prolog

1.
The Age of Artificial Intelligence 1
(1) The specter of artificial intelligence is haunting the world.
(2) Artificial Intelligence and Human Intelligence 2
2.
Questions 5 About AI-Inspired Education
(1) The necessity of conceptualization work 5
(2) Artificial Intelligence and Educational Discipline-Specific Approach 6
(3) Educational Technology and Artificial Intelligence in Education: Designing an Asymmetric Human-Machine Collaborative Learning System 9
3.
Structure of this book 12
(1) Problem-solving method 12
(2) Chapter-by-chapter structure of the book 15

CHAPTER 01 Understanding Systems Theory
1.
General Systems Theory: A Holistic Worldview 27
(1) The whole is greater than the sum of its parts 27
(2) Reductionist Dualism and Holistic Dualism 28
(3) General Systems Theory: A Paradigm for Integration Beyond Reductionism and Holism 30
2.
Key Concept 31
(1) What is a system? 31
(2) Three types of orientation: intentionality, orientation, and functionality 35
(3) Interaction 37
(4) System Structure: Core Components 40
(5) Types of systems 49
3.
Self-production system 53
(1) Concept and Background 53
(2) Autogenic production system, heterogeneous production system, heterogeneous production system 64
(3) System expression characteristics 68
4.
Evaluation of Systems Approaches and Innovation in Teaching and Learning Systems 82
(1) Three Dimensions of Systems Theory 82
(2) Systems Theory as a Philosophy of Science 85
(3) Systems Theory and Teaching and Learning System 87
(4) From ‘Current Affairs’ to ‘Implementation’ 89

CHAPTER 02 The Birth of a Permanently Upright Bipedal Biosystem
1.
Biological Approaches to Understanding Human Nature 91
(1) Humans as a Permanent Upright Bipedal Biosystem 91
(2) The beginning of the predator-prey hunt 94
(3) Evolutionary advantages of left-right symmetry and anterior-posterior asymmetric body structure 97
(4) Development of the Cerebral Nervous System 101
2.
The Emergence of Permanent Upright Bipedal Biosystems 108
(1) Strange Body Structure 108
(2) Biological Basis of Human Cognitive Evolution 112
(3) Biological secondary cognitive function 122
(4) Evolution of the Thought System: The Intersecting Structure of Temporality and Spatiality 133
3.
The ontological shift in the three-factor production system and human learning 136
(1) The Birth of the Creator: Humanity as a System of Autopoiesis, Heteropoeia, and Heteropoeia 136
(2) Autopoietic Systems: Life Sustaining and Environmental Adaptation 137
(3) Heterogeneous Production Systems: Creative Production and Technological Evolution 139
(4) Heterogeneous Production Systems: Cooperation and Collective Production 140
CHAPTER 03 Evolution into Homo technologus
1.
The Origin of Tools and Human Evolution 147
(1) What is a tool? 147
(2) A leap forward in tool user adaptability 151
(3) The process of embodying tools and learning 156
(4) ‘Discovered tools’ and ‘made tools’ 160
(5) Human-tool coevolution 170
2.
Tool Making 178
(1) Physis and Poiesis 178
(2) Four causes that make the existence of tools possible 182
(3) Techne 186
3.
Technology: A System of Knowledge for Creation 188
(1) What is technology? 188
(2) Technological advancement and its importance in the history of civilization 191
(3) Homo technologus 196
(4) Dual Citizenship: Ecological Duality 200
(5) Technology: A Double-Edged Sword 202
4.
Artificial Intelligence vs.
Human 206
(1) Localization of Human Intelligence - Ontological Shift in the Age of Artificial Intelligence 207
(2) Homology and Similarity 208
(3) Humans are more than intelligent 210
(4) Tasks of the Teaching and Learning System 212

CHAPTER 04 Progress in the Civilization Ecosystem
1.
Evolution of Civilization Ecosystems 217
(1) What is a civilization ecosystem? 217
(2) Progressive Evolution of the Civilization Ecosystem 226
2.
The Evolution of Tools and Cooperation: A Systematic Perspective on the History of Civilization 237
(1) Axis of Tool-Technology Evolution: Bio→Physical→Cyber→HCPS 239
(2) Axis of Collaborative Evolution: Language → Text/Media → Multimodal Interaction 259
(3) Dialectical Leap in the Evolution of Civilization Ecosystems 277

CHAPTER 05 The Emergence of Teaching and Learning Systems
1.
Learning 285
(1) Establishment of the concept of ontological learning 285
(2) Criteria and Cases for Discriminating Ontological Learning 297
2.
Natural Learning and Teaching and Learning: The Dual Learning Paths of Homo technolacticus 304
(1) Dual-structured learning being: Homo technologus 304
(2) The Dual Structure of Biological Knowledge 307
(3) Nature Learning and Teaching and Learning 319
(4) Simularium as a learning environment 322
3.
Teaching and Learning System 331
(1) What is a teaching and learning system? 331
(2) Design of a teaching and learning system 337
(3) Practical Principles of Instructional System Design 343
(4) Maturity of conditions for transition to a self-production system 350

