In an era of globalization and “flattening” of our relatiohships around the Earth, how can we learn better? What happened to learning as we moved from the stable structures of the 20th century to fluid and amorphic structures of the 21st century? What roles do schools and colleges play when you can learn in any context and at any time? Do we continue with formal learning or do we formalize informal learning?

This is an open invitation to explore some of the best ideas emerging around the planet that are contributing to a new ecology of learning.

More info: www.invisiblelearning.com

p.s., Thanks for the shout out, Marcel!

From Consult Minnesota’s press release:

John Moravec predicts a revolution, and is calling on Minnesota technology consultants to help make it happen.

During his presentation to Consult Minnesota Thursday, Aug. 19 at 6 p.m. in the Walnut Room of Axel’s Char House at the Roseville Radisson Hotel, Moravec, a faculty member in Innovation Studies and coordinator of the Leapfrog Institutes at the University of Minnesota, will call on his Consult Minnesota audience to use their technological skills in helping bring about new approaches to infuse creativity and innovation into education.

“As changes in society pressure enormous transformations in education, we need to consider that education at all levels will change so radically that we won’t recognize it,” states Moravec. “Standardized learning – the lecture – is giving way to hands?on, individualized learning at each student’s own pace. Although change will be disruptive, it has many potential benefits.”

Among the advantages of the new educational paradigm are:

• More effective use of scarce assets to meet a rising demand. At the same time, students can access a wider selection of high?quality course offerings and teachers.
• Fewer time constraints. Advanced students no longer have to choose between waiting for others to catch up versus leaving them behind.
• New combinations of tacit and explicit knowledge creation, or invisible learning. As the focus switches away from rote learning merely for higher test scores, students build capacities for continuous learning, unlearning, and relearning – not WHAT to think, but HOW to solve problems.
• New priorities. Says Moravec, “In the age of YouTube lectures, universities need not worry about their bubbles bursting, but rather, what they should be doing in the classrooms instead of lecturing.”

Admission to the August 19th meeting is free. Dinner and beverages are optional at regular prices. All present will be eligible for a free drawing for door prizes including USB flash drives from General Nanosystems and carwashes from Downtowner Express Lube.

Consult Minnesota is a voluntary association of Minnesotans with a shared interest in facilitating Information Technology support to community and non?profit organizations. The group meets bimonthly. Further information is available at www.consult-mn.org or (612) 568-3243.

On Monday, I participated in TEDxLaguna, the second TEDx event ever held in Mexico. I called for “leapfrogging toward Knowmad Society” (video coming soon). Also, Cristóbal Cobo shared an overview and invitation to join our Invisible Learning collaboration. I believe the event was a great success, and I am pleased to have collaborated with Ernesto Gonzales (the event’s organizer), his team, and the other speakers. Videos of the talks will be posted to the TEDx YouTube channel soon, possibly in both English and Spanish… stay tuned!!!

Related on the Net: El Siglo de Torreón: Muestran ideas transformadoras

Slides from Saturday’s talk at World Future Society‘s World Future 2009 conference in Chicago:

Destination Imagination is the world’s largest creative problem solving program for kindergarten through college-aged learners. DI participants develop life skills while solving challenges through their unique, hands-on experiences in the sciences, technology, mechanics, engineering, theater, improvisation, goal setting, time and budget management, team building, and leadership. The University of Minnesota’s Leapfrog Institutes builds positive futures for human capital development through the infusion of creativity and innovation in education. DI’s collaboration with Leapfrog Institutes extends the organization’s creativity and imagination program with knowledge construction, innovation, and active futuring components.

The debate continues: What is the role of a teacher? The sage on the stage or a guide on the side? In a recent Tegenlicht episode, Frank Furedi argued for a return to “classical,” power-based, download-style (banking) pedagogies. I countered that we need something different. Here’s my take:

Download-style education fails when we try to provide students with knowledge and skills that will enable them to lead in a future that is very different from what exists today –and, in a future that defies human imagination. Teaching facts or knowledge that was relevant in the past may not be acceptable today or in the near future. Moreover, if teachers are as unprepared for the future as students, why not learn invent it together?

Teaching in Education 3.0 requires a new form of co-constructivism that provides meaningful extensions to Dewey, Vygotsky and Freire, while building the future. Specifically, teaching in Education 3.0 necessitates a Leapfrog approach with:

• Adults who are eager to imagine, create and innovate with kids
• Kids and adults who want to learn more about each other
• Kids and adults who partner to collaborate in teaching to and learning from each other
• Kids who work at creative tasks that mirror the innovation workforce
• An understanding that kids need to contribute to all economic levels, and with better distribution of effort than in the past

This will all require new forms of educational professionalism, tapping well beyond traditional teachers, and blending together with the communities that schools serve. The future that kids and adults co-create can provide the emerging knowledge/innovation economy a boost, greatly enhancing human capital and potentials. How would you teach, learn, and create in Education 3.0?

An an era driven by globalized relationships, innovative social technologies, and fueled by accelerating change, how should we reinvent schools?

Education 3.0 schools produce knowledge-producing students, not automatons that recite facts that may never be applied usefully. Education 3.0 substitutes this “just in case” memorization with skills for designing their futures in a society that is increasingly dependent on imagination, creativity and innovation. One subset of these skills may be expressed in the adoption of New Basics.

