognitive Origins of Art, Religion and Science. Phoenix, London. Oral-linguisticmatrix Non-linguistic cognitive infrastructure of society The World of natural pedagogy mimetic culture

17. There is exactly one overriding question in contemporary philosophy: How do we give an account of ourselves as conscious, intentionalistic, rational, speech-act performing, ethical, free-will-possessing, social animals in a world that consist entirely of mindless, meaningless brute physical particles? Interface I. mind brain mind The subjective world of human conscious experience, thinking, feeling. How can consciousness exist?

18. Interface II. “At this point in human history, standardized formal education of children was needed for the first time , primarily to master the increasing load on visual-symbolic memory. In fact, formal education was invented mostly to facilitate use of the ESS” M. Donald the external memory field (a mirror of consciousness) Enlargement of our capacity for conscious prozessing The world of bookish culture cognitive habitus II. Theoretic matrix

19. Interface III. cognitive habitus III. external memory field II. screen The world of network-basedknowledge

20. Learning environment in a digital pedagogical culture 1. The emergence of human cognitive architecture 2. Cognitive habitus és interfaces 3. Interface effects and influences 4. Cognitive habitus and learning environment 5. Electronic learning environments Mache die Dinge so einfach wie möglich - aber nicht einfacher. Albert Einstein

21. The medium itself that is the message, not the content! The new information and communication technologies transform the frame of mind and the structureof cognition. In principle, technology and culture can change the brain’s functional architecture. Cognitive architecture I. Cognitive architecture II. highly plastic part of the human brain, „hot spot” of the human cultural universe Mediumtheory

22. Metamorphosisof the external symbolic storage Information processing machine Virtual control panel Window into real- and virtual worlds Access to an information universe Interface of/for communication channels The main characteristics of the recent cognitive habitus

23. Three visions on the impact of new ICT SOCIALLY/TECHNOLOGICALLY OPTIMISTS SOCIALLY/TECHNOLOGICALLY PESSIMISTS SOCIALLY/BIOLOGICALLY OPTIMISTS

24. SOCIAL/TECHNOLOGICAL OPTIMISM

25. SOCIAL/TECHNOLOGICAL PESSIMISM Technology is moulding a generation of children unable to think for themselves or empathise with others

26. SOCIAL/TECHNOLOGICAL PESSIMISM Cyberspace kids, blitzed with information from anywhere andeverywhere, may never acquire the capacity to see things in context... Instead of becoming Someone, the future human brain will remain No One - a collection of "inputs". Or it may become Anyone - absorbed into totalitarian religion or ideology.

27. SOCIAL/BIOLOGICAL OPTIMISM Primates New ICT technologies are build upon existing neurobiological architecture; they modify, but don’t changein a dramatic mannerour cognitive habits. Early hominides Episodic 6 million years Homo erectus Mimetic 2 million years cultural transmission Homo sapiens Mythic 100 thousandsyears 5 thousandsyears Theoretic Homo s. Tipograficus ? Gutenberg 500 years Homo s.interneticus? Network 50 years Information revolutions

28. Learning environment in a digital pedagogical culture 1. The emergence of human cognitive architecture 2. Cognitive habitus és interfaces 3. Interface effects and influences 4. Cognitive habitus and learning environment 5. Electronic learning environments Mache die Dinge so einfach wie möglich - aber nicht einfacher. Albert Einstein

29. Artificially installed environment to promote purposeful, focused instruction and learning. cognitive habitus cultural evolution cognitive resources + active instruction and scaffolding The World of natural pedagogy Learning environment structured artificial pedagogical environment The particular habitus into which a child is born determines the kinds of social interactions she will have, the kinds of physical objects she will have available, the kinds of learning experiences and opportunities she will encounter, and the kinds of inferences she will draw about the way of life of those around her. Tomasello, 1999.

30. Learning environment Arificially crafted environment to promote and implement active, purposeful teaching and learning media methods learners classroom teacher textbooks communication learning equipments Social, cultural and technological background The concept of learning environment

31. Constructivist learning environment Objectivist learning environment Knowledge is not the representation of reality. It is a mental construction,a model, which depends of the knower’s experiences and understanding. Knowledge represent and mirror reality, which exist independent of any human mind. Knowledge give a true and correct picture of the real world, we can it share and transfer. Epistemological foundation The concept of learning environment

32. Learning environment in a digital pedagogical culture 1. The emergence of human cognitive architecture 2. Cognitive habitus és interfaces 3. Interface effects and influences 4. Cognitive habitus and learning environment 5. Electronic learning environments Mache die Dinge so einfach wie möglich - aber nicht einfacher. Albert Einstein

33. The definition of digital learning environments 1. Digital learning environments aresuch learning environments in which electronic, digital information and communication technology play a crucial, definitive role in the development, functioning and management of the teaching and learning processes.

34. The definition of digital learning environments 2. Digital learning environments always have a virtual dimension. This virtual dimension provide access to a theoretically unlimited information universe and interactive knowledge bases. The term (virtual) is often used – as a synonym – to refer to the electronic / digital learning environments.

35. The definition of digital learning environments 3. Due to the virtual dimension, the resources of the digital learning environment are partly delocalized. These distributed resources can be accessed from anywhere at any time by hyperlinks and communication channels. This gives the learner an immense freedom and flexibility, but - at the same time – present a disturbing information overload too.

36. The definition of digital learning environments 4. Digital learning environments have several communication channels and potentially offer the learners the needed tutorial help from experts. Digital learning environments are especially favorable spaces for collaborative or cooperative learning.

37. The definition of digital learning environments 5. Digital learning environments are not alternatives to traditional learning environments, but new kinds of cultural niches organically connected to preceding forms and places of organised learning and teaching in the human cognitive evolution.

38. OLD EDUCATIONAL PARADIGM 1632 Didactica Magna

39. NEW EDUCATIONAL PARADIGM ? ? Didactica electromagna? Great unified new theory of education?

40. Constructivist learning environment Objectivist learning environment Knowledge is not the representation of reality. It is a mental construction,a model, which depends of the knower’s experiences and understanding. Knowledge represent and mirror reality, which exist independent of any human mind. Knowledge give a true and correct picture of the real world, we can it share and transfer. active learningself-pacinginstant feedbackgamificationpeer learning Epistemological foundation

41. Constructivist Learning Theory A Darwinian theory of education Karl Popper’s Evolutionary epistemology

42. „Some of the unanticipated consequences that came in the wake of Gutenberg’s invention are now available for retrospective analysis...Few, if any, of the changeswe have outlined could have been predicted. „In the late fifteenth century,the reproduction of written materials began to move from the copyist’s desk to the printer’s workshop. This shift, which revolutionized all forms of learning...

43. conscious experiences feeling thinking reasoningmindsoulspirit neural activity Explanatory gap ! structure ? dynamic ? + ? NCC neural network engrams Physical properties, however sophisticated and complex, characterize only the order of the world extended in space and time, not how things appear from any particular point of view. Thomas Nagel protein DNA structure + dynamics emergence & evolution vs. ontological pluralism?

44. It is the medium itself that is the message, not the content! McLuhan contends that all media - in and of themselves and regardless of the messages they communicate - exert a compelling influenceon man and society. My work is designedof trying to understand our technological environment and its psychic and social consequences. Mediumtheory