Opal video slide show

OPEN EDUCATIONAL PRACTICES AND GENERATIVISM CARNEIRO, ROBERTO CARNEIRO, UCP LISBON, 7 JUNE 2010

A ‘LEARNING UTILITY’ AGENDA Build an infrastructure for Lifelong Learning Skills for All – professional, generic, social, and digital Quality of Service and Standards for Learning Invisible technologies and CoP Balanced corporate and individual learning agendas: embed learning in production contexts Rewarding learning cultures, boosting motivation to engage in effortful learning Making room for nonformal and informal learning – valuing real life and problem-based learning, enhancing tacit and experiential knowledge Copyright © Roberto Carneiro, 2010

FOUR MAJOR LEARNING THEORIES Behaviourism – based on the change of reflexive behaviour of a person with the help of external stimuli (Skinner, 1947; Watson, 1913) Cognitivism – based on exploring the mind (mental processes) while observing the change of the outside behaviour (Gagné, 2004; Piaget & Inhelder, 1969) Constructivism – based on the premises that a learner actively constructs his/her own understanding through reflection on individual experiences and “talking to the world and letting the world talk back” (Bruner, 2004; Smith, 2002) Connectivism – our brains are changing and even formatted by technologies and our behaviour is shaping through the uses of technologies; know-how and know-what are being supplemented with know-where as the understanding of where to find the knowledge needed (Siemens, 2005) Copyright © Roberto Carneiro, 2010

THE VALUE CHAIN: REACHING FOR MEANING INFORMATION KNOWLEDGE LEARNING MEANING META META META META DATA INFORMATION KNOWLEDGE LEARNING Complex Qualitative Simple Service Quantitative Product Copyright © Roberto Carneiro, 2010

GENERATIVISM VS ADAPTIVISM ADAPTIVE LEARNING GENERATIVE LEARNING Adjusting to change Expanding capabilities (preference for ‘fit’) (preference for ‘stretch’) Coping with threats Enhancing creativity Reacting to symptoms Looking in new ways Capturing trends and Adressing underlying incorporating early signs causes Eliciting flexibility Thinking differently Projecting trends Anticipating futures Seeking conventional Rewarding knowledge re- knowledge (RV) construction (SV) Copyright © Roberto Carneiro, 2010

GENERATIVISM: QUERIES AND CROSSROADS Can generativism inspire a sustainable spiral of knowledge generation, sharing and re- generation, re- generation, generation, embodied both in new knowledge objects and new learning subjects? Does generative OEP conceal the potential to unleash the latent productive and creative energies of people in organizations in order that ICT and new media finally fulfill their promise to enable and empower vibrant learning communities of practice? learner- If OEP are regarded as a key ingredient of new lifelong learner-centred designs how should we define a ‘competent learner of the future’: one who is endowed with the mastery and use of a whole new range of generative learning competences? self- (self- Would enhanced generative skills in self-regulated (self-directed) learning and social (dialogic) learning spark a disruptive change in the pace of OEP uptake and diffusion? self- How may the OPAL quality guidelines and self-assessment tools for OEP be best shaped self- to support self-sustained generativism and advanced lifelong learner competences? Could generativism position itself as a central concept for a renewed Web 3.0 user-customised, ontology- (semantic, learning, smart, user-customised, evolutionary and ontology-rich in nature), one that would leverage OEP and allow the intelligent use of open resources to become a truly transformative and creative learning experience? Should neotenia emerge as a major field of OEP research in order to allow for increased adult- (teacher- generativity in quality adult-adult (teacher-learner, HE and AE) interactions? …? Copyright © Roberto Carneiro, 2010

A SENSE OF PURPOSE: CULTIVATING WISDOM Three kinds of progress are significant for culture: progress in knowledge and technology; progress in the socialisation of man; progress in spirituality. The last is the most important…technical progress, extension of knowledge, does indeed represent progress, but not in fundamentals. The essential thing is that we become more finely and deeply human. Albert Schweitzer, “The Teaching of Reverence for Life”, pp. 33-41 Copyright © Roberto Carneiro, 2010

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Opal video slide show

by robertocarneiro on Jun 07, 2010

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