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Innovation and inclusion through
open education
Roberto Carneiro, UCP
EFQUEL Conference
Oeiras, 9 september 2010
CAN ‘OPENNESS’
GENERATE INNOVATION
AND TRANSFORM
GENERATE INNOVATION
AND TRANSFORM
SCHOOLS?
Generative/Open Knowledge Co-Creation
The Knowledge-Brokerage Cycle (Hargadon & Sutton, HBR, May-June 2000)
Capturing good ideas
RadarKeeping ideas alive
Incubator
Imagining new uses
for old ideas
Laboratory
Putting promising
concepts to the test
Test-bed
The Innovation
Factory
Personal Mastery: Personal mastery is the
practice of articulating a coherent image of
your personal vision – the results you most
want to create in your life – alongside a realistic
SCHOOLS THAT LEARN?
FIVE DISCIPLINES (1)
want to create in your life – alongside a realistic
assessment of the current reality of your life
today. This produces a kind of innate tension
that, when cultivated, can expand your capacity
to make better choices and to achieve more of
the results that you have chosen
SCHOOLS THAT LEARN?
FIVE DISCIPLINES (2)
Shared Vision: This collective discipline
establishes a focus on mutual purpose. People
with a common purpose (e.g., the teachers,
administrators, and staff in a school) can learn to administrators, and staff in a school) can learn to
nourish a sense of commitment in a group or
organization by developing shared images of the
future they seek to create and the principles and
guiding practices by which they hope to get there.
A school or community that hopes to live by
learning needs a common shared vision process.
Mental Models: This discipline of reflection and
inquiry skills is focused around developing
awareness of attitudes and perceptions – your
own and those of others around you. Working
SCHOOLS THAT LEARN?
FIVE DISCIPLINES (3)
own and those of others around you. Working
with mental models can also help you more
clearly and honestly define current reality. Since
most mental models in education are often
“undiscussable” and hidden from view, one of the
critical acts for a learning school is to develop the
capability to talk safely and productively about
dangerous and discomfiting subjects.
Team Learning: This is a discipline of group
interaction. Through such techniques as dialogue and
skillful discussion, small groups of people transform
their collective thinking, learning to mobilize their
SCHOOLS THAT LEARN?
FIVE DISCIPLINES (4)
their collective thinking, learning to mobilize their
energies and actions to achieve common goals and
drawing forth an intelligence and ability greater than
the sum of individual members’ talents. Team
learning can be fostered inside classrooms, between
parents and teachers, among members of the
community, and in the “pilot groups” that pursue
successful school change.
Systems Thinking: In this discipline, people learn to better
understand interdependency and change and thereby are
able to deal more effectively with the forces that shape the
consequences of their actions. Systems thinking is based on a
growing body of theory about the behavior of feedback and
SCHOOLS THAT LEARN?
FIVE DISCIPLINES (5)
growing body of theory about the behavior of feedback and
complexity – the innate tendencies of a system that lead to
growth or stability over time. Tools and techniques such as
stock-and-flow diagrams, system archetypes and various
types of learning labs and simulations help students gain a
broader and deeper understanding of the subjects they study.
Systems thinking is a powerful practice for finding the
leverage needed to get the most constructive change.
ADAPTIVE AND GENERATIVE LEARNING
Closed and Open Systems
ADAPTIVE “OLD” LEARNING
• Responding to environmental
change
• Coping with threats
GENERATIVE “NEW” LEARNING
• Expanding capabilities
• Enhancing creativity, fostering
openness• Coping with threats
• Reacting to symptoms
• Capturing trends and
incorporating early signs of
change
• Eliciting flexibility as prime
value
openness
• Looking at the environment in
new ways
• Adressing underlying causes
• Thinking differently
• Anticipating futures
Mental habits that support LLL
John Kotter, “Leading Change”, 1996
• Risk-taking: Willingness to push oneself out of comfort zones
• Humble self-reflection: Honest assessment of successes and failures, especially the lattersuccesses and failures, especially the latter
• Solicitation of opinions: Aggressive collection of information and ideas from others
• Careful listening: Propensity to listen to others
• Openness to new ideas: Willingness to view life with an open mind
INFORMAL LEARNING
• Informal learning establishes the foundation for advanced synergies between learning and innovation. • Investing in the theory and practice of translating life (and professional) experience into accredited knowledge and skills. • Understanding and mastering complex processes • Understanding and mastering complex processes involved in the formation and sharing of “social knowledge” - the centre of new lifelong learning agendas.•Exploring the role of IT + Web 2.0 (social networks) and Web 3.0 (semantic web + ‘internet of things’) in spreading informal learning narratives and tacit knowledge acquisitions.
