1. OPEN EDUCATIONAL PRACTICES ANDOPEN EDUCATIONAL PRACTICES ANDOPEN EDUCATIONAL PRACTICES ANDOPEN EDUCATIONAL PRACTICES AND
GENERATIVISMGENERATIVISMGENERATIVISMGENERATIVISMGENERATIVISMGENERATIVISMGENERATIVISMGENERATIVISM
ROBERTOROBERTOROBERTOROBERTO CARNEIROCARNEIROCARNEIROCARNEIRO, UCP, UCP, UCP, UCP
LISBON, 7 JUNE 2010LISBON, 7 JUNE 2010LISBON, 7 JUNE 2010LISBON, 7 JUNE 2010

2. 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:
Copyright © Roberto Carneiro, 2010
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

3. FOUR MAJOR LEARNING THEORIES
BehaviourismBehaviourismBehaviourismBehaviourism – based on the change of reflexive behaviour
of a person with the help of external stimuli (Skinner, 1947;
Watson, 1913)
CognitivismCognitivismCognitivismCognitivism – based on exploring the mind (mental
processes) while observing the change of the outside
behaviour (Gagné, 2004; Piaget & Inhelder, 1969)
ConstructivismConstructivismConstructivismConstructivism – based on the premises that a learner
Copyright © Roberto Carneiro, 2010
ConstructivismConstructivismConstructivismConstructivism – 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)
ConnectivismConnectivismConnectivismConnectivism – 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)

4. THE VALUE CHAIN: REACHING FOR MEANINGTHE VALUE CHAIN: REACHING FOR MEANINGTHE VALUE CHAIN: REACHING FOR MEANINGTHE VALUE CHAIN: REACHING FOR MEANING
KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE
METAMETAMETAMETA
INFORMATIONINFORMATIONINFORMATIONINFORMATION
LEARNINGLEARNINGLEARNINGLEARNING
METAMETAMETAMETA
KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE
MEANINGMEANINGMEANINGMEANING
METAMETAMETAMETA
LEARNINGLEARNINGLEARNINGLEARNING
INFORMATIONINFORMATIONINFORMATIONINFORMATION
METAMETAMETAMETA
DATADATADATADATA INFORMATIONINFORMATIONINFORMATIONINFORMATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE LEARNINGLEARNINGLEARNINGLEARNING
SimpleSimpleSimpleSimple
QuantitativeQuantitativeQuantitativeQuantitative
ProductProductProductProduct
ComplexComplexComplexComplex
QualitativeQualitativeQualitativeQualitative
ServiceServiceServiceService
DATADATADATADATA
Copyright © Roberto Carneiro, 2010

