Learning

Learning

education does not destroy creativity

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There is a certain irony that the most popular TED Talk — Do schools kill creativity? — is seriously questioned in a TEDx talk over a decade later. Ken Robinson’s talk on creativity has had over 55 million views. Basically he says that our schools suck the creativity out of children.

“Picasso once said this, he said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately, that we don’t grow into creativity, we grow out of it. Or rather, we get educated out of it.” —Ken Robinson

With only 2,000 views to date, Elisabeth McClure, a researcher with the LEGO foundation, presents a case that counters Robinson’s views on creativity — Are children really more creative than adults? McClure starts by stating there is no evidence that the cited Land & Jarman study on creativity was ever published and may never have happened. NASA has no record of it.

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“taking responsibility for our own work and learning”

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“To a great extent PKM [personal knowledge management] is about shifting responsibility for learning and knowledge sharing from a company to individuals and this is the greatest challenge for both sides. Companies should recognise that their employees are not ‘human resources’, but investors who bring their expertise into a company. As any investors they want to participate in decision-making and can easily withdraw if their ‘return on investment’ is not compelling. Creativity, learning or desire to help others cannot be controlled, so knowledge workers need to be intrinsically motivated to deliver quality results. In this case ‘command and control’ management methods are not likely to work.

Taking responsibility for own work and learning is a challenge for knowledge workers as well. Taking these responsibilities requires attitude shift and initiative, as well as developing personal KM knowledge and skills. In a sense personal KM is very entrepreneurial, there are more rewards and more risks in taking responsibility for developing own expertise.” —Lilia Efimova (2004)

Lilia’s writing about personal knowledge management was my inspiration to create a framework for sensemaking in this digitally networked world. I was looking for a way to connect and build my knowledge networks. The personal knowledge mastery concept led me to test out and develop ways to inform my own practice. I saw my blog as a platform to make implicit knowledge (e.g. not codified or structured) more explicit, through the process of regularly writing out my thoughts and observations.

Lilia’s 2010 post on teams, communities, and networks inspired my many versions of the perpetual beta model.

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filter failure is a human failure

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There was an explosion on social media over an incident between school boys, on an official school trip to demonstrate in Washington DC, shown in a video vocally berating a Native American elder. Here is one of the latest articles about it, showing additional video — don’t doubt what you saw with your eyes. Mainstream media, like our own Canadian Broadcasting Corporation, are trying to establish a very difficult-to-find middle ground. I have opinions on what I have seen and read but I am not ready to share these in public. I am talking about them in private with some trusted friends and colleagues. I will share if and and when it is appropriate.

“It’s not information overload, it’s filter failure”, wrote Clay Shirky a decade ago. As the online space of social media gets more polluted and manipulated by trolls, bots, and hidden agendas, then filters become critical. Sensemaking cannot be done alone. Every thinking person has to find ways to understand issues of importance. If professional journalists can be co-opted by bots, what about the rest of us?

“Using bots to seed a divisive meme is akin to lightly blowing on an ember to start a fire. In a healthy society, that ember quickly burns out, starved for fuel. In a society in transition, the landscape is littered with desiccated institutions and ideas, ready to ignite.” —John Robb

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gaining insight at work

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With increasing complexity in most aspects of a network society, the way that we support organizational learning must change. With low levels of complexity, knowledge can be codified into documentation and distributed throughout the organization. Best practices can be determined and then people can be trained to perform these methods at work. Basic aircraft flight operations can be taught in this way. But complex problems require implicit knowledge that cannot be put into a manual. This type of knowledge is nuanced and dependent on the context and situation. For example, negotiating the creation of the United Nations required many conversations and involved a myriad of social connections. It required social learning, which is how we gain insights, by connecting with others and learning while we work.

Social learning is the process by which groups of people cooperate to learn with and from each other. The network era is creating a historic reversal of education, as discourse replaces institutions, and social learning in knowledge networks obsolesces many aspects of organizational training. It is as if Socrates has come back to put Plato’s academy in its place, but this time the public agora is global.

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What is happening to our intellectual world?

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Literacy — the written word — empowers our “harsh desire to last”. It enables our words to extend beyond our lifetimes. Western literacy is basically a tool to escape death. But the new electric media will likely inform and change literacy. George Steiner notes in a 2002 lecture that all our electric devices are based on Victorian era Boolean logic. We harbour the illusion that our current type of literacy is the result of some inevitable and logical progression, but it only reflects one narrow perspective of human understanding. For example, mathematics is a universal language. Mathematicians who speak different languages can still collaborate on problems through mathematics. Part of the future of literacy may be numeracy.

Steiner likens grammar to the musical scale. How can we make music without knowledge of notes and scales? How can we write for understanding without mastery of grammar? Like mathematics, music is a universal language.

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citizen sensemaking

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Finland has taken a private-sector initiative to introduce people to Artificial Intelligence and turned it into a state-supported program to train 1% of the population.

“The idea has a simple, Nordic ring to it: Start by teaching 1 percent of the country’s population, or about 55,000 people, the basic concepts at the root of artificial technology, and gradually build on the number over the next few years.” —Politico 2019-01-02

This is a good idea and nobody could find fault with an educational program that helps citizens understand types of technology that affect much of their lives. But is it enough? Is it merely treating symptoms instead of looking at systemic factors? Is the long-term objective of the Finnish government to train 1% of citizens in 100 different things, so that all of them know something about a specific field that someone else has considered important?

