Digital Learning for Continuous Innovation Societies Perspectivas de Innovacin en Educacin

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Digital Learning for Continuous Innovation
SocietiesPerspectivas de Innovación en Educación

• FLACSO Mexico, 2006 March 12
• Arthur Harkins, Ph.D.
• University of Minnesota

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...Providing for the Growth ofPersonal and
Innovational Capital

• The Emergence of the Innovation Economy and the
  Innovation Society

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Leapfrogging From Schooling to
Software-Supported Continuous Innovation

• The Emergence of the Innovation Economy and the
  Innovation Society

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Preparing Innovative Students and Workers

• TO THRIVE IN THE COMPLEXITY AND CHANGE OF THE
  21ST CENTURY

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Preparing Innovative Students and Workers

• TO CONVERT CHAOS TO CHAORDIA

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THANK YOU, LEVThis presentation is offered
in Respectful Memory of Lev Vygotsky
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THANK YOU, LEVfor your role in
helping to evolve Constructivismthe precursor
of Radical Constructivism
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Some Technological History
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Technological Eras

• Agriculture (Now to -10000 years)
• Industry (Now to -250 years)
• -Early
• Middle
• Late

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Technological Eras
Information (Now to -70 years) Knowledge
(Now to -20 years) Innovation (Now to -5
years) Chaordic (Now to 30-50 yrs)
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Technological Changes
From quill and parchment From blackboard,
calculator and computer To Wireless intuitive
software (early AI)
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Technological Requirements

• Interactive
• Responsive
• Distributed
• Easy/Natural to Use
• Adaptable
• Anticipatory
• Portable
• Networkable
• Very, very fast

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Technological Requirements

• Context Sensitive
• Self-Educating
• Mixed Initiative Capable
• Embedded
• Non-Obtrusive
• Customizable
• Reconfigurable
• Personalizable

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Technological Requirements

• Robust
• Authentic (Not Fraudulent)
• Ambiguity Reducing
• Emotionally Compatible

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Software Requirements

• INTERACTIVELY CAPABLE
• Help Me!
• (Assistance)
• How Do I Do This? (Demonstration,
  Advice, Explanation)

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Software Requirements

• INTERACTIVELY CAPABLE
• Why Should I Do This?
• (Explanation and Justification)
• Let Me Try That!
• Exploration, Practice, Simulation)

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Software Requirements

• INTERACTIVELY CAPABLE
• Do That For Me!
• (Task Conduct/Success Guarantor)
• How Am I Doing?
• (Monitoring and Assessment)

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Software Requirements

• INTERACTIVELY CAPABLE
• Project for Me!
• (Forecasts, Prognoses, Scenarios)
• Tell Me Where I Am!
• (Navigation, Mapping, Monitoring)

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Performance Capabilities

• CULTURALLY CAPABLE
• Tell Me Who I Am!
• (Defining, Affirming, Confirming)

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Performance Capabilities

• CULTURALLY CAPABLE
• Tell Me You Like Working and Playing With Me!
• (Collaborative, Affiliational)

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Performance Capabilities

• CULTURALLY CAPABLE
• Tell Me You Like Me!
• (Approving, Loving)

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Performance Capabilities

• CULTURALLY CAPABLE
• Help Me Do Old Things in New Ways!
• (Upgrading, Improving)

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Performance Capabilities

• CULTURALLY CAPABLE
• Help Me Do New Things in Useful Ways!
• (Innovating, Value-Adding)

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Performance Capabilities

• CULTURALLY CAPABLE
• TELL ME THIS IS ALL WORTH IT!
• (Guaranteeing, Parenting)

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Performance Capabilities

• CULTURALLY CAPABLE
• TELL ME YOULL ALWAYS BE HERE FOR ME!
• (Brothering, Sistering, Devoting)

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Worker Changes Until Now
IN USA, KNOWLEDGE WORKERS ARE NOW 50 OF THE
WORKFORCE INNOVATIVE KN WORKERS 5-10 CHAODIC
WORKERS 1-5 SERVICES/INFORMATION
30-35 LABORERS 12 FARMERS 1-2
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FORMAL EDUCATION IMPLICATIONS
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MUCH LARGER NON-FORMAL EDUCATION
IMPLICATIONS
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New Enablers

• Mass Media
• Software-Based Task Prompting
• Software-Based Simulations

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New Enablers

• Borrowed Media (TV/Radio/Power Lines)
• WiFi and UltraWideBand Access
• Software-Based Learning Innovations
• Software-Based Labor Replacement

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New Enablers

• Creative Networks and Cells
• Self-Education mandated
• Vendor resources faster changes
• Internet better compression/bandwidth

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New Enablers

• Smart, intuitive, and intelligent artifacts
• Collaborative contexts
• Technology use leadership
• THREAT who gets there first?

