Overall objectives:

1. Epistemological Conception of Emerging Learning Environments in the Post-Humanist Era:

  - To understand the theoretical foundations underpinning emerging learning environments.

  - To analyse the integration of Artificial Intelligence (AI) in emerging learning environments.

  - To investigate the concepts of post-humanism, cyborg citizenship, and their philosophical implications in education.

2. Emerging Environments, Ubiquitous Technologies, and Pedagogical Innovation:

  - To evaluate the relationship between emerging learning environments and pedagogical innovation.

  - To establish the nexus between generative technologies with AI and pedagogical innovation.

  - To explore learning environments featuring MOOCs, Cloud Computing, 3D Printing, Learning Analytics, Gamification, Augmented Reality, and Mixed Reality.

3. Criteria for Evaluating Emerging Learning Environments:

  - To identify the suitability and relevance of evaluation criteria for emerging learning environments in the post-humanist context.

  - To establish specific criteria for the evaluation of emerging learning environments.

  - To formulate evaluation criteria for the use of generative technologies with AI in emerging learning environments.

4. Social and Ethical Implications of Using Generative Technologies in Education within Emerging Learning Environments:

  - To analyse the social, ethical, and cultural ramifications of integrating technology and AI in education.

  - To evaluate the rights, responsibilities, and autonomy of cyborg citizens in the post-human era.

  - To develop strategies for the ethical education of teachers aimed at an inclusive and equitable society in the post-human context.

Syllabus:

1.   Epistemological Conception of Emerging Learning Environments in the Post-Humanist Era:

• Theoretical foundations of emerging learning environments.
• The integration of Artificial Intelligence (AI) into emerging learning environments.
• Concepts of post-humanism, cyborg citizenship, and their philosophical implications for education.

 2.    Emerging Environments, Ubiquitous Technologies, and Pedagogical Innovation:

• The relationship between emerging learning environments and pedagogical innovation.
• The nexus between generative technologies with AI and pedagogical innovation.
• Learning environments featuring MOOCs, Cloud Computing, 3D Printing, Learning Analytics, Gamification, Augmented Reality, and Mixed Reality.

 3.    Criteria for Evaluating Emerging Learning Environments.

• Suitability and relevance of evaluation criteria for emerging learning environments in the post-humanist context.
• Evaluation criteria specifically for emerging learning environments.
• Evaluation criteria for the use of generative technologies with AI in emerging learning environments.

 4.    Social and Ethical Implications of Using Generative Technologies in Education within Emerging Learning Environments.

• Social, ethical, and cultural ramifications of integrating technology and AI in education.
• Rights, responsibilities, and autonomy of cyborg citizens in the post-human era.
• Ethical education of teachers for an inclusive and equitable society in the post-human context.

Literature/Sources:

Bard, A., & Söderqvist, J. (2014). Syntheism: Creating God in The Internet Age. Stockholm Text.

Benjamin, R. (2019). Race After Technology: Abolitionist Tools for the New Jim Code. Polity Press.

Bonk, C. J. (2009). The World is Open: How Web Technology is Revolutionizing Education. Jossey-Bass.

Braidotti, R. (2013). The Posthuman. Polity Press.

Deborah Osberg & Gert Biesta (2020) Beyond curriculum: Groundwork for a non-instrumental theory of education, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1750362

Erstad, O., Kumpulainen, K., Mäkitalo, Å., Schrøder, K.C., Pruulmann-Vengerfeldt, P., Jóhannsdóttir, T. (Eds.) (2016). Learning across contexts in the Knowledge Society. Rotterdam: Sense Publishers.

Fino, C. (2023). Entrevista ao chatgpt: o que um chatbot em construção ?sabe? de educação, currículo e inovação pedagógica. CIE-UMa.

Haraway, D. (1985). A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late Twentieth Century. Simians, Cyborgs and Women: The Reinvention of Nature, 149-181.

Hayles, N. K. (1999). How We Became Posthuman: Virtual Bodies in Cybernetics, Literature, and Informatics. University of Chicago Press.

hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.

Kincheloe, J. (2006). Construtivismo Crítico. Mangualde: Edições Pedago.

Kuger S., Klieme E., Jude, N. and Kaplan, D. (Eds) (2017) Assessing Contexts of Learning: An International Perspective. Cham: Springer.

Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books.

Papert S. (1997). A família em rede. Lisboa: Relógio d?Água.

Pelletie, K; Brown, M.; Brooks, K.; McCormack, M.; Reeves, J.; Arbino, N. with Bozkurt, A.; Crawford, S.; Czerniewicz, L.; Gibson, R.; Linder, K.; Mason, J. and Mondelli, V. (2021) EDUCAUSE Horizon Report, Teaching and Learning Edition Boulder, CO:EDUCAUSE.

Romero, C., & Ventura, S. (2010). Educational Data Mining: A Review of the State of the Art. IEEE Transactions on Systems, Man, and Cybernetics, Part C (Applications and Reviews), 40(6), 601-618.

Russell, S., & Norvig, P. (2010). Artificial Intelligence: A Modern Approach (3rd ed.). Prentice Hall.

Salmon, G. (2011). E-moderating: The Key to Online Teaching and Learning. Routledge.

Selwyn, N. (2011). Education and Technology: Key Issues and Debates. Continuum.

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.

Sharmila, H. W. and Ferris, P. (Eds.) (2017). Unplugging the Classroom: Teaching with Technologies to Promote Students' Lifelong Learning. Cambridge MA: Chandos Publishing.

Vallor, S. (2016). Technology and the Virtues: A Philosophical Guide to a Future Worth Wanting. Oxford University Press.

Weiser, M. (1991). The Computer for the 21st Century. Scientific American, 265(3), 94-104.

Assesssment methods and criteria:

Self-assessment and hetero-assessment of participation in classes (50%) and in writing written work in class on the topic: emerging learning environments (50%).

Oral participation (10 points):

Fluency and clarity in oral expression (2.5 points)
Mastery of the content presented (2.5 values)
Adequacy of speech (2.5 points)
Attitude and body language (2.5 points)

Completion of written work (10 points):

Logical and coherent structuring of the text (2 points)
Theoretical foundation with citation of credible sources (3 points)
Critical and reflective analysis on the topic (3 points)
Clarity of language and grammatical and spelling correction (2 points)