The document discusses Ivan Illich's views on deschooling society and alternative models for learning. Illich criticized schools for being custodial institutions that assume learning must be taught through formal instruction. He argued that most learning occurs outside of school through friendship, reading, and life experiences. Illich proposed alternative "learning webs" where individuals could access networks, learning objects, skill exchanges, and educators to facilitate self-directed learning.

3. The Brand New World

4. Us. Me.

5. Faster, faster, faster 1970 Now

7. Mechanical Complex

8. Paintings of Charles Sheeler

9. Leaping the Chasm

11. Deschooling

12. 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. Ivan Illich, 1926 - 2002 “ Deschooling Society”

13. Separated at birth?

14. "...Schooling implies custodial care for persons who are declared undesirable elsewhere by the simple fact that a school has been built to serve them." “ Together we have come to realize that for most men the right to learn is curtailed by the obligation to attend school.”

15. “ Schools are designed on the assumption that there is a secret to everything in life... and that only teachers can properly reveal these secrets.”

16. “ New educational institutions would...facilitate access 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.”

17. “ When pressed to specify 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.”

18. Why School is the Wrong Model for Learning Forgetting curve Irrelevant content Not real world Deficient students Taught by authority figure Focus on individuals, not groups Stifles creativity Give answers rather than action Assembly-line approach “ Ends” with graduation

19. Opportunity web: networks, not curriculum "What kinds of things and people might learners want to be in contact with in order to learn?" Learning Objects Skill Exchanges Peer Matching Educators -at-large

20. 1976

21. 1997 Largest private university in US 2000 Enrollment tops 100,000 students 2003 Enrollment tops 200,000 students

22. Our core goal is 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

23. 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

24. Learning is the Work What's wrong with most training? It's just like school.

25. Tangible Value Intangible Value (Nodes) (Connections)

27. Learning Working Smarter

28. Networks, not curriculum Learning Objects Skill Exchanges Peer Matching Educators -at-large

29. Opportunity Networks in Business Learning Objects

30. Opportunity Networks in Business Peer Matching

31. Opportunity Networks in Business Skill Exchanges

32. Opportunity Networks in Business Educators at Large

33. A Learning Ecology Courses are dead. Learning ecosystems are the future.

34. Classroom Ecology apart from work embedded in work training, push learning, pull programs platform piecemeal holistic events processes static fluid know things work smarter

35. Instructional Design 2.0

36. Rethinking The Organization

37. jaycross.com/vivo

40. Optional: Material on Informal Learning

41. Learning Spectrum Formal Informal

42. Learning Spectrum Formal Informal Doing /Push /Pull

43. 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 develop Months, weeks Minutes When? In advance At time of need To do what? Know Become

47. Learning over time

49. Employees Temps Ad hoc teams Specialists Contractors Outsource providers Professional communities Advisors Customers Channels Suppliers Partners Media Prospects The industry Community Government Business Ecosystem: 21st Century Practitioners Novices

50. Our CLO is involved in making decisions about learning for partners and supply chain. Our CLO is involved in making decisions about customer learning. 2009 Internet Time - CLO Magazine Survey of CLOs n=195 No No Yes Yes Chief Learning Officer Responsibilities

51. Doing Learning Natural Social Spontaneous Informal Unbounded Adaptive Fun Conversation

52. Spectrum of activities Instructor-led class Workshop Video ILT Schooling Curriculum Mentoring Lunch ‘n learn Conferences Simulations Interactive webinars Performance support YouTube Podcasts Books Storytelling Hallway conversation Profiles/locator Social networking Trial & error Search Observation Asking questions Job shadowing/rotation Collaboration Community Study group Web jam Feeds Wikis, blogs, tweets Social bookmarking Unconferences Formal Informal