Toward
Society
3.0:


New
futures
for
human

 capital
development


John
Moravec,
Ph.D.

 November
8,
2008

Disclaimer

The “dot-zero-ization”
  of everything has
become the mullet of
   the 21 st century.
Disclaimer



 I take a human capital
development perspective.
Agenda



Socie?es
1.0
–
3.0


    So
what?


   What
now?

Society
1.0

Agricultural
(18th
century)


•    Family
based
enterprises

•    Kids
learned
at
home

•    Kids
worked
at
home

•    Kid...
Industrial
(19th
and
20th
centuries)

•  Industrial
economy

•  Job/wage/salary
based
enterprises

•  Kids
learned
increas...
Informa?on
Age


•  Interpreted
data


•  Hierarchical


•  Siloed
jobs
and
roles


•  Chaos
and
ambiguity
are
eschewed

Society
2.0

Knowledge
Age


•  Interpreted
informa?on


•  Personally‐constructed
meanings


•  Socially‐constructed
meanings


•  Cha...
A
cut‐and‐paste
culture



•    Hip‐hop

•    YouTube

•    Blogs

•    Wikis

Examples
of
Society
2.0
cultural

            products:



•  This
presenta?on


•  Frank
Sinatra’s
“Duets”


•  Wikipedia

140
Ci?zen
Scien?sts



•  Audubon
society’s
bird
count


•  SETI@Home,
Folding@Home,

   Stardust@Home,
etc.


•  Moonshot

Ci?zen
Capitalists
in
Democra?zed

             Markets


•  Global
markets
for
ideas


•  Global
markets
for
talent


•  ...
What
drives
Society
2.0?

Globaliza?on

Dichotomies


•  Local
vs.
global


•  Homogeniza?on
vs.
heterogeniza?on


•  Periphery
vs.
core

Looking back at our home in the 20th century…
Concerns



•  Piracy

•  Loss
of
literacy

•  Loss
of
cultural
heritage


      …and,
change,
change,
change,
and
change

Piracy
is
as
American
as…


   •    The
Star
Spangled
Banner

   •    19th
century
industrializa?on

   •    Edison’s
phon...
How
do
organiza?ons
make
the
most

   from
a
cut‐and‐paste
society?

Society
3.0

Three
drivers
of
Society
3.0



1.  Accelera?ng
change


2.  Con?nuing
globaliza?on


3.  Innova?on
society
fueled
by
know...
Accelera?ng

change

AcceleraEng
change,

Level of Advancement   AcceleraEng
returns
                                         





           ...
What
is
the
Technological

            Singularity?

•  The
Singularity
is
the
complex,
seemingly
chao?c

   outcome
of
co...
Looking back at our home in the 21st century…
Earth




                      Jupiter



Callisto
                                Europa
           Ganymede
Innova?on
Age


•  Contextually
applied
knowledge


•  Horizontalized
diffusion
of
knowledge


•  Heterarchical
rela?onship...
Paradigm

          Domain                 1.0             2.0            3.0

Fundamental
                               ...
Sources
of
innova?on
in
Society
3.0:
                                   

(access)

Open

knowledge
is

the
energy
of

the
21st

Century.




                 –
Cristóbal
Cobo

Crowd

sourcing

Pre‐1.0
Nomads

3.0
Knowmads

Knowmads

Accelera?ng
change
impacts
the

      half‐life
of
knowledge.
                            



•  The
amount
of
informa?on
...
So?

Let’s
contextualize
this
for
a

               moment.  



(remember
when
I
men?oned
I’m
big
into
human
capital
developme...
Society
3.0
drives
Educa?on
3.0.
                               

EducaEon
1.0
              EducaEon
2.0
              EducaEon
3.0

                                                      ...
3.0
schools
                           


•  Produce
knowledge‐producing
kids,
not

   automatons.


