Keynote speech of Roberto Carneiro, UCP, at the EFQUEL Conference in Oeiras on the 9th of September 2010.

1. Innovation and inclusion through
open education
Roberto Carneiro, UCP
EFQUEL Conference
Oeiras, 9 september 2010

2. CAN ‘OPENNESS’
GENERATE INNOVATION
AND TRANSFORM
SCHOOLS?

3. Generative/Open Knowledge Co-Creation
The Knowledge-Brokerage Cycle
(Hargadon & Sutton, HBR, May-June 2000)
Capturing good ideas
Keeping ideas alive
Radar
Incubator
The Innovation
Factory
Putting promising Imagining new uses
concepts to the test for old ideas
Test-bed Laboratory

4. SCHOOLS THAT LEARN?
FIVE DISCIPLINES (1)
Personal Mastery: Personal mastery is the
practice of articulating a coherent image of
your personal vision – the results you most
want to create in your life – alongside a realistic
assessment of the current reality of your life
today. This produces a kind of innate tension
that, when cultivated, can expand your capacity
to make better choices and to achieve more of
the results that you have chosen

5. SCHOOLS THAT LEARN?
FIVE DISCIPLINES (2)
Shared Vision: This collective discipline
establishes a focus on mutual purpose. People
with a common purpose (e.g., the teachers,
administrators, and staff in a school) can learn to
nourish a sense of commitment in a group or
organization by developing shared images of the
future they seek to create and the principles and
guiding practices by which they hope to get there.
A school or community that hopes to live by
learning needs a common shared vision process.

6. SCHOOLS THAT LEARN?
FIVE DISCIPLINES (3)
Mental Models: This discipline of reflection and
inquiry skills is focused around developing
awareness of attitudes and perceptions – your
own and those of others around you. Working
with mental models can also help you more
clearly and honestly define current reality. Since
most mental models in education are often
“undiscussable” and hidden from view, one of the
critical acts for a learning school is to develop the
capability to talk safely and productively about
dangerous and discomfiting subjects.

7. SCHOOLS THAT LEARN?
FIVE DISCIPLINES (4)
Team Learning: This is a discipline of group
interaction. Through such techniques as dialogue and
skillful discussion, small groups of people transform
their collective thinking, learning to mobilize their
energies and actions to achieve common goals and
drawing forth an intelligence and ability greater than
the sum of individual members’ talents. Team
learning can be fostered inside classrooms, between
parents and teachers, among members of the
community, and in the “pilot groups” that pursue
successful school change.

8. SCHOOLS THAT LEARN?
FIVE DISCIPLINES (5)
Systems Thinking: In this discipline, people learn to better
understand interdependency and change and thereby are
able to deal more effectively with the forces that shape the
consequences of their actions. Systems thinking is based on a
growing body of theory about the behavior of feedback and
complexity – the innate tendencies of a system that lead to
growth or stability over time. Tools and techniques such as
stock-and-flow diagrams, system archetypes and various
types of learning labs and simulations help students gain a
broader and deeper understanding of the subjects they study.
Systems thinking is a powerful practice for finding the
leverage needed to get the most constructive change.

9. ADAPTIVE AND GENERATIVE LEARNING
Closed and Open Systems
ADAPTIVE “OLD” LEARNING GENERATIVE “NEW” LEARNING
• Responding to environmental • Expanding capabilities
change • Enhancing creativity, fostering
• Coping with threats openness
• Reacting to symptoms • Looking at the environment in
• Capturing trends and new ways
incorporating early signs of • Adressing underlying causes
change • Thinking differently
• Eliciting flexibility as prime • Anticipating futures
value

10. Mental habits that support LLL
John Kotter, “Leading Change”, 1996
• Risk-taking: Willingness to push oneself out of
comfort zones
• Humble self-reflection: Honest assessment of
successes and failures, especially the latter
• Solicitation of opinions: Aggressive collection
of information and ideas from others
• Careful listening: Propensity to listen to others
• Openness to new ideas: Willingness to view
life with an open mind

11. INFORMAL LEARNING
• Informal learning establishes the foundation for
advanced synergies between learning and
innovation.
• Investing in the theory and practice of
translating life (and professional) experience into
accredited knowledge and skills.
• Understanding and mastering complex processes
involved in the formation and sharing of “social
knowledge” - the centre of new lifelong learning
agendas.
•Exploring the role of IT + Web 2.0 (social
networks) and Web 3.0 (semantic web + ‘internet
of things’) in spreading informal learning
narratives and tacit knowledge acquisitions.

