This paper explores the subtle notion of unplugging to critically analyze the technological determinism of the Smart City. This exploration suggests that being digitally connected should not be perceived as gaining social capital. This article critiques the assumptions of the Smart City and proposes a ten-dimension conceptual framework. The first section of this article explores hyperconnected societies and how unplugging could be beneficial. The main subjects, Digital Natives, are discussed in the second section of this article. The third section is a decalogue on deconstructing the Smart City, and the final section presents key ideas and questions for future analysis.
The aim of this editionMany have argued that the development of artificial intelligence has more potential to change higher education than any other technological advance. For instance, Klutka et al. ( 2018) has listed the following goals for AI in higher education:However, these are aspirational goals. What is the reality, at least as we enter the 2020s? The purpose of this special edition, as expressed in the journal's call for papers, is to examine the potential and actual impact of artificial intelligence (AI) on teaching and learning in higher education.
This article explores and discusses key conditions needed to develop skills for innovation. This article analyses five trends that can contribute to fostering the development of skills for innovation within and outside formal educational institutions. These key trends, identified through a literature review, are elements that foster learning and human capital development necessary for an innovative society. These five key elements are: (1) the mismatch between formal education and the challenges of an innovative society; (2) the shift from what we learn to how we learn; (3) the fluctuating relationship between digital technologies and contents; (4) the changing conceptions of space‐time and the emphasis on lifelong learning; and (5) the development of soft skills. Finally, this article ends highlighting that the expanded learning and the development of skills for innovation are critical aspects for the future of education.
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