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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.)

Scale it sideways!

One of the key points we make in Invisible Learning is that new technologies and new possibilities for social configurations are expanding the ecology of options we have for learning. “Schooling” is no longer limited to just schools. Rather, we can now learn in formal environments, online, informally, and serendipitously. Moreover, we can leverage technologies to remix these modes together — so, for example, it is now possible to have a meaningful and recognized learning experience at coffee shops, city parks, bowling alleys, etc.

Just as wise investors diversify their investment portfolio, so should we build diverse portfolios of our schools. This means that we should not invest too heavily in any one strategy. If we do not know with any precision what the future will be, we cannot have one-size-fits-all schools. We need to expand our ecologies of options.

Many times we find something that works. Perhaps a new pedagogical technique …or, maybe a new type of school. One of the first things we often ask ourselves when evaluating an innovation is: How do we scale it up?

FORGET SCALING UP.

WE NEED TO SCALE SIDEWAYS IN EDUCATION.

Scaling up is how we industrialize ideas, and employ them within a top-down managed system. This works in an educational monoculture, but not in a diverse ecology. Rather than industrializing our best ideas, why not share them horizontally? That is, let’s invite people and schools to adopt them if they work for them?

Scaling sideways invites co-creation. It is dialogical.

The question we need to ask is, how can we facilitate broader horizontalized communications and sharing of best practices, etc., between schools in a diverse ecology of options? Perhaps this means that top educational leaders, governments and other interest groups need to focus less on managing; and focus more on attending to the chaos and uncertainty of a more dynamic educational ecology.

And, let’s make sure to invite the kids into the horizontalized co-creation. We are all white belts when it comes to understanding and acting on our futures. We do not have any role models to draw from. We have never been to the future before.

We must engage kids in this conversation now. Knowmad Society is their’s, but it is up to us to build it together.


Note: Adapted from my plenary talk at the Onderwijs en ondernemen “op expeditie” conference in The Hague, Netherlands on October 6, 2011.

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/

Review: 2011 state of the future

Book: 2011 state of the future
Authors: Jerome C. Glenn, Theodore J. Gordon, and Elizabeth Florescu
Publisher: The Millennium Project (August, 2011)

Released last week, the Millennium Project’s 2011 state of the future report contains a sobering warning that:

The world is getting richer, healthier, better educated, more peaceful, and better connected and people are living longer, yet half the world is potentially unstable. Food prices are rising, water tables are falling, corruption and organized crime are increasing, environmental viability for our life support is diminishing, debt and economic insecurity are increasing, climate change continues, and the gap between the rich and poor continues to widen dangerously.

The annual State of the future series taps into an expert panel of 40 “nodes” (groups of futurists or organizations), and engages them in a modified Delphi process to identify trends, challenges, and consequences that impact our planet’s future. This year’s report includes special focus on:

  • Egypt 2020
  • Future arts, media, and entertainment
  • Latin America 2030
  • Environmental security

The authors wrap-up with a cautious assessment that the consequences of the tremendous transformations we are experiencing in the 21st century require new leadership:

Ridiculing idealism is shortsighted, but idealism untested by the rigors of pessimism can be misleading. The world needs hardheaded idealists who can look into the worst and best of humanity to create and implement strategies of success. (p. 106)

While the authors produce their own conclusions, they also encourage readers to create and share their own ideas about the future. As in previous editions, the accompanying CD-ROM contains a treasure trove of thousands of pages of outputs from the Millennium Project since it began in 1996. Spread over 8,500+ pages, the digital supplement reflects the spread and depth of the Millennium Project’s ambitions with forecasts and discussions that span from near-term to ultra-long-term futures. This rich resource in itself makes the book’s $49.95 purchase price a bargain, and a necessitates inclusion in any trend watcher, policymaker or futurist’s library.


Note: The authors provided a copy of this book for review. Please read our review policy for more details on how we review products and services.

A systemic approach to knowledge development and application

In the current issue of On the Horizon, Arthur Harkins and I introduce systemic approaches to knowledge development and application — that is, a framework which provides a systems-language descriptive means for understanding and engaging in an expanding ecology of knowledge development options. We call this “MET” : mechanical (conservatively repetitive), evolutionary (self-organizing), and teleogenic (purposively creative). Many of the characteristics of the MET framework are summarized in this table (click to enlarge):

The MET knowledge development framework

From the article:

American preK-12 schooling systems may be primarily mechanical, but some of their students may learn at home or on the internet in parallel evolutionary and teleological ways. The question is how such students can survive the conservative impacts of the outdated majority culture mechanical model, especially if it is delivered in unsophisticated and undemanding ways. They may have to depend upon self-education, the help of their parents, and luck to avoid becoming the casualties of a declining knowledge-resistant culture. We believe that the MET archetypes, buttressed by [augmented reality], can help such people, beginning immediately.

