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Toward Society 3.0: A New Paradigm for 21st century education
 

Toward Society 3.0: A New Paradigm for 21st century education

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The convergence of globalization, the emergence of the knowledge society and accelerating change contribute to what might be best termed a New Paradigm of knowledge production in education. The New ...

The convergence of globalization, the emergence of the knowledge society and accelerating change contribute to what might be best termed a New Paradigm of knowledge production in education. The New Paradigm reflects the emerging shifts in thought, beliefs, priorities and practice in regard to education in society. While the three component trends in the new paradigm are not unknown to educational leaders, discussion of the trends as elements of a larger system is largely absent. These new patterns of thought and belief are forming to harness and manage the chaos, indeterminacy, and complex relationships of the postmodern. This lecture provides a macro-level perspective of these three phenomena as they impact education at all levels. Such perspectives provide insight to leaders throughout the world on how educational institutions relate to the New Paradigm of knowledge production. The lecture then explores "what's next" as we build from the New Paradigm to co-construct Education 3.0 to complement Society 3.0.

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    Toward Society 3.0: A New Paradigm for 21st century education Toward Society 3.0: A New Paradigm for 21st century education Presentation Transcript

    • Toward Society 3.0: A New Paradigm for 21 st century education John Moravec, Ph.D. www.educationfutures.com University of Minnesota moravec@umn.edu September 26, 2008 @moravec
    • Disclaimer The “dot-zero-ization” of everything has become the mullet of the 21st century.
    • Agenda Societies 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 • Kids were engaged cross-generationally • Adults could learn from kids • Kids contributed at all economic levels
    • Industrial (19th and 20th centuries) • Industrial economy • Job/wage/salary based enterprises • Kids learned increasingly at schools • Kids worked at low level, sometimes dangerous jobs • Kids were engaged cross-generationally as chattel, hirelings, or de facto (and de jure) slaves • Kids learned from adults within division of age and labor formats • Kids still contributed at all economic levels
    • Information Age • Interpreted data • Hierarchical • Siloed jobs and roles • Chaos and ambiguity are eschewed
    • Society 2.0
    • Knowledge Age • Interpreted information • Personally-constructed meanings • Socially-constructed meanings • Chaos and ambiguity are managed
    • A cut-and-paste culture • Hip-hop • YouTube • Blogs • Wikis
    • Examples of Society 2.0 cultural products: • This presentation • Frank Sinatra’s “Duets” • Wikipedia
    • 140
    • Citizen Journalists
    • Citizen Scientists • Audubon society’s bird count • SETI@Home, Folding@Home, Stardust@Home, etc. • Moonshot
    • Citizen Capitalists in Democratized Markets • Global markets for ideas • Global markets for talent • Global markets for products • Global markets for capital
    • What drives Society 2.0?
    • Globalization Dichotomies • Local vs. global • Homogenization vs. heterogenization • 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 industrialization • Edison’s phonograph • Hollywood Matt Mason wrote a great book on 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.
    • How do schools make the most from a cut-and-paste society?
    • Society 3.0
    • Three drivers of Society 3.0 1. Accelerating change 2. Continuing globalization 3. Innovation society fueled by knowmads
    • Accelerating change
    • Accelerating change, Level of Advancement Accelerating returns Time
    • What is the Technological Singularity? • The Singularity is the complex, seemingly chaotic outcome of converging technologies (i.e., nanotechnology, molecular biology, virtual reality, robotics, and human integration 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.
    • Looking back at our home in the 21st century…
    • Earth Jupiter Callisto Europa Ganymede
    • Innovation Age • Contextually applied knowledge • Horizontalized diffusion of knowledge • Heterarchical relationships • Chaos and ambiguity are embraced and attended to
    • Paradigm Domain 1.0 2.0 3.0 Fundamental Complex creative Simple Complex relationships (teleological) Conceptualization of Intentional, self- Hierarchic Heterarchic order organizing Relationships of parts Mechanical Holographic Synergetic Worldview Deterministic Indeterminate Design Causality Linear Mutual Anticausal Change process Assembly Morphogenic Creative destruction Reality Objective Perspectival Contextual Place Local Globalizing Globalized
    • Sources of innovation 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
    • Accelerating change impacts the half-life of knowledge. • The amount of information available doubles at an increasing rate • The half-life of knowledge is decreasing exponentially
    • So?
    • Society 3.0 drives Education 3.0.
    • Education 1.0 Education 2.0 Education 3.0 Socially constructed and Meaning 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, student to student, Teacher to student and student to teacher, Teaching is done … Teacher to student student to student people-technology- (progressivism) 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 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 software 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 • Parks • In our • Subway stations imaginations …everywhere!
    • 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 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
    • Dr. Cobo will discuss e-competencies on Saturday. [ ]
    • A global race for educational innovation…
    • 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.
    • Lasting legacy of Society 1.0: USA in the 21st century • Emerging knowledge/innovation economy is stunted • Integrated activities 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 still contribute to all economic levels, but at far lower levels than possible, feasible, and desirable
    • 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.
    • Let’s start now.
    • The New Paradigm of Society 3.0 • Increasing importance of creative human capital • Increasing rates of change • Increasingly inaccurate predictions • Increasing need to create preferred futures • Increasing sense that kids must share creation of new futures with adults
    • …also… • Today’s kids participate in an increasingly globalized world • Industrial society has given way to the knowledge- based society …which is already starting to transition to an innovation and creativity society (3.0!)
    • 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?
    • 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 assist students and teachers • technologies permit moving from memorization to creative and innovative knowledge production • greatly enhancing human capital
    • Leapfrogging just ahead of change J’ J Level of Advancement Time
    • “New” workforce: 21st century– Global Leapfrog • Emerging knowledge/innovation economy can get a quantum boost • Integrated activities 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 creative tasks • Kids still contribute to all economic levels, but with better distribution of effort than in the past
    • Leapfroggers also think… • Kids should mirror the creative workforces first and foremost • Functionality should be emphasized first and foremost • Technology supports reliable functionality • Each kid and adult is a creative • Each kid and adult is an innovator
    • The future we create can… • Help change schools to create the future • Help lead the world in educational change • Help bring children and youth into the knowledge workforce • Help kids and adults work together creatively
    • “Innovate, baby, innovate!”
    • No failures.
    • Thank you! Education Futures www.educationfutures.com Leapfrog Institutes www.leapfroginstitutes.org