12. New Policy Agenda for Informal Lifelong Learning
• Enabling the transformation of experience into consolidated and
useful knowledge
• Legitimising in a socially credible way tacit knowledge acquired in
non-formal and informal settings
• Overcoming traditional “monopolies” of codified knowledge
• Constructing a credible “catalogue” of tacit competencies, uniquely
acquired and nurtured through the means of experience?
• Deconstructing systems of merit and opportunities predominantly
based on formal degrees and certificates (cultural capital)
• Designing a new system of social signalling which would be capable
of showing the effective value of experiential knowledge
• Rewarding a community of “knowledge subjects” of informal
knowledge and constructors of tacit competencies instead of
multiplying “knowledge objects”

13. Lessons from empirical research
Adult Lifelong Learning Outcomes (1)
Improved foundation skills for lifelong learning:
a. Literacy and e. skills (reading, writing, speaking, computer
use and internet use) and evidence of changing daily habits
following certification especially having achieved the level of
basic education.
b. Learning to learn skills (self -image and self-esteem, critical
thinking, motivation for learning, learning strategies and
participation in education and training): especially improved
self-esteem and motivation for learning among the basic
education achievers.
c. Improved soft skills – personal and social skills, civic
competence and cultural awareness and expression.
d. Less progress in hard skills namely in science and technology
and foreign language. 13

14. Lessons from empirical research
Adult Lifelong Learning Outcomes (2)
Skills Summary - Evaluation Versus Skills Summary - Evaluation Versus Use in
Use in Basic Level (grade 9) Secondary Level (grade 12)
Skill Use Before certification After certification
Skill Use Before certification After certification
Literacy Literacy
9,0 9,0
8,0
"Learning to Learn" 8,0
7,0 e.Skills
Skills "Learning to Learn" Skills 7,0 e.Skills
6,0
6,0
5,0
4,0 5,0
3,0 4,0
Basic Skills in
Civic skills 2,0 Science and 3,0
Technology Basic Skills in Science and
Civic skills 2,0 Technology
Personal and social
Foreign Language
skills
Personal and social skills Foreign Language
Comunication,
expression and
cultural awarness Comunication, expression
and cultural awarness

15. Lessons from empirical research
Adult Lifelong Learning Outcomes (3)
Learning to Learn
After certification Before certification Skill Use
Learning to learn
Participation in
education and
skills: significant
Basic
traning
Secondary
Basic
gains
strategies
Learning
Secondary
Self-esteem : the lowest ranking
Self Image and Reasoning and Motivation for
Basic
before LLL participation; the
learning
Secondary biggest leapfrog after
certification (basic education)
self-estime critical thinking
Basic
Secondary
Critical thinking skills: the lowest
Basic
ranking in work context and
Secondary before LLL participation; a
5 6
robust enhancement after
7
8
9
10
certification (basic education)

16. CAN ‘INTERNET OPENNESS’
GENERATE
INCLUSION?

17. WORLD INTERNET USAGE AND POPULATION STATISTICS
Population Internet Users Internet Users Penetration Growth Users %
World Regions
( 2010 Est.) Dec. 31, 2000 Latest Data (% Population) 2000-2010 of Table
Africa 1,013,779,050 4,514,400 110,931,700 10.9 % 2,357.3 % 5.6 %
Asia 3,834,792,852 114,304,000 825,094,396 21.5 % 621.8 % 42.0 %
Europe 813,319,511 105,096,093 475,069,448 58.4 % 352.0 % 24.2 %
Middle East 212,336,924 3,284,800 63,240,946 29.8 % 1,825.3 % 3.2 %
North America 344,124,450 108,096,800 266,224,500 77.4 % 146.3 % 13.5 %
Latin America/Caribbean 592,556,972 18,068,919 204,689,836 34.5 % 1,032.8 % 10.4 %
Oceania / Australia 34,700,201 7,620,480 21,263,990 61.3 % 179.0 % 1.1 %
WORLD TOTAL 6,845,609,960 360,985,492 1,966,514,816 28.7 % 444.8 % 100.0 %
NOTES: (1) Internet Usage and World Population Statistics are for June 30, 2010. (2) CLICK on each world region name
for