Continue on to the full article in OTH…

The emerging and future roles of academic libraries

Libraries are actively reinventing themselves for the digital age.  Confronted with corrosive budgets, skyrocketing costs, and challenged by a fear of obsolesce resulting from the accelerating rate of technological change; libraries are struggling for their survival.  For the academic library — the “heart” of the modern research university — survival requires demonstrating their value in new ways, embedding themselves deeper into the university’s core functions of teaching, learning, and research.  Although daunting, these challenges are nothing new for academic li-braries.

Within a generation, the signs of change are highly visible.  Gone are the card catalogues, monastic study corrals, and physical books replaced by media labs, new expertise in strategic areas (teaching and learning, information literacy, copyright, data visualization, and media production), and professionally designed collaborative workspaces.  The resonance of these changes has extended beyond the bookends of the library.  Just this week the Atlantic Monthly blog crowned the 2011 South by Southwest Festival “The Year of the Librarian”.


Photo: library cards Creative Commons BY NC SA 2.0 dorywithserifs

Despite radical attempts to meet the changing needs of every generation of scholars critics have argued that the library — in its current form — may have outlived its purpose.  For some change at the library hasn’t come quickly enough.  A recent editorial in The Chronicle of Higher Education codifies this position, accusing practitioners of being complicit — spending the last few decades rearranging the books in the Titanic library.  Sullivan, (2011) contends:

“… it is entirely possible that the life of the academic library could have been spared if the last generation of librarians had spent more time plotting a realistic path to the future and less time chasing outdated trends while mindlessly spouting mantras like “There will always be books and libraries” and “People will always need librarians to show them how to use information.” We’ll never know now what kind of treatments might have worked. Librarians planted the seeds of their own destruction and are responsible for their own downfall”.

I disagree.  There is ample evidence that library leaders have in earnest set their sights on the future — most notably, two of the largest American academic library professional organizations (The Association of Research Libraries and the Association of College and Research Libraries), recently produced future oriented reports to catalyze support for the value of academic libraries, and to provide vision for the future.  In my mind, these reports capture the excitement of an institution in transition, and provide insights into the future of higher education as a whole.

Futures Research
The first report, from the Association of Research Libraries (ARL), a nonprofit professional organization which represents 126 of the largest college and university research libraries in the United States and Canada, created the ARL 2030 Scenarios project to address their strategic focus:

“How do we transform our organization(s) to create differential value for future users (individuals, institutions, and beyond), given the external dynamics redefining the research environment over the next 20 years?

ARL members were invited to participate in individual interviews, focus groups, and a survey.  Key stakeholders from within and outside the academic library community codified the results into four distinct scenarios.  The results were intentionally distributed inside of a user’s guide to ensure that the scenarios were packaged with an accompanying template for utilizing the scenarios at academic libraries as part of their strategic planning process.

Scenario 1: Research Entrepreneurs
In this future “individual researchers are the stars of the story”.  Academic institutions and disciplinary silos are no longer relevant for entrepreneurial researchers who chase short-to-long term contract work from private and public sources.

Scenario 2: Reuse and Recycle
Scenario 2 outlines a world defined by an “ongoing scarcity of economic resources” which forces the reuse and recycling of research activities, with virtually no public support for research.  Academic institutions persist, but have little to offer scholars.

Scenario 3: Disciplines in Charge
Utilizing advances in information technology “computational approaches to data analysis dominates the research enterprise”, fostering massive research projects aligned around “data-stores”.  Two classes of researchers emerge: those who “control the disciplinary organization and their research infrastructure” and everyone else who “scramble to pick up the piecework”.

Scenario 4: Global Followers
As funding forces dry up in the West academic power shifts to the Middle East and Asia.  Scholars continue to do their research but with new cultural influences from Middle Eastern and Asian funding agencies.

ARL Scenario Space
Figure 1: ARL Scenario Space, Creative Commons BY NC ND

The real strength of ARL’s scenarios is the user guide toolkitScenario planning — and futures research in general — is often criticized for being too empyreal.  ARL addresses this criticism head-on featuring six chapters dedicated to implementing of the scenarios within an academic library.  Also, as part of an ongoing process towards validating and refining each scenario articles, studies, and reports are being collected and coded as they pertain to each of the 4 possible futures.

The Association of College and Research Libraries (ACRL), another leader in the academic library world, also recently completed a future oriented study presenting 26 possible scenarios for 2025.  ACRL is the largest division of the American Library Association (ALA) with over 12,000 members worldwide.