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Projected Learning Impacts
No more classroom information downloads Classro
om used for research development Teachers and
students become RD colleagues
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Projected Edubusiness Impacts
Market model for learning Uniqueness/diversity
of individuals 24/7 learning, performance
innovation
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Projected Productivity Measures
From grades to software-supported
performance From failure risks to success risks
From book learning to software management
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What Era Are Humans Moving Toward?
Depends on society or social class, but... the
Innovation Era is now emerging, and this is
creating an innovation divide
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Assessment in Innovation Era

• SOFTWARE MANAGEMENT SKILLS
• PERSONAL WORK AND TEAM WORK
• PERFORMANCE OVER MEMORY

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What Are the New Subjects?

• CONTINUOUS AUTOMATION
• CONTINUOUS INNOVATION
• INNOVATION IMPLEMENTATION
• FUTURE SYSTEMS DESIGNS

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What Are the New Subjects?

• SELF-DEVELOPMENT
• PERSONAL HEALTH/WELL-BEING
• LIVING IN INSTANT CULTURES
• WORKING ACROSS AGE LINES

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What Are the New Subjects?

• TECHNOLOGY AWARENESS
• TECHNOLOGY SKILLS
• TECHNOLOGY UPGRADES/FUTURES
• BECOMING A CYBORG

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Necessary Technologies

• Wireless networks and cells
• Highly improved batteries
• Wide-band and Ultra-Wide-Band

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Necessary Technologies

• Self-writing/self-correcting software
• Early artificial intelligence
• User-friendly machine ecologies

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Necessary Folkware Changes

• New Visions and Attitudes
• Learn to Create Living Museums
• Requisite Variety MANDATE
• Living Museums to Depict Pasts, Presents, and
  Futures

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Necessary Structural Changes

• Learning must be CHEAP
• Learning must be CONTINUOUS
• Learning must be 24/7

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Necessary Outcomes

• Performance over Memory
• Innovation beyond Performance
• Creating the Future while Archiving the Past

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Necessary Outcomes

• New Subjects are Automated as Software
• People are INSTANTLY COMPETENT
• Machines and People MERGE PARTNER

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Must Every Society Do This?

• NO! It is a choice!
• But what if some do, and some dont?
• Doesnt this divide already exist?

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Must Every Person Do This?

• Yes! If they wish to be in the lead
• But what if some do, and some dont?
• Doesnt this divide already exist?

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What are the Biggest Worries?

• Greater Technology gaps
• Greater Information Gaps
• Greater Performance Gaps
• Greater Innovation Gaps
• Greater Chaordia Gaps
• Greater Dependency
• Less Interdependency

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More On Innovation Gaps

• Greater Innovation Creativity Gaps
• Greater Innovation Implementation Gaps
• Continued Poor Development and Utilization of
  Human and Innovation Capital

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Lets Say It Again

• POOR DEVELOPMENT USE OF PERSONAL, HUMAN, AND
  SOCIAL CAPITAL, LEADING TO CONTINUED GLOBAL
  DIVIDES IN KNOWLEDGE, PERFORMANCE, AND INNOVATION

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Necessary Value Changes

• MUST MAKE EVERYONE COMPETENT
• MUST MAKE ABILITY TO PAY IRRELEVANT
• MUST ASSIST EVERYONE TO BECOME THE VERY BEST THEY
  CAN

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Necessary Structural Changes

• Traditional Schools Creatively Deconstructed
  By-Passed
• Community Think Tanks Replace Schools
• Resistance of Educators and Politicians Overcome
  by Working through the Private Sector

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Can We Work Together?

• SEVERAL NATIONS ARE DISCUSSING THE SHIFT TO
  CONTINUOUS INNOVATION, WITH ACCOMPANING EDUCATION
  CHANGES
• PERHAPS WE CAN TALK MORE ABOUT THIS TOMORROW

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Can We Work Together en el Futuro?

• We hope so!
• Please Contact Us Through
• FLACSO Mexico U of Minnesota

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FURTHER READING

• THE IDEAS IN THIS PRESENTATION ARE TREATED AT
  LENGTH IN ARTICLES BY HARKINS, MORAVEC, KUBIK
• GLOBAL LEAPFROG EDUCATION
• ON THE HORIZON
• JOURNAL OF VOCATIONAL EDUCATION RESEARCH

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Thank You for Listening!

• SHALL WE EXCHANGE IDEAS
• FOR A FEW MINUTES?

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This PowerPoint will be made available to
you.
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Arthur Harkins

• harki001_at_umn.edu