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OPEN EDUCATIONAL PRACTICES AND OPEN EDUCATIONAL PRACTICES AND OPEN EDUCATIONAL PRACTICES AND OPEN EDUCATIONAL PRACTICES AND

GENERATIVISMGENERATIVISMGENERATIVISMGENERATIVISMGENERATIVISMGENERATIVISMGENERATIVISMGENERATIVISM

ROBERTO ROBERTO ROBERTO ROBERTO CARNEIROCARNEIROCARNEIROCARNEIRO, UCP, UCP, UCP, UCP

LISBON, 7 JUNE 2010LISBON, 7 JUNE 2010LISBON, 7 JUNE 2010LISBON, 7 JUNE 2010

A ‘LEARNING UTILITY’ AGENDA

� Build an infrastructure for Lifelong Learning

� Skills for All – professional, generic, social, and digital

� Quality of Service and Standards for Learning

� Invisible technologies and CoP

Balanced corporate and individual learning agendas:

Copyright © Roberto Carneiro, 2010

� Balanced corporate and individual learning agendas: embed learning in production contexts

� Rewarding learning cultures, boosting motivation to engage in effortful learning

� Making room for nonformal and informal learning –valuing real life and problem-based learning, enhancing tacit and experiential knowledge

FOUR MAJOR LEARNING THEORIES

� Behaviourism Behaviourism Behaviourism Behaviourism – based on the change of reflexive behaviour of a person with the help of external stimuli (Skinner, 1947; Watson, 1913)

� CognitivismCognitivismCognitivismCognitivism – based on exploring the mind (mental processes) while observing the change of the outside behaviour (Gagné, 2004; Piaget & Inhelder, 1969)

� ConstructivismConstructivismConstructivismConstructivism – based on the premises that a learner


� ConstructivismConstructivismConstructivismConstructivism – based on the premises that a learner actively constructs his/her own understanding through reflection on individual experiences and “talking to the world and letting the world talk back” (Bruner, 2004; Smith, 2002)

� ConnectivismConnectivismConnectivismConnectivism – our brains are changing and even formatted by technologies and our behaviour is shaping through the uses of technologies; know-how and know-what are being supplemented with know-where as the understanding of where to find the knowledge needed (Siemens, 2005)

THE VALUE CHAIN: REACHING FOR MEANINGTHE VALUE CHAIN: REACHING FOR MEANINGTHE VALUE CHAIN: REACHING FOR MEANINGTHE VALUE CHAIN: REACHING FOR MEANING

KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE

META META META META

INFORMATIONINFORMATIONINFORMATIONINFORMATION

LEARNINGLEARNINGLEARNINGLEARNING

METAMETAMETAMETA

KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE

MEANINGMEANINGMEANINGMEANING

METAMETAMETAMETA

LEARNINGLEARNINGLEARNINGLEARNING

INFORMATIONINFORMATIONINFORMATIONINFORMATION

META META META META

DATADATADATADATA INFORMATIONINFORMATIONINFORMATIONINFORMATION KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE LEARNINGLEARNINGLEARNINGLEARNING

SimpleSimpleSimpleSimple

Quantitative Quantitative Quantitative Quantitative

ProductProductProductProduct

ComplexComplexComplexComplex

QualitativeQualitativeQualitativeQualitative

ServiceServiceServiceService

DATADATADATADATA


GENERATIVISM VS ADAPTIVISM

ADAPTIVE LEARNINGADAPTIVE LEARNINGADAPTIVE LEARNINGADAPTIVE LEARNING

� Adjusting to change

(preference for ‘fit’)

� Coping with threats

� Reacting to symptoms

GENERATIVE LEARNINGGENERATIVE LEARNINGGENERATIVE LEARNINGGENERATIVE LEARNING

� Expanding capabilities

(preference for ‘stretch’)

� Enhancing creativity

� Looking in new ways


� Reacting to symptoms

� Capturing trends and incorporating early signs

� Eliciting flexibility

� Projecting trends

� Seeking conventional knowledge (RV)

� Looking in new ways

� Adressing underlying causes

� Thinking differently

� Anticipating futures

� Rewarding knowledge re-construction (SV)

GENERATIVISM: QUERIES AND CROSSROADS

� Can Can Can Can generativismgenerativismgenerativismgenerativism inspire a sustainable spiral of knowledge inspire a sustainable spiral of knowledge inspire a sustainable spiral of knowledge inspire a sustainable spiral of knowledge generationgenerationgenerationgeneration, sharing and , sharing and , sharing and , sharing and rererere----

generationgenerationgenerationgeneration, embodied both in new knowledge objects and new learning subjects?, embodied both in new knowledge objects and new learning subjects?, embodied both in new knowledge objects and new learning subjects?, embodied both in new knowledge objects and new learning subjects?

