I was told when I was when I was a student she always that once you write a
student she always that once you write a
student she always that once you write a book that when you do talks you’re
book that when you do talks you’re
book that when you do talks you’re supposed to to share the cover of your
supposed to to share the cover of your
supposed to to share the cover of your book to help ignite to your talk about
book to help ignite to your talk about
book to help ignite to your talk about the book uh so I want to share the cover
the book uh so I want to share the cover
the book uh so I want to share the cover from our first book on invisible
from our first book on invisible
from our first book on invisible learning it was from seven years ago
learning it was from seven years ago
learning it was from seven years ago which wrote with the crystal Bell Kobo
which wrote with the crystal Bell Kobo
which wrote with the crystal Bell Kobo and so it’s in Spanish it’s called
and so it’s in Spanish it’s called
and so it’s in Spanish it’s called aprendiz I can see play and this is the
aprendiz I can see play and this is the
aprendiz I can see play and this is the cover that we wanted to do but as you
cover that we wanted to do but as you
cover that we wanted to do but as you can guess it was rejected um but we
can guess it was rejected um but we
can guess it was rejected um but we wanted to we want to have a little fun
wanted to we want to have a little fun
wanted to we want to have a little fun because we were talking about the
because we were talking about the
because we were talking about the industrial model of Education and how
industrial model of Education and how
industrial model of Education and how sometimes it just doesn’t work out so
sometimes it just doesn’t work out so
sometimes it just doesn’t work out so well we also want to point out that
well we also want to point out that
well we also want to point out that often times we’re producing packaged
often times we’re producing packaged
often times we’re producing packaged brains ready to take on industrial jobs
brains ready to take on industrial jobs
brains ready to take on industrial jobs you’re bureaucratic jobs where jobs are
you’re bureaucratic jobs where jobs are
you’re bureaucratic jobs where jobs are defined a very long time ago
defined a very long time ago
defined a very long time ago so hi again my name is John and I would
so hi again my name is John and I would
so hi again my name is John and I would be lying to you if I said this didn’t
be lying to you if I said this didn’t
be lying to you if I said this didn’t have any value I went through year after
have any value I went through year after
have any value I went through year after year after year I eventually got a
year after year I eventually got a
year after year I eventually got a doctorate in education I’ll be lying to
doctorate in education I’ll be lying to
doctorate in education I’ll be lying to you if it didn’t have any value I just
you if it didn’t have any value I just
you if it didn’t have any value I just think that we can do better because we
think that we can do better because we
think that we can do better because we do not need packaged brains anymore in
do not need packaged brains anymore in
do not need packaged brains anymore in this century
this century
this century so I like to say that the future belongs
so I like to say that the future belongs
so I like to say that the future belongs to nerds geeks makers dreamers and
to nerds geeks makers dreamers and
to nerds geeks makers dreamers and nomads we don’t need those packaged
nomads we don’t need those packaged
nomads we don’t need those packaged brains anymore
brains anymore
brains anymore now nomads are creative innovative
now nomads are creative innovative
now nomads are creative innovative people who can work just about any time
people who can work just about any time
people who can work just about any time anywhere and with anybody
anywhere and with anybody
anywhere and with anybody nomads contextualize what they know and
nomads contextualize what they know and
nomads contextualize what they know and how and they solve problems by applying
how and they solve problems by applying
how and they solve problems by applying what they know in new context
what they know in new context
what they know in new context now we project by the year 2020 that 45%
now we project by the year 2020 that 45%
now we project by the year 2020 that 45% the western workforce will be nomadic
the western workforce will be nomadic
the western workforce will be nomadic and we see that within contract workers
and we see that within contract workers
and we see that within contract workers or people taking on multiple jobs or
or people taking on multiple jobs or
or people taking on multiple jobs or multiple roles but the key thing
multiple roles but the key thing
multiple roles but the key thing remember here is that in the past jobs
remember here is that in the past jobs
remember here is that in the past jobs and work used to be the same your work
and work used to be the same your work
and work used to be the same your work was the job that you had but now we’re
was the job that you had but now we’re
was the job that you had but now we’re seeing for a scene a split in this that
seeing for a scene a split in this that
seeing for a scene a split in this that work is becoming something that’s very
work is becoming something that’s very
work is becoming something that’s very personal work is something belongs to
personal work is something belongs to
personal work is something belongs to you and you alone my worth wants to me
