Innovation and inclusion through open education

Innovation and inclusion through

open education

Roberto Carneiro, UCP

EFQUEL Conference

Oeiras, 9 september 2010

CAN ‘OPENNESS’

GENERATE INNOVATION

AND TRANSFORM

GENERATE INNOVATION

AND TRANSFORM

SCHOOLS?

Generative/Open Knowledge Co-Creation

The Knowledge-Brokerage Cycle (Hargadon & Sutton, HBR, May-June 2000)

Capturing good ideas

RadarKeeping ideas alive

Incubator

Imagining new uses

for old ideas

Laboratory

Putting promising

concepts to the test

Test-bed

The Innovation

Factory

Personal Mastery: Personal mastery is the

practice of articulating a coherent image of

your personal vision – the results you most

want to create in your life – alongside a realistic

SCHOOLS THAT LEARN?

FIVE DISCIPLINES (1)

want to create in your life – alongside a realistic

assessment of the current reality of your life

today. This produces a kind of innate tension

that, when cultivated, can expand your capacity

to make better choices and to achieve more of

the results that you have chosen

SCHOOLS THAT LEARN?


Shared Vision: This collective discipline

establishes a focus on mutual purpose. People

with a common purpose (e.g., the teachers,

administrators, and staff in a school) can learn to administrators, and staff in a school) can learn to

nourish a sense of commitment in a group or

organization by developing shared images of the

future they seek to create and the principles and

guiding practices by which they hope to get there.

A school or community that hopes to live by

learning needs a common shared vision process.

Mental Models: This discipline of reflection and

inquiry skills is focused around developing

awareness of attitudes and perceptions – your

own and those of others around you. Working

SCHOOLS THAT LEARN?


own and those of others around you. Working

with mental models can also help you more

clearly and honestly define current reality. Since

most mental models in education are often

“undiscussable” and hidden from view, one of the

critical acts for a learning school is to develop the

capability to talk safely and productively about

dangerous and discomfiting subjects.

Team Learning: This is a discipline of group

interaction. Through such techniques as dialogue and

skillful discussion, small groups of people transform

their collective thinking, learning to mobilize their

SCHOOLS THAT LEARN?


their collective thinking, learning to mobilize their

energies and actions to achieve common goals and

drawing forth an intelligence and ability greater than

the sum of individual members’ talents. Team

learning can be fostered inside classrooms, between

parents and teachers, among members of the

community, and in the “pilot groups” that pursue

successful school change.

Systems Thinking: In this discipline, people learn to better

understand interdependency and change and thereby are

able to deal more effectively with the forces that shape the

consequences of their actions. Systems thinking is based on a

growing body of theory about the behavior of feedback and

SCHOOLS THAT LEARN?


growing body of theory about the behavior of feedback and

complexity – the innate tendencies of a system that lead to

growth or stability over time. Tools and techniques such as

stock-and-flow diagrams, system archetypes and various

types of learning labs and simulations help students gain a

broader and deeper understanding of the subjects they study.

Systems thinking is a powerful practice for finding the

leverage needed to get the most constructive change.

ADAPTIVE AND GENERATIVE LEARNING

Closed and Open Systems

ADAPTIVE “OLD” LEARNING

• Responding to environmental

change

• Coping with threats

GENERATIVE “NEW” LEARNING

• Expanding capabilities

• Enhancing creativity, fostering

openness• Coping with threats

• Reacting to symptoms

• Capturing trends and

incorporating early signs of

change

• Eliciting flexibility as prime

value

openness

• Looking at the environment in

new ways

• Adressing underlying causes

• Thinking differently

• Anticipating futures

Mental habits that support LLL

John Kotter, “Leading Change”, 1996

• Risk-taking: Willingness to push oneself out of comfort zones

• Humble self-reflection: Honest assessment of successes and failures, especially the lattersuccesses and failures, especially the latter

• Solicitation of opinions: Aggressive collection of information and ideas from others

• Careful listening: Propensity to listen to others

• Openness to new ideas: Willingness to view life with an open mind

INFORMAL LEARNING

• Informal learning establishes the foundation for advanced synergies between learning and innovation. • Investing in the theory and practice of translating life (and professional) experience into accredited knowledge and skills. • Understanding and mastering complex processes • Understanding and mastering complex processes involved in the formation and sharing of “social knowledge” - the centre of new lifelong learning agendas.•Exploring the role of IT + Web 2.0 (social networks) and Web 3.0 (semantic web + ‘internet of things’) in spreading informal learning narratives and tacit knowledge acquisitions.