•  Share,
remix
and
c...
3.0
schools
are
not…




•  based
on
hardware


•  based
on
sohware

3.0
schools
are
built
on
mindware.
                                 

Ambient
compu?ng

O’Reilly:

We
really
are
moving
beyond
the
era

  of
the
PC
into
the
era
of
ambient
compu?ng,

  where
w...
Ambient
awareness
is
socially‐distributed
thinking.
                                                  

Ambient
educa?on
means
3.0

    schools
are
located
in:
                          

•    Bricks
           •    Taquerías
...
Caveat: 

        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
no?ce
things
that

  don’t
work.
We
don’t
no...
For
a
good
discussion
on
e‐competencies
see:
                                           

          www.e‐competencies.org...
A
global
race
for
educa?onal
innova?on…

So
what?

Society
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.
Las?ng
legacy
of
Society
1.0:


             USA
in
the
21st
century

•  Emerging
knowledge/innova?on
economy
is
stunted

...
Key point

 Schools should not use
  new technologies to
teach the same old crap.
Key point
   and universities

 Schools should not use
  new technologies to
teach the same old crap.
                    ...
We
all
co‐invent
the
future.
                           

We’re
all
white
belts.
                     

Let’s
start
now.
               

The
New
Paradigm
of
Society
3.0


•  Increasing
importance
of
crea?ve
human
capital

•  Increasing
rates
of
change

•  Inc...
…also…


•  Today’s
kids
par?cipate
in
an
increasingly
globalized

   world


•  Industrial
society
has
given
way
to
the
k...
So,
shall
we
live
in
the
past
or
create
the

                   future?



•  In
which
paradigm
do
we
place
our
kids?


• ...
To
move
from
legacy
millstones
to
new

    futures
we
must
all
learn
to…

Leapfrogging…


•  means
leadership
rather
than
catching
up.

•  means
using
advanced,
purposive
technologies
to

   assis...
Leapfrogging
just
ahead
of
change


                               J’   J
 Level of Advancement




                      ...
“New”
workforce:


               21st
century–
Global
Leapfrog


•  Emerging
knowledge/innova?on
economy
can
get
a
quantu...
Leapfroggers
also
think…


•  Kids
(of
all
ages)
should
mirror
the
crea?ve
workforces
first

   and
foremost

•  Func?onali...
The
future
we
create
can…


•  Help
change
schools
to
create
the
future


•  Help
lead
the
world
in
educa?onal
change


• ...
“Innovate,
baby,
innovate!”
                          

No
failures.
           

Thank
you!


   EducaEon
Futures

www.educa?onfutures.com


  Leapfrog
InsEtutes

www.leapfrogins?tutes.org

Society 3 0
Society 3 0
Society 3 0
Society 3 0
Society 3 0
Society 3 0
Society 3 0
Society 3 0
Upcoming SlideShare
Loading in...5
×

Society 3 0

10,038

Published on

Slides from IS/LS 5950-001: Society 3.0

Published in: Education, Technology
5 Comments
16 Likes
Statistics
Notes
No Downloads
Views
Total Views
10,038
On Slideshare
0
From Embeds
0
Number of Embeds
15
Actions
Shares
0
Downloads
304
Comments
5
Likes
16
Embeds 0
No embeds

No notes for slide

Society 3 0

  1. 1. Toward
Society
3.0:

 New
futures
for
human
 capital
development
 John
Moravec,
Ph.D.
 November
8,
2008

  2. 2. Disclaimer The “dot-zero-ization” of everything has become the mullet of the 21 st century.
  3. 3. Disclaimer I take a human capital development perspective.
  4. 4. Agenda
 Socie?es
1.0
–
3.0
 So
what?
 What
now?

