This document discusses the concept of "invisible learning" and its implications for rethinking education. [1] Invisible learning refers to a sociotechnological framework for a new ecology of education that includes formal, non-formal, informal, and serendipitous learning. [2] It suggests that remixing different types of learning and applying new technologies more creatively could lead to novel applications and opportunities for learning outside traditional schools. [3] However, invisible learning is not presented as a single solution but rather a provocative perspective that encourages reimagining education in a more open and flexible manner attuned to changing times.

1. Perspectives on
Invisible Learning

2. APRENDIZAJE
INVISIBLE
HACIA UNA NUEVA ECOLOGÍA DE LA EDUCACIÓN
CRISTÓBAL COBO Y JOHN W. MORAVEC
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4. John
John Moravec, PhD
University of Minnesota cehd.umn.edu/olpd
moravec@umn.edu educationfutures.com
@moravec
May 2011

6. Schooling doesn’t always
equate to success.

7. What is
Invisible Learning?

8. 1.
Sociotechnological archetype for a
new ecology of education.

9. Formal Non-formal Informal Serendipitous
Invisible Learning
1.
Sociotechnological archetype for a
new ecology of education.

10. 2.
Remixes.

12. 3.
Suggests new applications for ICTs.

13. 4.
Not the answer to all our problems.

14. Open.
Provocative.

16. Invisible Learning Facts
Serving Size 1 Learner (80.5 kg)
Calories 0 Calories from Fat 0
% Life Value*
Total Learning 83.33%
Non-formal Learning 100%
Informal Learning 100%
Imagination 100% Innovation 100%
Creativity 100% Passion 120%
*Percent Life Values are based on a full lifespan. Your life values may be higher or lower
depending on your interests and dreams.

17. The Invisible Learning project

18. From Society 1.0 to
Society 3.0

19. Society 1.0
Industrial.

20. Society 2.0
Knowledge.

21. Society 3.0
Knowmad.

22. Why is this a big deal?

23. Meet the Knowmads.

24. 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
Creative
Change process Assembly Morphogenic
destruction
Reality Objective Perspectival Contextual
Place Local Globalizing Globalized

25. 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,
Teacher to student and student to student,
Teaching is done … Teacher to student student to student student to teacher,
(progressivism) people-technology-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
L eapfro g Inst i t u t es line workers in a
graduates as… entrepreneurs
knowledge economy

26. vs.

27. + =?

28. Processing power per kg
Time
Meat

29. Processing power per kg
Time
Meat
Machine

30. the other
Moravec’s
Paradox

31. John
Moravec’s
Paradox

32. The invisible use of
technologies and
competencies

33. How...
do we teach future generations?

34. What...
are relevant skills and
competencies for the 21st century?

35. What...
are the roles of technologies?

36. Soft skills.

37. Learning in non-formal spaces.

38. An economy of talents.

39. Invisible technologies.

40. 1.Connect knowledge.
2.Support “knowledge brokering.”
3.Enable the translation of knowledge to
beneficial applications (innovation).
Invisible technologies.

41. Focus on how to learn,
not what to learn.
Invisible technologies.

42. Technology and learning
At school At home
Professors choose the activity Students choose the activity
Insufficient time for deeper
Time for deeper exploration exists
exploration
Learning is the purpose Learning is incidental
Individual expertise is not
Individual expertise is celebrated
recognized or is rejected
Limited resources More resource options
Model of extension Model of depth

43. Cases and
experiences we can
learn from

44. Learning occurs in a continuum.

45. Online Learning
Formal Non-formal Informal Serendipitous
Invisible Learning

46. Augmented reality
Formal Non-formal Informal Serendipitous
Invisible Learning

47. Study abroad
Formal Non-formal Informal Serendipitous
Invisible Learning

48. Peer-based learning.

49. Technologies allow us to expand
beyond human limitations.

50. Creative use of mobiles.

51. (shh...)
The silent impact of technologies.

52. Flexibility of training strategies.

53. Life-long learning.

54. Edupunk and edupop.

55. Bottom-up.

56. Ubiquitous.

57. Formal Invisible
Cost High Low
Learning Low High
Highly controlled,
Quality Varies by experience
varies
How success is Individual’s success
Ability to repeat, tests
measured and contributions
Mode Dictated, downloaded Conversed, created
Technology Controlled Embraced
Time School hours 24/7/365
Bricks, sometimes
Place Everywhere (social)
clicks
(compartmentalized)
Note. Inspired by Jay Cross’ “Spending/Outcomes Paradox”
http://www.internettime.com/Learning/The%20Other%2080%25.htm

58. Tools and methods
for studying the future

59. Do it yourself.

60. Leapfrog ahead of the curve.

61. J’ J
Level of Advancement
Time
Leapfrog ahead of the curve.

62. To the Future!
Normative forecasting.

63. Vox populi and in
lieu of conclusions

64. 10 key ideas from Invisible Learning

65. 1
Invisible Learning is not a single idea.
It is composed of many ideas.

66. 2
We need to take into consideration
the tremendous impacts of
accelerating change.

67. 3
Invisible Learning focuses on how to
learn, not what to learn.

68. 4
Rethinking the formal institutions of
education should lead us to more
openness.

69. 5
Most of the discourse around
innovation in education has been
around infrastructure, but doesn’t
focus on new strategies for
knowledge acquisition or transfer.

70. 6
Reinventing learning doesn’t mean
we need to start from scratch.

71. 7
Education is not an “event.”
It is a part of a lifelong continuum.

72. 8
Mindware is our best technology.

73. 9
Normative forecasting tools can help
us build education futures that are
relevant in the Invisible Learning
proto-paradigm.

74. *Do-it-yourself.
10
DIY*

75. invisiblelearning.com

77. #invisi