Invisible Learning

 

As we announced a few weeks ago the book that John Moravec (faculty member in Innovation Studies at the University of Minnesota) and I wrote, which is called: “Invisible Learning: Toward a new ecology of education” is about to be printed (published by Transmedia XX of the University of Barcelona). The editor of this work is Dr. Hugo Pardo Kuklinski (see his work in Mobile 2.0 at Stanford University, pdf)

Thanks to a partnership between the International University of Andalucia (UNIA) and the University of Barcelona (Interactive Media Lab) the first edition of the book (in spanish) will be published in Spain during April. Also an e-book will be available in the website: www.invisiblelearning.com/en

The next week it will start the pre-release presentation of the book in Spain. Here a short list of some of these forthcoming talks.

A brief description of the book (download a summary and outline, pdf)

Prologue written by professor William Dutton, Director of the OII.

In the first chapter, we introduce the Invisible Learning concept, and how it developed from the authors’ previous collaborations. We also share sets of 21st century skills and competencies that others have identified that integrate into the Invisible Learning framework.

Studies developed by research institutions, including the World Bank and OECD, that involve the invisibilization of technologies and the development of digital skills as they relate to educational policies are reviewed in the second chapter. Moreover, this is tied into a broader “Invisible Learning” framework of personal knowledge development and creating capacities to act on knowledge in purposive ways (innovation).

In Chapter 3, we outline the problems surrounding Invisible Learning. We frame it within a “Society 1.0 – Society 3.0” framework that illustrates our transformation from industrial societies to knowledge societies, and now on to innovation-centered societies. Our challenge today is to create “Education 3.0” that meets the needs of a post-1.0 society.

More specific examples of Invisible Learning are discussed in Chapter 4. The ideas of lifelong learning edupunk, edupop, incidental learning, and ubiquitous learning are invitations, from very different perspectives, to find patterns more flexible, innovative and creative learning that can happen anytime, anywhere – and are generative within a “continuum” of experiences based on diverse interactions in different contexts.

In Chapter 5, we highlight tools and methods to create preferred futures for education. The need to stay “ahead of the curve” requires new approaches that enable us to think about the future … and act.

Finally, in the sixth chapter, we further discuss the Invisible Learning project and summarize contributions from others (including links to submitted papers that will be published on the Invisible Learning website). We wrap up by iterating that the development of the Invisible Learning paradigm is incomplete, and provide a list of steps for action and identify pathways for continuing the conversation.

Epilogue by Roger C. Schank, former professor of computer science and psychology at Yale University.

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