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Designing the future of education in Society 3.0
 

Designing the future of education in Society 3.0

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Accelerating technological change is driving dramatic transformations in society and in the workplace that demand greater imagination, creativity and innovation. What does this mean for education and ...

Accelerating technological change is driving dramatic transformations in society and in the workplace that demand greater imagination, creativity and innovation. What does this mean for education and human capital development? How do we fit in as organizations and individuals? More importantly, what do we need to do now? This talk focuses on the emerging qualities of innovation workers in the 21st century, the impact of social technologies and media (crowdsourcing, etc.), and “what’s next” as we build Society 3.0. This talk explores a framework for navigating our rapidly changing society, and plots a pathway for maximizing and leading with our creativity and innovation capital. (These slides were shared at Creative Company Conference, ITSMF Academy and the University of Oxford.)

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    Designing the future of education in Society 3.0 Designing the future of education in Society 3.0 Presentation Transcript

    • Designing the future of education in Society 3.0 John Moravec, Ph.D. May, 2009 john@educationfutures.com
    • Disclaimer The “dot-zero-ization” of everything has become the mullet of the 21st century.
    • Society 1.0
    • The 1.0 Paradigm •  Interpreted data •  Hierarchical •  Siloed jobs and roles •  Chaos and ambiguity avoided at all costs
    • Society 2.0
    • Knowledge Age •  Interpreted information •  Personally-constructed meanings •  Socially-constructed meanings •  Chaos and ambiguity are managed
    • Ci#zen
Scien#sts

    • 140

    • How does education make the most from a cut-and-paste society?
    • Society 3.0
    • The future is already here – it is just unevenly distributed. %
of
popula#on
with
access
 –
William
Gibson
 Past
 Future

    • Innovation and Design Age •  Contextually applied knowledge •  Horizontalized diffusion of knowledge •  Heterarchical relationships •  Chaos and ambiguity are embraced and attended to
    • Three drivers of Society 3.0 1.  Accelerating change 2.  Continuing globalization 3.  Innovation society fueled by knowmads
    • Accelerating Accelerating Change change
    • Accelerating change, Accelerating uncertainty Level of Advancement Time
    • Accelerating change impacts the half-life of useful knowledge. •  The amount of information available is doubling at an exponential rate •  The half-life of knowledge is decreasing exponentially
    • Earth
 Jupiter
 Callisto
 Europa
 Ganymede

    • Sources of innovation in Society 3.0:
    • Everything is
    • Crowd sourcing
    • Pre-1.0 Nomads
    • 3.0 Knowmads
    • Knowmads
    • Paradigm Domain 1.0 2.0 3.0 Fundamental
 Complex
crea#ve
 Simple Complex rela;onships (teleological) Conceptualiza;on
of
 Inten#onal,
self‐ Hierarchic Heterarchic order organizing Rela;onships
of
parts Mechanical Holographic Synerge#c Worldview Determinis#c Indeterminate Design Causality Linear Mutual An#causal Change
process Assembly Morphogenic Crea#ve
destruc#on Reality Objec#ve Perspec#val Contextual Place Local Globalizing Globalized
    • So?
    • Society 3.0 drives Education 3.0.
    • Educa;on
1.0
 Educa;on
2.0
 Educa;on
3.0
 Socially
constructed
and
 Meaning
is…
 Dictated
 Socially
constructed
 contextually
reinvented
 Confiscated
at
the
 Cau#ously
adopted
 Everywhere
(ambient,
 Technology
is…
 classroom
door
(digital
 (digital
immigrants)
 digital
universe)
 refugees)
 Teacher
to
student,
 student
to
student,
 Teacher
to
student
and
 student
to
teacher,
 Teaching
is
done
…
 Teacher
to
student
 student
to
student
 people‐technology‐ (progressivism)
 people
(co‐ construc#vism)
 Everywhere
(thoroughly
 In
a
building
or
online
 infused
into
society:
 Schools
are
located…
 In
a
building
(brick)
 (brick
and
click)
 cafes,
bowling
alleys,
 bars,
workplaces,
etc.)
 Parents
view
schools
 A
place
for
them
to
learn,
 Daycare
 Daycare
 as…
 too
 Teachers
are…
 Licensed
professionals
 Licensed
professionals
 Everybody,
everywhere
 Hardware
and
 Are
purchased
at
great
 Are
open
source
and
 Are
available
at
low
cost
 soLware
in
schools…
 cost
and
ignored
 available
at
lower
cost
 and
are
used
purposively
 As
ill‐prepared
assembly
 Industry
views
 As
co‐workers
or
 Assembly
line
workers
 line
workers
in
a
 graduates
as…
 entrepreneurs
 knowledge
economy

    • 3.0 schools •  Produce knowledge-producing kids, not automatons. •  Share, remix and capitalize on new ideas. •  Embrace accelerating change rather than fighting it.
    • 3.0 schools are not… …based on hardware …based on software
    • 3.0 schools are built on mindware.
    • Ambient computing O’Reilly: We really are moving beyond the era of the PC into the era of ambient computing, where we’re interacting with the global network through devices that are sprinkled throughout the world, smart objects, and I think the next big thing is really not to do with the Web at all. I think the next big thing has not to do with the Web at all. I think it's beyond the Web.
    • Ambient awareness is socially-distributed thinking.
    • Ambient education means 3.0 schools are located in: •  Bricks •  Taquerías •  Clicks •  Universities •  Bowling alleys •  On our phones •  Coffee shops •  On television •  In our •  Parks imaginations •  Subway stations …everywhere!
    • So what?
    • Have schools reached their singularity?
    • Key point 1.0 schools cannot teach 3.0 kids.
    • No matter how hard we try to cover up 19th century institutions, they will still be 19th century institutions.
    • Beware, in 3.0 schools: Technology is key, but… 1.  Technology is not the answer. 2.  Technology must be purposive.
    • “Technology is a word that describes something that doesn’t work yet... We notice things that don’t work. We don’t notice things that do. We notice computers, we don’t notice pennies. We notice e-book readers, we don’t notice books.” – Douglas Adams JavaOne Keynote, 1999
    • Key point Schools should not use new technologies to teach the same old crap.
    • We all co-invent the future.
    • We’re all white belts.
    • We can design the future.
    • “Innovate, baby, innovate!”
    • No failures.