Perspectives on invisible learning
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Jandris Center talk by Dr. John Moravec, May 4, 2011, University of Minnesota

Jandris Center talk by Dr. John Moravec, May 4, 2011, University of Minnesota

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Perspectives on invisible learning Presentation Transcript

  • 1. Perspectives onInvisible Learning
  • 2. APRENDIZAJE INVISIBLE HACIA UNA NUEVA ECOLOGÍA DE LA EDUCACIÓN CRISTÓBAL COBO Y JOHN W. MORAVEC +&* ()!&(* )!* %#% &*$ * %* % !%#&!23&!2 !"#$ * +,-.!//- 1- .%*0"#
  • 3. JohnJohn Moravec, PhDUniversity of Minnesota cehd.umn.edu/olpdmoravec@umn.edu educationfutures.com@moravec May 2011
  • 4. Schooling doesn’t always equate to success.
  • 5. What isInvisible Learning?
  • 6. 1.Sociotechnological archetype for anew ecology of education.
  • 7. Formal Non-formal Informal Serendipitous Invisible Learning1.Sociotechnological archetype for anew ecology of education.
  • 8. 2.Remixes.
  • 9. 3.Suggests new applications for ICTs.
  • 10. 4.Not the answer to all our problems.
  • 11. Open.Provocative.
  • 12. Invisible Learning FactsServing 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 lowerdepending on your interests and dreams.
  • 13. The Invisible Learning project
  • 14. From Society 1.0 to Society 3.0
  • 15. Society 1.0Industrial.
  • 16. Society 2.0Knowledge.
  • 17. Society 3.0Knowmad.
  • 18. Why is this a big deal?
  • 19. Meet the Knowmads.
  • 20. Paradigm Domain 1.0 2.0 3.0Fundamental Complex creative Simple Complex relationships (teleological)Conceptualization of Intentional, self- Hierarchic Heterarchic order organizingRelationships of parts Mechanical Holographic SynergeticWorldview Deterministic Indeterminate DesignCausality Linear Mutual Anticausal CreativeChange process Assembly Morphogenic destructionReality Objective Perspectival ContextualPlace Local Globalizing Globalized
  • 21. Education 1.0 Education 2.0 Education 3.0 Socially constructed andMeaning is… Dictated Socially constructed contextually reinvented Confiscated at the Cautiously adopted Everywhere (ambient,Technology is… classroom door (digital (digital immigrants) digital universe) refugees) Teacher to student, Teacher to student and student to student,Teaching is done … Teacher to student student to student student to teacher, (progressivism) people-technology-people (co-constructivism) 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 Daycareas… tooTeachers are… Licensed professionals Licensed professionals Everybody, everywhereHardware and Are purchased at great Are open source and Are available at low costsoftware in schools… cost and ignored available at lower cost and are used purposively As ill-prepared assemblyIndustry views As co-workers or Assembly line workers L eapfro g Inst i t u t es line workers in agraduates as… entrepreneurs knowledge economy
  • 22. vs.
  • 23. + =?
  • 24. Processing power per kgTime Meat
  • 25. Processing power per kgTime Meat Machine
  • 26. the otherMoravec’sParadox
  • 27. JohnMoravec’sParadox
  • 28. The invisible use of technologies and competencies
  • 29. How...do we teach future generations?
  • 30. What...are relevant skills andcompetencies for the 21st century?
  • 31. What...are the roles of technologies?
  • 32. Soft skills.
  • 33. Learning in non-formal spaces.
  • 34. An economy of talents.
  • 35. Invisible technologies.
  • 36. 1.Connect knowledge. 2.Support “knowledge brokering.” 3.Enable the translation of knowledge to beneficial applications (innovation).Invisible technologies.
  • 37. Focus on how to learn, not what to learn.Invisible technologies.
  • 38. Technology and learning At school At homeProfessors choose the activity Students choose the activityInsufficient time for deeper Time for deeper exploration existsexplorationLearning is the purpose Learning is incidentalIndividual expertise is not Individual expertise is celebratedrecognized or is rejectedLimited resources More resource optionsModel of extension Model of depth
  • 39. Cases andexperiences we can learn from
  • 40. Learning occurs in a continuum.
  • 41. Online LearningFormal Non-formal Informal Serendipitous Invisible Learning
  • 42. Augmented realityFormal Non-formal Informal Serendipitous Invisible Learning
  • 43. Study abroadFormal Non-formal Informal Serendipitous Invisible Learning
  • 44. Peer-based learning.
  • 45. Technologies allow us to expandbeyond human limitations.
  • 46. Creative use of mobiles.
  • 47. (shh...)The silent impact of technologies.
  • 48. Flexibility of training strategies.
  • 49. Life-long learning.
  • 50. Edupunk and edupop.
  • 51. Bottom-up.
  • 52. Ubiquitous.
  • 53. Formal InvisibleCost High LowLearning Low High Highly controlled,Quality Varies by experience variesHow success is Individual’s success Ability to repeat, testsmeasured and contributionsMode Dictated, downloaded Conversed, createdTechnology Controlled EmbracedTime School hours 24/7/365 Bricks, sometimesPlace Everywhere (social) clicks (compartmentalized)Note. Inspired by Jay Cross’ “Spending/Outcomes Paradox”http://www.internettime.com/Learning/The%20Other%2080%25.htm
  • 54. Tools and methodsfor studying the future
  • 55. Do it yourself.
  • 56. Leapfrog ahead of the curve.
  • 57. J’ J Level of Advancement TimeLeapfrog ahead of the curve.
  • 58. To the Future!Normative forecasting.
  • 59. Vox populi and inlieu of conclusions
  • 60. 10 key ideas from Invisible Learning
  • 61. 1Invisible Learning is not a single idea. It is composed of many ideas.
  • 62. 2We need to take into consideration the tremendous impacts of accelerating change.
  • 63. 3Invisible Learning focuses on how to learn, not what to learn.
  • 64. 4Rethinking the formal institutions of education should lead us to more openness.
  • 65. 5 Most of the discourse aroundinnovation in education has beenaround infrastructure, but doesn’t focus on new strategies forknowledge acquisition or transfer.
  • 66. 6Reinventing learning doesn’t mean we need to start from scratch.
  • 67. 7 Education is not an “event.”It is a part of a lifelong continuum.
  • 68. 8Mindware is our best technology.
  • 69. 9Normative forecasting tools can help us build education futures that are relevant in the Invisible Learning proto-paradigm.
  • 70. *Do-it-yourself. 10 DIY*
  • 71. invisiblelearning.com
  • 72. #invisi