In Invisible Learning, Cristóbal Cobo and I presented a “passport of skills for a knowmad” (p. 57). Refining the list a bit, I am pleased to present an update with nine key characteristics of knowmads in Society 3.0.
"The only time my education was interrupted was when I was in school."
-George Bernard Shaw
Posts Tagged ‘ knowledge ’
Leadership and Entrepreneurship: “Knowmads challenge all structures”
1/9/2012
De Baak‘s Ralph Blom wrote up a short interview with me for last month’s issue of Leadership and Entrepreneurship. My favorite bit: What skills are needed in a society 3.0? “Because everybody is in it together it is not bounded by a specific generation. Nobody has done this before, there are no role models. We [...]
An Invisible Learning travelogue
11/29/2011
The world is indeed flattening, and we are very happy. Since March, Cristóbal and I have presented Invisible Learning in a dozen countries, and at more than 35 events for debate and discussion. The outcomes from the project exceed our expectations — and, more importantly, open the debate to a wider and global level.
Whose crazy idea is it anyway?
11/4/2011
As the 21st century digital revolution continues to disrupt the economy, and the traditional knowledge claim held by experts of the 20th century is making way for a global entrepreneurial mindset, (university) education finds itself on the verge of its most radical transformations since the industrial revolution. Whose Crazy Idea Is It Anyway is an academic endeavor that has the ambition to set the agenda in the educational landscape of the coming decade.
Roger Schank on Invisible Learning: Real learning; real memory
9/15/2011
Real learning; Real memory
by Roger Schank
What do people need to learn and how can they learn it?
Every curriculum committee and every training organization has at one time or another convened a committee to answer this question. Their answers are always given in terms of telling about subjects: “more math,” “leadership,” “risk management,” “company policies.” But subject matter is far less important in learning than one might think.
Classroom of the future? A response
9/4/2011
“Instead of using these tools to teach centuries-old subject matter, perhaps we should instead use them to help us develop meaningful skills and personal knowledge — and to enhance our capacities to imagine, create, and innovate.“
Bulgarian students dream about future schools
8/17/2011
As we shared earlier, Project Dream School started with a simple question: If you could build a dream school, what would you do?
This morning, I received some inspiring ideas. [...]
Review: The faculty lounges (by Naomi Schaefer Riley)
8/15/2011
Bottom line (as we say), Naomi Riley should be given kudos for a Contribution by Omission: A prominent, powerful, and evolving justification for tenure lies in the protection of faculty from shape-shifted corporate colleagues. This capability is one that should be taken up as a serious –even a top-drawer– justification for the continuation of tenure.
A systemic approach to knowledge development and application
5/20/2011
In the current issue of On the Horizon, Arthur Harkins and I introduce systemic approaches to knowledge development and application — that is, a framework which provides a systems-language descriptive means for understanding and engaging in an expanding ecology of knowledge development options. We call this “MET” : mechanical (conservatively repetitive), evolutionary (self-organizing), and teleogenic (purposively creative)
Perspectives on Invisible Learning
5/12/2011
By popular demand, here are the slides from my Invisible Learning “stump lecture” from the past month…
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Related posts
Last week in brief: BIG things brewing
Invisible Learning released
Cobo and Moravec discuss Invisible Learning
Invisible Learning to be published in early 2011
Invisible Learning: Designing cultures of sustainable innovation
A lot has happened in the past week, and I feel that bits and pieces are coming together to form a huge break from the mainstream in human capital development in the Netherlands. In brief: On Monday, I visited TEDxDelft at TU Delft. The day was very well organized and included a selection of talks [...]
Invisible Learning released
Cristóbal Cobo and I are pleased to announce that the Spanish edition of our new book, Invisible Learning (Aprendizaje Invisible), has just been released by the University of Barcelona (Col·lecció Transmedia XXI. Laboratori de Mitjans Interactius / Publicacions i Edicions de la Universitat de Barcelona). The e-book is available for purchase at the UB website [...]
Cobo and Moravec discuss Invisible Learning
John Moravec and Crisóbal Cobo engage in a one-to-one dialogue on new dimensions for thinking about learning. In this conversation, they share some of the most important ideas developed in the book, Aprendizaje Invisible (Invisible Learning), to be released next week. More information is available at www.invisiblelearning.com.
Invisible Learning to be published in early 2011
About a year ago, Cristóbal Cobo and I announced a research project called Invisible Learning. After many months of work, collecting experiences, researching literature, interviews, and exchanges with experts (and –above all– many hours of writing), we can announce that in 2011 the Invisible Learning book will be a reality (in print and digital formats).
Invisible Learning: Designing cultures of sustainable innovation
Cristóbal Cobo and I are pleased to announce the Invisible Learning (Aprendizaje Invisible) project –and we invite your participation! Invisible Learning // Aprendizaje Invisible is collaborative book (in English and Spanish) and an online repository of bold ideas for designing cultures of sustainable innovation. Through the development of 1) a collaborative, printed book; 2) an [...]
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