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

6. GENERATIVISM: QUERIES AND CROSSROADS
CanCanCanCan generativismgenerativismgenerativismgenerativism inspire a sustainable spiral of knowledgeinspire a sustainable spiral of knowledgeinspire a sustainable spiral of knowledgeinspire a sustainable spiral of knowledge generationgenerationgenerationgeneration, sharing and, sharing and, sharing and, sharing and rererere----
generationgenerationgenerationgeneration, embodied both in new knowledge objects and new learning subjects?, embodied both in new knowledge objects and new learning subjects?, embodied both in new knowledge objects and new learning subjects?, embodied both in new knowledge objects and new learning subjects?
DoesDoesDoesDoes generativegenerativegenerativegenerative OEP conceal the potential to unleash the latent productive and creativeOEP conceal the potential to unleash the latent productive and creativeOEP conceal the potential to unleash the latent productive and creativeOEP conceal the potential to unleash the latent productive and creative
energies of people in organizations in order that ICT and new media finally fulfill theirenergies of people in organizations in order that ICT and new media finally fulfill theirenergies of people in organizations in order that ICT and new media finally fulfill theirenergies of people in organizations in order that ICT and new media finally fulfill their
promise to enable and empower vibrant learning communities of practice?promise to enable and empower vibrant learning communities of practice?promise to enable and empower vibrant learning communities of practice?promise to enable and empower vibrant learning communities of practice?
If OEP are regarded as a key ingredient of new lifelong learnerIf OEP are regarded as a key ingredient of new lifelong learnerIf OEP are regarded as a key ingredient of new lifelong learnerIf OEP are regarded as a key ingredient of new lifelong learner----centredcentredcentredcentred designs howdesigns howdesigns howdesigns how
should we define a ‘competent learner of the future’: one who is endowed with theshould we define a ‘competent learner of the future’: one who is endowed with theshould we define a ‘competent learner of the future’: one who is endowed with theshould we define a ‘competent learner of the future’: one who is endowed with the
mastery and use of a whole new range ofmastery and use of a whole new range ofmastery and use of a whole new range ofmastery and use of a whole new range of generativegenerativegenerativegenerative learning competences?learning competences?learning competences?learning competences?
Would enhancedWould enhancedWould enhancedWould enhanced generativegenerativegenerativegenerative skills in selfskills in selfskills in selfskills in self----regulated (selfregulated (selfregulated (selfregulated (self----directed) learning and socialdirected) learning and socialdirected) learning and socialdirected) learning and social
Copyright © Roberto Carneiro, 2010
Would enhancedWould enhancedWould enhancedWould enhanced generativegenerativegenerativegenerative skills in selfskills in selfskills in selfskills in self----regulated (selfregulated (selfregulated (selfregulated (self----directed) learning and socialdirected) learning and socialdirected) learning and socialdirected) learning and social
(dialogic) learning spark a disruptive change in the pace of OEP uptake and diffusion?(dialogic) learning spark a disruptive change in the pace of OEP uptake and diffusion?(dialogic) learning spark a disruptive change in the pace of OEP uptake and diffusion?(dialogic) learning spark a disruptive change in the pace of OEP uptake and diffusion?
How may the OPAL quality guidelines and selfHow may the OPAL quality guidelines and selfHow may the OPAL quality guidelines and selfHow may the OPAL quality guidelines and self----assessment tools for OEP be best shapedassessment tools for OEP be best shapedassessment tools for OEP be best shapedassessment tools for OEP be best shaped
to support selfto support selfto support selfto support self----sustainedsustainedsustainedsustained generativismgenerativismgenerativismgenerativism and advanced lifelong learner competences?and advanced lifelong learner competences?and advanced lifelong learner competences?and advanced lifelong learner competences?
CouldCouldCouldCould generativismgenerativismgenerativismgenerativism position itself as a central concept for a renewed Web 3.0position itself as a central concept for a renewed Web 3.0position itself as a central concept for a renewed Web 3.0position itself as a central concept for a renewed Web 3.0
(semantic, learning, smart, user(semantic, learning, smart, user(semantic, learning, smart, user(semantic, learning, smart, user----customisedcustomisedcustomisedcustomised, evolutionary and ontology, evolutionary and ontology, evolutionary and ontology, evolutionary and ontology----rich in nature),rich in nature),rich in nature),rich in nature),
one that would leverage OEP and allow the intelligent use of open resources to become aone that would leverage OEP and allow the intelligent use of open resources to become aone that would leverage OEP and allow the intelligent use of open resources to become aone that would leverage OEP and allow the intelligent use of open resources to become a
truly transformative and creative learning experience?truly transformative and creative learning experience?truly transformative and creative learning experience?truly transformative and creative learning experience?
ShouldShouldShouldShould neotenianeotenianeotenianeotenia emerge as a major field of OEP research in order to allow for increasedemerge as a major field of OEP research in order to allow for increasedemerge as a major field of OEP research in order to allow for increasedemerge as a major field of OEP research in order to allow for increased
generativitygenerativitygenerativitygenerativity in quality adultin quality adultin quality adultin quality adult----adult (teacheradult (teacheradult (teacheradult (teacher----learner, HE and AE) interactions?learner, HE and AE) interactions?learner, HE and AE) interactions?learner, HE and AE) interactions?
…?…?…?…?

7. 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
A SENSE OF PURPOSE: CULTIVATING WISDOM
Copyright © Roberto Carneiro, 2010
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