1. The document discusses the concept of "Invisible Learning", which is described as a sociotechnological archetype for a new ecology of education that remixes formal, non-formal, informal, and serendipitous learning.
2. It suggests that invisible learning focuses on how to learn rather than what to learn and involves learning everywhere through ambient and digital means, not just in traditional educational institutions.
3. The document advocates rethinking education to be more open and embracing of technologies, with learning seen as a lifelong continuum occurring in many places beyond schools.
Learning Design Implementations for Distance e-LearningM I Santally
This paper discusses how modern technologies are changing the teacher-student-content relationships from the conception to the delivery of so-called 'distance' education courses. The concept of Distance Education has greatly evolved in the digital era of 21st Century. With the widespread use and access to the Internet, exponential growth has been experienced in the field of multimedia and web technologies. These developments have greatly reduced the significance of the term 'distance' in Distance Education. Consequently, the term distance stands as a paradox in the globalised networked environments. As a result with new communication and collaboration tools, and possibilities to disseminate high quality audio, video and interactive materials over the information superhighway, the educational design process of distance education materials has new perspectives to explore in order to improve and even re-engineer the overall 'distance' teaching and learning concept.
Paul Kirschner (Director of Research on Lifelong Learning in the Professions, Netherlands Laboratory for Lifelong Learning (NeLLL), Open University of Netherlands explains the social aspects of collaborative learning at Universitat Oberta de Catalunya (27/02709)
Learning Design Implementations for Distance e-LearningM I Santally
This paper discusses how modern technologies are changing the teacher-student-content relationships from the conception to the delivery of so-called 'distance' education courses. The concept of Distance Education has greatly evolved in the digital era of 21st Century. With the widespread use and access to the Internet, exponential growth has been experienced in the field of multimedia and web technologies. These developments have greatly reduced the significance of the term 'distance' in Distance Education. Consequently, the term distance stands as a paradox in the globalised networked environments. As a result with new communication and collaboration tools, and possibilities to disseminate high quality audio, video and interactive materials over the information superhighway, the educational design process of distance education materials has new perspectives to explore in order to improve and even re-engineer the overall 'distance' teaching and learning concept.
Paul Kirschner (Director of Research on Lifelong Learning in the Professions, Netherlands Laboratory for Lifelong Learning (NeLLL), Open University of Netherlands explains the social aspects of collaborative learning at Universitat Oberta de Catalunya (27/02709)
Accelerating technological change is driving dramatic transformations in society and in the workplace that demand greater imagination, creativity and innovation. What does this mean for education and human capital development? How do we fit in as organizations and individuals? More importantly, what do we need to do now? This talk focuses on the emerging qualities of innovation workers in the 21st century, the impact of social technologies and media (crowdsourcing, etc.), and “what’s next” as we build Society 3.0. This talk explores a framework for navigating our rapidly changing society, and plots a pathway for maximizing and leading with our creativity and innovation capital. (Adapted from a presentation that was shared at Creative Company Conference, ITSMF Academy and the University of Oxford by http://slideshare.net/moravec.)
Kago monare applications of cognitivist learning on instructional technologyKago Monare
Cognitivism: This is the ability for human to think and adapt mentally to different environments and situations. This ability differentiates us from animals. It is way where by many psychologists and researchers have proposed theories on thought and how humans learn.
e-portfolio work as a means to individualise and to assist a more comprehensive view of what we experience, because of elements of meta-cognition. Announcement of an introduction to portfolio work.
If you have ever wondered about how the classrooms of the future will look like attend this session by NASSP's National Award Winning Digital Principal Mike King. Mike and Jesse West will take you into the world of the next generation of teaching and learning which Mike calls the New Alexandria. Learn the essential techniques of generating digital content using methods of facilitate, aggregate, curate, and create through project based learning in primordial spaces within the elaborative learning process. In this session you will learn about the new collaboration roles of the curator, and designer, as information is synthesized from, standards, assessment, content, method, and process into newly developed content generated for mobile learning. The end product of these practices will be a digital book for the new "Alexandrian Libraries of the Future." This session is a BYOD with some knowledge of iAuthor, aggregation and curation tools like, twitter, Delicious, Diggo, scoopit, Paper.li and Twitted Times which are all necessary components for your learning, get connected became a curator.
Accelerating technological change is driving dramatic transformations in society and in the workplace that demand greater imagination, creativity and innovation. What does this mean for education and human capital development? How do we fit in as organizations and individuals? More importantly, what do we need to do now? This talk focuses on the emerging qualities of innovation workers in the 21st century, the impact of social technologies and media (crowdsourcing, etc.), and “what’s next” as we build Society 3.0. This talk explores a framework for navigating our rapidly changing society, and plots a pathway for maximizing and leading with our creativity and innovation capital. (Adapted from a presentation that was shared at Creative Company Conference, ITSMF Academy and the University of Oxford by http://slideshare.net/moravec.)
