FT: Conversational Presence
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PART I — FORESIGHT SNAPSHOT | FT: Conversational Presence | Fixed Time-Stamped Synthesis |
2026 FT: Conversational Presence
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Card Type |
Future Technology Possibility |
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Series |
Immersive Futures Guild — Vision 2035 |
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Layer |
1 — Atomic Foresight Object |
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Status |
Active |
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Confidence |
Medium |
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Workshop |
Circle of Scholars — January 2026 |
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Facilitator |
Circle of Scholars Workshop Team |
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Tags |
conversational-AI | social-presence | LLM | layer1 | ft |
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Tally.so Form |
https://tally.so/r/ilrn-if-ft-convpres-2026 |
Large language model and multimodal AI systems are creating a new category of social presence in immersive environments — AI agents that sustain extended, contextually coherent, emotionally responsive conversation. In learning contexts this raises questions about the nature of teacher-learner relationships, parasocial dynamics, and the appropriate scope of AI as a social partner in education.
Key Drivers / Contributing Conditions:
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LLM capability scaling for contextual coherence
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Multimodal AI enabling voice, expression, and gesture integration
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Demand for 24/7 tutoring presence at scale
Tensions Carried Forward to Part II:
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When does a conversational AI agent constitute an adequate substitute for a human educator?
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How should parasocial attachment to AI tutors be understood and governed in educational contexts?
Linked Scenarios / Strands: STRAND: Social & Co-Regulated XR Learning | SCENARIO: Creative Immersion
Ways of Knowing: Tree · Garden · Lantern
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PART II — COMMUNITY EVIDENCE & DIALOGUE TRACK | FT: Conversational Presence | H2 2026 — Living |
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T |
COMMUNITY CONTRIBUTION FORM — FT: Conversational Presence Submit case examples, methodological challenges, cultural perspectives, and proposed evidence criteria via: https://tally.so/r/ilrn-if-ft-convpres-2026 |
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Part II — Scope and Instructions |
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This section collects community responses, case examples, and challenges to the Part I foresight snapshot above. |
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It opens July 1, 2026 and undergoes synthesis review in September 2026, November 2026, and January 2027. |
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Contributions are submitted via the Tally.so form above and appear in the registers below after editorial review. |
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The Part I text is not modified in response to Part II contributions; it is versioned at the Annual Handoff review. |
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Contribution categories: Case Example | Methodological Challenge | Cultural/Community Perspective | Proposed Evidence Criterion |
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Ways of Knowing accepted: Tree (evidence) | Garden (practice) | Lantern (futures) |
Tensions Open for Community Response:
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When does a conversational AI agent constitute an adequate substitute for a human educator?
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How should parasocial attachment to AI tutors be understood and governed in educational contexts?
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Contributor / Date |
Category |
Way of Knowing |
Contribution Summary |
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[ Awaiting contributions — form opens July 1, 2026 ] |