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Drawing on discussions of the "Creative Economy," the "Network
Economy," and the "Green Economy," Rethinking US Education Policy
critiques educational policies authored by the Obama administration
and considers the need for a new educational policy framework that
is better adapted to an era of accelerating innovation.
The concept of the 'smart city' as the confluence of urban planning
and technological innovation has become a predominant feature of
public policy discourse. Despite its expanding influence, however,
there is little consensus on the precise meaning of a 'smart city'.
One reason for this ambiguity is that the term means different
things to different disciplines. For some, the concept of the
'smart city' refers to advances in sustainability and green
technologies. For others, it refers to the deployment of
information and communication technologies as next generation
infrastructure. This volume focuses on a third strand in this
discourse, specifically technology driven changes in democracy and
civic engagement. In conjunction with issues related to power
grids, transportation networks and urban sustainability, there is a
growing need to examine the potential of 'smart cities' as
'democratic ecologies' for citizen empowerment and user-driven
innovation. What is the potential of 'smart cities' to become
platforms for bottom-up civic engagement in the context of next
generation communication, data sharing, and application
development? What are the consequences of layering public spaces
with computationally mediated technologies? Foucault's notion of
the panopticon, a metaphor for a surveillance society, suggests
that smart technologies deployed in the design of 'smart cities'
should be evaluated in terms of the ways in which they enable, or
curtail, new urban literacies and emergent social practices.
Augmented Education in the Global Age: Artificial Intelligence and
the Future of Learning and Work is an edited collection that
explores the impact of Artificial Intelligence on learning and
work, and how this emerging technology will transform and disrupt
our current institutions. Chapters in this book discuss the history
of technological revolutions and consider the anxieties and social
challenges of lost occupations as well as the new economic and
labor opportunities in the evolution of industries. Chapter authors
unpack the nature of augmented education, from revamping curriculum
and personalizing education, to redesigning learning spaces and
redefining teaching in a computational era. Ultimately the book
discusses policy and planning for an augmented future, arguing that
education systems are undergoing a metamorphosis and will need to
adapt in order to support competitive labor systems amid global
competition and the race against automating technologies. Bringing
together expert perspectives from around the world, this is the
exciting, informative collection of research and analysis
surrounding the future of work and learning amid rapid,
accelerating technological change.
Advanced and developing countries across the globe are embracing
the liberal arts approach in higher education to foster more
innovative human capital to compete in the global economy. Even as
interest in the tradition expands outside the United States, can
the democratic philosophy underlying the liberal arts tradition be
sustained? Can developing countries operating under heavy
authoritarian systems cultivate schools predicated on open
discussion and debate? Can entrenched specialist systems in Europe
and Asia successfully adopt the multidisciplinary liberal arts
model? These are some of the questions put to leading scholars and
senior higher education practitioners within this edited
collection. Beginning with historical context, international
contributors explore the contours of liberal arts education amid
public calls for change in the United States, the growing global
interest in the approach outside the United States, as well as the
potential of liberal arts philosophy in a global knowledge economy.
Discussions on globalization now routinely focus on the economic
impact of developing countries in Asia, Africa, the Middle East,
the former Soviet Union and Latin America. Only twenty-five years
ago, many developing countries were largely closed societies.
Today, the growing power of "emerging markets" is reordering the
geopolitical landscape. On a purchasing power parity basis,
emerging economies now constitute half of the world's economic
activity. Financial markets too are seeing growing integration:
Asia now accounts for 1/3 of world stock markets, more than double
that of just 15 years ago. Given current trajectories, most
economists predict that China and India alone will account for half
of global output by 2050 (almost a complete return to their
positions prior to the Industrial Revolution). How is higher
education shaping and being shaped by these massive tectonic
shifts? As education rises as a geopolitical priority, it has
converged with discussions on economic policy and a global labor
market. As part of the Routledge Studies in Emerging Societies
series, this edited collection focuses on the globalization of
higher education, particularly the increasing symbiosis between
advanced and developing countries. Bringing together senior
scholars, journalists, and practitioners from around the world,
this collection explores the relatively new and changing higher
education landscape.
