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We need to challenge our basic assumptions of motivation in schools

Marcel Kampman (who is busy work on a brilliant design for the print edition of Knowmad Society) forwarded this KQED/MindShift article on Dan Pink’s approach to selling love of learning to students.

Having just awoken, I fired off a quick response from my iPad:

Why do we keep thinking that motivation needs to be driven externally? If we don’t tell kids what to learn, they won’t learn anything?

And, Marcel immediately sent a much more brilliant reaction:

I agree.

Intrinsic motivation by curiosity – and doing things fearlessly, bu,t of course, not unafraid, wanting to find out how things work, go, etc. has always been my motor that brought me to places I have never been before. External factors influenced my path of course, like walls I bump into, and then continue another way with even more energy than before the hit. A bit like Pong, but with the difference knowing that there is always a second or a third wall that bounces you back, unlike the game where you can miss and die. Reality always has a safety net you only learn to know about when you sometimes miss the the first wall, either by accident or choice. When you’re little you never think about “failing.” Failing is succeeding – you win that you learn. When you’ve grown up, you have learned that succeeding = “not failing,” and with that you learn nothing. Then, repetition = success, not trying something new, but something known = success. Best practises dictate everything and do not allow for new practices that require risk and the willingness to fail. Same is boring. New is energy. The thrill of jumping off a cliff by deciding to do so yourself is a high you will never have when someone will push you of the cliff. Then, you never have the same conscious experience — you’re just making sure you survive and land safely.

Should it be any surprise then that the vast majority of what we learn comes from outside formal schooling experiences?

Knowmad Society launches December 21!

You’ve probably noticed that it’s been a bit quiet at Education Futures. On the contrary, we’ve been very busy, and getting prepared for a big event. It seems many people are worried that the Mayan calendar will run out of modified base-20 numbers on December 21, and that this, of course, signals a coming apocalypse, not the arrival of another clock digit. Frankly, we see no better reason to party a bit.

TO CELEBRATE THE END OF THE WORLD, OUR NEXT BOOK, KNOWMAD SOCIETY, WILL BE RELEASED ON DECEMBER 21, 2012!

This volume explores knowmads in society in terms of natural evolution steps from industrial and information-based society (“Society 1.0”), knowledge-based society (“Society 2.0”) and Knowmad Society in an era of accelerating change (“Society 3.0”). Educational and organizational implications are further explored, bringing together academics, practitioners, and policy leaders from the United States, the Netherlands, and Chile. In addition to presenting a full theoretical framework for Knowmad Society, examples and first-hand experiences of knowmadic educators and business leaders are shared. The book ends with a powerful message of “what’s it going to take” for nations and cultures to succeed in Knowmad Society.

Knowmad Society is a collaborative effort by Thieu Besselink, Cristóbal Cobo, Gary Hart, Christel Hartkamp, Ronald van den Hoff, John Moravec, Christine Renaud, Pieter Spinder, and Bianca Stokman.

For more information on the Knowmad Society project, please visit http://www.knowmadsociety.com

On December 21, the Web and iOS versions of the book will launch. In early 2013, we will offer a PDF and paperback copies, designed by the creative minds of Marcel Kampman and Martine Eyzenga. The iOS edition is being provided through generous support from Seats2Meet.com.

There will be two public events as we celebrate the launch of Knowmad Society in the Netherlands:

Let’s continue the conversation! If you are interested in hosting a lecture or workshop at your organization, please get in touch with me. I’d love to chat!

Bridging the (r)evolution between Europe and the Americas

John Moravec will represent Education Futures in “EduLab Live,” a three-hour livestreamed journey with educational innovators in Europe and the Americas.

From Philippe Greier (organizer):

Let’s connect, share and collaborate with the architects of the next generation of education.

Education for the 21st century is challenged into adopting new paradigms, driven by an era of technological revolution that has had a great impact on our society.

We invite 6 – 8 outstanding and innovative examples from all around the world to present and discuss their solutions.

Educational start-ups using new technology, educators building on alternative and reformative education. Individuals and organizations that are bond by the idea of being part of the education (r)evolution.

Via skype connected with people from all around the world. Be part of it!

Be presente! Let’s play the education (r)evolution.

For more information, and to join, visit the Facebook event page: https://www.facebook.com/events/106698099490218/

Also…

Catch up with us in Europe!