Research for this study began with an intensive two-month review of quantitative and qualitative literature related to how academic libraries demonstrate their value.  ACRL staff then combined the results into 26 possible scenarios.  ACRL members were surveyed on the probability of each scenario occurring, the impact of each scenario, the speed at which the scenario might unfold, and whether the scenario reflects a threat or opportunity to academic libraries.  The survey results were then visually displayed on a problem space with a number corresponding to each scenario, with green numbers representing opportunities for academic libraries, and red signaling threats (Figure 2).

ACRL Scenario Space
Figure 2: ACRL Scenario Space, Creative Commons NC SA

The survey results concluded nine of the scenarios were highly probable and impactful including: “breaking the textbook monopoly”, “bridging the scholar/practitioners divide”, “everyone is a ‘non-traditional’ student”, “I see what you see” [advancements in IT make collaboration with users easier], “increasing threats of cyberwar, cybercrime, and cyberterrorism”, “meet the new freshman” [librarians help non-traditional student cross the digital divide], “right here with me” [advances in mobile technology for research and publication], “scholarship stultifies”, and “this class brought to you by…” [increased corporate sponsorships of courses and research].

The combined 30 scenarios presented by ARL and ACRL describe the potentially hostile, but promising world for academic libraries in the next 20 years.  The three most common themes throughout all of the scenarios: the impact of technology, the changing informational and infrastructural needs of their users, and the challenges to creating novel funding sources to combat acute budget shortfalls present real opportunities for leadership on the part of library administrators.

Although some have criticized these first attempts at futures research as a waste of time, I argue these reports have been successful because they have forced the debate about the future of the academic library to the forefront of the profession.  Certainly futures research cannot predict the future, however these scenarios provide academic libraries a chance to both strategize for what is most likely to happen, while advocating from an informed position for their most desirable future.

References
Association Research Libraries. (2010). The ARL 2030 Scenarios: A User?s Guide for Research Libraries. Washington, DC. Retrieved from http://www.arl.org/bm~doc/arl-2030-scenarios-users-guide.pdf/.

Connelly, P. (2011). SXSW 2011: The Year of the Librarian. Atlantic Monthly. Retrieved from http://www.theatlantic.com/technology/archive/2011/03/sxsw-2011-the-year-of-the-librarian/72548.

Staley, D. J., & Malenfant, K. J. (2010). Futures Thinking For Academic Librarians: Higher Education in 2025. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/issues/value/futures2025.pdf.

Sullivan, B. T. (2011). Academic Library Autopsy Report, 2050. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Academic-Library-Autopsy/125767/.

 

 

Five predictions for 2011 that will rock the education world

Continuing a tradition started in years past, I list out my predictions for the key stories that will rock the education world in 2011. If I could put it into five words, 2011 will be all about mobile, mobile, change, change, and mobile. This next year, I’m looking more at the big picture:

  1. 2011 will be the Year of the Tablet, but schools still will not know what to do with them. Let’s face it, technology companies do not quite know what tablets are good for, either. Rather than provide consumers with details on the iPad, Apple called it “amazing” and “magical” at its launch — but what does it do? Tie it in with the unfortunate reality that schools lag behind in technology leadership (they generally need others to tell them what to use), my fear is that we will end up with a lot of schools buying into the tablet craze but having no idea what to do with them. 2011 will be the year that we start to look for real leadership for educational technologies, and start to look into using new technologies to do “amazing” and “magical” things.
  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. Just as 2010 saw shifts in culture where it is no longer socially awkward to check into FourSquare or Facebook while on a date, 2011 will see the social and cultural acceptance and embracing of ambient computing continue.
  3. The New Normal: The recession is officially over, but many people are left unemployed or significantly underemployed. This human capital crisis needs to be dealt with promptly as people who thought they could live a middle-class lifestyle with old economy jobs (i.e., manufacturing and retail) are now considered as obsolete and unemployable. The challenge for educators and governments is to help them retrain for relevant career pathways — or, enable them to create new, innovative jobs that have not existed before. This new recognition of the importance of life-long learning and human capital development could launch a “Manhattan Project” equivalent in education that will transform our generation.
  4. We’re not out of the woods, yet. The principle of accelerating technological change prompts social change, which requires new technological transformations, and so forth. 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.
  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. 2011 may not yet be the year of the Knowmad, but it could be the year that individuals wake up and realize they have options. For countries like the U.S. that are obsessed with controlling immigration, how would they respond when their best and brightest (especially our most competent educators) begin to migrate elsewhere? Will anybody be left around to turn off the lights?

What do you think?

