Watch videos with subtitles in your language, upload your videos, create your own subtitles! Click here to learn more on "how to Dotsub"

TEDxLaguna - Cristobal Cobo - 06/21/2010

0 (0 Likes / 0 Dislikes)
Now Cristobal Cobo will join us Cristobal is from Mexico City, he is chilean, he has been living here for a long time He is professor and researcher. Cristobal holds a Phd with honors "cum laude"... ...(I don't know how to pronounce this) from the University of Barcelona. And also, he has been working on a very interesting project lately. He has been the evaluator of public policies for the Mexican government... ...in new tecnologies and innovation. He is professor at FLACSO. Welcome Cristobal. Well, how are you? I would like to say that for several circumstances we happen to live in an era that pays... ...special attention to the intensive use of knowledge. In different areas and disciplines of the current era... ...knowledge, innovation, R+D, and research play a central role. Now this isn't new, Peter Drucker already talked about the "workers of knowledge".. ...over 50 years ago. However, what well is an indicating phenomenon of our era... is that in addition to this process in which knowledge is so important... ...we identify a way of distinguishing... ...between this professional profile that the world of words demands... ...and this profile that is being developed in the different educational systems... ...may it be at school or university.. ...and that's why I thought it would be interesting to talk a bit about learning. There are different ways of learning. There is face-to-face learning.. ...analog learning... ...where I speak and you all...(are forced to) "shut up", which is the one that is used most in educational institutions. There is distance learning.. ... online learning, and the one I would like to talk about today is "invisible learning". From a critic point of view, learning, the current formal education systems.. ...prioritize, above all, the standarization, the uniformity and where ever possible the finding of parameters. This means, the more "organized" the better. Now I would like to give a couple of interesting examples. This kid, Lim, is a boy that lives in Malasia, he is 10 years old. When he was 9, he developed a software called "Doodle" which can be downloaded to the iPhone. You all can download it from the internet. Until today it has had about a million downloads. This kid knows how to use Java, Java Script, Action Script, he understands Apple Soft Basic, and in his "free" time he also learns Pascal and C+ Who ever knows a bit about informatics will understand that this isn't trivial... especially since this boy is 9 years old. Now what is interesting to ask us... in where in formal education systems.. do we train these kind of talents, these crude diamonds? this little "Mozart". How do formal systems stimulate education? Now, since this question generates some inconvenient answers... ... I "asked" Bernard Shaw, who send us a short text. The 1925-Nobel-Prize winner in literature says.. "Since I was a little boy I had to interrupt my education to go to school". I don't know if that is applicable, but I think it's interesting. Now, Jeremy Rifkin, author of "The European Dream", "The Access Era" and other books says that... the education systems are very similar to "industrial micro systems". This means that everything is organized in modules, plotted and very structured... ...in a very different way than how knowledge works in real life but... very easy to apply. So the problem we have is that this... .."parallel universe" as british literature describes it, is created.. ...between the "real" world, the "professional" world and the world of "education". I want to give you an example. In the year 1899, 111 years ago... Jean Marc Cote was asked to draw how he imagined the schools in the 20th century. and he imagined what you can see up here. The professor in a corner feeding contents, the books are "grained" and enter via cables. unfortunately, this has changed very little by now. Now, fortunately we have some super heroes... ...and I show this image in honor of Jose Saramago who passed away recently.. ...we have some people who luckily have been very successful without going to university.. ...we have Walt Disney, Pablo Neruda, ...and others that you will recognize..Henry Ford and I think the rest are very well known. Now, why do I emphasize this? Because I believe that Albert Einstein was very right when he said: "It's a miracle that curiosity survives the formal systems of education" Because I believe that there is a tension that we haven't been able to figure out. That's why I would like to stress 4 questions in order to explain this analysis: 1. How do we train these young people that were born with the internet? These young people who will be professionals in 2020. The second question is: How do we prepare for the global complexity? ...and I would add, incertainty. We live in an era of that much interdependence that is more similar to a dish of spaguetti than to anything else. And third; How do we learn to learn and how do we learn to unlearn? sounds like a tongue-twister but it is pretty challenging, because it has to do with lifelong learning.. ...and it has to do with a very complicated thing which is to get rid of old paradigms that we have been dragging along.. ...and that many time limit our capacity to learn over and over again. And finally: How do we stimulates creativity? Creativity. I don't know up to which point we are using these crude diamonds... ...that we have in formal education systems. Now, considering this idea, John Moravec, who presented this morning and I are working on this idea of "invisible learning" it's not necessary to get together over a beer for "invisible learning"... ..but, .. "invisible learning" works very similar to how we learn in social networks. No one has ever taken a class to learn how to use social platforms, right? But these skills that we develop... ...nowadays may be applicable for the professional world, for the world of interpersonal relations, etc, etc. Now, "invisible learning" is based on principles that already exist.. ..edupunk, expanded education, accidental learning, ubiquitous learning,.. ...let's look a bit at that... ..."the little prince" said this really beautiful and cheesy phrase, that ... ..."the essential is invisible to the eyes"... ok, I dare to say another phrase: "the essential today is invisible in formal education". ..and Why do I say that? Because I feel that, and I'm sorry to say this in an educational institution, but... ...general, formal education has not been to the level of the challenges that the knowledge society imposes. And I will now present some 5 examples, 5 axis or axioms.. ...that help us to understand this approach of "invisible learning". First: information technology and communication become invisible. Don Tapscott, says that his son tells him: "Dad, I don't understand why adults are so excited about this so called technological revolution ...... where finally these technologies have always existed." "How exited can you get about a refrigerator?" And Adams, another author, says that "all that exists when you are born is part of the natural context" all that's created, those tecnologies that are created between the age of 15 and 35 ... ..are