Kago monare applications of cognitivist learning on instructional technologyKago Monare
Cognitivism: This is the ability for human to think and adapt mentally to different environments and situations. This ability differentiates us from animals. It is way where by many psychologists and researchers have proposed theories on thought and how humans learn.
e-portfolio work as a means to individualise and to assist a more comprehensive view of what we experience, because of elements of meta-cognition. Announcement of an introduction to portfolio work.
If you have ever wondered about how the classrooms of the future will look like attend this session by NASSP's National Award Winning Digital Principal Mike King. Mike and Jesse West will take you into the world of the next generation of teaching and learning which Mike calls the New Alexandria. Learn the essential techniques of generating digital content using methods of facilitate, aggregate, curate, and create through project based learning in primordial spaces within the elaborative learning process. In this session you will learn about the new collaboration roles of the curator, and designer, as information is synthesized from, standards, assessment, content, method, and process into newly developed content generated for mobile learning. The end product of these practices will be a digital book for the new "Alexandrian Libraries of the Future." This session is a BYOD with some knowledge of iAuthor, aggregation and curation tools like, twitter, Delicious, Diggo, scoopit, Paper.li and Twitted Times which are all necessary components for your learning, get connected became a curator.
Toward Society 3.0: A New Paradigm for 21st century educationJohn Moravec
The convergence of globalization, the emergence of the knowledge society and accelerating change contribute to what might be best termed a New Paradigm of knowledge production in education. The New Paradigm reflects the emerging shifts in thought, beliefs, priorities and practice in regard to education in society. While the three component trends in the new paradigm are not unknown to educational leaders, discussion of the trends as elements of a larger system is largely absent. These new patterns of thought and belief are forming to harness and manage the chaos, indeterminacy, and complex relationships of the postmodern. This lecture provides a macro-level perspective of these three phenomena as they impact education at all levels. Such perspectives provide insight to leaders throughout the world on how educational institutions relate to the New Paradigm of knowledge production. The lecture then explores "what's next" as we build from the New Paradigm to co-construct Education 3.0 to complement Society 3.0.
Is your institute visible online and ready for the knowledge age? Analyze it ...Inge de Waard
This presentation gives some options to analyze your own educational institution and see whether the organization is competitively positioned for the knowledge age: digital skills, online visibility, knowledge management...
Operating in a connected world and the power of doingMartin Bailie
From London creative agency glueIsobar's Head of Planning Martin Bailie
I describe:
How people learn
What happens when we interact with technology
Why involvement with brands and businesses grows recommendation and sales
How this information can help be more successful
Engage. Excite. Empower. e-Learning as powerful learningKaren Spencer
This presentation accompanied my keynote at the Digital Daze one day conference on 17 August 2012.
This is part of the Blended e-Learning/ICTPD programme from Te Toi Tupu, on behalf of the Ministry of Education.
In March, 2018, we asked a deceptively simple question, does the future need schools? As we look 10, 20, or 50 years into the future, will ‘school’ be relevant? What are schools really for?
Invisible learning: The (r)evolution beyond the classroomJohn Moravec
John Moravec at TEDxUCundinamarca: The future belongs to nerds, geeks, makers, dreamers, and knowmads. If knowmads need to be different, why aren’t schools different?
Presentación Manifesto 15 - La Plata, ArgentinaJohn Moravec
Estamos tan obsesionados con la medición de las cosas que creemos que podemos medir la educación,
pero estamos equivocados.
Debemos y podemos construir culturas de confianza en nuestras escuelas y comunidades.
Does Entrepreneurship Fit into Education? A Progress Report from the Entrepre...John Moravec
Slides from #TIES14 conference.
John Moravec is a scholar on the future of work and education. As founder of Education Futures, his current projects focus on the convergence of globalization, innovation society, and accelerating change in human knowledge development. He co-authored the book Aprendizaje Invisible ("Invisible Learning") (2011) and edited Knowmad Society (2013).
Creador del término “Knowmad”. Fundador de la educación de futuro, una red de expertos en la materia, grandes soñadores, y agentes de cambio. Su agenda de investigación y becas de acción se centran en la construcción de un futuro positivo para los sistemas humanos que se están acercando a una era cada vez más compleja y ambigua.
John Moravec at TIES 2013: Redesigning the future of education in Knowmad Soc...John Moravec
Knowmads are nomadic knowledge workers–creative, imaginative, innovative and able to work with almost anybody, anytime and anywhere. The office as we know it is gone. Schools will follow next. Join us as we explore future directions for education and what it will take to redesign education in a Knowmad Society.
Charla John Moravec - ExpoEnlaces, Santiago de Chile, 2013John Moravec
John Moravec, Ph.D., estudia sobre el futuro del trabajo y de la educación; es editor del proyecto Sociedad Knowmad, co-director del proyecto Aprendizaje Invisible, y fundador de Educación Futures LLC.
