Positive Learning in the Age of Information (PLATO) – Critical Remarks

Abstract

Access to information in mass and social media was once thought of as a universal “leveler” for all. Unfortunately learning opportunities have been corrupted by biased, false, deliberately inaccurate, and unverified information. Negative learning (NL) occurs when Internet users are unable to recognize this. Positive learning (PL), the acquisition of new, warranted and morally justified knowledge, is PLATO’s focus. PLATO should capitalize on high fidelity simulations to: (a) study NL and PL, (b) teach PL skills, and (c) assess PL skills. A model of teaching and learning developed for “Pluraliteracies” provides a framework for PLATO to develop, teach and assess PL competencies. Two warnings as PLATO progresses: (1) education alone cannot overcome NL opportunities; technologies (e.g., artificial intelligence) are needed to assist citizens in identifying NL environments; and (2) research must go beyond “person” to “person-in-context” recognizing that environments can foster either NL or PL.

This paper is based on my discussant remarks at the June 2017 PLATO conference at the University of Mainz, Germany; for more information about the PLATO program see Zlatkin-Troitschanskaia et al. (2017).