Learning in a wisdom age world 2 show

Learning in a Wisdom Age World

John Findlay & Abby StrausMaverick & Boutique

Expansion of US workforce in the 20th Century

Story is repeated in all OECD countries.

Routine jobs are declining.Expert jobs are increasing.

Radical shifts in 20th century workforce composition

Waves of Change

Predictive Pattern of Change

Era Onset Period Ratio

Wisdom 2010 Emerging Emerging

Knowledge 2000 10 1 : 5.0

Information 1940 50 1 : 4.8

Industrial 1700 240 1 : 5.8

Agriculture

Mining & building

8000BC

1,200 1 : 5.0

Agriculture 8,500 1 : 4.9

Hunter-gatherer 50000BC 42,000 1 : 4.3

This pattern to human social and technological development closely approximates the Feigenbaum delta, 4.669*, the ratio of the emergence of successive periods (period doubling cascades) of complex systems such as ecologies and markets.

How should we prepare young people for the future?

Pedagogies for each stageof human development

(that transcend and include all earlier stages)

INDUSTRIAL AGEFeature Traditional classroom

Focus Knowledge telling

Classroom organization Individual desks facing the front of the room for

listening and control

Pedagogical role Instructor, tester, behavior controller

Learner role Note taker, listener, exercise completer, test taker

Types of questions Closed

Language Directive, disempowering “You will…”, “You must…”

Tone Silent, working alone

Technology Blackboard and chalk, slides, computer, whiteboard,

textbooks

Conversation Monologue

Expectations Learners will perform prescribed tasks, take in

information and play it back

INFORMATION AGEFeature On-line learning

Focus Knowledge reproduction

Classroom organization Rows of computers in a laboratory or home computer

connected to a server

Pedagogical role Instructional designer, tutor

Learner role Information finder, reproducer

Types of questions Questionnaires, true-false, closed to assess progress

through the course

Language Directive, instructive

Tone Independent, remote

Technology Managed learning environment, e.g. Blackboard,

simulations, web pages, email, software for word

processing design, spread sheets

Conversation Discussions with tutors and peers

Expectations Learn from on-line resources and repurpose

information

KNOWLEDGE AGEFeature Classrooms for conversation

Focus Knowledge creation

Classroom organization Tables and chairs for conversations

Pedagogical role Facilitator, modeler, questions designer, orchestrator

Learner role Participant, facilitator

Types of questions Open/discussable

Language Inclusive, respectful, e.g. “Let us…”, “What if we…?”

Tone Conversation, active

Technology Team meeting systems, internet, simulations, blogs,

wikis

Conversation Dialogue

Expectations Research (web and library), discuss issues, undertake

projects

What’s next?

WISDOM AGEFeature Wise application of knowledge

Focus Creating initial conditions for emergent knowledge

Classroom organization Multiple activity spaces using all learning modalities

Pedagogical role Inspirer, setter of initial conditions for viral/contagious

learning, designer of infinite games

Learner role Co-creator of learning activities, facilitator, leader

Types of questions Rich question and activity sequences to develop models,

theories, decisions and explore ethical dilemmas

Language Transcends and includes, plays with many world views

Tone Playful, integration of all intelligences, shift from

boundaries to horizons, both/and thinking

Technology Tools for expanding relationships and consciousness,

multi-player games, collective play, polarity management

Conversation Ethical dialectical (does it work for everyone?)

Expectations Intelligent information emerges from the system, we learn

to operate in increasingly ambiguous and complex worlds

Some Emerging Wisdom Age Jobs

Certified ethical hacker

Ecological footprint auditor

Conversation architect

Recycling consultant

Brain fitness coach

No-waste consultant

Complex projects leader

Organic food auditor

Chief cultural officer

Global governance director

Rituals designer

Mature age wellness manager

Human-human interaction consultant

Organic farmer

Polarity management mentor

A complex adaptive Learning System

for making sense of a Wisdom Age world

Ideas from many conversations are generated and shared in real-time, keystroke-by-keystroke to create a “shared brain.”

Every idea is announced and valued. Participants look for the patterns in the ideas that bridge the differences in the room.

New knowledge emerges across the boundaries of our world views.

Emergent sharedknowledge

Ideas

People

Sequences of rich questions are used to reach consensus about strategy, tactics, new theories, etc. through idea integration.

Experiment: What happens in our brains when we ask different kinds of questions?

Closed, left brain, automatic Rich and open, right brain, auto catalytic

Emergent Learning ProcessUsing Rich Question Sequences

Conversations in pairs, sharing of ideas, and sense-making using a dialectical discourse method achieves consensus, so the best, most richly integrated ideas emerge that are a good fit with the environment/context.

Types of Discourse

Learning Game Design Principles

Open-ended discussible questions or activities

Question sequences - 6 or 7 questions

Start with tacit knowledge or data collection

Build on a progressive firm foundations

Process ends with action plan, theory, model.

Scaffolds/prompts/check lists

Includes rewards e.g. next question includes the results from previous question.

Fun, engaging, surprising, interesting language

Example of a Learning Game

1. Brainstorm a list of all the different kinds of arts. e.g., theatre, novels....

2. Choose two of these art forms with which you are familiar, and describe what you like about each one. Ballet, rock music, jazz, opera, poem, movie, paintings, novels, sculpture, photographs, comics, cartoons.

3. What do all the arts have in common? What makes them interesting, exciting, entertainting?

4. What kinds of jobs do people have in the arts?

5. Choose one of these jobs and explain what skills you might need, what you would have to learn for the work that you do. Writer. Singer. Jazz pianist. Movie director. Actor. Cartoonist. Dancer. Photographer. Painter.

Some examples of our suites of meeting and learning applications that replicate the methods of the

world’s thought leaders

How to get started

Visit

anyzing.com

learninginteams.com

relatingwell.co.uk

generatinggenius.com

Contact

John Findlay, [email protected]

Abby Straus, [email protected]