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Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
Jay Cross Vivo Versao Final Corrigida
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Jay Cross Vivo Versao Final Corrigida

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  • Most important meme of the day is Change
  • Loners are powerless. We learn with one another. Teams work; no hermits allowed.
  • Once had plenty of time, new computer model every six or seven years Web 2 & learning: ever faster 20,000 years
  • phase change, not downturn
  • The predictable “clockwork universe” is no more. We inhabit a complex world of perpetual surprise.
  • Plants where people work used to look like this. Factories and efficiency. Now we work amid networks. As in nature, everything is connected to everything else.
  • I used to advise people to take the leap into the new way of work right away. Now I suggest they sell their stakeholders on the idea first.
  • Illich: To liberate access to things by abolishing the control which persons and institutions now exercise over their educational values. To liberate the sharing of skills by guaranteeing freedom to teach or exercise them on request. To liberate the critical and creative resources of people by returning to individual persons the ability to call and hold meetings — an ability now increasingly monopolized by institutions which claim to speak for the people. To liberate the individual from the obligation to shape his expectations to the services offered by any established profession — by providing him with the opportunity to draw on the experience of his peers and to entrust himself to the teacher, guide, adviser, or healer of his choice. Inevitably the deschooling of society will blur the distinctions between economics, education, and politics on which the stability of the present world order and the stability of nations now rest.
  • 1997 Largest private university in US 2000 Enrollment tops 100,000 students 2003 Enrollment tops 200,000 students
  • FBI. Credentials
  • Dare to Share
  • Blue pages
  • http://www.cgi.com/en/know-how/technology-viewpoints/march2007
  • Workscape = work environment where learning takes place.
  • No more classes, no more books. Rather, learning in the course of doing. Experientia docet.
  • not analysis. content de-emphasized. information/instruction
  • network
  • All learning is both formal and informal.
  • Doing = more important than learning. Pull>push
  • Typical differences
  • Most purloined graphic in learning. (It started here.) 80% of the way we learn our work is informal; corporations invest primarily in formal.
  • ...practitioners bring in the money but the training function largely ignores them.
  • Everyone in your business ecosystem needs opportunities to learn
  • What to encourage
  • Transcript

    • 1.  
    • 2.  
    • 3. The Brand New World
    • 4. Us. Me.
    • 5. Faster, faster, faster 1970 Now
    • 6.  
    • 7. Mechanical Complex
    • 8. Paintings of Charles Sheeler
    • 9. Leaping the Chasm
    • 10.  
    • 11. Deschooling
    • 12. Ivan Illich , Austrian philosopher, Roman Catholic priest and critic of the institutions of contemporary western culture and their effects on the provenance and practice of education, medicine, work, energy use, and economic development. Ivan Illich, 1926 - 2002 “ Deschooling Society”
    • 13. Separated at birth?
    • 14. "...Schooling implies custodial care for persons who are declared undesirable elsewhere by the simple fact that a school has been built to serve them." “ Together we have come to realize that for most men the right to learn is curtailed by the obligation to attend school.”
    • 15. “ Schools are designed on the assumption that there is a secret to everything in life... and that only teachers can properly reveal these secrets.”
    • 16. “ New educational institutions would...facilitate access for the learner: to allow him to look into the windows of the control room or the parliament, if he cannot get in by the door.”
    • 17. “ When pressed to specify how they acquired what they know and value, will readily admit that they learned it more often outside than inside school. Their knowledge of facts, their understanding of life and work came to them from friendship or love, while viewing TV, or while reading, from examples of peers or the challenge of a street encounter.”
    • 18. Why School is the Wrong Model for Learning Forgetting curve Irrelevant content Not real world Deficient students Taught by authority figure Focus on individuals, not groups Stifles creativity Give answers rather than action Assembly-line approach “ Ends” with graduation
    • 19. Opportunity web: networks, not curriculum "What kinds of things and people might learners want to be in contact with in order to learn?" Learning Objects Skill Exchanges Peer Matching Educators -at-large
    • 20. 1976
    • 21. 1997 Largest private university in US 2000 Enrollment tops 100,000 students 2003 Enrollment tops 200,000 students
    • 22. Our core goal is to meet the needs of working and underserved students by giving you the chance to earn your college degree. Flexible scheduling, faculty with real-world knowledge and a consistent and effective curriculum design help make higher education accessible to everyone. John Sperling, Founder
    • 23. Deschooling Society University of Phoenix Learning objects Workplace & project Peer matching Age of students 19 - 49 Skill exchanges Ground level research Educators-at-large Practitioner faculty
    • 24. Learning is the Work What's wrong with most training? It's just like school.
    • 25. Tangible Value Intangible Value (Nodes) (Connections)
    • 26.  
    • 27. Learning Working Smarter
    • 28. Networks, not curriculum Learning Objects Skill Exchanges Peer Matching Educators -at-large
    • 29. Opportunity Networks in Business Learning Objects
    • 30. Opportunity Networks in Business Peer Matching
    • 31. Opportunity Networks in Business Skill Exchanges
    • 32. Opportunity Networks in Business Educators at Large
    • 33. A Learning Ecology Courses are dead. Learning ecosystems are the future.
    • 34. Classroom Ecology apart from work embedded in work training, push learning, pull programs platform piecemeal holistic events processes static fluid know things work smarter
    • 35. Instructional Design 2.0
    • 36. Rethinking The Organization
    • 37. jaycross.com/vivo
    • 38.  
    • 39.  
    • 40. Optional: Material on Informal Learning
    • 41. Learning Spectrum Formal Informal
    • 42. Learning Spectrum Formal Informal Doing /Push /Pull
    • 43. Common characteristics Formal Informal Control Top-down Laissez-faire Delivery Push Pull Duration Hours, days, weeks Minutes Where? Apart from work Imbedded in work Author Instructional designer Individual Time to develop Months, weeks Minutes When? In advance At time of need To do what? Know Become
    • 44.  
    • 45.  
    • 46.  
    • 47. Learning over time
    • 48.  
    • 49. Employees Temps Ad hoc teams Specialists Contractors Outsource providers Professional communities Advisors Customers Channels Suppliers Partners Media Prospects The industry Community Government Business Ecosystem: 21st Century Practitioners Novices
    • 50. Our CLO is involved in making decisions about learning for partners and supply chain. Our CLO is involved in making decisions about customer learning. 2009 Internet Time - CLO Magazine Survey of CLOs n=195 No No Yes Yes Chief Learning Officer Responsibilities
    • 51. Doing Learning Natural Social Spontaneous Informal Unbounded Adaptive Fun Conversation
    • 52. Spectrum of activities Instructor-led class Workshop Video ILT Schooling Curriculum Mentoring Lunch ‘n learn Conferences Simulations Interactive webinars Performance support YouTube Podcasts Books Storytelling Hallway conversation Profiles/locator Social networking Trial & error Search Observation Asking questions Job shadowing/rotation Collaboration Community Study group Web jam Feeds Wikis, blogs, tweets Social bookmarking Unconferences Formal Informal
    • 53.  

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