  5. 5. Society
1.0

  6. 6. Agricultural
(18th
century)
 •  Family
based
enterprises
 •  Kids
learned
at
home
 •  Kids
worked
at
home
 •  Kids
were
engaged
cross‐genera?onally
 •  Adults
could
learn
from
kids
 •  Kids
contributed
at
all
economic
levels

  7. 7. Industrial
(19th
and
20th
centuries)
 •  Industrial
economy
 •  Job/wage/salary
based
enterprises
 •  Kids
learned
increasingly
at
schools
 •  Kids
worked
at
low
level,
some?mes
 dangerous
jobs
 •  Kids
were
engaged
cross‐genera?onally
as
 chaRel,
hirelings,
or
de
facto
(and
de
jure)
 slaves
 •  Kids
learned
from
adults
within
division
of
age
 and
labor
formats
 •  Kids
s?ll
contributed
at
all
economic
levels

  8. 8. Informa?on
Age
 •  Interpreted
data
 •  Hierarchical
 •  Siloed
jobs
and
roles
 •  Chaos
and
ambiguity
are
eschewed

  9. 9. Society
2.0

  10. 10. Knowledge
Age
 •  Interpreted
informa?on
 •  Personally‐constructed
meanings
 •  Socially‐constructed
meanings
 •  Chaos
and
ambiguity
are
managed

  11. 11. A
cut‐and‐paste
culture
 •  Hip‐hop
 •  YouTube
 •  Blogs
 •  Wikis

  12. 12. Examples
of
Society
2.0
cultural
 products:
 •  This
presenta?on
 •  Frank
Sinatra’s
“Duets”
 •  Wikipedia

  13. 13. 140
  14. 14. Ci?zen
Scien?sts
 •  Audubon
society’s
bird
count
 •  SETI@Home,
Folding@Home,
 Stardust@Home,
etc.
 •  Moonshot

  15. 15. Ci?zen
Capitalists
in
Democra?zed
 Markets
 •  Global
markets
for
ideas
 •  Global
markets
for
talent
 •  Global
markets
for
products
 •  Global
markets
for
capital

  16. 16. What
drives
Society
2.0?

  17. 17. Globaliza?on
 Dichotomies
 •  Local
vs.
global
 •  Homogeniza?on
vs.
heterogeniza?on
 •  Periphery
vs.
core

  18. 18. Looking back at our home in the 20th century…
  19. 19. Concerns
 •  Piracy
 •  Loss
of
literacy
 •  Loss
of
cultural
heritage
 …and,
change,
change,
change,
and
change

  20. 20. Piracy
is
as
American
as…
 •  The
Star
Spangled
Banner
 •  19th
century
industrializa?on
 •  Edison’s
phonograph
 •  Hollywood
 Ma8
Mason’s
book
talks
about
this
(and
Pirates
2.0!):
 Mason,
M.
(2008).
The
pirate's
dilemma:
How
youth
culture
reinvented
capitalism
 (1st
Free
Press
hardcover
ed.).
New
York:
Free
Press.

  21. 21. How
do
organiza?ons
make
the
most
 from
a
cut‐and‐paste
society?

  22. 22. Society
3.0

  23. 23. Three
drivers
of
Society
3.0
 1.  Accelera?ng
change
 2.  Con?nuing
globaliza?on
 3.  Innova?on
society
fueled
by
knowmads

  24. 24. Accelera?ng
 change

  25. 25. AcceleraEng
change,
 Level of Advancement AcceleraEng
returns 
 J‐curve
 Time
  26. 26. What
is
the
Technological
 Singularity?
 •  The
Singularity
is
the
complex,
seemingly
chao?c
 outcome
of
converging
technologies
(i.e.,
 nanotechnology,
molecular
biology,
virtual
reality,
 robo?cs,
and
human
integra?on
with
all
of
the
 above)
…
and
social
change.
 •  The
Singularity
is
producing
Trans‐Humans
and
 within
a
few
decades
may
be
expected
to
produce
 Post‐Humans.

