apertura al conocimiento: un radar de aceleradores del cambio skills knowmads ok
DESCRIPTION
¿Cómo hacer que nuestra organización aprenda? En una época de sobreabundancia de información y conexiones resulta clave pensar en el rezago que existe entre las necesidades que demanda una sociedad en red y la resistencia al cambio que afecta a muchas organizaciones. En esta exploración no sólo analizaremos la resistencia al cambio en una era de hiper-conectividad, sino que haremos un zoom a aquellas experiencias que han marcado la diferencia. Para ello, se plantea un travelling de tendencias que incluye la apertura radical al conocimiento (open innovation y crowdsourcing); nuevas formas de identificar habilidades (knoweldge broker en Mozilla y LinkedIn); nuevos perfiles (desing thinkers en Google); nuevas formas de actualización vía cursos masivos abiertos (el caso de Yahoo); nuevas tipologías de habilidades (soft skills en Samsung); entre otros. Esta presentación ofrece un radar de tendencias y buenas prácticas que se convierten en aceleradores del cambio organizacional.TRANSCRIPT
www.knowmadsociety.com
“Any customer can have a car painted any colour that he wants so long as it is black “
*(h.ford,1922)
Remark about the Model T in 1909, published in his autobiography My Life and Work (1922)
Old Paradigm
New Paradigm
consumer
consumer
company
company
“individual playing both roles consumers of services as well as creators of added value services”.
How important competencies
are?
‘Ability to apply knowledge, know-how and skills in an habitual and/or changing work situation’.
Source: Cedefop, 2002 http://bit.ly/189YAG7
Google Books | Skills 20st century
http://books.google.com/ngrams
52
56 http://spatialanalysis.co.uk/2011/10/mapping-academic-tweets/
tecnologías, nuevas formas de conectarnos
Can ICT stimulate new
ways of learning?
http://images.google.com/hosted/life/f370b2c0a4e3ebcd.html
1948, NY 46
http://newsinfo.inquirer.net/101439/la-salle-green-hills-classrooms-go-high-tech
2011, Filipinas
50
periscopio caleidoscopio (explora contextos) (combina contextos)
equilibrio entre proteger derechos de propiedad intelectual, y permitir que ideas se fluyan para generar nuevas innovaciones.
http://www.flickr.com/photos/nevermore555/3389130723/sizes/l/in/photostream/ 69
www.vizify.com
Vision: Much of the problem-solving work carried out in the world today is performed by teams in an increasingly global and computerised economy. Challenge: PISA 2015 Collaborative Problem Solving assessment will reflect the collaborative skills found in project-based learning. Assessing collaborative problem solving competency.
(PISA 2015 Draft collaborative problem solving framework). http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf
Measurement: • Assessing Social &Cognitive process
(rather than specific domain knowledge) • Combination of actions made by the team members,
communication between members, and products generated by the individual and the group.
• 3 major collaboration competencies (Establishing a
shared understanding (consensus), acting proactively, maintaining group organisation).Critical thinking, self-management, ICT skills, comm. and collaboration.
• Social skills (cooperation, empathy, negotiation) • Cognitive skills (definition & understanding of
problem, and knowledge building)
OECD International assessmentof problem solving skills. Educating for Innovative Societies. 26 April 2012. Michael Davidson. OECD Directorate for Education. At http://slidesha.re/19Ns5RV
How should we move forward?
content
context
soci
al in
no
vati
on
container
tech
nic
al in
no
vati
on
90
http://www.goodreads.com/review/show/315901798 http://www.fastcompany.com/magazine/163/jonah-lehrer-imagine-how-creativity-works
Idea creativa: conocimiento + ambiente adecuado (interacción con otros) +
contexto específico (que nadie más ve).
“decentralized networks are more efficient for creativity and collaborative problem solving where people have more autonomy fo find and use knowledge”
Communications tools don’t get socially interesting until
they get technologically
boring (Shirky, 2008)
Interesting social
innovations may
not be interesting
technically
(Bernstein, et al, 2011)
Flash mobs strike again for the 9th annual ‘no pants’ subway ride
Social Media’s Influence on the Arab Spring
Privacy or data protec1on?
Network Type: Architecture Openness Control Modulariza9on
3.0 Collabora1on Many-‐to-‐Many Managed High High
2.0 Contribu1ng
Many-‐to-‐Many Networked Moderate (i.e. reputa1on)
Moderate (i.e. simple task)
1.0 Sharing One-‐to-‐many Open Low Low
(DuEon, 2008)
3 Levels of Collabora9ve Networks Organiza9ons
(Pallot e
t al., 2010) Contextual & social based adoption & adaptation of ICT:
• Living Labs + User Driven Innova9on + User Centred Design + User Created Content + User Group Experience (socio-‐emo1onal)
…BUT • The principles (usability, accessibility or technology customiza9on) are more
manifested in theore9cal considera9ons rather than in prac9ce. • Significant number of “one-‐size-‐fits-‐all” paradigm is common in the market.
40,000 solu1on submissions [200,000 solvers -‐200 countries] Awards: $5,000 to $1+M
• Small, focused, short-term work teams • Repeatedly reformed and refocused
• Internal blog dissemination • YouTube for knowledge transfer
• Googleplex: environment for discuccion • Open cafeteria
(Eric Schmidt)
Preparation > Incubation > Insight > Evaluation > Elaboration
Csikszentmihalyi (Creativity, 1996)
Wh
ere
Go
od
Ide
as C
om
e F
rom
, Ste
ven
Jo
hn
son
“Los profesores tenemos que enseñarles a ver huecos en el mercado para los que ellos creen un producto o un servicio” (Gerver).
http://www.creativitypost.com/create/how_geniuses_think
¿Cuántas maneras diferentes hay de ver el problema? ¿Cómo puedo repensar la forma en que veo el problema? ¿De cuántas formas puedo solucionar el problema?
En vez de "¿Qué he sido enseñado por otra persona para resolver un problema ?"
Mirada abierta a los problemas:
Peer based learning micro-transference – (different ages, uses context)
We learn…. 10% of what we read. 20% of what we hear. 30% of what we see. 50% of what we both see and hear. 70% of what is discussed with others 80% of what we experience 95% of what we teach -William Glasser- { 2 }
micro-transference (exchange of experiences)
– (different ages, uses context) “doesn´t matter if kids don´t have a great IT teacher” (Sugata Mitra)
93
Lifelong learning > DIY (time/spaces) ‘we need to engineer new technologies to help them HOW to learn, not WHAT to learn’ (Moravec)
90% of what we learn come informally Princeton´s center for creative leadership
70/20/10 70% work/experience. 20% interaction with others. 10% formal learning.
Uncertainty can lead to knew Knowledge
{ 3 } 94
http://blog.coursera.org/post/53374336556
Cristóbal Cobo Romaní, phd
@cristobalcobo Oxford Internet Institute University of Oxford
Outliersschool.net
99