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Keynote: Knowledge building organisations

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Keynote speaker Mark Osborne at Mahara Hui in Auckland on 10 April 2015

https://maharahui.org.nz/course/view.php?id=3

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Keynote: Knowledge building organisations

  1. 1. Knowledge- Building Organisations Mark Osborne mark.osborne@core-ed.org
  2. 2. Education 1.0
  3. 3. Education 2.0
  4. 4. Education 3.0
  5. 5. Drivers of change
  6. 6. What kinds of skills are in demand? “The skills that are easiest to test are also the easiest to digitise, automate and outsource.” Mike Lloyd
  7. 7. Sugata Mitra - Education system is outdated.
  8. 8. What’s changed? 1. Knowledge is a commodity: it’s free like air or water. 2. What the world cares about is not what you know, but what you can do with what you know. 3. Any job that can be routined is rapidly being offshored or automated.
  9. 9. Knowledge-building organisations Require the correct: ● structures ● spaces ● systems
  10. 10. The Pyramid ● Top down ● Divided against itself ● Stratified, petrified and predictable ● A monument to the past ● A Tomb ● Bottom up ● Flexible, able to move, adjust and repair itself ● Has branches that can act ● An organic, dynamic organism ● GROWS! The Plum Tree Gordon MacKenzie “Orbiting the Giant Hairball”
  11. 11. Leadership for a slow-moving world? ● ‘Lone Ranger’ boss ● Sequential and orderly ● Consult, consider, make decisions alone
  12. 12. Leadership for a fast-moving world? ● Connected, empowered teams ● Networked, complex ● Pooling information to make decisions together ● Creating new knowledge
  13. 13. Drucker - Knowledge
  14. 14. Quinn Norton: “Schools should have hackerspaces. They should have temporary autonomous zones. Learning how to navigate these autonomous groupings is a key skill for people who are going to be working on projects that are not going to be managed from the top down.” Image: http://upload.wikimedia.org/wikipedia/commons/e/e1/Wikimedia_Conference_Berlin_-_Developer_meeting_(7739).jpg Norton Quotation: http://www.edtalks.org/video/macguffins-hackerkids-and-troublesome-21st-century
  15. 15. Makercrate:
  16. 16. Heppell - full of surprises
  17. 17. “For me it was a dream come true - I could never have dreamt of doing what I love doing during school time”, explains Jackson ... it’s extraordinary to watch him learning; a YouTube tutorial open in one window, Blender in another, as he develops the latest element to the fantastical creature that he’s animating. No teacher has shown him how to do this; in fact the best way to cause learning here is for the teacher to stand back! Image Source: Chris Bradbeer | openlearningspaces.blogspot.com/2012/11/breakthrough-time-and-space.html
  18. 18. Knowledge-building through projects: “Improving how you are yourself.”
  19. 19. ● Real ideas, authentic problems ● Improvable ideas ● Idea diversity ● Rise above ● Epistemic agency ● Community knowledge, collective responsibility ● Democratizing knowledge ● Symmetric knowledge advancement ● Pervasive knowledge building ● Constructive use of authoritative sources ● Knowledge- building discourse ● Embedded and transformative assessment Adapted from M. Scardamalia, Collective cognitive responsibility. In B. Smith (Ed.), Liberal Education in a Knowledge Society. Chicago, IL, Open Court, 2002, Table 4.1, pp. 78–82.
  20. 20. Adapted from M. Scardamalia, Collective cognitive responsibility. In B. Smith (Ed.), Liberal Education in a Knowledge Society. Chicago, IL, Open Court, 2002, Table 4.1, pp. 78–82. ● Real ideas, authentic problems ● Improvable ideas ● Idea diversity ● Rise above ● Epistemic agency ● Community knowledge, collective responsibility ● Democratizing knowledge ● Symmetric knowledge advancement ● Pervasive knowledge building ● Constructive use of authoritative sources ● Knowledge- building discourse ● Embedded and transformative assessment
  21. 21. Teaching as Inquiry:
  22. 22. ● Real ideas, authentic problems ● Improvable ideas ● Idea diversity ● Rise above ● Epistemic agency ● Community knowledge, collective responsibility ● Democratizing knowledge ● Symmetric knowledge advancement ● Pervasive knowledge building ● Constructive use of authoritative sources ● Knowledge- building discourse ● Embedded and transformative assessment
  23. 23. Knowledge- Building Organisations Mark Osborne mark.osborne@core-ed.org

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