Societies 1.0-2.0-3.0Ulises ManzanoHugo RangelBrian Hernandez

The aim of this chapter is to establish a conceptual frameworkto understand the changes that globalization, societyknowledge and rapid change are causingour society. To do this we will focus on three social paradigms called 1.0, 2.0 and societySociety 3.0.

Characteristics of education in society 1.0•First stage: Prior to the industrial revolution:

•Children learn at home

•Children are involved in economic and productive processes.

•Thus, they learn by doing (manual labour, trades)

Characteristics of education in society 1.0

•Second stage: from the industrial revolution up to the 20th century

•Industrialized education

•Education prepares students for industrial or bureaucratic work

•Orthodox methods: memorization, repetition

•Emphasis on patriotism and productivity

•Highly hierarchical structures

•Teachers, employers, government: authorities

•Places importance to measurement of results

•Learning is restricted to a school building•Limited use of technology

•Teachers have to be licensed professionals

•The flow of information is from teacher to student

Characteristics of education in society 1.0

Society 2.0Society 2.0

.. The emergence of society 2.0 is associated with the emergence of the knowledge society, but which takes place in the twentieth century (see Drucker, 1969, 1985)

Society 2.0 refers to the enormous changessocial changes that are taking place in today's society andtheir origin mainly on technological change

The emergence of society 2.0 is associated with the onset ofknowledge society, but which takes place in thetwentieth century . The information needed to be required interpreted and therefore the presence of workersof knowledge.

Humans, defined associal animals, participate in social interactions and sharepersonal knowledge in increasingly complex systems.

This ecosystem of meanings and values individually constructed favored during the second half of the twentieth century, creating whatnow known as knowledge management.

Advances in information technology and communication facilitated the widespread production of meanings sociallybuilt.

This discipline aspired to manage the chaos and ambiguity that knowledge Individual generated in organizational systems.

Many of these advances have arisen through the convergence Internet, which has become the symbol of the interconnection par excellence, whether personal or technologically and globalization which has created a global awareness of the presence social networks.

In this context, we are being exploitedICT (TIC) not only to share ideas but also to generate new interpretations.

Products created with tools"Web 2.0 allow the use of new social networks as a platform and remix exchange of ideas and as a communication toolFor example, blogs, wikis, YouTube, etc.

The massive availability of these tools allows anyonehave the option of participating in a myriad of tasks of interestcitizen.

Blogs, Twitter and YouTube are some of thetools that have facilitated the emergence of citizen

journalism

Racing mainstream media, spending infinitelylower than that supposed to generate these means and disseminate information.

Technology has allowed the emergence of citizen scientists.

Untrained scientist can participate in exchange for donating a small percentage of processing time on their computers, in Search related projects

The technology also promotes democratizationmarkets and generates capitalist citizensinvest in the global marketplace of ideas, talents, products and othertypes of capital.

Las tecnologías sociales conllevan una serie de condiciones y limitaciones que obligan a los individuos a cambiar su forma de pensary de actuar.

Some of the issues that are arise are: How is society 2.0 brutalizing people ?, orAre we creating a hyper social super-intelligence multiconneted?

What is needed for education to followstill relevant in a society of "cutting and pasting" where information flows freely?

Society Time Goal Structure technology

1.0 : pre-industrial times to 20th century

prepare workers for the state based on hierarchyLimited to no use of information techAttempts to measure achievement and performanceFully sponsored by the stateLearning restricted to schools

Limited

2.0 From 20th century up to now (still in process)

allows anyonehave the option of participating in a myriad of tasks of interestcitizen.

This ecosystem of meanings and values individually constructed favored during the second half of the twentieth century, creating whatnow known as knowledge managemen

Products created with tools"Web 2.0 allow the use of new social networks as a platform and remix exchange of ideas and as a communication toolFor example, blogs, wikis, YouTube, etc.

3.0 Near future Teaching is done… Teacher to student, student to student, student to teacher, people-technology-people (co-constructivism)Schools are located… Everywhere (thoroughly infused into society: cafes, bowling alleys, bars, workplaces, etc.)

All have the ability to share and learn new information

Technology is… Everywhere (digital universe)

Bibliography

Movarec, J. (19 de Abril de 2009). Designing Education 3.0. Recuperado el 16 de Enero de 2015, de Education Futures: https://www.educationfutures.com/2009/04/19/designing-education-30/

Movarec, J. (15 de Febrero de 2008). Moving beyond education 2.0. Recuperado el 16 de Enero de 2015, de Education Futures: http://www.educationfutures.com/2008/02/15/moving-beyond-education-20/

Movarec, J., & Cobo, C. (2011). Aprendizaje Invisible. Barcelona: Col·lecció Transmedia XXI.