Knowmad skills reflect a rich integration of humans, technologies, and new networks.
More? Read Knowmad Society.
Knowmad skills reflect a rich integration of humans, technologies, and new networks.
More? Read Knowmad Society.
For information on how to attend, contact Edwin de Bree at email@example.com or call him at +31 (0) 654 201 376.
This week, Hugo Pardo Kuklinski released Opportunity Valley. Lecciones <aún> no aprendidas de treinta años de contracultura digital, a text (in Spanish) that asks the question: What lessons have the previous three decades of digital counterculture taught us?
#OpportunityValley es el territorio de opciones que tienen empresas, instituciones y personas si toman las lecciones apropiadas de lo que ha enseñado treinta años de desarrollo y consolidación de la contracultura digital a nivel mundial. Muchos entornos y ciudades de Iberoamérica utilizan el xValley para posicionarse como ciudades o entornos innovadores a través del diseño de polos tecnológicos o emprendimientos digitales. Más que aprender de la consolidada cultura digital y emular algún aspecto del paradigma del Valle del Silicio californiano, estos entornos bajo la denominación xValley o sin ella, resultan más en inversión o especulación inmobiliaria, marketing político de ciudad, organización de eventos, comunidades de geeks y poco más.
The book tracks the birth of digital (counter)culture in California, but extends the “so what” social implications to global contexts – particularly Latin America. Pardo discusses perspectives from the lenses of labor (esp. knowmadic workers), professional networks, new learning architectures, DIY culture, and collaborative consumption, among others.
If you do not yet understand where and how to move in the digital world – or – if your company is repeating old practices from the previous century – or – if you have a thousand ideas in your head that you cannot sort out how to implement, you may find this text useful, with guidelines on how to learn from the experiences of others. We can find pathways to transform ourselves and the environments in which we live. Change yourself before you are forced to do so by others: Welcome to #OpportunityValley.
Opportunity Valley is available on the iTunes AppStore, Android, and as a PDF at the official website: http://opportunityvalley.net
(Spoiler: It’s Finland.)
I recently did a short interview for the Madrid magazine PLÁCET. Here’s the complete English version of our conversation:
What are the biggest mistakes that education has been committed in the last 50 years in western countries?
I think that it is easy – and very popular – to look at all of the problems in education and all of the mistakes that we’ve made. But, in actuality, our schools do precisely what they are designed to do, and they do it very well: prepare our youth for careers as factory workers and government bureaucrats.
The problem is, we don’t have as many factories as we had in the past. And, we certainly want fewer bureaucrats.
So, I think our biggest mistake has been in asking schools to prepare students for jobs that existed in the past, but have little relevance today or in our foreseeable futures.
Are the politically or economically powerful people the ones who dominate education, and are those who are interested in a well-educated population demanding their rights to design their own future?
I think there’s a real question on whether we can collaborate and build a collective capacity to develop a common education agenda. A lot of self-interest emerges when we approach any change in schools. We have to be willing to have an open and honest discussion what those changes mean to each of us, personally and professionally. Most people learn about education issues during elections, and they are often presented as “wedge” issues that prevent us from taking a long view or creating a shared vision of how we would like to develop our communities for the future.
So, we need to ask ourselves: What are our common goals? Can we agree on who a learner is? What is learning? What is a “positive” future for our community? And, who is the collective “we” making these decisions?
The world is changing faster than ever. What are the demands of the labor market of the near future?
We seem to be in a feedback loop where technological change prompts social change, which in turn demands further technological change, and so on… And, this is occurring at an increasing pace. As a result, it is becoming increasingly difficult to predict what the demands will be. So, we need to start thinking about how we can meet demands that we cannot imagine, yet.
In education, this means that we need to stop teaching what to think and what to know, and instead focus creating students that know how to learn beyond school, and how to develop new skills and competencies.
How will we determine technological innovation in our education, training, and work?
Technologies, so far, help us do things that we’ve been doing already a little bit better. The real game changer will be when we develop intelligence amplification and artificial intelligence technologies that augment (or even replace) our capacities for imagination, creativity, and innovation.
How does globalization affect education?
Whether we like it or not, today’s graduates are competing one-to-one for jobs with alike people around the world. Why hire a (Spanish) teacher in Madrid to teach your child Chinese when you can hire an actual Chinese speaker with greater qualifications from China, utilizing connective technologies such as Skype, for far fewer Euros?
What is Invisible Learning?
