Where skills and qualifications have been acquired through formal education, many find themselves unable to secure work that makes use of these; where skills are acquired informally, the challenge is to represent these effectively to potential employers. – The Regeneration of Meaning
This image, from a series on the Future of Learning by Gerd Leonhard summarizes how technology is changing our concepts of learning, training, and education.
The role that institutions played as gatekeepers is changing, and the support systems that many of us depended upon, like jobs, are disappearing. Hyperlinks subvert hierarchy, for good and not so good.
The answer, I believe, is to use nearly unlimited information, self-publishing, and ridiculously easy group-forming to our advantage. Thierry de Baillon, co-author of the most popular post on this blog, writes about “a new set of managerial and operational paradigms” in My Social Business Predictions, namely: no boundaries; trusted exchanges; a culture of experimentation; and emergent and adaptive structures.
Returning to the initial quote on this post, the author, Dougald, shows some concrete examples of new operational paradigms: Centers for New Work; Access Space; West Norwood Feast; the rise of house concerts; and unMonasteries. I know of many more examples, and organizations like Shareable are highlighting these new models and experiments.
So it’s important to note that it’s not really the future of learning we should be concerned with, because it is merely a symptom of the future of work. It is becoming obvious that individuals need to take control of their learning in a world where they are simultaneously connected, mobile, and global; while conversely contractual, part-time, and local. Watch how work is changing and you will see how education and training will change.