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An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
An expanding ecology of learning options: Visible and Invisible Learning
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An expanding ecology of learning options: Visible and Invisible Learning

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Slides from talk about Invisible Learning at University of Minnesota on November 20, 2010. For more information, contact Dr. John Moravec: moravec@umn.edu.

Slides from talk about Invisible Learning at University of Minnesota on November 20, 2010. For more information, contact Dr. John Moravec: moravec@umn.edu.

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  • 1. An expanding ecology of learning options: Visible and Invisible Learning* *John Moravec, PhD • November 20, 2011 • moravec@umn.edu
  • 2. Schooling doesn’t always equate to success.
  • 3. Some options are more visible than others.
  • 4. Formal Non-formal Informal Invisible Learning
  • 5. Formal Non-formal Informal Invisible Learning Online Learning
  • 6. Formal Non-formal Informal Invisible Learning Augmented Reality
  • 7. Formal Non-formal Informal Invisible Learning Study Abroad
  • 8. Invisible Learning FactsInvisible Learning Facts Serving Size 1 Learner (80.5 kg)Serving Size 1 Learner (80.5 kg) Calories 0 Calories from Fat 0 % Life Value* Total Learning 83.33% Non-formal Learning 100% Informal Learning 100% Imagination 100% Innovation 100% Creativity 100% Passion 120% *Percent Life Values are based on a full lifespan. Your life values may be higher or lower depending on your interests and dreams. *Percent Life Values are based on a full lifespan. Your life values may be higher or lower
  • 9. Formal Invisible Cost High Low Learning Low High Quality Highly controlled, varies Varies by experience How success is measured Ability to repeat, tests Individual’s success and contributions Mode Dictated, downloaded Conversed, created Technology Controlled Embraced Time School hours 24/7/365 Place Bricks, sometimes clicks (compartmentalized) Everywhere (social) Note. Inspired by Jay Cross’ “Spending/Outcomes Paradox” http://www.internettime.com/Learning/The%20Other%2080%25.htm
  • 10. The Invisible Learning project* *Better known as the Aprendizaje Invisible project
  • 11. Cristóbal Cobo (Oxford) John Moravec (Minnesota)
  • 12. 10 key ideas from Invisible Learning* *Coming February 2011, University of Barcelona Press
  • 13. 1Invisible Learning is not a single idea. It is composed of many ideas.
  • 14. 2We need to take into consideration the tremendous impacts of accelerating change.
  • 15. 3Invisible Learning focuses on how to learn, not what to learn.
  • 16. 4Rethinking the formal institutions of education should lead us to more openness.
  • 17. 5Most of the discourse around innovation in education has been around infrastructure, but doesn’t focus on new strategies for knowledge acquisition or transfer.
  • 18. 6Reinventing learning doesn’t mean we need to start from scratch.
  • 19. 7Education is not an “event.” It is a part of a lifelong continuum.
  • 20. 8Mindware is our best technology.
  • 21. 9Normative forecasting tools can help us build education futures that are relevant in the Invisible Learning proto-paradigm.
  • 22. 10DIY* *Do-it-yourself.
  • 23. More soon.
  • 24. Additional resources: invisiblelearning.com educationfutures.com ergonomic.wordpress.com leapfrog.umn.edu

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