In the next few weeks, we will be at: Pioneers Festival in Vienna October 30-31 | EduLab Live (streaming from Brno) November 2 | Otavan Opisto in Finland November 16-17 | Haaga-Helia University of Applied Sciences in Helsinki November 20 | Sudbury Schule-München November 29 – December 2 | Madrid (December date TBD) | Netherlands (December date TBD) | … and otherwise headquartering temporarily in the Czech Republic.

Looking into 2012 – what's hot, what's not

In what has evolved into a sort of annual tradition, I again peered into my crystal ball (well, actually a truckload of reports, news articles, and a healthy dose of my own speculation) to see what we can expect in 2012. This time, however, I spoke with David Raths at Campus Technology magazine, and joined Michael Horn, Christopher Rice, and Kenneth Green in advising a “What’s hot, what’s not” list for 2012. A supplemental IT trends to watch in 2012 article is also posted on the Campus Technology website.

Read the article at Campus Technology.

Looking back: How did I do last year? In the article Five predictions for 2011 that will rock the education world, I said:

  1. “2011 will be the Year of the Tablet, but schools still will not know what to do with them.” Yup. That’s pretty much how it went.
  2. “Accelerating adoption of iPads, iPhones and other mobile technologies into social and cultural frameworks is transforming computing into an ambient experience — that is, immediate and purposive access to ICTs is available anywhere and anytime.” The trend in this direction continues, and will likely become more apparent when Apple (and others) make strong pushes into our living rooms (i.e., an Apple television).
  3. “The New Normal: The recession is officially over, but many people are left unemployed or significantly underemployed.” Indeed, we now have a human capital crisis where talents that used to support a middle class lifestyle are now obsolete. Our education systems need to lead the way in navigating this “new normal.”
  4. “We are slowly recognizing that the only constant is change, and many industries will experience increasingly rapid cycles of transformation — for humans that are ill-prepared for change, this could mean more socioeconomic turmoil and unemployment. 2011 will give us a taste of what’s to come.” Upgrade yourself or buckle in. 2012 could be rough.
  5. “People are mobile, too. Rapid developments in mobile technologies also enable society to become much more mobile, and we will see this reflected in the workforce, of which the leading edges will exhibit Knowmadic qualities.” Vivek Wadhwa, Tom Friedman, and others have been outspoken on the need to retain skilled knowledge workers (in the United States). So far, I can’t tell if anybody’s been listening…

An Invisible Learning travelogue

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. Some examples that inspire us:

…and more

In less than three months since we opened the book for free access online, we’ve had about 9,500 downloads that we know of — and many, many more that we do not know of. Others are sharing the book alike, including Google Books and OpenLibra. And, it is already attracting great citations. As we embraced a unique approach to blending traditional and “new” publishing, we look forward to seeing how others will respond to our distribution approach.

We look forward to many more conversations in 2012, and we want to thank everybody that helped make Invisible Learning a success. We especially extend our thanks to Hugo Pardo, the XXI Transmedia team, the University of Barcelona, and the University of Andalucia for providing the support to make this project possible.

And, a short video about what’s coming next:

Knowmads and the next renaissance

From TEDxBrisbane: Edward Harran shares his personal story into the knowmad movement: an emerging digital generation that has the capacity to work, learn, move and play – with anybody, anytime, and anywhere. In his energetic talk, Edward gives us a compelling insight into his story and highlights what the knowmads represent: the beginnings of the next renaissance.

Eddie has written more about his experience at TEDxBrisbane in his blog.

As for me, I’m very, very pleased to see the knowmads concept catching on around the world.

Last week in brief: BIG things brewing

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 from a book maker, an astronaut, constructors of a high tech opera, a parkour exhibition, and a talk by Marcel Kampman on how to close what he calls the Dream Gap. Marcel provides 9 ideas to tackle the issue, including re-organizing TED so that it it focuses on T-shaped approaches to EDucation (hence, T-ED), that work to connect people-to-people in knowledge creation and sharing. Smart idea.

During the lunch break, Marcel and I also got together and recorded videos for each others projects. Here’s what I had to say for the Dream School initiative he’s playing a major role with for Stad & Esch:

Stad & Esch & Onderwijs & John Moravec from Stad & Esch on Vimeo.

(I’ll post my video interview with Marcel in a future post, which will include his TEDxDelft talk, as soon as it becomes available.)