you and you alone my worth wants to me
you and you alone my worth wants to me in myself alone and we take on different
in myself alone and we take on different
in myself alone and we take on different jobs here and there’s a float around
jobs here and there’s a float around
jobs here and there’s a float around nomadically applying our knowledge in
nomadically applying our knowledge in
nomadically applying our knowledge in new contexts so many people already
new contexts so many people already
new contexts so many people already nomadic and their focus on personal
nomadic and their focus on personal
nomadic and their focus on personal development which which begs a question
development which which begs a question
development which which begs a question what do you want to bring into the world
what do you want to bring into the world
what do you want to bring into the world their futures oriented they’re looking
their futures oriented they’re looking
their futures oriented they’re looking forward to prepared for accelerating
forward to prepared for accelerating
forward to prepared for accelerating technological and economic changes
technological and economic changes
technological and economic changes they’re focused on skills enable
they’re focused on skills enable
they’re focused on skills enable mobility meal work anytime or anywhere
mobility meal work anytime or anywhere
mobility meal work anytime or anywhere how can i contextualize what I know to
how can i contextualize what I know to
how can i contextualize what I know to solve new problems and the key for
solve new problems and the key for
solve new problems and the key for education is that we need an able these
education is that we need an able these
education is that we need an able these people to get their work done we need a
people to get their work done we need a
people to get their work done we need a single agency we do you think about self
single agency we do you think about self
single agency we do you think about self efficacy
efficacy
efficacy so here’s another way of looking at
so here’s another way of looking at
so here’s another way of looking at nomads um they could be anybody at any
nomads um they could be anybody at any
nomads um they could be anybody at any age to be kids they could be adults like
age to be kids they could be adults like
age to be kids they could be adults like the people who are retired they thrive
the people who are retired they thrive
the people who are retired they thrive in flat networks working together to
in flat networks working together to
in flat networks working together to solve problems sharing what they learn
solve problems sharing what they learn
solve problems sharing what they learn unlearning what they don’t need anymore
unlearning what they don’t need anymore
unlearning what they don’t need anymore relearning what they what they need and
relearning what they what they need and
relearning what they what they need and continuously learning we use new
continuously learning we use new
continuously learning we use new technologies purposive Li that is we’re
technologies purposive Li that is we’re
technologies purposive Li that is we’re not just using tools just because we
not just using tools just because we
not just using tools just because we think they’re cool but because we’ve got
think they’re cool but because we’ve got
think they’re cool but because we’ve got really cool new uses in mind for them
really cool new uses in mind for them
really cool new uses in mind for them the Kentucky Eliza knowledge is solve
the Kentucky Eliza knowledge is solve
the Kentucky Eliza knowledge is solve problems learn tacitly and explicitly
problems learn tacitly and explicitly
problems learn tacitly and explicitly and most importantly they’re not afraid
and most importantly they’re not afraid
and most importantly they’re not afraid of failure because failing is one of the
of failure because failing is one of the
of failure because failing is one of the best ways that we learn so when the keys
best ways that we learn so when the keys
best ways that we learn so when the keys about nomadz a nomad society is that we
about nomadz a nomad society is that we
about nomadz a nomad society is that we really celebrates how each of us are
really celebrates how each of us are
really celebrates how each of us are different so nomads need to be different
different so nomads need to be different
different so nomads need to be different why do all schools look the same
why do all schools look the same
why do all schools look the same so it’s kind of a crisis isn’t it I mean
so it’s kind of a crisis isn’t it I mean
so it’s kind of a crisis isn’t it I mean look at this picture I think we all
look at this picture I think we all
look at this picture I think we all recognize that’s a school desk
recognize that’s a school desk
recognize that’s a school desk hey hit this pool chair and these are
hey hit this pool chair and these are
hey hit this pool chair and these are sort of universal things because schools
sort of universal things because schools
sort of universal things because schools pretty much look the same because we’re
pretty much look the same because we’re
pretty much look the same because we’re lucky to produce the same people
so who’s heard in schools the phrase no
so who’s heard in schools the phrase no sit down shut up do what you’re told
sit down shut up do what you’re told
sit down shut up do what you’re told right
right
right I think we’ve all heard this we’ve
I think we’ve all heard this we’ve
I think we’ve all heard this we’ve developed somehow cultures of obedience