  27. 27. Looking back at our home in the 21st century…
  28. 28. Earth Jupiter Callisto Europa Ganymede
  29. 29. Innova?on
Age
 •  Contextually
applied
knowledge
 •  Horizontalized
diffusion
of
knowledge
 •  Heterarchical
rela?onships
 •  Chaos
and
ambiguity
are
embraced
and
 aRended
to

  30. 30. Paradigm Domain 1.0 2.0 3.0 Fundamental
 Complex
crea?ve
 Simple Complex relaEonships (teleological) ConceptualizaEon
of
 Inten?onal,
self‐ Hierarchic Heterarchic order organizing RelaEonships
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
  31. 31. Sources
of
innova?on
in
Society
3.0: 

  32. 32. (access)

  33. 33. Open
 knowledge
is
 the
energy
of
 the
21st
 Century.
 –
Cristóbal
Cobo

  34. 34. Crowd
 sourcing

  35. 35. Pre‐1.0
Nomads

  36. 36. 3.0
Knowmads

  37. 37. Knowmads

  38. 38. Accelera?ng
change
impacts
the
 half‐life
of
knowledge. 
 •  The
amount
of
informa?on
available
doubles
 at
an
increasing
rate
 •  The
half‐life
of
knowledge
is
decreasing
 exponen?ally

  39. 39. So?

  40. 40. Let’s
contextualize
this
for
a
 moment. 
 (remember
when
I
men?oned
I’m
big
into
human
capital
development?) 

  41. 41. Society
3.0
drives
Educa?on
3.0. 

  42. 42. EducaEon
1.0
 EducaEon
2.0
 EducaEon
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
 soTware
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

  43. 43. 3.0
schools 
 •  Produce
knowledge‐producing
kids,
not
 automatons.
 •  Share,
remix
and
capitalize
on
new
ideas.
 •  Embrace
accelera?ng
change
rather
than
 figh?ng
it.

  44. 44. 3.0
schools
are
not…
 •  based
on
hardware
 •  based
on
sohware

  45. 45. 3.0
schools
are
built
on
mindware. 

  46. 46. Ambient
compu?ng
 O’Reilly:

We
really
are
moving
beyond
the
era
 of
the
PC
into
the
era
of
ambient
compu?ng,
 where
we’re
interac?ng
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.


  47. 47. Ambient
awareness
is
socially‐distributed
thinking. 

  48. 48. Ambient
educa?on
means
3.0
 schools
are
located
in: 
 •  Bricks
 •  Taquerías
 •  Clicks
 •  Universi?es
 •  Bowling
alleys
 •  On
our
phones
 •  Coffee
shops
 •  On
television
 •  Parks
 •  In
our
 •  Subway
sta?ons
 imagina?ons
 …everywhere! 

  49. 49. Caveat: 
 Technology
is
key,
but…
 1.  Technology
is
not
the
answer.
 2.  Technology
must
be
purposive.

  50. 50. “Technology
is
a
word
that
describes
something
 that
doesn’t
work
yet...
We
no?ce
things
that
 don’t
work.
We
don’t
no?ce
things
that
do.
 We
no?ce
computers,
we
don’t
no?ce
 pennies.
We
no?ce
e‐book
readers,
we
don’t
 no?ce
books.”
 –
Douglas
Adams 
 JavaOne
Keynote,
1999

  51. 51. For
a
good
discussion
on
e‐competencies
see: 
 www.e‐competencies.org 
 [ ]
  52. 52. A
global
race
for
educa?onal
innova?on…

  53. 53. So
what?

  54. 54. Society
1.0
schools
cannot
teach
3.0
kids. 

