There’s a lot of talk about moving to “Education 2.0″ –but, what would Education 3.0 look like?
Here’s my take on the Education 1.0 – 3.0 spectrum:
|
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 (digital universe) |
| Teaching is done … | Teacher to student | Teacher 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 |
Comments
Great summary of where education is moving to. Seems you were inspired by semantic web tech, virtual worlds and the trend toward super-connectivity, all of which are of course going to transform education and the world.
For the “Teaching is done” slot, do you also see information “objects” or structures as a key element? I’ve been doing a lot of thinking about the semantic web, and it seems that as the quality of the info packaging increases and is facilitated by baby-AI that human-to-info learning will be bettered. Are you lumping this in with tech?
Very cool post.
Thanks for the comments!
Education 3.0 needs to move away from focusing on information, which can be construed as “objects” by some definitions. Education 3.0 moves more toward the contextual development of information into personal knowledge –which has both tacit and explicit components, making it an intangible that cannot be objectified.
Attending to knowledge as abstract intangibles is the key challenging for both the development of the Semantic Web and Education 3.0. So, yes, the two concepts are closely related and the development of both will be closely intertwined.
Have you seen this? A startup called Adaptive Blue is launching a product called Blue Organizer (hope I linked that correctly) which, to quote Tech Crunch, “lets you surf things instead of Web pages. It recognizes when a Webpage that you are browsing is about certain classes of things: books, movies, music, stocks, recipes, restaurants, blogs, wine, clothing, electronics, celebrities, musicians, hotels. And it creates shortcuts to other Webpges about that same “thing†(or object).”
To clarify, this is an example of the new sorts of semantic “objects” that have my brain whirling and would seem to transform knowledge into more of an abstract intangible, as you put it. A new human-to-info / info-to-human relationship could emerge were these abstract intanglible objects
more or less alive or active if coded with certain characteristics and behavior. –Twine.com (by Nova Spivack) is a fledging app that seems to be more focused on the behavior of information packets or twines.– If these “objects” get smart enough then perhaps we will be able to teach them and they to, reciprocally, teach us?
In case I butchered the insertion above, here’s the Adaptive Blue link again:
http://www.techcrunch.com/2008/02/12/blue-organizers-latest-indigo-release-lets-you-surf-things-instead-of-web-pages/
wonderful job. i hope you’ll check out the KnowledgeWorks Map of Future Forces Affecting Education; it supports many of the trends you call out. i particularly like the co-creation aspect.
Alvis, are you suggesting that we can track knowledge as objects? (I really don’t think that’s possible…!!)
@ John
It looks to me like we’re about to see apps that can effectively pool related knowledge far better than current search engines can, thus forming objects or pseudo-objects. So my answer to your question is yes, morphous objects, but still objects. Using such tools, I can imagine tasks like filling in wikipedia will get much, much easier. Thus, the terms in wikipedia will become more “alive” and autonomously generating. These morphous objects will then enable new types of interaction with people.
Mind you, my statements are still in the realm of speculation / imagination, but nevertheless there may be emerging a tendency for information systems to gradually boot-strap up to becoming more self-aware and self-defining.
@ John
It looks to me like we’re about to see apps that can effectively pool related knowledge far better than current search engines can, thus forming objects or pseudo-objects. So my answer to your question is yes, morphous objects, but still objects. Using such tools, I can imagine tasks like filling in wikipedia will get much, much easier. Thus, the terms in wikipedia will become more “alive” and autonomously generating. These morphous objects will then enable new types of interaction with people.
Mind you, my statements are still in the realm of speculation / imagination, but nevertheless there may be emerging a tendency for information systems to gradually boot-strap up to becoming more self-aware and self-defining.
[...] Education Futures » Moving beyond Education 2.0 Posted februar 24, 2008 Hva skjer med fenomenet utdanning i framtida? Og hva er utdanning versjon 3.0? Her er noen ideer om hvilken retning utviklingen kan komme til å gå i. Education Futures » Moving beyond Education 2.0 [...]
Nice comparison. Please see some thoughts on this in a publication at
1.Keats, D.W. & J. P. Schmidt. 2007. The genesis and emergence of Education 3.0 in higher education and its potential for Africa, First Monday, volume 12, number 3 (March 2007), at http://firstmonday.org/issues/issue12_3/keats/i…
and some presentations at
http://www.slideshare.net/dkeats
regards
derek
Derek– I really like your taxonomy!! But, what you label as Education 2.0, I would still label as Education 1.0 because what is taught doesn’t change in the space between Ed 1.0 and Ed 2.0 in your spectrum. As long as we’re using new technologies to teach the same old crap, we’ll be stuck in Ed 1.0.
Your Ed 3.0 aligns well with my Ed 2.0 as an “orchestrator of collaborative knowledge creation,” put really reads as an extension of progressivism. I think that if you look at it from a (new) knowledge production perspective rather than one that is focused on content delivery, a new vision for Ed 3.0 will emerge…
[...] cité la fuente: se trata del blog Education Futures, cuyo autor es John Moravec, en donde estaba la tabla en cuestión. Pido disculpas a J. Moravec [...]
[...] Moravec escribió en su blog desde la Universidad de Minnesota una interesante tabla comparativa sobre la educación. En cierto [...]