developed somehow cultures of obedience
developed somehow cultures of obedience and force compliance complacency
and force compliance complacency
and force compliance complacency distrust fear anxiety but if we were on
distrust fear anxiety but if we were on
distrust fear anxiety but if we were on a nomadic world we want people with
a nomadic world we want people with
a nomadic world we want people with skills that are much more adaptable
skills that are much more adaptable
skills that are much more adaptable people that can really pursue their own
people that can really pursue their own
people that can really pursue their own passions and empowered to pursue their
passions and empowered to pursue their
passions and empowered to pursue their own passions we need more flexibility we
own passions we need more flexibility we
own passions we need more flexibility we need to create mold breakers we need to
need to create mold breakers we need to
need to create mold breakers we need to accept humility within the system we
accept humility within the system we
accept humility within the system we need to build confidence within students
need to build confidence within students
need to build confidence within students we need to bring love into schools and
we need to bring love into schools and
we need to bring love into schools and we need to be courageous as students as
we need to be courageous as students as
we need to be courageous as students as teachers as administrators and other
teachers as administrators and other
teachers as administrators and other members of our communities
members of our communities
members of our communities so here’s another way of looking at it
so here’s another way of looking at it
so here’s another way of looking at it this is a Venn diagram what happens in
this is a Venn diagram what happens in
this is a Venn diagram what happens in school barely touches upon what we need
school barely touches upon what we need
school barely touches upon what we need this means we have to really really
this means we have to really really
this means we have to really really enter priorities
enter priorities
enter priorities and we expect kids to fit into these
and we expect kids to fit into these
and we expect kids to fit into these molds if you’re not doing what you’re
molds if you’re not doing what you’re
molds if you’re not doing what you’re told if you’re not fitting into the
told if you’re not fitting into the
told if you’re not fitting into the parameters of school exactly then we
parameters of school exactly then we
parameters of school exactly then we think of there’s something wrong with
think of there’s something wrong with
think of there’s something wrong with you
you
you maybe this means that you need to be
maybe this means that you need to be
maybe this means that you need to be medicated even but maybe there’s nothing
medicated even but maybe there’s nothing
medicated even but maybe there’s nothing wrong for kids maybe that this is
wrong for kids maybe that this is
wrong for kids maybe that this is something that we’re seeing an illness
something that we’re seeing an illness
something that we’re seeing an illness from within the system really emerge
from within the system really emerge
from within the system really emerge so here’s a bottom line it’s all about
so here’s a bottom line it’s all about
so here’s a bottom line it’s all about power and we need to think about who is
power and we need to think about who is
power and we need to think about who is deciding what our kids are learning how
deciding what our kids are learning how
deciding what our kids are learning how our kids are learning and what the
our kids are learning and what the
our kids are learning and what the expectations are for kids because I’m
expectations are for kids because I’m
expectations are for kids because I’m going to bet you that most often the
going to bet you that most often the
going to bet you that most often the kids aren’t having much of a say in that
kids aren’t having much of a say in that
kids aren’t having much of a say in that conversation
so I want to resent the theory for
so I want to resent the theory for invisible learning
invisible learning
invisible learning and that is simply that we learn more
and that is simply that we learn more
and that is simply that we learn more and we do so invisibly when we separate
and we do so invisibly when we separate
and we do so invisibly when we separate structures of control that restrict
structures of control that restrict
structures of control that restrict freedom and self-determination from
freedom and self-determination from
freedom and self-determination from learning experiences
learning experiences
learning experiences invisible learning is about reframing
invisible learning is about reframing
invisible learning is about reframing structures of control and placing trust
structures of control and placing trust
structures of control and placing trust in learners and shifting the flow from
in learners and shifting the flow from
in learners and shifting the flow from the top down towards the learner out
the top down towards the learner out
the top down towards the learner out becoming much more horizontal in inner
becoming much more horizontal in inner
becoming much more horizontal in inner structures and how we do things and how
structures and how we do things and how
structures and how we do things and how we learn and this trust piece is really
we learn and this trust piece is really
we learn and this trust piece is really important now I’ll get back to that
important now I’ll get back to that
