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Perspectives on

Invisible Learning
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APRENDIZAJE
HACIA UNA NUEVA ECOLOGA DE LA EDUCACIN
INVISIBLE
CRISTBAL COBO Y JOHN W. MORAVEC
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John Moravec, PhD
University of Minnesota
moravec@umn.edu
@moravec
May 2011
J
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cehd.umn.edu/olpd
educationfutures.com
Schooling doesnt 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 Facts Invisible Learning Facts
Serving 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.
Why is this a big deal?
Meet the Knowmads.
Paradigm Paradigm Paradigm
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
Leapf rog I nsti tutes
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 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
vs.
+ = ?
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Time
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Machine
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Meat
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Moravecs
Paradox
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Moravecs
Paradox
J
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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
benecial applications (innovation).
Invisible technologies.
Focus on how to learn,
not what to learn.
At school At home
Professors choose the activity Students choose the activity
Insufcient 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.
(shh...)
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
Individuals 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.
L
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o
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A
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J
Time
J
Normative forecasting.
To the Future!
Vox populi and in
lieu of conclusions
10 key ideas from Invisible Learning
1
Invisible Learning is not a single idea.
It is composed of many ideas.
2
We need to take into consideration
the tremendous impacts of
accelerating change.
3
Invisible Learning focuses on how to
learn, not what to learn.
4
Rethinking the formal institutions of
education should lead us to more
openness.
5
Most of the discourse around
innovation in education has been
around infrastructure, but doesnt
focus on new strategies for
knowledge acquisition or transfer.
6
Reinventing learning doesnt mean
we need to start from scratch.
7
Education is not an event.
It is a part of a lifelong continuum.
8
Mindware is our best technology.
9
Normative forecasting tools can help
us build education futures that are
relevant in the Invisible Learning
proto-paradigm.
10
DIY*
*Do-it-yourself.
invisiblelearning.com
#invisi