20. WORLD EDUCATION: A BIG PICTURE
Age Group 6-11 700 million 150 million out of school
Age Group 12-17 640 million 300 million out of school
Age Group 15-64 3,900 million 3,000 million in developing countries
900 million in industrial countries
World Illiterates 850 million 200 million in E. Asia
(20% population, 2/3 F) 400 million in S. Asia
40 million in LAmerica and Carib.
145 million in SSAfrica
65 million in Arab States
Tertiary Enrollment 90 million
Teachers 60 million
Public Expend. in Ed. US$ 2 trillion (80% in developed countries)

21. THE WAY TO INCLUSIVE KNOWLEDGE
CLASSICAL APPROACH NEW APPROACH
What to teach Where to learn
How to teach When to learn
Initial Education Flexible Learning
for a lifetime throughout life
Status-ridden Inclusive
Knowledge Knowledge
“Have-nots” “Haves”

22. Assessing the effects of ICT in education
Friedrich Scheuermann (JRC) and Francesc Pedró (OECD), 2009
First, recent evidence has unveiled that the digital divide in education goes
beyond the issue of access to technology. A new second form of digital divide
has been identified: the one existing between those who have the right
competencies and skills to benefit from computer use, and those who do not. These
competences and skills are closely linked to the economic, cultural and social
capital of the student.
Second, the changing needs of economic and social development require a wide
range of new skills and competencies, known as the 21st century competencies.
These are considered key enablers of responsible citizenship in a knowledge-based
and technology-pervaded economy.
Last but not least, there is the pending issue of whether or not today’s teaching
and learning experience in schools matches what could be expected from
a knowledge society.

23. OEP AS A BRIDGE BETWEEN NEW AND
OLD LEARNING
•Network and distributed learning may act to
-approximate supply and demand
-enhance flexibility and customization
-promote an equitable distribution of learning resources
-combine distance and proximity (face to face) strategies
- develop “invisible” learning interfaces
•Boosting the effectiveness of classroom learning and teaching
•Assisting in the expansion of teaching competencies
•Augmenting LLL opportunities for continuous skills upgrading and
personal/social development – TARGETING THE LOW SKILLED

24. A ‘LEARNING UTILITY’: AGENDA
• Build an infrastructure (OER and OEP) for Lifelong
Learning
• Skills for All – generic, ICT, civic, social, ‘productive’
• Quality of Service and Standards for Learning
• Invisible technologies and CoP
• Balanced corporate and individual learning agendas:
embed learning in production contexts
• Rewarding learning cultures, boosting motivation to
engage in effortful learning
• Making room for nonformal and informal learning –
valuing real life and problem-based learning,
enhancing tacit and experiential knowledge

25. INTUITION, IMAGINATION, QUALITY ...
... and PERSPIRATION
“The gift of imagination is by no means an exclusive
property of the artist; it is a gift we all share ... The
dullest ... among us has the gift of dreams at night –
visions and yearnings and hopes. Everyone can also
think; it is the quality of thought that makes the
difference – not just the quality of logical thinking,
but of imaginative thinking ... Albert Einstein ... often
spoke of having dreamed his Unified Field Theory and
his Principle of Relativity – intuiting them, and then,
high on inspiration, plunging into the perspiration of
working them out to be probable, and therefore true”.
Leonard Bernstein, Johns Hopkins University
commencement address, 1980.

26. LIFELONG LEARNING
A SENSE OF PURPOSE: CULTIVATING HUMANITY
Three kinds of progress are significant for culture:
progress in knowledge and technology; progress in the
socialisation of man; progress in spirituality. The last
is the most important…technical progress, extension of
knowledge, does indeed represent progress, but not in
fundamentals. The essential thing is that we become
more finely and deeply human.
Albert Schweitzer, “The Teaching of Reverence for
Life”, p. 33, 41