Source: http://jaxchessnews.com/sitebuildercontent/sitebuilderpictures/crowley.jpg

Are we preparing our children for the future? I’m not sure, but I find inspirational assertions like the following one way of managing the unknown possibilities:

In a networked corporation, there is scant difference between knowledge work and learning. Workers become problem solvers and innovators instead of cogs in the machine. The objective is ingenuity, not conformity. Business success depends on them working together rather than as individuals. Collaboration rules. They work and learn in what has been tagged by CLO Magazine as “learnscapes”.

Corporations can create superior “learnscapes” by injecting practices that foster optimal learning: interaction, ease of access, timely reinforcement, peer coaching, and cognitive apprenticeship and so on. Developing and nurturing “learnscapes” is not just something to keep training departments busy; it’s the top responsibility of this group and the ultimate key performance indicator.
Source: Informal Learning

These are ideas that have been around for awhile, at least, long enough to find their way into the literature. In this article on Knowledge Building Paradigm, the authors highlight how businesses are redefining themselves:

many businesses are now finding that the pace of change demanded by the global economy and facilitated by various technologies is requiring them to rethink how they are organized. Many are restructuring themselves as learning organizations—organizations in which new learning and innovation are the engines that drive the company. These companies have flattened layers of management and tend to work in the manner suggested by Kelly (1994), Johnson (2001), and Gloor (2006): bottom-up, swarm-like organizations with fewer hierarchical barriers between ideas and decisions.

and the impact this has on the people who work in such organizations:

Fisher and Fisher (1998) note, “These teams are difficult to describe to outsiders because their membership shifts from time to time, forming and reforming like rapidly splitting amoebas” (106). In this environment, Bennet (2003) notes the need for tools that support collaborative work to virtualize the knowledge of the team, distributing it onto the artifact and thus making it available to all team members…The educational system will have to produce individuals who can work in such organizations and who understand the processes of innovation and creativity.

But consider how educational organizations structure themselves. Often, they are hierarchical, top-down and focus on a central group of people telling the rest how to behave, what to do, what plan to follow. Often, knowledge workers are languishing in their classrooms…and, I’m not referring to the students.

Are we ready in education to prepare learners who understand the processes of innovation and creativity, or are we preparing them to be people who do what they are told to do, when they are told to do it, and to take delight in the creativity of the knowledge-giver?


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Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

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