“Give a man a fish, and you feed him for a day. Teach a man to fish, and you feed him for a lifetime.” —Old Adage

Or is the real objective of any democracy to foster an aggressively engaged and educated citizenry?

Teach people to learn for themselves how to fish and they can learn anything else for a lifetime. —Harold Jarche

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embrace the snowflakes

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Q. Why in the age of the internet does the British army need the ‘snowflake generation’ more than ever?

A. Their compassion in dealing with local populations, and their technological prowess, are essential qualities in any modern military operation

Major Heloise Goodley, army chief of general staff’s research fellow at Chatham House, says that new skills are needed for the modern, machine-augmented battlefield.

“The proliferation of automation and artificial intelligence has not decreased the requirement for a human component in war, but it is changing the decision making and cognitive skills required of those soldiers. The army needs soldiers who have the intellectual and psychological aptitude to work in an increasingly automated operational environment, the very computer skills Generation Z have become derided for.” —The Independent 2019-01-05

This is not your father’s Army. It’s not even the Army I left 20 years ago. Back in 1998, on leaving the Army, I felt that global digital networks would change everything — they have. I have more recently noted that the future is networked & feminine and that we need to retrieve gender balance to adapt to new societal and economic realities. That balance is not just masculine/feminine but a balance that utilizes a broad range of human capabilities —  including “phone zombies” & “snowflakes” as the UK recruiting posters state. Just look at the leadership skills that 32,000 respondents indicated were the most important in today’s work world.

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nine shifts — one is critical

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Nine Hours

In 2004 Bill Draves and Julie Coates wrote Nineshift: Work, life and education in the 21st Century. That was the same year I started blogging here. Nineshift is based on the premise that there will be a major shift in how we spend 9 hours of each day.

“There are 24 hours in a day. We have no real discretion with roughly 12 of those hours. We need to eat, sleep, and do a few other necessary chores in order to maintain our existence. That hasn’t changed much through the centuries, so far.

That leaves approximately 12 hours a day where we, as individuals, do have some discretion. That includes work time, play time, and family time.

Of those 12 hours, about 75%, or 9 hours, will be spent totally differently a few years from now than they were spent just a few years ago. Not everything will change, but 75% of life is in the process of changing right now.”

The authors put forth that society will significantly shift what we do with those nine hours and this will be complete by 2020 — one year from now.

  1. People Work at Home — “Work is an activity, not a place.”
  2. Intranets Replace Offices
  3. Networks Replace the Pyramid
  4. Trains Replace Cars
  5. Communities Become More Dense
  6. New Societal Infrastructures Evolve
  7. Cheating Becomes Collaboration
  8. Half of all Learning will be Online
  9. Education becomes Web-based

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perpetual beta 2018

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The great thing about a blog is that it gives a view of my thinking and how it has progressed or changed over time. This year marked 15 years of freelancing and one new initiative was the perpetual beta coffee club — a community of professionals focused on work & learning in the network era — which now numbers over 50 members. A community is not a network and I am seeing more demand for safe community spaces online. Our community of practice has become a place to share ideas and have deeper conversations in a trusted space with an international group of professionals.

Speaking of changing practices, I decided to get rid of Google Analytics on this site because I did not want to be part of the growing surveillance economy. I also stopped using Google’s Feedburner service for email subscriptions. As a result I lost over 500 subscribers. Later I found the IceGram service, which does not track subscribers. You can sign up on my Contact Page. This year it also became obvious that vanity metrics — views, likes, retweets, etc. — are of little business value, so it’s best to just ignore them. I am.

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network literacies

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Distributed governance was part of the conversation at RESET18 in Helsinki last month, where I discussed networks, communities of practice, knowledge-sharing, and sense-making, in the context of the Finnish civil service. I concluded that a network society needs networked models for organizing and for learning. Governments and their departments need to transition to the network form. Each network form will be different, so there are few best practices to follow. New practices have to emerge from those testing the new methods.

New practices, and literacies, are needed to maintain our democracies and to help each citizen thrive in this newly connected world. Frameworks like personal knowledge mastery provide the key concepts and vocabulary to become network literate.

“The complexity of the media landscape today places high demands on our own digital and media literacies and the role of adult education, and indeed the entire education sector, is crucial if we are going to raise awareness of both the dangers and the opportunities of the digital world that is forming around us.

However, the task of enabling citizens to make sense of and navigate today’s ever-changing media landscape (i.e. media and information literacy) depends on a major coordinated investment in training and research involving many sectors of society. For this to happen we need coordination and incentives from governmental level, something that may be difficult in countries.” —Alistair Creelman

While in Helsinki I was interviewed on a number of questions that had been provided by civil servants, to inform part of a public sector training program. These interviews were put together as a five-part video and are available free online at eLearning Finland [eOppiva].

1. Civil servants using networks
2. Seek > Sense > Share model
3. Differences in working and learning in networks
4. Efficient networking
5. Civil servants in external networks

Several graphics are included in the presentation and I have put these together as a PDF — PKM for Civil Servants.

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