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.

2. John
John Moravec, PhD
University of Minnesota cehd.umn.edu/olpd
moravec@umn.edu educationfutures.com
March 2011

3. Schooling doesn’t
always equate to
success.

5. What is Invisible
Learning?

6. 1.
Sociotechnological archetype for a
new ecology of education.

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

8. 2.
Remixes.

9. 3.
Suggests new applications for ICTs.

10. 4.
Not the answer to all our problems.

11. Open.
Provocative.

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.

14. The Invisible Learning project

15. From Society 1.0 to
Society 3.0

16. Society 1.0
Industrial.

17. Society 2.0
Knowledge.

18. Society 3.0
Knowmad.

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

21. vs.

22. + =?

23. The invisible use of
technologies and
competencies

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

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

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

27. Soft skills.

28. Learning in non-formal spaces.

29. An economy of talents.

30. Invisible technologies.

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

33. Cases and
experiences we can
learn from

34. Learning occurs in a continuum.

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

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

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

38. Peer-based learning.

39. Technologies allow us to expand
beyond human limitations.

40. Creative use of mobiles.

41. The silent impact of technologies.

42. Flexibility of training strategies.

43. Life-long learning.

44. Edupunk and edupop.

45. Bottom-up.

46. Ubiquitous.

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

48. Tools and methods
for studying the future

49. Do it yourself.

50. Leapfrog ahead of the curve.

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

52. Normative forecasting.

53. Vox populi and in
lieu of conclusions

54. 10 key ideas from Invisible Learning

55. 1
Invisible Learning is not a single idea.
It is composed of many ideas.

56. 2
We need to take into consideration
the tremendous impacts of
accelerating change.

57. 3
Invisible Learning focuses on how to
learn, not what to learn.

58. 4
Rethinking the formal institutions of
education should lead us to more
openness.

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.

60. 6
Reinventing learning doesn’t mean
we need to start from scratch.

61. 7
Education is not an “event.”
It is a part of a lifelong continuum.

62. 8
Mindware is our best technology.

63. 9
Normative forecasting tools can help
us build education futures that are
relevant in the Invisible Learning
proto-paradigm.

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

65. invisiblelearning.com

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.)
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APRENDIZAJE INVISIBLE HACIA UNA NUEVA ECOLOGÍA DE LA EDUCACIÓN
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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