Augmented Education in the Global Age: Artificial Intelligence and
the Future of Learning and Work is an edited collection that
explores the impact of Artificial Intelligence on learning and
work, and how this emerging technology will transform and disrupt
our current institutions. Chapters in this book discuss the history
of technological revolutions and consider the anxieties and social
challenges of lost occupations as well as the new economic and
labor opportunities in the evolution of industries. Chapter authors
unpack the nature of augmented education, from revamping curriculum
and personalizing education, to redesigning learning spaces and
redefining teaching in a computational era. Ultimately the book
discusses policy and planning for an augmented future, arguing that
education systems are undergoing a metamorphosis and will need to
adapt in order to support competitive labor systems amid global
competition and the race against automating technologies. Bringing
together expert perspectives from around the world, this is the
exciting, informative collection of research and analysis
surrounding the future of work and learning amid rapid,
accelerating technological change.
Advanced and developing countries across the globe are embracing
the liberal arts approach in higher education to foster more
innovative human capital to compete in the global economy. Even as
interest in the tradition expands outside the United States, can
the democratic philosophy underlying the liberal arts tradition be
sustained? Can developing countries operating under heavy
authoritarian systems cultivate schools predicated on open
discussion and debate? Can entrenched specialist systems in Europe
and Asia successfully adopt the multidisciplinary liberal arts
model? These are some of the questions put to leading scholars and
senior higher education practitioners within this edited
collection. Beginning with historical context, international
contributors explore the contours of liberal arts education amid
public calls for change in the United States, the growing global
interest in the approach outside the United States, as well as the
potential of liberal arts philosophy in a global knowledge economy.
Discussions on globalization now routinely focus on the economic
impact of developing countries in Asia, Africa, the Middle East,
the former Soviet Union and Latin America. Only twenty-five years
ago, many developing countries were largely closed societies.
Today, the growing power of "emerging markets" is reordering the
geopolitical landscape. On a purchasing power parity basis,
emerging economies now constitute half of the world's economic
activity. Financial markets too are seeing growing integration:
Asia now accounts for 1/3 of world stock markets, more than double
that of just 15 years ago. Given current trajectories, most
economists predict that China and India alone will account for half
of global output by 2050 (almost a complete return to their
positions prior to the Industrial Revolution). How is higher
education shaping and being shaped by these massive tectonic
shifts? As education rises as a geopolitical priority, it has
converged with discussions on economic policy and a global labor
market. As part of the Routledge Studies in Emerging Societies
series, this edited collection focuses on the globalization of
higher education, particularly the increasing symbiosis between
advanced and developing countries. Bringing together senior
scholars, journalists, and practitioners from around the world,
this collection explores the relatively new and changing higher
education landscape.
Where the Agricultural Revolution harnessed domesticated animals
for pastoral farming, and the Industrial Revolution leveraged
machines for factory production, so today the Computational
Revolution is advancing computers to augment human intelligence.
Indeed, many now argue that the promise of exascale computing and
the slow migration towards a computational society may represent a
new threshold in human history. This "transcension" of earlier
stages of tool-mediated work and learning foreshadows a momentous
change in the kinds of cities we might build, the kinds of medicine
we might practice, and the kinds of education we might provide.
What is perhaps most surprising about the current Computational
Revolution, however, is its expanding reach. The question that many
now ask is "what is the trajectory of this human-machine
symbiosis?" It would appear that we are on the cusp of a sea change
in our capacities to augment human intelligence. But what is the
future of work and learning? Will augmented intelligence help us in
transforming a waning industrial society? These are the kinds of
questions that we explore in Augmented Intelligence: Smart Systems
and the Future of Work and Learning.
Where the Agricultural Revolution harnessed domesticated animals
for pastoral farming, and the Industrial Revolution leveraged
machines for factory production, so today the Computational
Revolution is advancing computers to augment human intelligence.
Indeed, many now argue that the promise of exascale computing and
the slow migration towards a computational society may represent a
new threshold in human history. This "transcension" of earlier
stages of tool-mediated work and learning foreshadows a momentous
change in the kinds of cities we might build, the kinds of medicine
we might practice, and the kinds of education we might provide.
What is perhaps most surprising about the current Computational
Revolution, however, is its expanding reach. The question that many
now ask is "what is the trajectory of this human-machine
symbiosis?" It would appear that we are on the cusp of a sea change
in our capacities to augment human intelligence. But what is the
future of work and learning? Will augmented intelligence help us in
transforming a waning industrial society? These are the kinds of
questions that we explore in Augmented Intelligence: Smart Systems
and the Future of Work and Learning.
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