Investiga sobre la convergencia de la globalización, la sociedad de la innovación y la aceleración del cambio en el desarrollo del conocimiento humano, la construcción de un futuro positivo para los sistemas de creación de conocimiento en una época de incertidumbre exponencial. El foco está en la exploración de la emergente “Knowmad Paradigm” y los nuevos enfoques de liderazgo y desarrollo del capital humano necesario. Trabaja en colaboración con América Latina y Europa.
EXPOENLACES es el Encuentro Nacional de Informática Educativa que se realiza anualmente y considera la presentación de especialistas e investigadores que dictan charlas y talleres prácticos orientados a entregar nuevas herramientas y metodologías a los participantes.
Educational entrepreneurship in Knowmad SocietyJohn Moravec
Dr. John Moravec directeur van “Leapfrog Institutes” bij het “College of Education and Human Development” aan de Universiteit van Minnesota. In 2007 schreef de onderwijsfutoroloog een spraakmakend artikel ‘A New Paradigm of Knowledge Production in Higher Education’ waarin zijn ideeën zijn uiteengezet. In zijn werk beschrijft John Moravec hoe het onderwijs en daarmee de wijze van kennisoverdracht zich door de tijd heen heeft ontwikkeld. In zijn presentaties en publicaties benadrukt hij de positie en het ontwerp van het onderwijs in onze continu veranderende samenleving. Volgens hem hebben mensen tegenwoordig talloze identiteiten; waarom zou het onderwijs ze in een keurslijf moeten duwen?
An expanding ecology of learning options: Visible and Invisible LearningJohn Moravec
Slides from talk about Invisible Learning at University of Minnesota on November 20, 2010. For more information, contact Dr. John Moravec: moravec@umn.edu.
The Education Futures timeline of education: 1657 - 2045John Moravec
Adapted from www.educationfutures.com/timeline:
Education Futures celebrates its first five years of exploring new futures in human capital development with a timeline of the history of modern education. This timeline provides not only a glimpse into the past and present, but plots out a plausible future history for human capital development. The future history presented is intended to be edgy, but also as a conversation starter on futures for education and future thinking in human capital development.
Although this timeline is largely U.S.-centric, the trends impacting it are global. Please consult the glossary, below, for additional information regarding many of the themes presented. As always, we invite your feedback and suggestions for further development!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
13. 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.
19. 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
20. 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
31. 1.Connect knowledge.
2.Support “knowledge brokering.”
3.Enable the translation of knowledge to
beneficial applications (innovation).
Invisible technologies.
32. 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
47. 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
59. 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.
66. APRENDIZAJE INVISIBLE
HACIA UNA NUEVA ECOLOGÍA DE LA EDUCACIÓN
¿Cómo aprender en tiempos de una globalización
CRISTOBAL COBO | JOHN MORAVEC
hiperconectada, plana y en red?¿Qué ocurre con el
aprendizaje cuando se mueve desde la estructura estable del
siglo XX hacia las infraestructuras líquidas del siglo XXI? ¿Qué visible
dizaje In
n Apren diz (80.5 kg.)
papel juegan la escuela y la universidad cuando se puede Nutrició 1 apren
d e
Tamaño
aprender en todo contexto y momento? ¿Darle formalidad al as de grasa
:0
: 0 Calorí
aprendizaje informal o informalizar el aprendizaje formal? Calorías de Vida
*
% Valor
Esta es una invitación abierta a viajar alrededor del planeta 83.33%
tal
izaje To
para explorar y crear una nueva ecología del aprendizaje. Aprend 100%
ormal 100%
aje No-f l
Aprendiz forma
aje In
www.aprendizajeinvisible.com Aprendiz 100%
ción 100%
Imagina 100%
ión
Innovac 120%
d
C reativida
Pas ión vida
APRENDIZAJE INVISIBLE HACIA UNA NUEVA ECOLOGÍA DE LA EDUCACIÓN
sobre la os.
valores
na. Sus es y sueñ
a vida ple de sus interes
do en un do
ntaje está basa nores dependien
* El porce r mayores o me
se
pueden
CRISTÓBAL COBO (PhD) JOHN W. MORAVEC (PhD)
Investigador del Oxford Internet Docente de Facultad de Educación
Institute, Universidad de Oxford | y Desarrollo Humano, y posgrado
Profesor FLACSO - México ( - )| Estudios sobre Innovación en
Doctor en Comunicación, Universidad Universidad de Minnesota | Co director
Autónoma de Barcelona | Co autor Institutos Leapfrog | Consultor en las
APRENDIZAJE
Planeta Web . | Consultor internacional Amércias y Europa | Editor Education
| Editor ergonomic.wordpress.com Futures www.educationfutures.com CRISTOBAL COBO
JOHN MORAVEC
INVISIBLE
Hacia una nueva ecología de la educación
COL.LECCIÓ
UNIVERSITAT DE BARCELONA
TRANSMEDIA
XXI