Peniche Ocean Watch - Singularity Univ Portugal Summit
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Slides from my talk at Singularity University Summit in Portugal in October 2018. More information here: https://www.slideshare.net/eteigland/peniche-ocean-watch-initiative-rejuvenating-coastal-communities-through-enabling-a-blue-circular-economy-117336177 and on our facebook page: https://www.facebook.com/PenicheOceanIniative/.
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Peniche Ocean Watch - Singularity Univ Portugal Summit
- 1. October, 8-9 2018 1 Rejuvenating Coastal Communities through a Blue Circular Economy Professor Robin Teigland
- 4. Peniche One Hour North of Lisbon
- 11. Closed for the Season
- 13. How might we create a positive impact for the future?
- 23. To be a hotspot for entrepreneurial activity, a flagship in ocean innovation, and a showcase in circular economy
- 30. A Circular Economy where the Ocean meets Digitalization Entrepreneurship & Economic Activity
- 31. Graphene 3D Printer Self-driving Pod Artificial Intelligence Underwater Drones Repurposed Ships Solar Panel Blockchain
- 32. To be a hotspot for entrepreneurial activity, a flagship in ocean innovation, and a showcase in circular economy
- 33. Exploration
Editor's Notes
- (1) Enabling people to do things we already know how to do and (2) creating collaborative environments that allow people to develop new ideas and concepts to address unanticipated opportunities or challenges. Productive learning focuses mostly on the individual and on helping that individual to adopt a pattern of behavior that improves productivity. Generative learning, by contrast, is a collaborative endeavor. Shared meaning and insights are developed at the group level, and these insights drive enterprise transformation to ensure growth and sustainability. Today, the learning function is focused primarily on productive learning. As a result, it appears that trainers are more likely to want to maintain the status quo, rather than challenge it. Learning is a far more complicated phenomenon than can ever be limited to the classroom context. If we convey knowledge about tasks we already know how to do, we call it productive learning . If we share knowledge about tasks that are new and different, we call it generative learning . Productive learning serves largely to maintain the status quo within an enterprise by conveying what is already known, while generative learning involves not only absorbing existing information but also creating new solutions to unanticipated problems. Information age learning requires that individuals and organizations change the way they think about and act on what is known and what needs to be known in order to innovate, change, and win.
- https://www.pri.org/stories/2018-06-13/sardine-stocks-dwindle-portuguese-fishermens-futures-question
- http://revolve.media/overfishing-whats-left-in-our-oceans/ In 1968, Garrett Hardin coined the expression to describe the situation when individuals act out of self-interest, at the expense of the common good of all, and collectively deplete and degrade a resource – such as the ocean.
- https://medium.com/lithuanian-tall-tales/on-the-d%CC%B6a%CC%B6r%CC%B6k%CC%B6-other-side-of-lisbon-b44698dbbad2
- (1) Enabling people to do things we already know how to do and (2) creating collaborative environments that allow people to develop new ideas and concepts to address unanticipated opportunities or challenges. Productive learning focuses mostly on the individual and on helping that individual to adopt a pattern of behavior that improves productivity. Generative learning, by contrast, is a collaborative endeavor. Shared meaning and insights are developed at the group level, and these insights drive enterprise transformation to ensure growth and sustainability. Today, the learning function is focused primarily on productive learning. As a result, it appears that trainers are more likely to want to maintain the status quo, rather than challenge it. Learning is a far more complicated phenomenon than can ever be limited to the classroom context. If we convey knowledge about tasks we already know how to do, we call it productive learning . If we share knowledge about tasks that are new and different, we call it generative learning . Productive learning serves largely to maintain the status quo within an enterprise by conveying what is already known, while generative learning involves not only absorbing existing information but also creating new solutions to unanticipated problems. Information age learning requires that individuals and organizations change the way they think about and act on what is known and what needs to be known in order to innovate, change, and win.
- (1) Enabling people to do things we already know how to do and (2) creating collaborative environments that allow people to develop new ideas and concepts to address unanticipated opportunities or challenges. Productive learning focuses mostly on the individual and on helping that individual to adopt a pattern of behavior that improves productivity. Generative learning, by contrast, is a collaborative endeavor. Shared meaning and insights are developed at the group level, and these insights drive enterprise transformation to ensure growth and sustainability. Today, the learning function is focused primarily on productive learning. As a result, it appears that trainers are more likely to want to maintain the status quo, rather than challenge it. Learning is a far more complicated phenomenon than can ever be limited to the classroom context. If we convey knowledge about tasks we already know how to do, we call it productive learning . If we share knowledge about tasks that are new and different, we call it generative learning . Productive learning serves largely to maintain the status quo within an enterprise by conveying what is already known, while generative learning involves not only absorbing existing information but also creating new solutions to unanticipated problems. Information age learning requires that individuals and organizations change the way they think about and act on what is known and what needs to be known in order to innovate, change, and win.
- there is nothing as practical as a good theory” (see, e.g., Lewin, 1943)
- Collective competence: a group’s ability to work together towards a common goal and results in the creation of a collective outcome, an outcome that could not be accomplished by one member alone due to its complexity [9, 10]. This competence is argued to be at the group level and as such is a collective competence that integrates both practical as well as interpersonal competence. Practical competence refers to the project members’ ability to integrate their individual competences and solve problems together and includes a combination of learned skills, working routines, and processes as well as thinking chains and reasoning. Interpersonal competence refers to the ability of project members to interact and collaborate with other members while accomplishing the project’s tasks [9]. Thus, this approach to project management is similar to the community of practice concept [11], suggesting that competence is constituted while project members collaborate in the course of joint action or practice and creates a set of inter-subjective meanings that are expressed in and through their artifacts [12, 6, 13, 14]. Thus, collective competence is based on a shared understanding by the members of the project as a whole that enables the group to successfully achieve the ultimate goals of the project [6].