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Brazil Talk
The document discusses the concept of 'deschooling' as articulated by Ivan Illich, advocating for a shift from traditional education systems to more informal, learner-centered approaches. It highlights the inadequacies of conventional schooling and presents alternative educational networks and opportunities for learning through real-world experiences and peer interactions. The emphasis is on creating learning ecosystems that prioritize adaptability and integration within work environments rather than rigid curricula.
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Brazil Talk
- 2. Topics Brand new world (Paul) Deschooling Learningis the work (Paul) Optional: Informal Learning Send feedback to jaycross@jaycross.com Resources: jaycross.com/vivo
- 4. The Brand NewWorld
- 5. Me. Us.
- 6. Faster, faster, faster Now 1970
- 7. Faster, faster, faster Now 1970
- 9. Mechanical Complex
- 10. 9 Paintings of CharlesSheeler
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- 14. Ivan Illich, 1926- 2002 Ivan Illich, Austrian philosopher, Roman Catholic priest and critic of the institutions of contemporary western culture and their effects on the provenance and practice of education, medicine, work, energy use, and economic development. “Deschooling Society”
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- 16. “Together we havecome to realize that for most men the right to learn is curtailed by the obligation to attend school.” "...Schooling implies custodial care for persons who are declared undesirable elsewhere by the simple fact that a school has been built to serve them."
- 17. “Schools are designed onthe assumption that there is a secret to everything in life... and that only teachers can properly reveal these secrets.”
- 18. “New educational institutions would...facilitateaccess for the learner: to allow him to look into the windows of the control room or the parliament, if he cannot get in by the door.”
- 19. “When pressed tospecify how they acquired what they know and value, will readily admit that they learned it more often outside than inside school. Their knowledge of facts, their understanding of life and work came to them from friendship or love, while viewing TV, or while reading, from examples of peers or the challenge of a street encounter.”
- 20. Opportunity web: networks, notcurriculum Peer Matching Learning Skill Objects Exchanges Educators -at-large "What kinds of things and people might learners want to be in contact with in order to learn?"
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- 22. 1997 Largest privateuniversity in US 2000 Enrollment tops 100,000 students 2003 Enrollment tops 200,000 students
- 23. Our core goalis to meet the needs of working and underserved students by giving you the chance to earn your college degree. Flexible scheduling, faculty with real-world knowledge and a consistent and effective curriculum design help make higher education accessible to everyone. John Sperling, Founder
- 24. Deschooling Society University of Phoenix Learning objects Workplace & project Peer matching Age of students 19 - 49 Skill exchanges Ground level research Educators-at-large Practitioner faculty
- 25. Learning is the Work What'swrong with most training? It's just like school.
- 26. Tangible Value (Nodes) Intangible Value (Connections)
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- 29. Networks, not curriculum Peer Matching Learning Skill Objects Exchanges Educators -at-large
- 30. Opportunity Networks inBusiness Learning Objects
- 31. Opportunity Networks inBusiness Peer Matching
- 32. Opportunity Networks inBusiness Skill Exchanges
- 33. Opportunity Networks inBusiness Educators at Large
- 34. A Learning Ecology Coursesare dead. Learning ecosystems are the future.
- 35. Classroom Ecology apart from work embedded in work training, push learning, pull programs platform piecemeal holistic events processes static fluid know things work smarter
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- 41. Optional: Material on Informal Learning
- 42. Learning Spectrum Formal Informal
- 43. Doing LearningSpectrum Formal/Push Informal /Pull
- 44. Common characteristics Formal Informal Control Top-down Laissez-faire Delivery Push Pull Duration Hours, days, weeks Minutes Where? Apart from work Imbedded in work Author Instructional designer Individual Time to Months, weeks Minutes develop When? In advance At time of need To do what? Know Become
- 46. Novice’s Learning Mix Informal Formal
- 47. High-performer’s Learning Mix Informal Formal
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- 50. Business Ecosystem: 21stCentury Customers Partners Professional Prospects Temps communities Suppliers Practitioners Employees Novices Channels Specialists Ad hoc teams Community Advisors Contractors The industry Government Media Outsource providers
- 51. Chief Learning OfficerResponsibilities Our CLO is involved in Our CLO is involved in making making decisions about decisions about learning for customer learning. partners and supply chain. Yes Yes No No 2009 Internet Time - CLO Magazine Survey of CLOs n=195
- 52. Doing Learning Natural Social Spontaneous Conversation Informal Unbounded Adaptive Fun
- 53. Spectrum of activities Formal Informal Instructor-led class Mentoring Hallway conversation Workshop Lunch ‘n learn Profiles/locator Video ILT Conferences Social networking Schooling Simulations Trial & error Curriculum Interactive webinars Search Performance support Observation YouTube Asking questions Podcasts Job shadowing/rotation Books Collaboration Storytelling Community Study group Web jam Feeds Wikis, blogs, tweets Social bookmarking Unconferences
Editor's Notes
- #4 Most important meme of the day is Change
- #6 Loners are powerless. We learn with one another. Teams work; no hermits allowed.
- #7 Once had plenty of time, new computer model every six or seven years Web 2 & learning: ever faster 20,000 years
- #8 phase change, not downturn
- #9 The predictable “clockwork universe” is no more. We inhabit a complex world of perpetual surprise.
- #10 Plants where people work used to look like this. Factories and efficiency. Now we work amid networks. As in nature, everything is connected to everything else.
- #11 I used to advise people to take the leap into the new way of work right away. Now I suggest they sell their stakeholders on the idea first.
- #21 Illich: To liberate access to things by abolishing the control which persons and institutions now exercise over their educational values. To liberate the sharing of skills by guaranteeing freedom to teach or exercise them on request. To liberate the critical and creative resources of people by returning to individual persons the ability to call and hold meetings — an ability now increasingly monopolized by institutions which claim to speak for the people. To liberate the individual from the obligation to shape his expectations to the services offered by any established profession — by providing him with the opportunity to draw on the experience of his peers and to entrust himself to the teacher, guide, adviser, or healer of his choice. Inevitably the deschooling of society will blur the distinctions between economics, education, and politics on which the stability of the present world order and the stability of nations now rest.
- #24 1997 Largest private university in US 2000 Enrollment tops 100,000 students 2003 Enrollment tops 200,000 students
- #25 FBI. Credentials
- #31 Dare to Share
- #33 Blue pages
- #34 http://www.cgi.com/en/know-how/technology-viewpoints/march2007
- #35 Workscape = work environment where learning takes place.
- #36 No more classes, no more books. Rather, learning in the course of doing. Experientia docet.
- #37 not analysis. content de-emphasized. information/instruction
- #38 network
- #43 All learning is both formal and informal.
- #44 Doing = more important than learning. Pull>push
- #45 Typical differences
- #46 Most purloined graphic in learning. (It started here.) 80% of the way we learn our work is informal; corporations invest primarily in formal.
- #50 ...practitioners bring in the money but the training function largely ignores them.
- #51 Everyone in your business ecosystem needs opportunities to learn
- #53 What to encourage