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Aprendizaje invisiblE

Date post:10-May-2015
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  • 1.Perspectives onInvisible Learning

2. APRENDIZAJEINVISIBLE HACIA UNA NUEVA ECOLOGA DE LA EDUCACIN CRISTBAL COBO Y JOHN W. MORAVEC +&* ()!&(*)!* %#% &*$ *%* % !%#&!23&!2!"#$ * +,-.!//- 1- .%*0"# 3. JohnJohn Moravec, PhDUniversity of Minnesotacehd.umn.edu/olpdmoravec@umn.edu educationfutures.com@moravec May 2011 4. Schooling doesnt always equate to success. 5. What isInvisible Learning? 6. 1.Sociotechnological archetype for anew ecology of education. 7. Formal Non-formal Informal SerendipitousInvisible Learning1.Sociotechnological archetype for anew ecology of education. 8. 2.Remixes. 9. 3.Suggests new applications for ICTs. 10. 4.Not the answer to all our problems. 11. Open.Provocative. 12. Invisible Learning FactsServing Size 1 Learner (80.5 kg)Calories 0Calories from Fat 0% Life Value*Total Learning83.33%Non-formal Learning 100%Informal Learning 100%Imagination 100%Innovation100%Creativity100%Passion 120%*Percent Life Values are based on a full lifespan. Your life values may be higher or lowerdepending on your interests and dreams. 13. The Invisible Learning project 14. From Society 1.0 to Society 3.0 15. Society 1.0Industrial. 16. Society 2.0Knowledge. 17. Society 3.0Knowmad. 18. Why is this a big deal? 19. Meet the Knowmads. 20. ParadigmDomain1.0 2.0 3.0FundamentalComplex creative SimpleComplexrelationships(teleological)Conceptualization of Intentional, self- HierarchicHeterarchicorder organizingRelationships of parts MechanicalHolographic SynergeticWorldviewDeterministic Indeterminate DesignCausalityLinearMutualAnticausal CreativeChange process AssemblyMorphogenic destructionRealityObjective PerspectivalContextualPlaceLocal Globalizing Globalized 21. Education 1.0 Education 2.0 Education 3.0 Socially constructed andMeaning isDictatedSocially constructed contextually reinvented Confiscated at the Cautiously adoptedEverywhere (ambient,Technology is classroom door (digital (digital immigrants)digital universe) refugees) Teacher to student, Teacher to student andstudent to student,Teaching is done Teacher to studentstudent to studentstudent to teacher, (progressivism) people-technology-people (co-constructivism) Everywhere (thoroughly In a building or online infused into society:Schools are located In a building (brick) (brick and click) cafes, bowling alleys, bars, workplaces, etc.)Parents view schools A place for them to learn, Daycare DaycareastooTeachers areLicensed professionalsLicensed professionalsEverybody, everywhereHardware and Are purchased at greatAre open source and Are available at low costsoftware in schools cost and ignoredavailable at lower cost and are used purposively As ill-prepared assemblyIndustry viewsAs co-workers orAssembly line workers L eapfro g Inst i t u t esline workers in agraduates as entrepreneurs knowledge economy 22. vs. 23. + =? 24. Processing power per kgTime Meat 25. Processing power per kgTime Meat Machine 26. the otherMoravecsParadox 27. JohnMoravecsParadox 28. The invisible use of technologies and competencies 29. How...do we teach future generations? 30. What...are relevant skills andcompetencies for the 21st century? 31. What...are the roles of technologies? 32. Soft skills. 33. Learning in non-formal spaces. 34. An economy of talents. 35. Invisible technologies. 36. 1.Connect knowledge.2.Support knowledge brokering.3.Enable the translation of knowledge tobenecial applications (innovation).Invisible technologies. 37. Focus on how to learn, not what to learn.Invisible technologies. 38. Technology and learning At school At homeProfessors choose the activityStudents choose the activityInsufcient time for deeperTime for deeper exploration existsexplorationLearning is the purpose Learning is incidentalIndividual expertise is notIndividual expertise is celebratedrecognized or is rejectedLimited resources More resource optionsModel of extensionModel of depth 39. Cases andexperiences we canlearn from 40. Learning occurs in a continuum. 41. Online LearningFormal Non-formal Informal SerendipitousInvisible Learning 42. Augmented realityFormal Non-formalInformalSerendipitousInvisible Learning 43. Study abroadFormal Non-formal Informal SerendipitousInvisible Learning 44. Peer-based learning. 45. Technologies allow us to expandbeyond human limitations. 46. Creative use of mobiles. 47. (shh...)The silent impact of technologies. 48. Flexibility of training strategies. 49. Life-long learning. 50. Edupunk and edupop. 51. Bottom-up. 52. Ubiquitous. 53. Formal InvisibleCost High LowLearning LowHigh Highly controlled,Quality Varies by experience variesHow success isIndividuals success Ability to repeat, testsmeasuredand contributionsMode Dictated, downloaded Conversed, createdTechnology Controlled EmbracedTime School hours 24/7/365 Bricks, sometimesPlace Everywhere (social) clicks (compartmentalized)Note. Inspired by Jay Cross Spending/Outcomes Paradoxhttp://www.internettime.com/Learning/The%20Other%2080%25.htm 54. Tools and methodsfor studying the future 55. Do it yourself. 56. Leapfrog ahead of the curve. 57. J JLevel of Advancement TimeLeapfrog ahead of the curve. 58. To the Future!Normative forecasting. 59. Vox populi and inlieu of conclusions 60. 10 key ideas from Invisible Learning 61. 1Invisible Learning is not a single idea. It is composed of many ideas. 62. 2We need to take into consideration the tremendous impacts ofaccelerating change. 63. 3Invisible Learning focuses on how to learn, not what to learn. 64. 4Rethinking the formal institutions of education should lead us to more openness. 65. 5Most of the discourse aroundinnovation in education has beenaround infrastructure, but doesnt focus on new strategies forknowledge acquisition or transfer. 66. 6Reinventing learning doesnt meanwe need to start from scratch. 67. 7 Education is not an event.It is a part of a lifelong continuum. 68. 8Mindware is our best technology. 69. 9Normative forecasting tools can help us build education futures that arerelevant in the Invisible Learningproto-paradigm. 70. *Do-it-yourself. 10 DIY* 71. invisiblelearning.com 72. #invisi

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