Pedagogical assessment of augmentation

Abstract

The education challenges in the information technology progress are considered. In particular, the problem of artificial intelligence is equal to humans and thus poses a challenge to the teaching system. The augmentation concept as the human and machine’s interaction that enhances the capabilities of each party is analyzed. We assessed these opportunities as the ability to create more value and get more personal benefit on the economic plane. But a worthy place for a human - to be above technology. Purpose of the study is to provide a pedagogical assessment of augmentation. The analysis of futurological research on human-machine synergy gave the opportunity to determine the social consequences and educational prospects of such development. It is questioned the prospect of singularity, the point at which artificial intelligence will match or exceed human intelligence. We will become dependent on «the society of the program», but it will not depend on us. It causes the spontaneous progress of techno-science. On the study basis (questionnaire), there were identified the predominant models of pedagogical interaction in traditional and online learning; described changes in teachers’ behavior under the influence of computer technology. We emphasized the threats of computer-mediated learning: «cool» [cold] environment according to Jean Baudrillard, «robot» as a pedagogical communication model, hyper-formalization of the educational process. But the concept of increase can be useful in the short term. The results of the study confirm the conclusions about the need to humanize education, balance technology and live communication. This is possible through the appeal to live communication as a «hot» system, inclusion of the classical literature, folklore in the digital learning tools narratives, the soft use of design thinking and principles of game design in teaching, leaving free space for human creativity, choice, decisions that contradict the logic of machines