New Policy Agenda for Informal Lifelong Learning

• Enabling the transformation of experience into consolidated and useful knowledge

• Legitimising in a socially credible way tacit knowledge acquired in non-formal and informal settings

• Overcoming traditional “monopolies” of codified knowledge

• Constructing a credible “catalogue” of tacit competencies, uniquely • Constructing a credible “catalogue” of tacit competencies, uniquely acquired and nurtured through the means of experience?

• Deconstructing systems of merit and opportunities predominantly based on formal degrees and certificates (cultural capital)

• Designing a new system of social signalling which would be capable of showing the effective value of experiential knowledge

• Rewarding a community of “knowledge subjects” of informal knowledge and constructors of tacit competencies instead of multiplying “knowledge objects”

Improved foundation skills for lifelong learning:

a. Literacy and e. skills (reading, writing, speaking, computer

use and internet use) and evidence of changing daily habits

following certification especially having achieved the level of

basic education.

b. Learning to learn skills (self -image and self-esteem, critical

Lessons from empirical research

Adult Lifelong Learning Outcomes (1)

13

b. Learning to learn skills (self -image and self-esteem, critical

thinking, motivation for learning, learning strategies and

participation in education and training): especially improved

self-esteem and motivation for learning among the basic

education achievers.

c. Improved soft skills – personal and social skills, civic

competence and cultural awareness and expression.

d. Less progress in hard skills namely in science and technology

and foreign language.



8,0

9,0Literacy

e.Skills"Learning to Learn" Skills

Skills Summary - Evaluation Versus Use in

Secondary Level (grade 12)

Skill Use Before certification After certification

7,0

8,0

9,0Literacy

e.Skills"Learning to Learn"

Skills

Skills Summary - Evaluation Versus

Use in Basic Level (grade 9)

Skill Use Before certification After certification

2,0

3,0

4,0

5,0

6,0

7,0 e.Skills

Basic Skills in Science and

Technology

Foreign Language

Comunication, expression

and cultural awarness

Personal and social skills

Civic skills

"Learning to Learn" Skills

2,0

3,0

4,0

5,0

6,0

7,0 e.Skills

Basic Skills in

Science and

Technology

Foreign Language

Comunication,

expression and

cultural awarness

Personal and social

skills

Civic skills

Skills

Learning to learn skills: significant gains

Self-esteem : the lowest ranking Secondary

Basic

Secondary

Basic

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After certification Before certification Skill Use



Self-esteem : the lowest ranking before LLL participation; the biggest leapfrog after certification (basic education)

Critical thinking skills: the lowest ranking in work context and before LLL participation; a robust enhancement after certification (basic education)

56

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Secondary

Basic

Secondary

Basic

Secondary

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CAN ‘INTERNET OPENNESS’

GENERATE GENERATE

INCLUSION?

WORLD INTERNET USAGE AND POPULATION STATISTICS

World RegionsPopulation

( 2010 Est.)

