The Future of Learning and its effect on VET
January 17, 2017 1 Comment
I thought I might take a little bit of a different tack with my post this week and do some crystal ball gazing and look to the future and how technology is going to effect the way in which we learn and then how this might effect the kinds of learning that make up the VET arena.
Late in 2014 I wrote a couple of pieces on rapid skill acquisition and interface learning, a cyberpunk notion of simply jacking any skills or knowledge directly into our brains through some kind of brain/machine interface. Imagine basically plugging a small usb stick into your skull and downloading all the skills, knowledge and physicality of say, how to service your car, and then when you were finished simply deleting it until you needed to utilise it again. I suggested that in essence places such as YouTube already provide us with some of this by enabling us to watch how to do some specific thing, in order so that we might be able to replicate that skill ourselves for that specific task, without having to learn all of the skills and knowledge which sit around it.
Since then we have seen the rise of augmented technologies, Virtual reality, Artificial intelligence, machine learning and even robots. Now while most of these new technologies are only being tinkered with in terms of their learning potential and despite what a number of pundits claim, will not reach their true potential in terms of how people learn and deliver learning for quite a few years yet, they will without doubt irrevocably change what human learning looks like in the future.
Augmented reality allows anyone with a smart phone to point it at an object and receive all of the information and bite sized learning objects they require in order to what ever tasks are associated with the object in question. A care worker who is unsure of how to operate a new patient lift, simply points their phone at the lift and instantly they receive detailed instructions in how to operate it.
Virtual reality reality and robotics present a future where participants can be trained in fully immersive environments, interacting with the world around them as if it was real. Add to this an AI controlled population (NPCs in gaming terms) with the ability to react in both expected and random ways to ensure that those undertaking training encounter a full range of circumstances and variations.
Online learning and Mooc’s facilitated, moderated and assessed by AI ‘teachers’ with student support and assistance handled by AI chatbots. In fact it is more than possible to imagine an entire student experience from their first contact through to their graduation and issuance of certifications without the student at any point having to interact with, in real life (IRL), another person. Enrollments can already be handled by smart website interfaces, the addition of AI chatbots to lead the potential student through the process seems a very small step away. Access to systems and learning platforms is already automated in most providers at least to some extent, with in a lot of cases significant amounts of communication regarding the course, content and assessments being handled through email. Shared virtual reality simulations, where students and NPCs interact with both the environment and themselves, facilitated and moderated by an avatar of the AI controlling the entire system, utilising natural language processing based on machine learning to interact with students, conduct, collate and ‘mark’ various assessment pieces both from within the simulation and external to it.
So where do directions like this leave Vocational education, apprenticeships and the other educational activities we utilise currently? Well if you talk about there always needing to be experts, sme’s and people to provide the system with information, or that there needs to be practical on the job components or that there will always be a need for face to face human interaction you are unfortunately, most likely wrong. While we won’t see these things happening over night, we will see practical components, which were usually done on the job, moved to complex virtual simulations, why? Well to give you an example staff working in the community sector, even with at risk clients, may go their entire working careers, let alone their on the job training phase without ever encountering a person at immediate risk of suicide and never know until the moment happens how they will react. Complex simulations populated by AI characters, provide a safe environment for staff to encounter situations which are rare in the workplace. Working on car engines, dealing with electricity, building houses, all will be able to be simulated through virtual reality in such a way as to mimic the actions in the real world. Simple economics are already moving many providers to more automated enrollment systems and as the levels of complex analysis and response available through ‘bots’ and other systems increases more and more of these processes can and will be successfully automated.
But then if other predictions are true and they probably are a vast array of the jobs that we currently train people for in this sector won’t exist in the very near future. However there seems as with a range of other industries there may also be niches available to capitalise on gaps left by all of this progress. Highly skilled teachers and trainers could impart their long held and well developed skills, knowledge and wisdom through ‘Artisan’ face to face models to those who wished that they or their children received their education in a ‘tradition’ environment, all of course for a substantial additional cost. I can see the advertising now.
Anyway that’s just what I think