Educators need to develop innovative models of teaching and delivery methods tailored to emerging technologies. Future learning systems should contain intelligent agents to duplicate one-to-one tutoring. Multiple intelligent agents could also monitor learners’ progress, and cater to individual needs and styles. Intelligent learning systems will allow learners to be more active and will place more responsibility on them in the learning process. Research is needed on how to empower learners to learn on their own and how to activate learners’ metacognitive skills.
Content will be designed as small chunks in the form of information and learning objects. This will allow intelligent agents to prescribe the most appropriate materials based on learner’s learning style, progress, and needs. The intelligent agents will assemble these chunks into a larger instructional sequence so that learners can achieve the learning outcomes of the lesson. More work is needed on how to develop learning objects and how to tag them for easy retrieval by intelligent agents.
Future technologies will use intelligent agents to assemble courses and modules of instruction immediately by accessing learning objects from repositories. Because of the changing nature of content, models are needed to develop learning materials in as short time as possible using techniques similar to rapid application development (Lohr et al., 2003). Smart learning systems in emerging technologies will be able to assemble unique courses for each learner, based on the learner’s prior knowledge, learning preferences, and needs.
Pervasive computing is making it possible for computing power to be included everywhere, thanks to tiny microprocessors and wireless access. As a result, educators must design for pervasive computing where learners will access learning materials using everyday objects and environments. For example, learners might be able to access course materials using kitchen appliances, or their clothing.
The trend in hardware development is towards virtual devices, such as the virtual keyboard and virtual screen. With these devices, learners are able to turn on the device, use it, and then turn it off. For example, for input into a computer, a learner can press a button to turn on a virtual keyboard on a temporary surface, use it, then turn it off. When developing learning materials for emerging technologies, educators must design for delivery on these virtual devices.