A lot has changed since we wrote the book in 2011, and we need a formal theory for invisible learning more than ever. We seem to have gotten a bit hung up on technology. It’s not about computers. It’s about connecting with ourselves as humans, embracing the human experience, and trusting in each other to learn.
He further emphasizes:
Invisible learning is about placing trust in learners and shifting the flow of power from the top-down to the learner-out. By removing the rigidity of top-down control, and placing trust in learners, invisible learning can be made visible.
To date, hundreds of thousands of copies of the book Aprendizaje Invisible have been distributed. The text has become essential reading for educational change makers in the Spanish-speaking world. The book is available as a free download at aprendizajeinvisible.com.
Finally, after several weeks of travel and meetings, I am able to report on the Invisible Learning Tour, which was hosted by NHL in Leeuwarden. The event was an example of self-organization. Given the seed of an idea, three universities, two Sudbury schools, the Knowmads school, and various other partners came together, using social media, to construct a two-day event. The purpose of the Invisible Learning Tour was to raise awareness for the need for innovation in education. Mainstream teaching focuses mainly on the preparation of students for compartmentalized roles and jobs (mainly factory workers and bureaucrats) that contrast sharply with the needs of the modern economy, which requires people that are imaginative, creative, and innovative. We explored ideas, existing options, and new pathways for learning that is relevant for the 21st century.
The first day was built into an open space event, moderated by Edwin de Bree (De Koers Sudbury School) and Franziska Krüger (Knowmads). About 130 participants attended the live meeting, and another 295 joined online. I gave the opening keynote, which is posted on Vimeo (my slides are also posted here):
The first day also included open conversations on how to make Invisible Learning visible, and a few participants self-organized a flash mob (video by Guido Crolla):
The second day involved a media tour to the De Kampanje and De Koers Sudbury Schools, and the Knowmads school in Amsterdam. I produced a short video based on interviews with students and staff members at the two Sudbury schools. What struck me in our conversations was, that despite the fact the students have no teachers (they are responsible for their self-learning), their responses were articulate and cogent — despite the fact they were speaking in a second language:
Unfortunately, my time with Knowmads was cut short as I had to race to the airport to catch my flight back from Amsterdam. As I left, however, one thing was very clear: A tremendous momentum for change is building up in the Netherlands. As Knowmads tribe leader Pieter Spinder puts it, it’s time for a Friesian rebellion: “Reboelje!”