Post on 12-Aug-2015
Knowledge-Building
Organisations
Mark Osbornemark.osborne@core-ed.org
Education 1.0
Education 2.0
Education 3.0
Drivers of change
What kinds of skills are in demand?
“The skills that are easiest to test are also the easiest to digitise, automate and outsource.”
Mike Lloyd
Sugata Mitra - Education system is outdated.
What’s changed?
1. Knowledge is a commodity: it’s free like air or water.
2. What the world cares about is not what you know, but what you can do with what you know.
3. Any job that can be routined is rapidly being offshored or automated.
Knowledge-building organisations
Require the correct:● structures● spaces● systems
The Pyramid
● Top down● Divided against
itself● Stratified, petrified
and predictable● A monument to the
past● A Tomb
● Bottom up● Flexible, able to
move, adjust and repair itself
● Has branches that can act
● An organic, dynamic organism
● GROWS!
The Plum Tree
Gordon MacKenzie “Orbiting the Giant Hairball”
Leadership for a slow-moving world?
● ‘Lone Ranger’ boss● Sequential and orderly● Consult, consider, make
decisions alone
Leadership for a fast-moving world?
● Connected, empowered teams● Networked, complex● Pooling information to make
decisions together● Creating new knowledge
Drucker - Knowledge
Quinn Norton:
“Schools should have hackerspaces. They should have temporary autonomous zones. Learning how to navigate these autonomous groupings is a key skill for people who are going to be working on projects that are not going to be managed from the top down.”
Image: http://upload.wikimedia.org/wikipedia/commons/e/e1/Wikimedia_Conference_Berlin_-_Developer_meeting_(7739).jpg
Norton Quotation: http://www.edtalks.org/video/macguffins-hackerkids-and-troublesome-21st-century
Makercrate:
Heppell - full of surprises
“For me it was a dream come true - I could never have dreamt of doing what I love doing during school time”, explains Jackson ... it’s extraordinary to watch him learning; a YouTube tutorial open in one window, Blender in another, as he develops the latest element to the fantastical creature that he’s animating. No teacher has shown him how to do this; in fact the best way to cause learning here is for the teacher to stand back!
Image Source: Chris Bradbeer | openlearningspaces.blogspot.com/2012/11/breakthrough-time-and-space.html
Knowledge-building through projects:
“Improving how you are yourself.”
● Real ideas, authentic problems
● Improvable ideas
● Idea diversity ● Rise above ● Epistemic
agency● Community
knowledge, collective responsibility
● Democratizing knowledge
● Symmetric knowledge advancement
● Pervasive knowledge building
● Constructive use of authoritative sources
● Knowledge-building discourse
● Embedded and transformative assessment
Adapted from M. Scardamalia, Collective cognitive responsibility. In B. Smith (Ed.), Liberal Education in a Knowledge Society. Chicago, IL, Open Court, 2002, Table 4.1, pp. 78–82.
Adapted from M. Scardamalia, Collective cognitive responsibility. In B. Smith (Ed.), Liberal Education in a Knowledge Society. Chicago, IL, Open Court, 2002, Table 4.1, pp. 78–82.
● Real ideas, authentic problems
● Improvable ideas
● Idea diversity ● Rise above ● Epistemic
agency● Community
knowledge, collective responsibility
● Democratizing knowledge
● Symmetric knowledge advancement
● Pervasive knowledge building
● Constructive use of authoritative sources
● Knowledge-building discourse
● Embedded and transformative assessment
Teaching as Inquiry:
● Real ideas, authentic problems
● Improvable ideas
● Idea diversity ● Rise above ● Epistemic
agency● Community
knowledge, collective responsibility
● Democratizing knowledge
● Symmetric knowledge advancement
● Pervasive knowledge building
● Constructive use of authoritative sources
● Knowledge-building discourse
● Embedded and transformative assessment
Knowledge-Building
Organisations
Mark Osbornemark.osborne@core-ed.org