all exciting and fascinating... ...something that you can be dedicated to when you are a professional. Now all that is invented after the age of 35... Well, no. That's against the "natural" way of things. Well, it's this step from the "mortar" to the "blender"... ...that in some generations isn't evident because they were born with both of these tools. The first axiom of "invisible learning". Second, the OECD... launched this research a short time ago. The results of this research are based on.. the PISA study. To remind you, the PISA study was applied on 250 000 young people in the world.. from 30 countries. and it states very interesting things about this. The acquired competences in informal surroundings are invisible. Let's see. This study tells about a second "digital divide" that is no longer the divide of access to tecnologies... ...but the divide of the "user quality and the user context.". Look, how interesting. This goes up "against the nature" of what see in some public policies. There is more benefit to the use of the computer at home than at school. the use of the computer at school has had very little impact. The quantity of using the computer has not had any positive impact in the PISA study. And what's behind all this? What can we derive? That the most recent generations develop their digitial skills that are essential for living in the 21st century, in informal contexts.. ...through observation, mouth-to-mouth, trial-error, etc. That's why I wish that schools where more like.. ..the Google offices in Zurich, an caotic space, where everyone is working... ...and no one is following any instructions of someone who is talking up front like I do in this very moment. The third axis of "invisible learning". The non-evident competencies result invisible in formal contexts. I have already given the example of Lim. But in general, well this is the software he developed. Generally speaking,... ... what happens is that the evaluation systems we have in formal contexts don't stimulate... ...the possibility to learn. On the contrary... ....they stimulate to repeat and apply all the contents the teacher hands in. So, one thing formal education systems do is to... ....penalize and sentence with "death penalty" any mistakes made. And mistakes are the mother of developing new learning. Let's have a quick look at some video clips. Forth axis. Digital competencies turn out to be invisible. Digital competencies are so important in the framework of the 21st century's society. For example, they are present in the "Lisbon Agenda" among the eight key competencies. Now what's interesting... I am giving examples here of more flexible spaces to use tecnologies.. ...for two reasons. One, because the possibility to apply what one has learned is just as important as learning itself... ...and so "invisibilize" tecnologies and giving them the power to create new knowledge. And second, learning occurs when someone is doing "something else".. so we have to change the switch in the way that we are using tecnologies. The fifth and last axis of "invisible learning" is that there are certain "education" practices, in many quotation marks.. ...and questions marks that we have to invisibilize. The one that I remember best is the intense use of memory in formal systems. I will take advantage of the fact that we are on stream for the teachers that are listening to this.. ...teachers: Human beings have weak memories, hard discs however, have much better memories than us... Why do we make this competition of memorizing geographic data, historic dates and periodic tables? ..yes that's a bad idea..that was justified under certain cirumstances. And in that way... ...I want to bring an example that seems substantial to me. The example of Denmark, which.. ...has been working on a project, to establish that after 2011, that all exams at school will be taken with the internet "turned on", working.... That might be "horrible" for some lecturers... Why? What's the Danish Ministry of Education's argument? If the world works with the internet, Why should schools be offline? Why should exams be taken in an analog way? Of course. We could say: "what happens is that they can copy .." Well, that's a problem that schools have to figure out. To put things into context, to cite, to link .... bits of knowledge, etc,etc,etc. But that's a tension that schools have to face...and not to turn off all the computers because there exists a chance to cheat on the exam. If the professional world works with internet, why shouldn't schools? And since this talk is very short, I will stop now with these ideas which I would say are... in some way dialects. Let's talk about some axes that have to do with that. The current "thesis" is that tecnolgies are a "ticket" for the knowledge society. They are the "ticket" to modernity, so no one can resist to give away laptops. If there is something latinamerican politicians love to do...,and others as well, then that's to get your picture taken while giving away a laptop. There is no other image that they'd fing more irresistible, whether right or left wing, they always have to be in this process. Now, this is not a new topic. This Sir, Edison, said in 1921, so nearly a century ago.. that cinemas would change education. Later we said that the radio would change education... ..and then television and at last.. ...the computer, CD-ROM,.. ..and then we are always waiting for a message from heaven.. ..and that the problems of education will be solved. Seymour Papert, one of the gurus of the MIT regarding education and tecnology said: (30 years ago).."in 30 years tecnologies will achieve that schools are redundant, they will change education"... Do you remember the picture I showed you by Jean Marc Cote? I think it hasn't change the way we'd want to.. Now, what's the antithesis? and this is important, technologies evolve in an explosive way... exponentially, continously, day by day, it's nearly impossible to keep up with the speed in which these devices show up. Education... I would'nt dare to say that this evolves in a linear way... I don't think that education has to evolve at the same rhythm as tecnologies, it doesn't have to do with that. But we do have to construct bridges between these two.. ...and we think that "invisible learning" may be an opportunity to move forward in these "hidden" areas. where there is still a lot to do.. and to finish... the Synthesis... I would love to have an answer... unfortunately I have a question... and my question is.. This education of today, the one that you received, the one that your children receive.. Is that the best education that humanity can give to the generations of the 21st century? And I won't answer that question... my only suggestions is that we make a pact.. ...for the education of tomorrow.. ...a pact which involves educators, educated but also.. public officers, policy makers employers and entrepreneurs, for an education that thinks of tomorrow as a main heritage... ...even though we won't be there to enjoy it... Thank you very much.

Video Details

Duration: 14 minutes and 49 seconds
Country: Mexico
Language: Spanish (Spain)
Genre: None
Views: 102
Posted by: 1ernesto1 on Oct 16, 2010

Aprendizaje invisible: ¿Cómo aprender a pesar de la escuela?

Caption and Translate

    Sign In/Register for Dotsub to translate this video.