2. APRENDIZAJE
INVISIBLE
HACIA UNA NUEVA ECOLOGÍA DE LA EDUCACIÓN
CRISTÓBAL COBO Y JOHN W. MORAVEC
ECO
UBICUO BIO
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COG O
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INACIÓ
TÁCIT IMAG
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E,SKILLS
DS
KNOWMA
16. Invisible Learning Facts
Serving Size 1 Learner (80.5 kg)
Calories 0 Calories from Fat 0
% Life Value*
Total Learning 83.33%
Non-formal Learning 100%
Informal Learning 100%
Imagination 100% Innovation 100%
Creativity 100% Passion 120%
*Percent Life Values are based on a full lifespan. Your life values may be higher or lower
depending on your interests and dreams.
24. Paradigm
Domain 1.0 2.0 3.0
Fundamental Complex creative
Simple Complex
relationships (teleological)
Conceptualization of Intentional, self-
Hierarchic Heterarchic
order organizing
Relationships of parts Mechanical Holographic Synergetic
Worldview Deterministic Indeterminate Design
Causality Linear Mutual Anticausal
Creative
Change process Assembly Morphogenic
destruction
Reality Objective Perspectival Contextual
Place Local Globalizing Globalized
25. Education 1.0 Education 2.0 Education 3.0
Socially constructed and
Meaning is… Dictated Socially constructed
contextually reinvented
Confiscated at the
Cautiously adopted Everywhere (ambient,
Technology is… classroom door (digital
(digital immigrants) digital universe)
refugees)
Teacher to student,
Teacher to student and student to student,
Teaching is done … Teacher to student student to student student to teacher,
(progressivism) people-technology-people
(co-constructivism)
Everywhere (thoroughly
In a building or online infused into society:
Schools are located… In a building (brick) (brick and click) cafes, bowling alleys,
bars, workplaces, etc.)
Parents view schools A place for them to learn,
Daycare Daycare
as… too
Teachers are… Licensed professionals Licensed professionals Everybody, everywhere
Hardware and Are purchased at great Are open source and Are available at low cost
software in schools… cost and ignored available at lower cost and are used purposively
As ill-prepared assembly
Industry views As co-workers or
Assembly line workers
L eapfro g Inst i t u t es line workers in a
graduates as… entrepreneurs
knowledge economy
40. 1.Connect knowledge.
2.Support “knowledge brokering.”
3.Enable the translation of knowledge to
beneficial applications (innovation).
Invisible technologies.
41. Focus on how to learn,
not what to learn.
Invisible technologies.
42. Technology and learning
At school At home
Professors choose the activity Students choose the activity
Insufficient time for deeper
Time for deeper exploration exists
exploration
Learning is the purpose Learning is incidental
Individual expertise is not
Individual expertise is celebrated
recognized or is rejected
Limited resources More resource options
Model of extension Model of depth
57. Formal Invisible
Cost High Low
Learning Low High
Highly controlled,
Quality Varies by experience
varies
How success is Individual’s success
Ability to repeat, tests
measured and contributions
Mode Dictated, downloaded Conversed, created
Technology Controlled Embraced
Time School hours 24/7/365
Bricks, sometimes
Place Everywhere (social)
clicks
(compartmentalized)
Note. Inspired by Jay Cross’ “Spending/Outcomes Paradox”
http://www.internettime.com/Learning/The%20Other%2080%25.htm
69. 5
Most of the discourse around
innovation in education has been
around infrastructure, but doesn’t
focus on new strategies for
knowledge acquisition or transfer.
