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.
Maureen Greenbaum at Union County CollegeI can't believe this is from 2008 - wow talk about prescient. I found this fabulous Slideshare when I Googled 'Education 3.0' images to find the one in Gust MEES 21st posts in his Century Learning and Teaching scoop.it. Your slide 44. The points you make are even more relevant today and some f your images are priceless...'no matter how hard we try to cover up 19th century institutions, they still still be 19th century institutions! '(58) Thank you.1 month ago
charlottemilaThanks for sharing such an amazing explanation through nicely built presentation. I have website: http://www.coffret-relaxation.com/ that I wish to embed this slide into them. I hope you don’t mind. Thanks.2 years ago
Toward Society 3.0: A New Paradigm for 21st century educationPresentation 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
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
Shazwani Suhaimi
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