Contemporary human existence is, at least in large parts of the global-North, including the North in the global-South, implicitly and explicitly marked by technologically infused lives. From digitally mediated entertainment consumption across public and private spaces, to highly specialized digitalized medical interventions, to digitally framed religious platforms, to learning in and through digital spaces, there exist virtually (pun unintended) no dimensions of contemporary human existence that are not technologically marked and/or mediated. Having said this, an important caveat is paying heed to the need for recognizing the permeability and even non-boundary marked nature of this technologically infused existence. Thus, physical–virtual, digital–analogue, online–offline and the myriad other ways of describing contemporary lives need to be recognized. It is not one or the other—there is a continuum and permeability between these (apparent) dichotomies, in and across spaces and arenas. This necessitates explicitly asking what constitutes and what does not constitute virtual sites in current times (or for that matter what constitutes physical sites). Such recognition has profound implications for understanding the nature of learning in the twenty-first century.
The contemporary technologically infused human existence is also marked by shifts that are often described in terms of (at least) four phases or generations. From the initial connectivity and access to information beyond physical texts and communication enabled by the internet in the 1960s that expanded exponentially in the 1990s, to the participation in the creation of content by anyone, anywhere and anytime with an internet connection in the new millennium. This latter
social web phase was named Web 2.0 (thus giving the first phase the title of Web 1.0). By the end of the first decade of the twenty-first century, discussions regarding the next generation of the internet emerged. Web 3.0 is envisaged as going beyond,
the use of the traditional web by including natural ways of interacting with real-life objects that typically have not been considered as computing entities, such as cars, health support equipments, clothing […where] the human is the focal point […and the web] support[s] our daily activities in such a way that it will no longer matter if the given interactions are human to human, human to computer or even computer to computer, while we will be able to access services, information and fulfill any other communication needs in a fully global and ubiquitous environment. (Mahfujur, Abulmotaleb, Juan,, & Mahfujur, 2008, p. 9)
Web 3.0 is variously labeled as the
flexible web or the
phone web that is “intelligent” and includes important search tools and mobility dimensions. According to futuristic pundits, we are now shifting to Web 4.0 (or even Web
4.0 5.0) where artificial intelligence (AI), in the form of virtual assistants, can propose options based on algorithms gathered about our preferences and this “connects all devices in the real and virtual world in real-time” (
https://flatworldbusiness.wordpress.com/flat-education/previously/web-1-0-vs-web-2-0-vs-web-3-0-a-bird-eye-on-the-definition/, accessed 2 May 2019). The AI-supported Web
4.0 5.0 is envisaged as
symbiotic and with an
emotional component. While these shifts—presented here as overarching brushstrokes—mask the parallel presence of the different phases in contemporary times, the trajectory from the “web of things to the web of thoughts” (
https://flatworldbusiness.files.wordpress.com/2010/11/smartweb_web_5-0_evolution_confidential_-v004.jpg, accessed 2 may 2019) labels the phases in terms of from
content to
communication to
context to
things and to
thoughts. These dimensions, we argue, are relevant for re-envisaging the what, where, when, why and how associated with learning. Such a stance is crucial for understanding the “in the wild” (Rogers & Marshall,
2017) nature of the research enterprise. This suggests that digitalization brings centerstage the omnipresent nature of learning—something that is always ongoing, that is,
learning in the wild. Learning has, however, always been uncontrolled and something that happens beyond people’s conscious decisions. While digitalization makes apparent the glow of learning, the conditions for learning as well as teaching, have changed drastically over the last few decades. Such shifts, we argue, although very often framed in positively loaded terminology such as “innovation”, “change”, “flexibility” and “access”, in relation to the implementation and use of digital technology, are the result of circulating continua that bring together different dimensions of research, policy and practice.
We aim, in this chapter, to investigate and shed light on the nature of these continua by discussing how virtual sites for learning are created in practice, in policy and in research. Furthermore, we augment our arguments through a series of illustrative examples. More specifically, taking learning as the constant and ubiquitous ontological dimension of human existence, we focus on (1) virtual sites (both as they have been explored in research as well as how they have been (re)presented in policy) as the loci for identifying answers to what is real and what is virtual and their concomitant boundaries, (2) the myth of technology as educational panacea, and (3) the challenges that the dematerialization of our everyday wired lives bring to the future of the research endeavor.