On Tuesday, I visited the UniC school in Utrecht, which flips the use of technology in the classroom around to allow students to engage in learning activities that enable them to follow their own passions and interests. They bring in their own laptops or tablet devices, and spend their time on individual and team learning projects that are guided by faculty that do more to attend to their learning rather than trying to manage it. Jelmer Evers showed me around, and explained that because higher level students are required to take a standardized learning exam, they must unlearn everything the school has taught them so that they can complete the tests in an industrialized manner. Jelmer writes about this difficult situation on his blog, and fears an NCLB-like nightmare in the Netherlands may be emerging:

So far so good. If it was up to a lot of teachers and students, learning would take place more outside of the school as well. But reality is different of course. That’s where the inspection comes in. The education inspection is an organization which visits schools. In general it sees to good educational practice and particulary it audits “weak” schools which produce bad grades, most notably exam results. We’re a new school and those results are continuously improving. So in the end I think we’ll do fine (and our students better in the ways that count as well). The thing is, a lot of the skills that we focus on aren’t captured in the official results and a lot of people are scrutinizing us to see if we will be able to produce these results. We had a real nice discussion with the inspectors of course and they were very generous, but in the end it is the “result” that matters. In fact there is an ever increasing focus on results and testing, like in the United States.

Wednesday centered on a collaborative workshop at the Third National Self-Organization Day, organized by Stichting Zelforganisatie in Rotterdam, with Edwin de Bree and three students from the Sudbury education schools in the Netherlands. I spoke about Invisible Learning, and Edwin moderated a panel discussion and “speed dating”/Q&A session between the students and the workshop participants. Later in the day, Ronald van den Hoff gave a talk on his vision of Society 3.0. One interesting projection I took with me: He projects that 45% of the workforce will be comprised of knowmads or engaged in knowmad-like work.

On Thursday, my journey continued with a visit to the NHL Hogeschool in Leeuwarden for a day-long workshop on Knowmad Society and Invisible Learning, entitled “MEAT with John Moravec.” The group of faculty and students at NHL, lead by Jooske Haije, was a lot of fun to work with, not only because they are working to implement ideas from Invisible Learning and Knowmad Society into their own institution, but also because the group were excited to remix and share new ideas. I was delightfully surprised to find that they had made morning snacks out of the brain imagery that Cristóbal Cobo and I originally intended to use for the cover of our Invisible Learning book. The faculty are fired-up on making invisible learning visible, and I look forward to hearing about they will present from the workshop to an assembly celebrating the school’s 40th anniversary later this month.

Later, in the afternoon, I joined the Otava Folk High School in Finland for a talk on Invisible Learning via Adobe Connect:

On Friday, we began to bring all these pieces together. Ronald van den Hoff hosted a round table on education in Society 3.0 at Seats2Meet in Utrecht. In the world of educational innovation, with various stakeholders and initiatives largely operating independent of each other, we recognized a need to better connect and integrate the work and thinking of all key players — including students. With interim futuring activities to keep us thinking and acting, our group will again meet in January and March to plot next steps. Already, Ronald has pledged in-kind support from Seats2Meet International to support the initiative, coordinated by Annemarije Bakker, so I am quite optimistic about what we may accomplish in the coming months.

During the second half of the day, I traveled to Amsterdam with Thieu Besselink for a quick visit to the Waag Society and the Creative Learning Lab, where they have recently released a book entitled Open Design Now: Why design cannot remain exclusive. As they describe it, the book:

surveys this emerging field for the first time. Insiders including John Thackara, Droog Design’s Renny Ramakers and Bre Pettis look at what’s driving open design and where it’s going. They examine new business models and issues of copyright, sustainability and social critique. Case studies show how projects ranging from the RepRap self-replicating 3D-printer to $50 prosthetic legs are changing the world.

Finally, upon hearing that Otto Scharmer was visiting Amsterdam, I crashed the final minutes of the Crossing the Tipping Point congress:

I apologize to anybody that may have been upset that I didn’t register before stoping by (I wish I had known about the event sooner!), but I really enjoyed meeting all of you. 🙂


Coda

Throughout Northern Europe, and, in particular, in the Netherlands, I sense a real push for creating educational reforms that will enable the countries to leapfrog beyond old industrial paradigms to 21st century innovation and knowmadic paradigms. In these countries where education policies are so deeply rooted in the old Prussian tradition that aims to produce loyal factory workers and government bureaucrats, perhaps we can also find the greatest potential for meaningful change and leadership in developing Society 3.0.

The stars seem to be aligning for this shift. And, when it happens, it will be big. The right people are connecting to bring new ideas to the table, and are generating new ways for generating positive futures. For leading, facilitating, and hosting many of these conversations, I extend my greatest gratitude especially to Seats2Meet International, Ronald van den Hoff, Iris Meerts, Jooske Haije, and Edwin de Bree. Thank you for making this happen!