� Does Does Does Does generativegenerativegenerativegenerative OEP conceal the potential to unleash the latent productive and creative OEP conceal the potential to unleash the latent productive and creative OEP conceal the potential to unleash the latent productive and creative OEP conceal the potential to unleash the latent productive and creative

energies of people in organizations in order that ICT and new media finally fulfill their energies of people in organizations in order that ICT and new media finally fulfill their energies of people in organizations in order that ICT and new media finally fulfill their energies of people in organizations in order that ICT and new media finally fulfill their

promise to enable and empower vibrant learning communities of practice? promise to enable and empower vibrant learning communities of practice? promise to enable and empower vibrant learning communities of practice? promise to enable and empower vibrant learning communities of practice?

� If OEP are regarded as a key ingredient of new lifelong learnerIf OEP are regarded as a key ingredient of new lifelong learnerIf OEP are regarded as a key ingredient of new lifelong learnerIf OEP are regarded as a key ingredient of new lifelong learner----centredcentredcentredcentred designs how designs how designs how designs how

should we define a ‘competent learner of the future’: one who is endowed with the should we define a ‘competent learner of the future’: one who is endowed with the should we define a ‘competent learner of the future’: one who is endowed with the should we define a ‘competent learner of the future’: one who is endowed with the

mastery and use of a whole new range of mastery and use of a whole new range of mastery and use of a whole new range of mastery and use of a whole new range of generativegenerativegenerativegenerative learning competences? learning competences? learning competences? learning competences?

� Would enhanced Would enhanced Would enhanced Would enhanced generative generative generative generative skills in selfskills in selfskills in selfskills in self----regulated (selfregulated (selfregulated (selfregulated (self----directed) learning and social directed) learning and social directed) learning and social directed) learning and social


� Would enhanced Would enhanced Would enhanced Would enhanced generative generative generative generative skills in selfskills in selfskills in selfskills in self----regulated (selfregulated (selfregulated (selfregulated (self----directed) learning and social directed) learning and social directed) learning and social directed) learning and social

(dialogic) learning spark a disruptive change in the pace of OEP uptake and diffusion?(dialogic) learning spark a disruptive change in the pace of OEP uptake and diffusion?(dialogic) learning spark a disruptive change in the pace of OEP uptake and diffusion?(dialogic) learning spark a disruptive change in the pace of OEP uptake and diffusion?

� How may the OPAL quality guidelines and selfHow may the OPAL quality guidelines and selfHow may the OPAL quality guidelines and selfHow may the OPAL quality guidelines and self----assessment tools for OEP be best shaped assessment tools for OEP be best shaped assessment tools for OEP be best shaped assessment tools for OEP be best shaped

to support selfto support selfto support selfto support self----sustained sustained sustained sustained generativismgenerativismgenerativismgenerativism and advanced lifelong learner competences?and advanced lifelong learner competences?and advanced lifelong learner competences?and advanced lifelong learner competences?

� Could Could Could Could generativismgenerativismgenerativismgenerativism position itself as a central concept for a renewed Web 3.0 position itself as a central concept for a renewed Web 3.0 position itself as a central concept for a renewed Web 3.0 position itself as a central concept for a renewed Web 3.0

(semantic, learning, smart, user(semantic, learning, smart, user(semantic, learning, smart, user(semantic, learning, smart, user----customisedcustomisedcustomisedcustomised, evolutionary and ontology, evolutionary and ontology, evolutionary and ontology, evolutionary and ontology----rich in nature), rich in nature), rich in nature), rich in nature),

one that would leverage OEP and allow the intelligent use of open resources to become a one that would leverage OEP and allow the intelligent use of open resources to become a one that would leverage OEP and allow the intelligent use of open resources to become a one that would leverage OEP and allow the intelligent use of open resources to become a

truly transformative and creative learning experience?truly transformative and creative learning experience?truly transformative and creative learning experience?truly transformative and creative learning experience?

� Should Should Should Should neotenianeotenianeotenianeotenia emerge as a major field of OEP research in order to allow for increased emerge as a major field of OEP research in order to allow for increased emerge as a major field of OEP research in order to allow for increased emerge as a major field of OEP research in order to allow for increased

generativitygenerativitygenerativitygenerativity in quality adultin quality adultin quality adultin quality adult----adult (teacheradult (teacheradult (teacheradult (teacher----learner, HE and AE) interactions?learner, HE and AE) interactions?learner, HE and AE) interactions?learner, HE and AE) interactions?

� …?…?…?…?

Three kinds of progress are significant for culture:

progress in knowledge and technology; progress in the

socialisation of man; progress in spirituality. The last

is the most important…technical progress, extension of

knowledge, does indeed represent progress, but not in

A SENSE OF PURPOSE: CULTIVATING WISDOM


knowledge, does indeed represent progress, but not in

fundamentals. The essential thing is that we become

more finely and deeply human.

Albert Schweitzer, “The Teaching of Reverence for

Life”, pp. 33-41

Education

C:\fakepath\opal video slide show