John Moravec, PhD

University of Minnesotamoravec@umn.edu

March 2011

John

cehd.umn.edu/olpdeducationfutures.com

Schooling doesn’t always equate to

success.

What is Invisible Learning?

1.

Sociotechnological archetype for a new ecology of education.

1.

Sociotechnological archetype for a new ecology of education.

Formal Non-formal Informal Serendipitous

Invisible Learning

2.

Remixes.

3.

Suggests new applications for ICTs.

4.

Not the answer to all our problems.

Open.

Provocative.

Invisible Learning FactsInvisible Learning FactsServing Size 1 Learner (80.5 kg)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.*Percent Life Values are based on a full lifespan. Your life values may be higher or lower

The Invisible Learning project

From Society 1.0 to Society 3.0

Society 1.0

Industrial.

Society 2.0

Knowledge.

Society 3.0

Knowmad.

ParadigmParadigmParadigm

Domain 1.0 2.0 3.0

Fundamental relationships Simple Complex Complex creative

(teleological)

Conceptualization of order

Hierarchic Heterarchic Intentional, self-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

Place Local Globalizing Globalized

Leapfrog Institutes

Education 1.0 Education 2.0 Education 3.0

Meaning is… Dictated Socially constructed Socially constructed and contextually reinvented

Technology is…Confiscated at the classroom door (digital refugees)

Cautiously adopted (digital immigrants)

Everywhere (ambient, digital universe)

Teaching is done … Teacher to studentTeacher to student and student to student (progressivism)

Teacher to student, student to student, student to teacher, people-technology-people (co-constructivism)

Schools are located… In a building (brick) In a building or online (brick and click)

Everywhere (thoroughly infused into society: cafes, bowling alleys, bars, workplaces, etc.)

Parents view schools as… Daycare Daycare A place for them to learn,

too

Teachers are… Licensed professionals Licensed professionals Everybody, everywhere

Hardware and software in schools…

Are purchased at great cost and ignored

Are open source and available at lower cost

Are available at low cost and are used purposively

Industry views graduates as… Assembly line workers

As ill-prepared assembly line workers in a knowledge economy

As co-workers or entrepreneurs

vs.

+ = ?

The invisible use of technologies and

competencies

How...

do we teach future generations?

What...

are relevant skills and competencies for the 21st century?

What...

are the roles of technologies?

Soft skills.

Learning in non-formal spaces.

An economy of talents.

Invisible technologies.

Invisible technologies.

1.Connect knowledge.

2.Support “knowledge brokering.”

3.Enable the translation of knowledge to beneficial applications (innovation).

At school At home

Professors choose the activity Students choose the activity

Insufficient time for deeper exploration Time for deeper exploration exists

Learning is the purpose Learning is incidental

Individual expertise is not recognized or is rejected Individual expertise is celebrated

Limited resources More resource options

Model of extension Model of depth

Technology and learning

Cases and experiences we can

learn from

Learning occurs in a continuum.

Formal Non-formal Informal Serendipitous

Invisible Learning

Online Learning

Formal Non-formal Informal Serendipitous

Invisible Learning

Augmented reality

Formal Non-formal Informal Serendipitous

Invisible Learning

Study abroad

Peer-based learning.

Technologies allow us to expand beyond human limitations.

Creative use of mobiles.

The silent impact of technologies.

Flexibility of training strategies.

Life-long learning.

Edupunk and edupop.

Bottom-up.

Ubiquitous.

Formal Invisible

Cost High Low

Learning Low High

Quality Highly controlled, varies Varies by experience

How success is measured Ability to repeat, tests Individual’s success

and contributions

Mode Dictated, downloaded Conversed, created

Technology Controlled Embraced

Time School hours 24/7/365

Place Bricks, sometimes clicks (compartmentalized)

Everywhere (social)

Note. Inspired by Jay Cross’ “Spending/Outcomes Paradox”http://www.internettime.com/Learning/The%20Other%2080%25.htm

Tools and methods for studying the future

Do it yourself.

Leapfrog ahead of the curve.

Leapfrog ahead of the curve.

Level of Advancement

J

Time

J’

Normative forecasting.

Vox populi and in lieu of conclusions

10 key ideas from Invisible Learning

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

2We need to take into consideration the tremendous impacts of

accelerating change.

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

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

openness.

5Most of the discourse around innovation in education has been around infrastructure, but doesn’t

focus on new strategies for knowledge acquisition or transfer.

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

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

8Mindware is our best technology.

9Normative forecasting tools can help us build education futures that are relevant in the Invisible Learning

proto-paradigm.

10DIY*

*Do-it-yourself.

invisiblelearning.com

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CRISTÓBAL COBO (PhD)

APRENDIZAJE INVISIBLEHACIA UNA NUEVA ECOLOGÍA DE LA EDUCACIÓN

www.aprendizajeinvisible.com

¿Cómo aprender en tiempos de una globalización 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 papel juegan la escuela y la universidad cuando se puede aprender en todo contexto y momento? ¿Darle formalidad al aprendizaje informal o informalizar el aprendizaje formal? Esta es una invitación abierta a viajar alrededor del planeta para explorar y crear una nueva ecología del aprendizaje.

Investigador del Oxford Internet Institute, Universidad de Oxford | Profesor FLACSO - México (!""#-!"$") | Doctor en Comunicación, Universidad Autónoma de Barcelona | Co autor Planeta Web !." | Consultor internacional | Editor ergonomic.wordpress.com

JOHN W. MORAVEC (PhD)

Docente de Facultad de Educación y Desarrollo Humano, y posgrado Estudios sobre Innovación en Universidad de Minnesota | Co director Institutos Leapfrog | Consultor en las Amércias y Europa | Editor Education Futures www.educationfutures.com

UNIVERSITAT DE BARCELONA

COL.LECCIÓTRANSMEDIA

XXI

APRENDIZAJEINVISIBLE

CRISTOBAL COBOJOHN MORAVEC

Hacia una nueva ecología de la educación

Calorías: 0 Calorías de grasa: 0

% Valor de Vida *

Aprendizaje Total 83.33%

Aprendizaje No-formal 100%

Aprendizaje Informal 100%

Imaginación 100%

Innovación 100%

Creatividad 100%

Pasión 120%

* El porcentaje está basado en una vida plena. Sus valores sobre la vida

pueden ser mayores o menores dependiendo de sus intereses y sueños.

Nutrición Aprendizaje Invisible

Tamaño de 1 aprendiz (80.5 kg.)