OnLIFE Education: the ecological dimension of digital learning architectures

ABSTRACT The past generations of communication and interaction networks have started to extend connectivity to objects (internet of things), surfaces, and environments (sensors), thus creating interactive ecologies (the internet of everything), in which all the different entities (data, algorithms, software, things, territories, people) develop their actions and possibilities in dialogues and through each other. Such transformation determines the transition from the frontal and analog learning architectures to reticular and digital dimensions. The digitization of the world and the widespread connection enable the construction of networks and interactive and connective architectures, in which learning comes to be understood from an ecosystemic logic where human actors and several entities (which digitalization has given voice to) dialogue and, in a process of interdependence, build an intelligent ecology. From this context, emerges a new relational, ecological culture linked to indicators and criteria of sustainability, which allows us to speak of OnLIFE Education in a hyperconnected reality in which "real" and "virtual" merge, instigating institutions, teachers, and students to rethink the educational system as an ecosystem. The article, based on a reflection on the new planetary connection and network living, questions what problems and challenges this new reality poses for Education. It presents three interpretative approaches to the human-digital technology relationship in an educational context and ends with reflections on OnLIFE Education.摘要 过往各代通信与交互网络已将连接范畴拓展至物理物件（物联网，internet of things）、各类交互表面以及环境（传感器），由此构建起交互式生态系统（万物互联，internet of everything）。在此系统中，各类实体——包括数据、算法、软件、物理物件、地域空间与人类——通过彼此间的对话互动开展行动并拓展其可能性。这一变革推动了学习架构从单向模拟式向网状数字维度的转型。 全球数字化浪潮与泛在连接的普及，为各类网络与交互式互联架构的搭建提供了支撑。在此类架构中，学习可依托生态系统逻辑得到全新诠释：人类主体与数字化赋予话语权的各类实体展开对话，并在相互依存的进程中构建起智能生态系统。在此背景下，一种与可持续性指标及准则紧密关联的新型关系型生态文化应运而生。这使得我们能够在“实”与“虚”相融的超连接现实中探讨OnLIFE教育（OnLIFE Education），并促使教育机构、教师与学生将教育系统视作生态系统进行重新审视。 本文基于对新型全球互联与网络化生存的反思，探讨这一新现实给教育领域带来的问题与挑战。文中阐释了教育场景中人类与数字技术关系的三种解读路径，并最终以对OnLIFE教育的反思收束全文。