important now I’ll get back to that so when we look at power I like to plot
so when we look at power I like to plot
so when we look at power I like to plot it on an axis we’ve got a grid here
it on an axis we’ve got a grid here
it on an axis we’ve got a grid here right i supply it along an axis of
right i supply it along an axis of
right i supply it along an axis of agency and self-efficacy agency is
agency and self-efficacy agency is
agency and self-efficacy agency is simply being able to do what you want to
simply being able to do what you want to
simply being able to do what you want to do
do
do self-efficacy is believing in yourself
self-efficacy is believing in yourself
self-efficacy is believing in yourself to get done what you want to do and
to get done what you want to do and
to get done what you want to do and these things are critical
these things are critical
these things are critical now the goal for education in nomadic
now the goal for education in nomadic
now the goal for education in nomadic society is to get is to work on getting
society is to get is to work on getting
society is to get is to work on getting kids to areas of high agency and high
kids to areas of high agency and high
kids to areas of high agency and high self-efficacy where the goal is where
self-efficacy where the goal is where
self-efficacy where the goal is where that brain is on that chart right yeah
that brain is on that chart right yeah
that brain is on that chart right yeah that’s where you want to be we want to
that’s where you want to be we want to
that’s where you want to be we want to create nomadic workers like work Anytime
create nomadic workers like work Anytime
create nomadic workers like work Anytime Anywhere it’s just about anybody that is
Anywhere it’s just about anybody that is
Anywhere it’s just about anybody that is where our goal should be
where our goal should be
where our goal should be but we’re not doing that we’re so
but we’re not doing that we’re so
but we’re not doing that we’re so focused on cans on control so the
focused on cans on control so the
focused on cans on control so the mainstream education we wind up being
mainstream education we wind up being
mainstream education we wind up being occupying this this area on the tour
occupying this this area on the tour
occupying this this area on the tour towards the bottom of the grid right we
towards the bottom of the grid right we
towards the bottom of the grid right we deny kids agency as much as we can
deny kids agency as much as we can
deny kids agency as much as we can we worry about control
we worry about control
we worry about control we have tests to measure how well kids
we have tests to measure how well kids
we have tests to measure how well kids are following falling into this but
are following falling into this but
are following falling into this but sometimes kids are able to learn
sometimes kids are able to learn
sometimes kids are able to learn despite through education and develop a
despite through education and develop a
despite through education and develop a sense of self-efficacy so we see a bit
sense of self-efficacy so we see a bit
sense of self-efficacy so we see a bit of a shift in the upward slant there
now this isn’t all negative I think that
now this isn’t all negative I think that there’s tremendous hope here
there’s tremendous hope here
there’s tremendous hope here invisible learning embraces the paradigm
invisible learning embraces the paradigm
invisible learning embraces the paradigm where embraces the spectrum of learning
where embraces the spectrum of learning
where embraces the spectrum of learning from formal non-formal informal and
from formal non-formal informal and
from formal non-formal informal and serendipitous learning sometimes we just
serendipitous learning sometimes we just
serendipitous learning sometimes we just do it right sometimes formal education
do it right sometimes formal education
do it right sometimes formal education doesn’t work here in Columbia
doesn’t work here in Columbia
doesn’t work here in Columbia salsa dancing learning till how to dance
salsa dancing learning till how to dance
salsa dancing learning till how to dance salsa is compulsory in primary education
salsa is compulsory in primary education
salsa is compulsory in primary education right I think it’s fantastic but not
right I think it’s fantastic but not
right I think it’s fantastic but not every kid learns salsa right so who’s
every kid learns salsa right so who’s
every kid learns salsa right so who’s been responsible for teaching the kids
been responsible for teaching the kids
been responsible for teaching the kids salsa what happens the kids learn it at
salsa what happens the kids learn it at
salsa what happens the kids learn it at home the family takes over aunts and
home the family takes over aunts and
home the family takes over aunts and uncles come over and teach the kids
uncles come over and teach the kids
uncles come over and teach the kids salsa right these are less formal ways
salsa right these are less formal ways
salsa right these are less formal ways of learning and why does this work
of learning and why does this work
of learning and why does this work because it is okay to fail at home
that’s tremendous
that’s tremendous so how much do we learn that’s invisible
so how much do we learn that’s invisible
so how much do we learn that’s invisible in our lives versus visible we really
in our lives versus visible we really
in our lives versus visible we really don’t know and it’s really hard to
don’t know and it’s really hard to
