SRA-E Lisbon 2017

Future education should prepare students for a world in which interaction [in Norwegian: samhandling] between individuals is believed to be increasingly digital. The problem is that we do not know exactly how this should be facilitated educationally and what the consequences may be for the education in general. The concept of interaction is complex and involves not only the interaction but also knowledge sharing and collaboration. One goal of interacting digitally is increasing the availability of knowledge and the efficiency of learning. However, replacing face-to-face interaction with digital interaction may have different implications for the interaction itself, for example risk exposure, digital terror and personal bullying. Other implications may include unwanted digital surveillance, infiltration, use of false identities and hacking, as well as propaganda and indoctrination, for example in the form of political manifestos, warning signs ahead of terrorism and ideological articles of political and military situations. Another type of risk may also occur to a greater extent than before: Academic learning may be different than the education programs have envisaged in relation to the curriculum, as digital interaction during the learning process can lead to knowledge sharing and learning with actors with different motives and professional insight than the designations of the curricula. The question is whether this should be seen as an advantage or disadvantage for learning and development? This in turn raises the question about the need for control versus freedom when it comes to using digital and social media in relation to academic learning. In this paper, we will discuss whether digital interaction requires a new pedagogy, which, to a greater extent than before, takes into account risks and unforeseen events.