Transforming education in an era of accelerating change

Transforming education in an era of accelerating change NETHERLANDS NOVEMBER 2, 2009 CREATIVE LEARNING LAB John Moravec, PhD Education Futures LLC www.educationfutures.com

A shift in paradigm

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

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

The future is becoming impossible to predict J Level of Advancement Technological Singularity 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

Workers 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

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?

Key point 1.0 schools cannot teach 3.0 kids.

Have schools reached their singularity?

No matter how hard we try to cover up 19th century institutions, they will still be 19th century institutions.

We all co-invent the future.

We’re all white belts.

We can design the future.

To move from legacy millstones:

Leapfrogging just ahead of change J’ J Level of Advancement Time

Are we thinking about the future?

Examples of leapfrogging with technologies •  The use of mobile learning devices by Chinese students to learn, have fun, and pass exams •  Build-out of mobile infrastructure in Sub- Saharan Africa •  Classrooms with 1:1 computing that reconﬁgure their physical and social environments to enable innovative interactions and learning

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.

How can the cloud help?

Leapfrog learning outcomes: The New, New Basics for the 21st century

Think systematically 1

Think simulationally 2

Thrive in the midst of changes, challenges and unknowns 3

Create and manipulate alternative pasts, presents, and futures 4

Develop and respond to goals and challenges 5

Understand and eﬀectively utilize existing information 6

Construct and utilize personal knowledge 7

Construct and apply new knowledge related to contexts, processes, and cultures 8

Eﬀectively utilize current and emerging ICTs 9

Acquire and assess knowledge and understandings of global trends 10

Write and speak in a unique voice 11

Take personal responsibility for actions and performance quality 12

Let’s get started!

The future we design can… •  Help change schools to create the future •  Help lead the world in educational change •  Help bring people of all ages into the knowledge workforce •  Help kids and adults work together creatively

“Innovate, baby, innovate!”

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Transforming education in an era of accelerating change

by John Moravec on Oct 31, 2009

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