CHAPTER 06 Designing the Simularium
1.
Autopoietic Systems and Metadesign 359
(1) Design of a self-production system 359
(2) Definition of meta-design theory and design conditions 364
2.
Theoretical Foundations of Simularium Metadesign: Cultural-Historical Activity Theory (CHAT) 375
(1) Connecting Simularium Design and Cultural-Historical Activity Theory 375
(2) CHAT's Genealogy and Key Researchers 378
3. From Chat to E-Chat: Expanding Mediatization in the Age of Artificial Intelligence 392
(1) The Relationship Between CHAT and Learning 392
(2) CHAT Extension: Extended-CHAT 401
(3) Implications of E-CHAT for Simulator Design 420
4.
The Four-Stage Model of Metadesign 424
(1) Organizational Design and Archetype 425
(2) Preliminary design and prototype 426
(3) Agile Design and Ecotype 430
(4) Post-design and Autotype 435
(5) Expected Effects of the Simularium: Addressing Structural Contradictions and the Coevolution of Practice and Theory 438

CHAPTER 07 The Role of Learning Analytics Systems
1.
Foundations of Learning Analytics 447
(1) Definition and History of Learning Analytics 447
(2) Types of learning analytics: 456 based on the unit of analysis
2.
The Development and Evolution of Learning Analytics 462
(1) Developmental stages of learning analytics 462
(2) Differences between Statistics and Analytics 472
(3) Educational Technology Learning Analytics 485
3.
The Role of Learning Analytics Systems in Simularium Creation 491
(1) Organizational Design and E-CHAT Archetype 491
(2) Preliminary design and complex prototype 492
(3) Agile Design and Adaptive Ecotype 495
(4) Post-design and dynamic autotype 502
4.
The Brain and Nervous System of the Simularium: The Role and Design of Learning Analytics Systems 510
(1) The neurological role of the learning analysis system in the simulation 510
(2) Learning Analysis System Design Model 512
(3) The Art of Nudge and Persuasion 523

Epilogue
1.
Summary of Previous Chapters 535
(1) Four keywords for AI-based education: Homo technologus, asymmetric human-machine collaborative learning, simularium, and metadesign 535
2.
Ethical Dilemmas of Learning Analytics Systems 543
(1) Meta-design and the role of learning analysis systems in self-production systems 543
(2) Systemic ethics 546
(3) Systemic Ethics 551
(4) Ethical Issue Response Strategy 554

Search 561

I dedicate this book to my eternal companion, Miyoung.

Acknowledgements

It took three years for this book to come out into the world.
That time was never just mine alone.
Thanks to the audience who listened attentively to my story, the fellow researchers with whom I shared deep conversations, and the graduate students who read my drafts for class and left sharp questions and warm notes, this book was completed not as the work of one person but as a collective product resonating with many voices.
Their curious eyes and sometimes regretful voices were the precious spur that compelled me to write this book.

I would like to express my deepest gratitude to my students who, in the classes "Understanding Learning Analytics" and "Technology-Based HRD," read the texts of Bertalanffy, Heidegger, and Maturana-Varella with me, commented on them, and participated in discussions, up to the final draft.
They were serious readers and intellectual adventurers who were not afraid of unfamiliar texts.
In particular, researcher Moon So-yeon is a solid academic successor who has been with me through the entire process from reading and discussing literature, to writing and revising the first draft, and finally to publishing it as a book.
I would also like to express my gratitude to teaching assistants Nam Jeong-min and Hong Na-yeon, who read the draft in class and participated in organizing the manuscript from a reader's perspective.
As an educational engineering student, I support the future of those who will contribute to the 'implementation of simulations.'
Dr. Gu Ji-young, a design major at the EdTech Convergence Research Institute, has brilliantly expressed the prospective image of the book title, “Concept of Simularium,” through design.
I would also like to thank Professor Choi Eun-jeong of the Department of Korean Language Education at Pusan ​​National University of Education, who calmly read and meticulously refined my complex and lengthy manuscript, and Professor Kim Eun-seong of the Department of Korean Language Education at Ewha Womans University, who encouraged me to write in a new way, transcending the boundaries of traditional educational discourse.
Without their help, this book would still be a collection of fragments of ideas scattered among notes and files.
Nevertheless, I confess that the unfinished traces remaining in this book are solely due to the author's shortcomings.

I would like to express my gratitude to Park Young-sa's Deputy Director, Jeon Chae-rin, who waited with anticipation and patience despite the multiple delays in manuscript submission, and whose meticulous editing and meticulous and accurate work resulted in a wonderful book.

I would also like to express my gratitude to Umyeon Mountain, which guided my steps and opened up the flow of my thoughts while writing this book.
While walking along the mountain path near my house, past the Seoul Arts Center, and to the spring, I was able to discover and experience within myself Homo technologicus as a being who preserves nature and creates culture.
As I walked along that road, the four seasons changing three times, the outline of this book gradually became clearer, like a black-and-white photograph being developed.

Finally, I offer my condolences to the two people who have been constantly talking to each other for the past three years, sometimes nagging each other, sometimes encouraging each other—Jo Il-hyun as an author and Jo Il-hyun as a critic.
These two Jo Il-hyuns were sometimes harsh to each other, but this book could not have been completed by just one of them.
Since writing a book is also a form of self-production, I believe that it can co-evolve through structural coupling with the reader ecosystem, and I would like to give these two Jo Il-hyuns a long-awaited break.

The end of summer 2025,
In the Ewha Garden, where sunlight streams in through both walls