don’t know and it’s really hard to measure this stuff John Seely Brown
measure this stuff John Seely Brown
measure this stuff John Seely Brown about a decade ago estimated that the
about a decade ago estimated that the
about a decade ago estimated that the ratio is about five to one that is for
ratio is about five to one that is for
ratio is about five to one that is for every six things that we learn only one
every six things that we learn only one
every six things that we learn only one of them is through formal education
of them is through formal education
of them is through formal education everything else is done informally non
everything else is done informally non
everything else is done informally non formally or serendipitously
so what do you want to do
so what do you want to do what are other ways unschooling
what are other ways unschooling
what are other ways unschooling is a an area that has really emerged
is a an area that has really emerged
is a an area that has really emerged over the last few years and this is a
over the last few years and this is a
over the last few years and this is a mode where kids just simply leave school
mode where kids just simply leave school
mode where kids just simply leave school to learn on their own
to learn on their own
to learn on their own leaving the structure of control from
leaving the structure of control from
leaving the structure of control from the school leaving the structure of
the school leaving the structure of
the school leaving the structure of somebody telling them what how to learn
somebody telling them what how to learn
somebody telling them what how to learn from a school in creating their own
from a school in creating their own
from a school in creating their own personal learning environments their own
personal learning environments their own
personal learning environments their own personal learning networks that’s really
personal learning networks that’s really
personal learning networks that’s really hard to do
hard to do
hard to do another idea that’s really that’s really
another idea that’s really that’s really
another idea that’s really that’s really starting to blossom is democratic
starting to blossom is democratic
starting to blossom is democratic schools think of these as as group
schools think of these as as group
schools think of these as as group unschooling right these are schools were
unschooling right these are schools were
unschooling right these are schools were bye-bye they’re very mission kids have
bye-bye they’re very mission kids have
bye-bye they’re very mission kids have an equal say and also an equal
an equal say and also an equal
an equal say and also an equal responsibility and how their schools are
responsibility and how their schools are
responsibility and how their schools are run
run
run and they help to get towards this area
and they help to get towards this area
and they help to get towards this area of high agency and high self-efficacy
of high agency and high self-efficacy
of high agency and high self-efficacy because they’re very mission is from
because they’re very mission is from
because they’re very mission is from onset providing for that agency
onset providing for that agency
onset providing for that agency so here’s some images from democratic
so here’s some images from democratic
so here’s some images from democratic schools in Europe these are from from
schools in Europe these are from from
schools in Europe these are from from France one of the key elements that
France one of the key elements that
France one of the key elements that really emerge when kids decide what they
really emerge when kids decide what they
really emerge when kids decide what they want to learn and when they want to
want to learn and when they want to
want to learn and when they want to learn is that often times they want to
learn is that often times they want to
learn is that often times they want to engage in play play is a very natural
engage in play play is a very natural
engage in play play is a very natural way for humans to learn is when the most
way for humans to learn is when the most
way for humans to learn is when the most basic ways that kids learn and take I
basic ways that kids learn and take I
basic ways that kids learn and take I see the school they don’t have tables
see the school they don’t have tables
see the school they don’t have tables and desks like you find it in a normal
and desks like you find it in a normal
and desks like you find it in a normal environment they got space to play and
environment they got space to play and
environment they got space to play and kids learn how to create rules together
kids learn how to create rules together
kids learn how to create rules together they learn social skills together they
they learn social skills together they
they learn social skills together they learn how to collaborate together and
learn how to collaborate together and
learn how to collaborate together and it’s phenomenal
it’s phenomenal
it’s phenomenal shared governance
shared governance
if you want to take school seriously and
if you want to take school seriously and you want all kids to take school
you want all kids to take school
you want all kids to take school seriously they need to have an equal say
seriously they need to have an equal say
seriously they need to have an equal say in how the school is run and so here’s a
in how the school is run and so here’s a
in how the school is run and so here’s a is a Judicial Council meeting taking
is a Judicial Council meeting taking
is a Judicial Council meeting taking place and in France
place and in France