Internet Users

Dec. 31, 2000

Internet Users

Latest Data

Penetration

(% Population)

Growth

2000-2010

Users %

of Table

Africa 1,013,779,050 4,514,400 110,931,700 10.9 % 2,357.3 % 5.6 %

Asia 3,834,792,852 114,304,000 825,094,396 21.5 % 621.8 % 42.0 %

Europe 813,319,511 105,096,093 475,069,448 58.4 % 352.0 % 24.2 %

Middle East 212,336,924 3,284,800 63,240,946 29.8 % 1,825.3 % 3.2 %Middle East 212,336,924 3,284,800 63,240,946 29.8 % 1,825.3 % 3.2 %

North America 344,124,450 108,096,800 266,224,500 77.4 % 146.3 % 13.5 %

Latin America/Caribbean 592,556,972 18,068,919 204,689,836 34.5 % 1,032.8 % 10.4 %

Oceania / Australia 34,700,201 7,620,480 21,263,990 61.3 % 179.0 % 1.1 %

WORLD TOTAL 6,845,609,960 360,985,492 1,966,514,816 28.7 % 444.8 % 100.0 %

NOTES: (1) Internet Usage and World Population Statistics are for June 30, 2010. (2) CLICK on each world region name

for

WORLD EDUCATION: A BIG PICTURE

Age Group 6-11 700 million 150 million out of school

Age Group 12-17 640 million 300 million out of school

Age Group 15-64 3,900 million 3,000 million in developing countries

900 million in industrial countries

World Illiterates 850 million 200 million in E. Asia

(20% population, 2/3 F) 400 million in S. Asia

40 million in LAmerica and Carib.

145 million in SSAfrica

65 million in Arab States

Tertiary Enrollment 90 million

Teachers 60 million

Public Expend. in Ed. US$ 2 trillion (80% in developed countries)

CLASSICAL APPROACH NEW APPROACH

What to teach

How to teach

Where to learn

When to learn

THE WAY TO INCLUSIVE KNOWLEDGE

Initial Education

for a lifetime

Status-ridden

Knowledge

Inclusive

Knowledge

Flexible Learning

throughout life

“Have-nots” “Haves”

Assessing the effects of ICT in education

Friedrich Scheuermann (JRC) and Francesc Pedró (OECD), 2009

First, recent evidence has unveiled that the digital divide in education goes

beyond the issue of access to technology. A new second form of digital divide

has been identified: the one existing between those who have the right

competencies and skills to benefit from computer use, and those who do not. These

competences and skills are closely linked to the economic, cultural and social

capital of the student.capital of the student.

Second, the changing needs of economic and social development require a wide

range of new skills and competencies, known as the 21st century competencies.

These are considered key enablers of responsible citizenship in a knowledge-based

and technology-pervaded economy.

Last but not least, there is the pending issue of whether or not today’s teaching

and learning experience in schools matches what could be expected from

a knowledge society.

OEP AS A BRIDGE BETWEEN NEW AND

OLD LEARNING•Network and distributed learning may act to

-approximate supply and demand

-enhance flexibility and customization

-promote an equitable distribution of learning resources

-combine distance and proximity (face to face) strategies

- develop “invisible” learning interfaces

•Boosting the effectiveness of classroom learning and teaching

•Assisting in the expansion of teaching competencies

•Augmenting LLL opportunities for continuous skills upgrading and

personal/social development – TARGETING THE LOW SKILLED

A ‘LEARNING UTILITY’: AGENDA

• Build an infrastructure (OER and OEP) for Lifelong Learning

• Skills for All – generic, ICT, civic, social, ‘productive’

• Quality of Service and Standards for Learning

• Invisible technologies and CoP

Balanced corporate and individual learning agendas: • 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

INTUITION, IMAGINATION, QUALITY ...

... and PERSPIRATION

“The gift of imagination is by no means an exclusive property of the artist; it is a gift we all share ... The dullest ... among us has the gift of dreams at night –visions and yearnings and hopes. Everyone can also think; it is the quality of thought that makes the difference – not just the quality of logical thinking, difference – not just the quality of logical thinking, but of imaginative thinking ... Albert Einstein ... often spoke of having dreamed his Unified Field Theory and his Principle of Relativity – intuiting them, and then, high on inspiration, plunging into the perspiration of working them out to be probable, and therefore true”.

Leonard Bernstein, Johns Hopkins University commencement address, 1980.

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

LIFELONG LEARNING

A SENSE OF PURPOSE: CULTIVATING HUMANITY

is the most important…technical progress, extension of

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”, p. 33, 41