apertura al conocimiento: un radar de aceleradores del cambio skills knowmads ok

www.knowmadsociety.com

“Any customer can have a car painted any colour that he wants so long as it is black “

*(h.ford,1922)

Remark about the Model T in 1909, published in his autobiography My Life and Work (1922)

Old Paradigm

New Paradigm

consumer

consumer

company

company

“individual playing both roles consumers of services as well as creators of added value services”.

How important competencies

are?

‘Ability to apply knowledge, know-how and skills in an habitual and/or changing work situation’.

Source: Cedefop, 2002 http://bit.ly/189YAG7

Google Books | Skills 20st century

http://books.google.com/ngrams

56 http://spatialanalysis.co.uk/2011/10/mapping-academic-tweets/

tecnologías, nuevas formas de conectarnos

Can ICT stimulate new

ways of learning?

http://images.google.com/hosted/life/f370b2c0a4e3ebcd.html

1948, NY 46

http://newsinfo.inquirer.net/101439/la-salle-green-hills-classrooms-go-high-tech

2011, Filipinas

50

periscopio caleidoscopio (explora contextos) (combina contextos)

equilibrio entre proteger derechos de propiedad intelectual, y permitir que ideas se fluyan para generar nuevas innovaciones.

http://www.flickr.com/photos/nevermore555/3389130723/sizes/l/in/photostream/ 69

www.vizify.com

Vision: Much of the problem-solving work carried out in the world today is performed by teams in an increasingly global and computerised economy. Challenge: PISA 2015 Collaborative Problem Solving assessment will reflect the collaborative skills found in project-based learning. Assessing collaborative problem solving competency.

(PISA 2015 Draft collaborative problem solving framework). http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf

Measurement: • Assessing Social &Cognitive process

(rather than specific domain knowledge) • Combination of actions made by the team members,

communication between members, and products generated by the individual and the group.

• 3 major collaboration competencies (Establishing a

shared understanding (consensus), acting proactively, maintaining group organisation).Critical thinking, self-management, ICT skills, comm. and collaboration.

• Social skills (cooperation, empathy, negotiation) • Cognitive skills (definition & understanding of

problem, and knowledge building)

OECD International assessmentof problem solving skills. Educating for Innovative Societies. 26 April 2012. Michael Davidson. OECD Directorate for Education. At http://slidesha.re/19Ns5RV

How should we move forward?

content

context

soci

al in

no

vati

on

container

tech

nic

al in

no

vati

on

90

http://www.goodreads.com/review/show/315901798 http://www.fastcompany.com/magazine/163/jonah-lehrer-imagine-how-creativity-works

Idea creativa: conocimiento + ambiente adecuado (interacción con otros) +

contexto específico (que nadie más ve).

“decentralized networks are more efficient for creativity and collaborative problem solving where people have more autonomy fo find and use knowledge”

Communications tools don’t get socially interesting until

they get technologically

boring (Shirky, 2008)

Interesting social

innovations may

not be interesting

technically

(Bernstein, et al, 2011)

Flash mobs strike again for the 9th annual ‘no pants’ subway ride

Social Media’s Influence on the Arab Spring

Privacy or data protec1on?

Network Type: Architecture Openness Control Modulariza9on

3.0 Collabora1on Many-‐to-‐Many Managed High High

2.0 Contribu1ng

Many-‐to-‐Many Networked Moderate (i.e. reputa1on)

Moderate (i.e. simple task)

1.0 Sharing One-‐to-‐many Open Low Low

(DuEon, 2008)

3 Levels of Collabora9ve Networks Organiza9ons

(Pallot e

t al., 2010) Contextual & social based adoption & adaptation of ICT:

•  Living Labs + User Driven Innova9on + User Centred Design + User Created Content + User Group Experience (socio-‐emo1onal)

…BUT •  The principles (usability, accessibility or technology customiza9on) are more

manifested in theore9cal considera9ons rather than in prac9ce. •  Significant number of “one-‐size-‐fits-‐all” paradigm is common in the market.

40,000 solu1on submissions [200,000 solvers -‐200 countries] Awards: $5,000 to $1+M

• Small, focused, short-term work teams • Repeatedly reformed and refocused

• Internal blog dissemination • YouTube for knowledge transfer

• Googleplex: environment for discuccion • Open cafeteria

(Eric Schmidt)

Preparation > Incubation > Insight > Evaluation > Elaboration

Csikszentmihalyi (Creativity, 1996)

Wh

ere

Go

od

Ide

as C

om

e F

rom

, Ste

ven

Jo

hn

son

“Los profesores tenemos que enseñarles a ver huecos en el mercado para los que ellos creen un producto o un servicio” (Gerver).

http://www.creativitypost.com/create/how_geniuses_think

¿Cuántas maneras diferentes hay de ver el problema? ¿Cómo puedo repensar la forma en que veo el problema? ¿De cuántas formas puedo solucionar el problema?

En vez de "¿Qué he sido enseñado por otra persona para resolver un problema ?"

Mirada abierta a los problemas:

Peer based learning micro-transference – (different ages, uses context)

We learn…. 10% of what we read. 20% of what we hear. 30% of what we see. 50% of what we both see and hear. 70% of what is discussed with others 80% of what we experience 95% of what we teach -William Glasser- { 2 }

micro-transference (exchange of experiences)

– (different ages, uses context) “doesn´t matter if kids don´t have a great IT teacher” (Sugata Mitra)

93

Lifelong learning > DIY (time/spaces) ‘we need to engineer new technologies to help them HOW to learn, not WHAT to learn’ (Moravec)

90% of what we learn come informally Princeton´s center for creative leadership

70/20/10 70% work/experience. 20% interaction with others. 10% formal learning.

Uncertainty can lead to knew Knowledge

{ 3 } 94

http://blog.coursera.org/post/53374336556

Cristóbal Cobo Romaní, phd

@cristobalcobo Oxford Internet Institute University of Oxford

Outliersschool.net

99