New Policy Agenda for Informal Lifelong Learning
• Enabling the transformation of experience into consolidated and useful knowledge
• Legitimising in a socially credible way tacit knowledge acquired in non-formal and informal settings
• Overcoming traditional “monopolies” of codified knowledge
• Constructing a credible “catalogue” of tacit competencies, uniquely • Constructing a credible “catalogue” of tacit competencies, uniquely acquired and nurtured through the means of experience?
• Deconstructing systems of merit and opportunities predominantly based on formal degrees and certificates (cultural capital)
• Designing a new system of social signalling which would be capable of showing the effective value of experiential knowledge
• Rewarding a community of “knowledge subjects” of informal knowledge and constructors of tacit competencies instead of multiplying “knowledge objects”
Improved foundation skills for lifelong learning:
a. Literacy and e. skills (reading, writing, speaking, computer
use and internet use) and evidence of changing daily habits
following certification especially having achieved the level of
basic education.
b. Learning to learn skills (self -image and self-esteem, critical
Lessons from empirical research
Adult Lifelong Learning Outcomes (1)
13
b. Learning to learn skills (self -image and self-esteem, critical
thinking, motivation for learning, learning strategies and
participation in education and training): especially improved
self-esteem and motivation for learning among the basic
education achievers.
c. Improved soft skills – personal and social skills, civic
competence and cultural awareness and expression.
d. Less progress in hard skills namely in science and technology
and foreign language.
Lessons from empirical research
Adult Lifelong Learning Outcomes (2)
8,0
9,0Literacy
e.Skills"Learning to Learn" Skills
Skills Summary - Evaluation Versus Use in
Secondary Level (grade 12)
Skill Use Before certification After certification
7,0
8,0
9,0Literacy
e.Skills"Learning to Learn"
Skills
Skills Summary - Evaluation Versus
Use in Basic Level (grade 9)
Skill Use Before certification After certification
2,0
3,0
4,0
5,0
6,0
7,0 e.Skills
Basic Skills in Science and
Technology
Foreign Language
Comunication, expression
and cultural awarness
Personal and social skills
Civic skills
"Learning to Learn" Skills
2,0
3,0
4,0
5,0
6,0
7,0 e.Skills
Basic Skills in
Science and
Technology
Foreign Language
Comunication,
expression and
cultural awarness
Personal and social
skills
Civic skills
Skills
Learning to learn skills: significant gains
Self-esteem : the lowest ranking Secondary
Basic
Secondary
Basic
Lea
rnin
g
stra
teg
ies
Pa
rtic
ipa
tio
n i
n
ed
uca
tio
n a
nd
tra
nin
gLearning to Learn
After certification Before certification Skill Use
Lessons from empirical research
Adult Lifelong Learning Outcomes (3)
Self-esteem : the lowest ranking before LLL participation; the biggest leapfrog after certification (basic education)
Critical thinking skills: the lowest ranking in work context and before LLL participation; a robust enhancement after certification (basic education)
56
78
910
Secondary
Basic
Secondary
Basic
Secondary
Basic
Se
lf I
ma
ge
an
d
self
-est
ime
Re
aso
nin
g a
nd
crit
ica
l th
ink
ing
Mo
tiv
ati
on
fo
r
lea
rnin
g
CAN ‘INTERNET OPENNESS’
GENERATE GENERATE
INCLUSION?
WORLD INTERNET USAGE AND POPULATION STATISTICS
World RegionsPopulation
( 2010 Est.)