Education 3.0 schools share, remix and capitalize on new ideas. This requires a new openness and transformations of schools from places of production line-style learning to laboratories and design centers. 3.0 schools can become “beta” sites to develop and test new technologies, pedagogies and social configurations. These opportunities also imply that schools will express new forms of leadership within the communities that they serve.

Finally, prepare students that will be able to compete for jobs that have not yet been invented, Education 3.0 schools embrace change rather than fighting change. Rather than fighting to maintain the legacies of previous centuries, schools may become the driving forces of creating new paradigms that will drive this and future centuries. Moreover, rather than trying to catch-up with change, 3.0 schools continuously leapfrog ahead of their contemporary institutions to lead in the adoptions of new technologies and practices.

Finally, Education 1.0 schools cannot teach 3.0 students. The move to the 3.0 paradigm requires genuine and massive structural transformations, not a cosmetic makeover. If schools continue to embrace the 1.0 paradigm and are outmoded by students that thrive in a 3.0 society, we can only expect continuous failure.

Are we ready to take on the challenge?

Are the old basics of reading, writing, and arithmetic relevant in the 21^st century? Or, is it time for an upgrade?

Arthur Harkins and I assembled a list of New Basics for education that can help us leapfrog to an education paradigm that is both innovative and relevant for the 21^st century and beyond. These learning outcomes are not intended to be definitive. They are, however, designed to serve as starting points for conversations on how youth-oriented human capital development systems may become more innovative and encourage learning that is more meaningful.

Youth will…

1. Think systemically: Perceiving existing patterns and constructing alternatives to them. This means that youth will think comparatively, through patterns, develop understandings of the underlying systems, and leverage the systemic patterns to meet their goals.
2. Think simulationally: Conducting “what if?” thought experiments and mental rehearsals using controlled imagination and projections. Applying imagination to simulational thinking, youth may create eye-opening stories both within and among patterns.
3. Thrive in the midst of changes, challenges, and unknowns: Developing perspectives, knowledge, and choices to cope with and leverage complexity and uncertainty. This means that youth will produce new thought tools to help them cope with increasing chaos and ambiguity in the modern world.
4. Create and manipulate alternative pasts, presents, and futures: Creating and managing virtual time; developing flexible definitions of social and personal time; and, selectively associating alternative pasts and futures with multiple presents. This means that youth will counter the tyranny of traditional perceptions of clock time through their personal time constructs, including conceptualizations of history, the present and future that can be strategically compressed and stretched.
5. Develop and respond to goals and challenges: Setting goals and objectives; detecting and anticipating impediments to success; and, designing solutions to impediments. This means that youth will take charge of their lives in more and more ways, in particular through energetic applications of their values and intelligence.
6. Understand and effectively utilize existing information: Accessing and selectively employing information in pursuit of opportunities and problem resolutions. This means that youth gravitate toward the acquisition of new information, rather than shying away from it; and that the abundance of information will be valued as a socioeconomic resource.
7. Construct and utilize personally applicable knowledge: Purposively transforming information into personally usable knowledge; building a personally styled capability to add intellectual and other forms of variety to the world; and, enhancing their decision-making options through the formation of new understandings. This means that youth will devote their lives to the construction and application of meaning, both explicit and implicit.
8. Construct and utilize new knowledge related to contexts, processes, and cultures: Perceiving, designing, and constructing real and virtual contexts suitable for specific tasks; compiling and utilizing many perspectives on given subjects; and, enhancing decision-making options. This means that youth will become increasingly capable as designers and architects of alternative knowledge foundations to improve their lives.
9. Effectively utilize current and emerging ICT systems: Staying atop the technologies that permit modern learning and economies; and, being at the forefront in the adoption and effective use of new technologies. This means that youth will expand their efforts as digital explorers and developers, and facilitate the technological adoption of technologies throughout society.
10. Acquire and assess knowledge of various global trends: Constructing “big pictures” of the world using different resources for each picture; becoming a global thinker and citizen; and, employing these viewpoints to help contextualize relatively localized problems, opportunities, goals and means. This means that youth will participate in the development of new and compelling visions for the planet and beyond.
11. Write and speak in a unique voice: Developing and utilizing personal uniqueness; applying uniqueness alone and with groups and teams; and, developing identity and character. This means that, through open, creative expression, youth may develop into exemplary representatives of democracy, freedom, and the courage to act on both.
12. Take personal responsibility for intentions and performance quality: Ethically accepting accountability for personal actions and inactions; and, constructively responding to personal and social assessments of performance quality. This means that youth will not only enjoy learning from their mistakes, but also aim to turn mistakes into successes.

The list is a bit conservative in scope, so I suggest a 14th reason to liven it up a bit:

Colleges have failed to establish a bold strategic focus and direction in reshaping higher education.

Rather than reorienting themselves on becoming institutions centered on innovation and creativity, they have latched onto 19th century production models. In many universities, this is best represented in the growth of central administration regimes, which seek to better manage the products and services that universities produce. How might universities leapfrog their contemporaries to provide meaningful inputs in the 21st century?

Leapfrog institutions relentlessly disrupt themselves to compete successfully in the global knowledge and innovation economy. They work ahead of the competition in teaching, research, innovation, and service. They avoid playing catch-up.

More at the EF Leapfrog memos archive…