  55. 55. No matter how hard we try to cover up 19th century institutions, they will still be 19th century institutions.
  56. 56. Las?ng
legacy
of
Society
1.0:

 USA
in
the
21st
century
 •  Emerging
knowledge/innova?on
economy
is
stunted
 •  Integrated
ac?vi?es
between
adults/kids
are
highly
 limited
 •  Kids
and
adults
learn
less
and
less
from
each
other
 •  Adults
anxious
about/fear
learning
from
kids
 •  Kids
separated
from
adults,
following
legacy
 industrial
economy
model
 •  Kids
work
mainly
at
menial
tasks
 •  Kids
s?ll
contribute
to
all
economic
levels,
but
at
far
 lower
levels
than
possible,
feasible,
and
desirable

  57. 57. Key point Schools should not use new technologies to teach the same old crap.
  58. 58. Key point and universities Schools should not use new technologies to teach the same old crap. (Remixed by Elena Benito-Ruiz) http://maberui.webs.upv.es/index.php/2008/10/dot-the-i-on-technologies-in-the-classroom/
  59. 59. We
all
co‐invent
the
future. 

  60. 60. We’re
all
white
belts. 

  61. 61. Let’s
start
now. 

  62. 62. The
New
Paradigm
of
Society
3.0
 •  Increasing
importance
of
crea?ve
human
capital
 •  Increasing
rates
of
change
 •  Increasingly
inaccurate
predic?ons
 •  Increasing
need
to
create
preferred
futures
 •  Increasing
sense
that
kids
must
share
crea?on
of
 new
futures
with
adults

  63. 63. …also…
 •  Today’s
kids
par?cipate
in
an
increasingly
globalized
 world
 •  Industrial
society
has
given
way
to
the
knowledge‐ based
society
 


…which
is
already
star?ng
to
transi?on
to
an
 innova?on
and
crea?vity
society
(3.0!)

  64. 64. So,
shall
we
live
in
the
past
or
create
the
 future?
 •  In
which
paradigm
do
we
place
our
kids?
 •  In
which
paradigm
do
we
place
adults?
 •  Where
do
each
of
us
fit?

  65. 65. To
move
from
legacy
millstones
to
new
 futures
we
must
all
learn
to…

  66. 66. Leapfrogging…
 •  means
leadership
rather
than
catching
up.
 •  means
using
advanced,
purposive
technologies
to
 assist
students
and
teachers
 •  technologies
permit
moving
from
memoriza?on
to
 crea?ve
and
innova?ve
knowledge
produc?on
 •  greatly
enhancing
human
capital

  67. 67. Leapfrogging
just
ahead
of
change
 J’ J Level of Advancement Time
  68. 68. “New”
workforce:

 21st
century–
Global
Leapfrog
 •  Emerging
knowledge/innova?on
economy
can
get
a
quantum
boost
 •  Integrated
ac?vi?es
can
partner
kids
with
adults
 •  Adults
are
eager
to
learn
from
kids
 •  Kids
and
adults
learn
more
about
each
other
 •  Kids
and
adults
partner
and
collaborate,
teaching
to
and
learning
from
 each
other
 •  Kids
work
increasingly
at
crea?ve
tasks

 •  Kids
s?ll
contribute
to
all
economic
levels,
but
with
beRer
distribu?on
of
 effort
than
in
the
past

  69. 69. Leapfroggers
also
think…
 •  Kids
(of
all
ages)
should
mirror
the
crea?ve
workforces
first
 and
foremost
 •  Func?onality
should
be
emphasized
first
and
foremost
 •  Technology
supports
reliable
func?onality
 •  Each
kid
and
adult
is
a
crea?ve
 •  Each
kid
and
adult
is
an
innovator

  70. 70. The
future
we
create
can…
 •  Help
change
schools
to
create
the
future
 •  Help
lead
the
world
in
educa?onal
change
 •  Help
bring
people
of
all
ages
into
the
knowledge
 workforce
 •  Help
kids
and
adults
work
together
crea?vely


  71. 71. “Innovate,
baby,
innovate!” 

  72. 72. No
failures. 

  73. 73. Thank
you!
 EducaEon
Futures
 www.educa?onfutures.com
 Leapfrog
InsEtutes
 www.leapfrogins?tutes.org

  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×