Read my predictions from previous years:

Invisible Learning to be published in early 2011

About a year ago, Cristóbal Cobo and I announced a research project called Invisible Learning. After many months of work, collecting experiences, researching literature, interviews, and exchanges with experts (and –above all– many hours of writing), we can announce that in 2011 the Invisible Learning book will be a reality (in print and digital formats).

Details about the upcoming book, Invisible Learning: Toward a new ecology of education, are available at http://invisiblelearning.com — and, because we will first publish in Spanish, the website is (for now) in Spanish. We will roll out an English edition of the website and book later in 2011.

The project has exceeded all of our expectations. Not only in terms of interest (over 15,000 references in Google, 7,500 TEDx video playbacks in Spanish and many as well in English), but in the scope of contributions from universities and researchers in the United States, Spain, Chile, Argentina, Uruguay, Mexico, United Kingdom, Netherlands and Finland. We view this as a global commitment (Western, at least) to take a transnational perspective on education at all levels.

The ingredients from these sources are combined in this work to build a large map of ideas, proposals, experiences, tools, methodologies, and research frameworks that seek to make visible those invisible components that lie behind learning. This text seeks out new questions about learning for the upcoming decades.

Although the text has a critical perspective, resulting from the analysis of the shortcomings of educational systems, it also seeks to highlight innovative and transformative initiative that are launching in various corners of the globe.

We do not offer magical fixes for the problems identified, but we assemble the pieces of a conceptual puzzle, constructed from: Society 3.0; lifelong learning; the use of technologies outside of the classroom; soft skills; methodologies for building education futures; serendipic discovery; the hybridization between formal and informal learning; skills for innovation; edupunk and edupop; expanded education; digital maturity; Knowmads and knowledge agents; plus many new literacies relevant to the times in which we live.

We believe that the vested interest and the support provided by dozens of collaborators and institutions such as the Laboratori de Mitjans Interactus (LMI) at the University of Barcelona (publisher) are a living demonstration of the deep interest that exists for building a better education for tomorrow. Hugo Pardo, editor and the publisher’s tireless engine of this book provides some insight on his blog. We will write more about this project and its “added values” as it approaches publication. Stay tuned!

"The rough guide to the future" – a good starting point

Book: The rough guide to the future
Author: Jon Turney
Publisher: Rough Guides (2010)

Last month, Rough Guides quietly released Jon Turney’s new book, The rough guide to the future. I was looking forward to the release of the volume –not just because I’m quoted in one of its asides– but because I am always on the lookout for new primers on futures studies and serious looks into the future.

The future seems to be a tangental topic for the Rough Guides series, and that might explain the subdued promotion by the publisher. Or, perhaps, it’s due to lackluster reviews (New Scientist calls it “too polished”). With a focus on established, modern issues that impact our long-term futures, the book provides a survey of how we are building our future landscapes. For this, I believe it deserves better attention.

An interesting part of the book is that Turney includes the feedback of fifty “thoughtful futurologists, scientists and other experts,” where he asks each:

  • What is your highest hope for what will happen?
  • What is your worst fear?
  • What is your best bet for what will actually occur?

Respondents include Ray Kurzweil, Freeman Dyson, Aubrey de Grey, Bruce Sterling, Sohail Inayatullah, and me.

A general futures guidebook is a bold undertaking. But, New Scientist is probably right — the book is broad, and lacks the depth required to really dive into eyebrow-raising forecasts and visions of the future. As a primer, however, it is very well organized. For people who are just beginning to explore the future, the book serves as a very nice starting point as we survey what’s ahead.

Invisible Learning preview

As Cristóbal Cobo and I are working on wrapping up the Invisible Learning book, promotion for the volume is already starting to appear. Although we anticipate its release in February, 2011, we’ve been giving a few talks on the topic, and thought I’d share some of the slides I’ve been using as a teaser:

This book is the product of the Invisible Learning project, which since its inception, we have called for the identification of areas of learning that have been neglected or otherwise not visible, and incorporate them into a broader meta-theory –or, a proto-paradigm— which we call Invisible Learning. Throughout this new book, we review research studies by thought leaders and the World Bank, OECD, and other institutions. In particular, we look into the invisibility of technologies and the formation of digital skills within the perspective of educational policy and practice. We tie this into the Society 1.0 – Society 3.0 framework, and also introduce some tools (i.e., normative forecasting) that can help build education that’s relevant for the future.

Finally, we discuss Invisible Learning from the perspectives of other authors and contributors to the project. Our approach is to generate a “source code” for an open dialogue between formal learning and learning that knows no time and space limitations. More than anything, Invisible Learning is an invitation, and we look forward to broadening the conversation in the upcoming months.

Stay tuned!