Toward Society 3.0: A New Paradigm for 21st

century education

John Moravec, Ph.D.

University of Minnesota

September 26, 2008

www.educationfutures.com

moravec@umn.edu

@moravec

The “dot-zero-ization”

of everything has

become the mullet of

the 21st

century.

Disclaimer

Agenda

Societies 1.0 – 3.0

So what?

What now?

Society 1.0

Agricultural (18th century)

• Family based enterprises

• Kids learned at home

• Kids worked at home

• Kids were engaged cross-generationally

• Adults could learn from kids

• Kids contributed at all economic levels

Industrial (19th and 20th centuries)

• Industrial economy• Job/wage/salary based enterprises• Kids learned increasingly at schools• Kids worked at low level, sometimes

dangerous jobs• Kids were engaged cross-generationally as

chattel, hirelings, or de facto (and de jure) slaves

• Kids learned from adults within division of age and labor formats

• Kids still contributed at all economic levels

Information Age

• Interpreted data

• Hierarchical

• Siloed jobs and roles

• Chaos and ambiguity are eschewed

Society 2.0

Knowledge Age

• Interpreted information

• Personally-constructed meanings

• Socially-constructed meanings

• Chaos and ambiguity are managed

A cut-and-paste culture

• Hip-hop

• YouTube

• Blogs

• Wikis

Examples of Society 2.0 cultural products:

• This presentation

• Frank Sinatra’s “Duets”

• Wikipedia

140

Citizen Journalists

Citizen Scientists

• Audubon society’s bird count

• SETI@Home, Folding@Home, Stardust@Home, etc.

• Moonshot

Citizen Capitalists in Democratized Markets

• Global markets for ideas

• Global markets for talent

• Global markets for products

• Global markets for capital

What drives Society 2.0?

Globalization

Dichotomies

• Local vs. global

• Homogenization vs. heterogenization

• Periphery vs. core

Looking back at our home in the 20th century…

Concerns

• Piracy

• Loss of literacy

• Loss of cultural heritage

…and, change, change, change, and change

Piracy is as American as…

• The Star Spangled Banner

• 19th century industrialization

• Edison’s phonograph

• Hollywood

Matt Mason wrote a great book on this (and Pirates 2.0!):

Mason, M. (2008). The pirate's dilemma: How youth culture reinvented

capitalism (1st Free Press hardcover ed.). New York: Free Press.

How do schools make the mostfrom a cut-and-paste society?

Society 3.0

Three drivers of Society 3.0

1. Accelerating change

2. Continuing globalization

3. Innovation society fueled by knowmads

Accelerating change

Accelerating change,Accelerating returns

Level of Advancement

Time

What is the Technological Singularity?

• The Singularity is the complex, seemingly chaotic outcome of converging technologies (i.e., nanotechnology, molecular biology, virtual reality, robotics, and human integration with all of the above) … and social change.

• The Singularity is producing Trans-Humans and within a few decades may be expected to produce Post-Humans.

Looking back at our home in the 21st century…

Earth

Jupiter

Callisto

GanymedeEuropa

Innovation Age

• Contextually applied knowledge

• Horizontalized diffusion of knowledge

• Heterarchical relationships

• Chaos and ambiguity are embraced and attended to

Paradigm

Domain 1.0 2.0 3.0

Fundamental relationships

Simple ComplexComplex creative

(teleological)

Conceptualization of order

Hierarchic HeterarchicIntentional, self-

organizing

Relationships of parts Mechanical Holographic Synergetic

Worldview Deterministic Indeterminate Design

Causality Linear Mutual Anticausal

Change process Assembly Morphogenic Creative destruction

Reality Objective Perspectival Contextual

Place Local Globalizing Globalized

Sources of innovation in Society 3.0:

(access)

Open knowledge is the energy of the 21st

Century.

– Cristóbal Cobo

Crowdsourcing

Pre-1.0 Nomads

3.0 Knowmads

Knowmads

Accelerating change impacts the half-life of knowledge.

• The amount of information available doubles at an increasing rate

• The half-life of knowledge is decreasing exponentially

So?

Society 3.0 drives Education 3.0.

Education 1.0 Education 2.0 Education 3.0

Meaning is… Dictated Socially constructedSocially constructed and contextually reinvented

Technology is…Confiscated at the classroom door (digital refugees)

Cautiously adopted (digital immigrants)

Everywhere (ambient, digital universe)

Teaching is done … Teacher to studentTeacher to student and student to student (progressivism)

Teacher to student, student to student, student to teacher, people-technology-people (co-constructivism)

Schools are located… In a building (brick)In a building or online (brick and click)

Everywhere (thoroughly infused into society: cafes, bowling alleys, bars, workplaces, etc.)