(I’ll be back in January.)

Bulgarian students dream about future schools

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. Elena Stateva writes,

Dear Dr. Moravec,

I would like to share with the you the Dream Schools of my students. They worked on them as a project for their Philosophy in English class (grades 8-11). We are from Bulgaria, and we are part of a summer school program.

And these dreams are inspiring: Robot teachers? No tests? Creativity and the development of individual identity?! Read on:

PROJECT: “JUST A DREAM”
Creators: Radoslav Asparuhov (16), Daniel Rashin (18)

Just a Dream is a school made of technologies, but not only about technology. It places a very high value on the potential of technology to transform the ways we see education. As full-fledged citizens of our dynamic modernity, students at Just a Dream are extensively trained how to use technology in the most innovative and effective way. For example, sculptures and other three-dimensional figures are created on computers, thus enabling students to develop their spatial and analytical intelligences. Top-notch technological innovations render the school one of the pioneers of knowmadic thinking.

Furthermore, Just a Dream gives students the crucial opportunity to have a practical go at their field. Relevant internships at successful companies are provided to each student, through a wide a range of sponsors. The sponsorship by highly acclaimed names in the business makes it possible for the students to go to school and use their modern facilities practically for free. In fact, these companies often recruit graduates from Just a Dream as the most prepared professionals.

In addition, Just a Dream is a school which recognizes extracurricular activities, within and outside the professional field, as essential to students’ academic and personal growth. Therefore, school trips are regularly organized, featuring exciting destinations in the country and abroad.

PROJECT: “MY DREAM SCHOOL”
Creators: Victoria Ivanova (17), Magdalena Kostadinova (15), Blagovest Pilarski (16)

My Dream School is a unique institution, notable for its out-of-the-box, ground-breaking philosophy. Using a student-centered approach, which values what really is best for the student (and not for the administration, for example), My Dream School incorporates a wide range of fundamental practices. Combining the arts and technologies, students experience a comprehensive headstart to their professional careers. All subjects are taught in a way, which does not stifle student’s ideas, but on the contrary – encourages students to have their own opinion. Thus, My Dream School stimulates its student body to be active citizens, able to think critically about the world around them, instead of following blindly the leaders of today.

Moreover, My Dream School defines the term “revolutionary”, with its grade-less system and robotized teacher collective. Originating from the notion of boosting motivation internally (as opposed to externally, which is often the case), My Dream School has removed assessment completely, allowing its scholars to pursue knowledge itself, and not just good grades. The replacement of teachers by robots has further contributed to the establishment of an objective, knowledge- and skill-oriented classroom, free of discrimination and favoritism. Thus, students can learn in a safe, conflict-free and thought- provoking environment.

In addition, My Dream School puts great emphasis on the connection between learning and nature. During the weekends, students can enjoy environmental activities, such as hiking in the mountains, which build up mind and body together. The beautiful parks surrounding the school are themselves a source of relaxation, inspiration and energy.

PROJECT: “ART SCHOOL”
Creators: Elena Kehayova (15), Dafina Nedeva (15)

The name of this school – Art School – already speaks a lot about its fundamental values. And yet, the Art School is much more than a school about art. It is a school where students go not only to grow in the direction of their talent, but where they actually find their talent and grow as a whole person. At Art School only the core subjects are obligatory – Literature, Math, Foreign Languages. The other subjects are a matter of preference: each student has the right to choose every part of their education. This freedom allows the students to explore their interests, inclinations and talents, to strengthen them or create them. Creativity – this is the key word which this school emanates through all its elements – from its facilities, to its curriculum, and of course – its teachers. The teaching collective is distinguished with its sharp eye to talent, broad mind for creativity and liberal view on individuality.

In addition to its exceptional creativity, Art School prides itself with a policy which preserves equality and prevents discrimination. Everybody at Art School is regarded equally, as an equal member of the school community.

Want more? Have a dream to share? Project Dream School invites you to submit your dreams online at http://projectdreamschool.org/

Perspectives on Invisible Learning

By popular demand, here are the slides from my Invisible Learning “stump lecture” from the past month:

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

Marcel Kampman on Project Dream School

At Lift11, Marcel Kampman of Project Dream School shared experiences from a movement to leapfrog ahead and rethink how we educate and teach our kids. What makes the project exciting is that it is directly linked to the construction of a new school building for an existing school in the Netherlands. Everything will be reconsidered, reframed, redesigned to make it into the best school for the Netherlands (and maybe even the world):

Watch live streaming video from liftconference at livestream.com

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