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.)

1. Redesigning education for
relevant careers in Society 3.0
John Moravec, PhD
Department of Organizational Leadership, Policy and Development
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2. A shift in paradigm.
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3. Society 1.0
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4. The 1.0 Paradigm
• Interpreted data
• Hierarchical
• Siloed jobs and roles
• Chaos and ambiguity avoided at all costs
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5. Society 2.0
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6. Knowledge Age
• Interpreted information
• Personally-constructed meanings
• Socially-constructed meanings
• Chaos and ambiguity are managed
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7. L eapfro g In s tit u te s

8. L eapfro g In s tit u te s

9. L eapfro g In s tit u te s

10. Citizen Journalists
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11. Citizen Scientists
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13. L eapfro g In s tit u te s

14. 140
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15. How does a school or company make
the most from a cut-and-paste society?
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16. Society 3.0
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17. The future is already here –
it is just unevenly distributed.
% of population with access
– William Gibson
Past Future
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18. Innovation and Design Age
• Contextually applied knowledge
• Horizontalized diffusion of knowledge
• Heterarchical relationships
• Chaos and ambiguity are embraced and attended to
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19. Three drivers of Society 3.0
1. Accelerating change
2. Continuing globalization
3. Innovation society fueled by
knowmads
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20. Accelerating
Accelerating change
Change
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21. The future is becoming impossible to
J
Level of Advancement
Technological Singularity
Time
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22. Accelerating change impacts the half-life of useful
• The amount of information available
is doubling at an exponential rate
• The half-life of knowledge is
decreasing exponentially
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23. L eapfro g In s tit u te s

24. Earth
Jupiter
Callisto Europa
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Ganymede

25. Sources of innovation in Society 3.0:
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26. Everything is
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27. Boundless
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28. Crowd
sourcing
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29. Pre-1.0 Nomads
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30. Workers 3.0: Knowmads
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31. Knowmads
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32. 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
Change process Assembly Morphogenic Creative destruction
Reality Objective Perspectival Contextual
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Place Local Globalizing Globalized

33. From Information to Innovation.
1.0 So 2.0 So 3.0
Information what? Knowledge what? Innovation
What can What can How can
you you create? you
imagine? contribute?
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34. So?
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35. Society 3.0 drives Education 3.0.
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36. 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,
student to student,
Teacher to student and
student to teacher,
Teaching is done … Teacher to student student to student
people-technology-
(progressivism)
people (co-
constructivism)
Everywhere (thoroughly
Schools are In a building or online infused into society:
In a building (brick)
located… (brick and click) cafes, bowling alleys,
bars, workplaces, etc.)
Parents view A place for them to learn,
Daycare Daycare
schools as… too
Teachers are… Licensed professionals Licensed professionals Everybody, everywhere
Hardware and Are available at low cost
Are purchased at great Are open source and
software in cost and ignored available at lower cost
and are used
schools… purposively
As ill-prepared assembly
Industry views As co-workers or
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Assembly line workers in a
graduates as… entrepreneurs
knowledge economy

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38. 3.0 schools
• Produce knowledge-producing
students, not automatons.
• Share, remix and capitalize on
new ideas.
• Embrace accelerating change
rather than fighting it.
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39. 3.0 schools are not…
…based on hardware
…based on software
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40. 3.0 schools are built on mindware.
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41. Ambient awareness is socially-distributed thinking.
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42. Ambient computing
O’Reilly: We really are moving beyond the era of
the PC into the era of ambient computing, where
we’re interacting with the global network
through devices that are sprinkled throughout
the world, smart objects, and I think the next big
thing is really not to do with the Web at all. I think
the next big thing has not to do with the Web at
all. I think it's beyond the Web.
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43. Ambient education means 3.0 schools are located in:
• Bricks • Taquerías
• Clicks • Universities
• Bowling alleys • On our phones
• Coffee shops • On television
• Parks • In our
• Subway stations imaginations
…everywhere!
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44. So what?
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45. Key point
1.0 schools cannot teach 3.0 students.
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46. Have schools reached their
singularity?
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47. We all co-invent the future.
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48. We’re all
white belts.
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49. We can design the future.
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50. To move from legacy millstones:
ap fro g!
Le
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51. Leapfrogging just ahead of change
J
Level of Advancement
Time
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52. Leapfrogging just ahead of change
J’ J
Level of Advancement
Time
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53. Are we thinking about the future?
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54. Examples of leapfrogging with technologies
• The use of mobile learning devices by Chinese
students to learn, have fun, and pass exams
• Build-out of mobile infrastructure in Sub-Saharan
Africa
• The heating repair man, who has no idea how a
home’s furnace works, but his diagnostic tools do.
They call the factory for spare parts and teach him
how to repair the system.
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55. Beware, in 3.0 schools:
Technology is key, but…
1. “Technology” is not the answer.
2. Technology must be purposive.
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56. “Technology is a word that describes something
that doesn’t work yet... We notice things that
don’t work. We don’t notice things that do. We
notice computers, we don’t notice pennies. We
notice e-book readers, we don’t notice books.”
– Douglas Adams
JavaOne Keynote, 1999
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57. Key point
Schools should not use
new technologies to
teach the same old stuff.
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58. Where shall we start?
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59. Leapfrog learning
outcomes: The New, New Basics for the
21st century
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60. Think systematically
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61. Think simulationally
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62. Thrive in the midst of
changes, challenges and
unknowns
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63. Create and manipulate
alternative pasts, presents, and
futures
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64. Develop and respond to
goals and challenges
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65. Understand and effectively
utilize existing information
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66. Construct and utilize
personal knowledge
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67. Construct and apply new
knowledge related to contexts,
processes, and cultures
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68. Effectively utilize current
and emerging ICTs
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69. Acquire and assess knowledge and
understandings of global trends
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70. Write and speak in a
unique voice
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71. Take personal responsibility for
actions and performance quality
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72. Use head, heart and hands
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73. Let’s get started!
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74. The future we design can…
• Help change schools to create the future
• Help lead the world in human capital
change
• Help bring people of all ages,
backgrounds and experience into the
knowledge workforce
• Help students and professionals work
together creatively
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75. “Innovate, baby, innovate!”
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77. How do we relate to knowmads?
What are the impacts of knowmads on
careers and career development (for and/or
within organizations)?
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78. How do we build creativity into
learning organizations?
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79. How/should companies contribute
to knowmadic career development?
What about schools?
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