[...] Se trata del blog Education Futures, cuyo autor es John Moravec, que puso la puso en esta entrada. [...]
[...] Moving Beyond Education 2.0 [...]
Today’s education aims at constructing knowledge to become the global member of knowledge driven society.In this context,the adoption of 3.0 education pillar in our education landscape is a matter of great importance.The 3.0 concept of education needs to to be implemented to equip every learner to face the emerging challanges of 21st century.
Interesting that you think that our view of Education 3.0 is focused on content delivery. If that is the case, then we need to rewrite our explanation of it. Certainly, this is not our intention. Rather our view deals with institutional arrangements that foster and permit “new modes of knowledge production” as you call them. Of course, it is possible that you are using content in a difference sense than I would use it. regards, derek
[...] Links WordPress.com WordPress.org Moving beyond Education 2.0 October 1, 2008, 3:48 am Filed under: 1 Moving beyond Education 2.0 [...]
Cool matrix on the evolution of education: http://tinyurl.com/6gnt6a
[...] me parecieron los que John Moravec reflejaba en el gráfico que he traducido y ampliado, como extensión de la transparencia que [...]
[...] I lifted this chart from an article called  Education Futures – Moving beyond Education 2.0. [...]
[...] profundas implicaciones de lo que representa, son los conceptos. Excelentes me parecieron los que John Moravec reflejaba en el gráfico que he traducido y ampliado, como extensión de la transparencia que [...]
Education 2.0 is really interesting issues. When I first thinking of dynamical of learning methods, I think education upgrading to 2.0 and soon. But then come accross my mind. How the reliable and souces issues will be handled. For me education is something come with integrity and trustfullness. For example; if you teach or give information that AiDS can be cured. but let say it is fake. The drug description or any others remedies given may become a poison checimal and soon. That’s why education is not only providing information but the realible and integrity of the information must be secured and spreaded among communities of education 2.0. I think the idea of Education 3.0 must be put with this elements. Unless no one will responsible with the chaos or havoc come from wrong information given.
[...] 2.0. Tags: elearnmanifesto trackback I need to repost this table from John Moravec’s educationfutures (on which I landed thanks to El Caparazón. Its implications for discussion on education are [...]
A very good, well-thought matrix about the next generation of learning. The only thing that I get a little scared about is the “licensed professionals” part disappearing – but then again, there will be a huge need for “learning managers” and other newly-created positions to support Education 3.0.
Of course right now every school and district that you look at is defining and implementing “classroom 2.0″ differently (if at all) – so this is a good generalization, although not necessarily site-accurate.
Great comment, Ryan! I really wanted to highlight that the migration to Society 3.0 requires all of us to become learners and co-teachers. You prompt me to raise a question regarding “learning managers” — how do we manage learning, when we aren’t exactly sure anymore what it is we are supposed to learn?
Back to the principle of learning, all the information or knowledge we get must be clearly get from what resources and from whom. We actually need to have a better structure of information validation. For example internet marketing (IM), the best way to promote our product is to build the trust between us and the potential customer. So what we give? all the information to convince them to buy our product. Some IM shows their picture, background and with twitter for example, the follower can keep track any updating from the IM. Maybe the factor that the follower to do so mainly because money making tips. But this actually can be apply to all kind of education practices. The key is but 1) Build a systematic structure like twitter for education. Put a ranking or give star indicator for the higher vote and realiable sources like what used by Ebay to the seller and buyer. 3) Suppport with video, real time tutorial (webinar) and soon that where the teacher can really be known and the knowledge is not from the unknown resources.
[...] me parecieron los que John Moravec reflejaba en el gráfico que he traducido y ampliado, como extensión de la transparencia que [...]
Very interesting and a really cool vision about education.
I’m not very sure if some aspects (in example “hardware and software in schools”) will be as you have exposed.
Some other things -and in my opinion important- are ignored: content production, treatment of learning subjects and license of contents. If you are right the general vision of subjects in education must change. I have seen little changes in treatment of subjects at schools and universities. And what will be the future of content licenses? If we pay attention to the actual tendencies, open licenses -like ColorUIRIS and Creative Commons- can’t compete against DRM and big corporations. We have to change this if we really want to ensure an equal rights education. In my opinion this is one of our really big deals.
Some of this things are not very clear yet.
Congratulations for this nice work, John.
[...] a little background on this new paradigm of human capital development, you may wish to start with this chart on Education 3.0, or view this presentation on [...]
I want to share some of my experiences with education 3.0. I am a college student, and last year I decided that I wanted to research educational technology in the Tibetan community in India. I began a research blog at the encouragement of my professor, and I began to contact people in India. I have one Tibetan following my blog, several Tibetan Facebook friends, a few email contacts, and I’ve Skyped with two Tibetans. Some of my contacts are employees in the schools I hope to use as centers for my research. I do not yet know what will be the focus of my research, and I’m not going until next summer, but I have some wonderful resources who know me and have expressed their willingness to help me.
How’s that for education 3.0?
[...] een kenniseconomie als medewerker en ondernemer(volledig spectrum van John Moravec is te vinden op http://www.educationfutures.com/2008/02/15/moving-beyond-education-20/ [...]