Parents view schools as…

Daycare DaycareA place for them to learn, too

Teachers are… Licensed professionals Licensed professionals Everybody, everywhere

Hardware and software in schools…

Are purchased at great cost and ignored

Are open source and available at lower cost

Are available at low cost and are used purposively

Industry views graduates as…

Assembly line workersAs ill-prepared assembly line workers in a knowledge economy

As co-workers or entrepreneurs

3.0 schools

• Produce knowledge-producing kids, not automatons.

• Share, remix and capitalize on new ideas.

• Embrace accelerating change rather than fighting it.

3.0 schools are not…

• based on hardware

• based on software

3.0 schools are built on mindware.

Ambient computing

O’Reilly: We really are moving beyond the era of the PC into the era of ambient computing, where we’re interacting with the global network through devices that are sprinkled throughout the world, smart objects, and I think the next big thing is really not to do with the Web at all. I think the next big thing has not to do with the Web at all. I think it's beyond the Web.

Ambient awareness is socially-distributed thinking.

Ambient education means 3.0 schools are located in:

• Taquerías

• Universities

• On our phones

• On television

• In our imaginations

…everywhere!

• Bricks

• Clicks

• Bowling alleys

• Coffee shops

• Parks

• Subway stations

Caveat:Technology is key, but…

1. Technology is not the answer.

2. Technology must be purposive.

“Technology is a word that describes something that doesn’t work yet... We notice things that don’t work. We don’t notice things that do. We notice computers, we don’t notice pennies. We notice e-book readers, we don’t notice books.”

– Douglas AdamsJavaOne Keynote, 1999

Dr. Cobo will discuss e-competencies on Saturday.

[ ]

A global race for educational innovation…

So what?

Society 1.0 schools cannot teach 3.0 kids.

No matter how hard

we try to cover up

19th century

institutions, they

will still be 19th

century institutions.

Lasting legacy of Society 1.0: USA in the 21st century

• Emerging knowledge/innovation economy is stunted• Integrated activities between adults/kids are highly

limited• Kids and adults learn less and less from each other• Adults anxious about/fear learning from kids• Kids separated from adults, following legacy

industrial economy model• Kids work mainly at menial tasks• Kids still contribute to all economic levels, but at far

lower levels than possible, feasible, and desirable

Schools should not use

new technologies to

teach the same old crap.

Key point

We all co-invent the future.

We’re all white belts.

Let’s start now.

The New Paradigm of Society 3.0

• Increasing importance of creative human capital

• Increasing rates of change

• Increasingly inaccurate predictions

• Increasing need to create preferred futures

• Increasing sense that kids must share creation of new futures with adults

…also…

• Today’s kids participate in an increasingly globalized world

• Industrial society has given way to the knowledge-based society

…which is already starting to transition to an innovation and creativity society (3.0!)

So, shall we live in the past or create the future?

• In which paradigm do we place our kids?

• In which paradigm do we place adults?

• Where do each of us fit?

To move from legacy millstones to new futures we must all learn to…

Leapfrogging…

• means leadership rather than catching up.

• means using advanced, purposive technologies to assist students and teachers

• technologies permit moving from memorization to creative and innovative knowledge production

• greatly enhancing human capital

Leapfrogging just ahead of changeLevel of Advancement

J

Time

J’

“New” workforce: 21st century– Global Leapfrog

• Emerging knowledge/innovation economy can get a quantum boost

• Integrated activities can partner kids with adults

• Adults are eager to learn from kids

• Kids and adults learn more about each other

• Kids and adults partner and collaborate, teaching to and learning from each other

• Kids work increasingly at creative tasks

• Kids still contribute to all economic levels, but with better distribution of effort than in the past

Leapfroggers also think…

• Kids should mirror the creative workforces first and foremost

• Functionality should be emphasized first and foremost

• Technology supports reliable functionality

• Each kid and adult is a creative

• Each kid and adult is an innovator

The future we create can…

• Help change schools to create the future

• Help lead the world in educational change

• Help bring children and youth into the knowledge workforce

• Help kids and adults work together creatively

“Innovate, baby, innovate!”

No failures.

Thank you!

Education Futures

www.educationfutures.com

Leapfrog Institutes

www.leapfroginstitutes.org