Invisible Learning is a recognition that most of the learning we do is “invisible” – that is, it is through informal, non-formal, and serendipitous experiences rather than through formal instruction. It takes into account the impact of technological advances to really enable the invisible spaces to emerge. So, in the Invisible Learning project, Dr. Cristóbal Cobo and I explored a panorama of options for the future development of education that can be relevant today. We did not propose a theory, but sought to blend many ideas together to present a broadened landscape of ideas and perspectives. Because we are still building this paradigm, it is very much in “beta.”
What country is the world leader in education today, with proven results?
That’s like asking, “who’s the best looking kid in an ugly family?” In that case, Finland is the best looking. But, I’m not saying they’re looking beautiful…
What are the keys to happiness that every student (16 – 24 years old) should know to ensure a happy and well-off future?
I don’t know what the keys to happiness are, but today’s students need to prepare for futures where they can work anytime, anywhere, and with just about anybody. I call these people “knowmads.” Moreover, knowmads:
You can read it now at http://www.knowmadsociety.com – the book is available in print, PDF, iOS, and Kindle editions. If you enjoyed a free copy of the book, please consider purchasing a printed copy. It helps us recover our costs, and, as I can’t say enough: It is beautiful.
Knowmad Society explores the future of learning, work, and how we relate with each other in a world driven by accelerating change, value networks, and the rise of knowmads.
Knowmads are nomadic knowledge workers: Creative, imaginative, and innovative people who can work with almost anybody, anytime, and anywhere. The jobs associated with 21st century knowledge and innovation workers have become much less specific concerning task and place, but require more value-generative applications of what they know. The office as we know it is gone. Schools and other learning spaces will follow next.
In this book, nine authors from three continents, ranging from academics to business leaders, share their visions for the future of learning and work. Educational and organizational implications are uncovered, experiences are shared, and the contributors explore what it’s going to take for individuals, organizations, and nations to succeed in Knowmad Society.
Coda: In producing the print edition, Martine Eyzenga took charge of the creative layout of the interior, and the cover was illustrated by Symen Veenstra. Thank you to everybody who provided feedback while the book was available in its “preview” format – you provided critical peer review.
Last week, I traveled to Utrecht, The Netherlands, to participate in the 3rd Space World Conference, hosted by seats2meet.com, a co-working enterprise that is establishing locations throughout the world. The event was designed to introduce people to sustainable co-working, and to also connect co-working centers and thought leaders together. Knowledge sharing, the enabling of serendipity and Society 3.0 are some of the other key elements that were covered.
Obviously, the people populating 3rd spaces need a set of skills, attitudes and craftsmanship that is different form the one their industrial ancestors had. So education is an enormously important topic in this context and also one that “knowmad” John Moravec could only broach at the conference. It is true that we need to be rather imaginative in this area. However, and somewhat paradoxically, we also need to be very clear about the specific parameters that we want to use in order to set up a 3rd space of education as one of imagination, one that facilitates the formation of individuals able to navigate their tech-saturated environment as active contributors rather than passive consumers.
Other important talks recorded from the event:
The livestream of the event attracted over 1000 viewers from 31 countries, and nearly 125,000 people were reached by Twitter with approximately 1.8 million impressions. The topic trended in the Dutch twittersphere, and I’m sure it trended in other countries as well. From this initial success, seats2meet.com plans to create a global platform to connect co-working spaces from around the world. Stay tuned!
Knowmads differentiate their jobs from work. Jobs are positions, gigs, or other forms of employment. Work is longer term in scope, and relates toward creating meaningful outcomes. One’s work differs from a career in Knowmad Society. Whereas a career is something that “carries” a person throughout life, an individual’s work is a collection of activities that are backed with elements that are purposive at the personal level. In other words, the results of a knowmad’s work are their responsibility alone.
Knowmads strive to continually define and refine their work. This can be expressed through occupying various jobs, apprenticeships, entrepreneurship, social activities, etc. If the knowmad makes a difference at their job, but there is little opportunity for creating change, then it’s time to move on. Without having a purposive direction to herd one’s various jobs into work, we must question if that person has found his or her way.
As we look to co-invent our futures of work, we need to look hard into what we are doing, and ask each other, are you a knowmad, or are you just lost?
I met up with Ali Hossaini in Amsterdam and Noordwijk earlier this month. In this short interview we made, Ali states that “to think out of the box, you have to start out of the box, and we’re not letting people leave it right now in the current educational institutions.” He advocates for approaches to learning that are collaborative and reflective of real world problem solving that allow people to become experts on the fly (and not just in business, but also in art, academia, etc.). The development of creative thinking, he argues, is one thing that Western educational institutions could develop as their competitive advantage.