Internet Users
Dec. 31, 2000
Internet Users
Latest Data
Penetration
(% Population)
Growth
2000-2010
Users %
of Table
Africa 1,013,779,050 4,514,400 110,931,700 10.9 % 2,357.3 % 5.6 %
Asia 3,834,792,852 114,304,000 825,094,396 21.5 % 621.8 % 42.0 %
Europe 813,319,511 105,096,093 475,069,448 58.4 % 352.0 % 24.2 %
Middle East 212,336,924 3,284,800 63,240,946 29.8 % 1,825.3 % 3.2 %Middle East 212,336,924 3,284,800 63,240,946 29.8 % 1,825.3 % 3.2 %
North America 344,124,450 108,096,800 266,224,500 77.4 % 146.3 % 13.5 %
Latin America/Caribbean 592,556,972 18,068,919 204,689,836 34.5 % 1,032.8 % 10.4 %
Oceania / Australia 34,700,201 7,620,480 21,263,990 61.3 % 179.0 % 1.1 %
WORLD TOTAL 6,845,609,960 360,985,492 1,966,514,816 28.7 % 444.8 % 100.0 %
NOTES: (1) Internet Usage and World Population Statistics are for June 30, 2010. (2) CLICK on each world region name
for
WORLD EDUCATION: A BIG PICTURE
Age Group 6-11 700 million 150 million out of school
Age Group 12-17 640 million 300 million out of school
Age Group 15-64 3,900 million 3,000 million in developing countries
900 million in industrial countries
World Illiterates 850 million 200 million in E. Asia
(20% population, 2/3 F) 400 million in S. Asia
40 million in LAmerica and Carib.
145 million in SSAfrica
65 million in Arab States
Tertiary Enrollment 90 million
Teachers 60 million
Public Expend. in Ed. US$ 2 trillion (80% in developed countries)
CLASSICAL APPROACH NEW APPROACH
What to teach
How to teach
Where to learn
When to learn
THE WAY TO INCLUSIVE KNOWLEDGE
Initial Education
for a lifetime
Status-ridden
Knowledge
Inclusive
Knowledge
Flexible Learning
throughout life
“Have-nots” “Haves”
Assessing the effects of ICT in education
Friedrich Scheuermann (JRC) and Francesc Pedró (OECD), 2009
First, recent evidence has unveiled that the digital divide in education goes
beyond the issue of access to technology. A new second form of digital divide
has been identified: the one existing between those who have the right
competencies and skills to benefit from computer use, and those who do not. These
competences and skills are closely linked to the economic, cultural and social
capital of the student.capital of the student.
Second, the changing needs of economic and social development require a wide
range of new skills and competencies, known as the 21st century competencies.
These are considered key enablers of responsible citizenship in a knowledge-based
and technology-pervaded economy.
Last but not least, there is the pending issue of whether or not today’s teaching
and learning experience in schools matches what could be expected from
a knowledge society.
OEP AS A BRIDGE BETWEEN NEW AND
OLD LEARNING•Network and distributed learning may act to
-approximate supply and demand
-enhance flexibility and customization
-promote an equitable distribution of learning resources
-combine distance and proximity (face to face) strategies
- develop “invisible” learning interfaces
•Boosting the effectiveness of classroom learning and teaching
•Assisting in the expansion of teaching competencies
•Augmenting LLL opportunities for continuous skills upgrading and
personal/social development – TARGETING THE LOW SKILLED
A ‘LEARNING UTILITY’: AGENDA
• Build an infrastructure (OER and OEP) for Lifelong Learning
• Skills for All – generic, ICT, civic, social, ‘productive’
• Quality of Service and Standards for Learning
• Invisible technologies and CoP
Balanced corporate and individual learning agendas: • Balanced corporate and individual learning agendas: embed learning in production contexts
• Rewarding learning cultures, boosting motivation to engage in effortful learning
• Making room for nonformal and informal learning –valuing real life and problem-based learning, enhancing tacit and experiential knowledge
INTUITION, IMAGINATION, QUALITY ...
... and PERSPIRATION
“The gift of imagination is by no means an exclusive property of the artist; it is a gift we all share ... The dullest ... among us has the gift of dreams at night –visions and yearnings and hopes. Everyone can also think; it is the quality of thought that makes the difference – not just the quality of logical thinking, difference – not just the quality of logical thinking, but of imaginative thinking ... Albert Einstein ... often spoke of having dreamed his Unified Field Theory and his Principle of Relativity – intuiting them, and then, high on inspiration, plunging into the perspiration of working them out to be probable, and therefore true”.
Leonard Bernstein, Johns Hopkins University commencement address, 1980.
Three kinds of progress are significant for culture:
progress in knowledge and technology; progress in the
socialisation of man; progress in spirituality. The last
is the most important…technical progress, extension of
LIFELONG LEARNING
A SENSE OF PURPOSE: CULTIVATING HUMANITY
is the most important…technical progress, extension of
knowledge, does indeed represent progress, but not in
fundamentals. The essential thing is that we become
more finely and deeply human.
Albert Schweitzer, “The Teaching of Reverence for
Life”, p. 33, 41