place and in France and think about it if every kid had to
and think about it if every kid had to
and think about it if every kid had to equal say on how the school is run
equal say on how the school is run
equal say on how the school is run including the finances who gets hired
including the finances who gets hired
including the finances who gets hired who gets fired and we’re not just
who gets fired and we’re not just
who gets fired and we’re not just talking about picking lunches or chant
talking about picking lunches or chant
talking about picking lunches or chant or decide what the colors the wall
or decide what the colors the wall
or decide what the colors the wall should be that’s a really big thing it’s
should be that’s a really big thing it’s
should be that’s a really big thing it’s not about having the freedom but it’s
not about having the freedom but it’s
not about having the freedom but it’s also the responsibility to make to make
also the responsibility to make to make
also the responsibility to make to make the right decisions for the community
the right decisions for the community
the right decisions for the community mixed ages you’d be hard-pressed to find
mixed ages you’d be hard-pressed to find
mixed ages you’d be hard-pressed to find research that shows that seven-year olds
research that shows that seven-year olds
research that shows that seven-year olds should only learn the 7 year olds or 8
should only learn the 7 year olds or 8
should only learn the 7 year olds or 8 year olds you only learn with 8 year
year olds you only learn with 8 year
year olds you only learn with 8 year olds in the same way that would be hard
olds in the same way that would be hard
olds in the same way that would be hard to find that 41 year olds like me would
to find that 41 year olds like me would
to find that 41 year olds like me would work best with only 41 year olds right
work best with only 41 year olds right
work best with only 41 year olds right kids are always teaching each other
kids are always teaching each other
kids are always teaching each other older kids have experiences and things
older kids have experiences and things
older kids have experiences and things that they can share with younger kids
that they can share with younger kids
that they can share with younger kids and vice versa as well
and vice versa as well
and vice versa as well and finally building cultures of trust
and finally building cultures of trust
and finally building cultures of trust and this is so important
and this is so important
and this is so important because we’ve
because we’ve
because we’ve driven trust thought of so much of what
driven trust thought of so much of what
driven trust thought of so much of what we’ve been doing with in school that we
we’ve been doing with in school that we
we’ve been doing with in school that we build schools that trust and freedom
build schools that trust and freedom
build schools that trust and freedom responsibility or parlor blood we start
responsibility or parlor blood we start
responsibility or parlor blood we start to see phenomenal things happen so to
to see phenomenal things happen so to
to see phenomenal things happen so to wrap up here the theory for invisible
wrap up here the theory for invisible
wrap up here the theory for invisible learning is about attending to this
learning is about attending to this
learning is about attending to this problem that we have with in power and
problem that we have with in power and
problem that we have with in power and enabling kids to find their own way
enabling kids to find their own way
enabling kids to find their own way bringing in trust invisible learning is
bringing in trust invisible learning is
bringing in trust invisible learning is a theory for self-determination it’s a
a theory for self-determination it’s a
a theory for self-determination it’s a theory for freedom it’s a theory for
theory for freedom it’s a theory for
theory for freedom it’s a theory for building flexibility so theory for
building flexibility so theory for
building flexibility so theory for building confidence and to theory for
building confidence and to theory for
building confidence and to theory for creating mould breakers within schools
creating mould breakers within schools
creating mould breakers within schools not conformist it’s a theory for
not conformist it’s a theory for
not conformist it’s a theory for braiding in love it’s a theory for
braiding in love it’s a theory for
braiding in love it’s a theory for bringing humility it has a theory for
bringing humility it has a theory for
bringing humility it has a theory for burning and courage
burning and courage
burning and courage so I just want to wrap up with this
so I just want to wrap up with this
so I just want to wrap up with this quote from Albert Einstein he says I
quote from Albert Einstein he says I
quote from Albert Einstein he says I never teach my pupils
never teach my pupils
never teach my pupils I only attempt to provide the conditions
I only attempt to provide the conditions
I only attempt to provide the conditions in which they can learn
and I think that’s a beautiful way to
and I think that’s a beautiful way to start by bringing the trust by bringing
start by bringing the trust by bringing
start by bringing the trust by bringing the love and created conditions for kids
the love and created conditions for kids
the love and created conditions for kids to make responsible decisions and learn
to make responsible decisions and learn
to make responsible decisions and learn on their own
on their own
on their own thank you
thank you
thank you [Applause]
”
Be First to Comment