el futuro del aprendizaje [by MacArthur Foundation]

Comprender cómo proteger y compartir nuestro conocimiento son algunos de los pasos básicos para aprender de manera constante (tanto dentro como fuera de la escuela/universidad). La cultura digital va mucho más allá de saber apretar teclas.

[Extracto de Derechos en un contexto digital, de la Carta
por la Innovación, la Creatividad y el Acceso al Conocimiento].

10 pautas para el futuro del aprendizaje (Davidson y Theo Goldberg, 2010):

1. Self-Learning
2. Horizontal Structures
3. From Presumed Authority to Collective Credibility
4. A Decentered Pedagogy
5. Networked Learning
6. Open-Source and Open-Access Education
7. Learning as Connectivity and Interactivity
8. Lifelong Learning
9. Learning Institutions as Mobilizing Networks
10. Flexible Scalability and Simulation

The Future of Thinking (2010) es un trabajo que hace unas pocas semanas publicó un C. Davidson y D. Theo Goldberg bajo el apoyo de la Fundación Macarthur/MIT Press. Este trabajo es de acceso libre (*) y ofrece varias reflexiones que dan sustento a algunas de las ideas orientadas sobre la flexibilización del aprendizaje.

A continuación algunos extractos que me parecieron centrales. Sin embargo, antes de ello, me pregunto ¿Si tenemos tan claro lo que hay que hacer con la educación del siglo XXI, por qué esto no deja de ser una pro-puesta y se convierte en una real-idad?

Una de los dilemas que habremos de resolver en los años venideros es:

Where the learning happens is less important than how and why and, still more important, what one does with what one  learns.

Aprendizaje flexible:

“Mobilizing learning institutions concerns eradicating some borders, manifesting others, and in all ways creating energies and interdependencies whereby learning is integrated into all aspects, operations, and active members of a larger community. Indeed, mobilizing institutions mobilizes collective activity and activates inspiring and productive resources and social relations”.

“Over a decade ago, John Seely Brown and Paul Duguid suggested that the university of the future might not even look like a university. They proposed that higher education might itself become something more flexible, flowing, integrated, networked, distributed, inventive—something that “breaks down the monolith” of university credentialing, training, and (in all senses) disciplinary field-definition”.

Acerca del aprendizaje:

• ¿Qué es el aprendizaje? “Learning increasingly encompasses how to resolve issues regarding information architecture, interoperability and  compatibility, scalability and sustainability, and how to address ethical dilemmas. It concerns issues of judgment in resolving tensions between different points of view in increasingly interdisciplinary environments”.
• Interidsciplinario: “We are being moved to interdisciplinary and collaborative knowledge creating and learning environments in order to address objects of analysis and research problems that are multidimensional and complex, and the resolution of which  cannot be fashioned by any single discipline”.
• Continuo: “It is lifelong not simply in the Socratic sense of it taking that long to realize that the more one knows,  the more one realizes how little one knows. It is lifelong in the sense also, perhaps anti-Platonically, that the increasingly  rapid changes in the world’s makeup mean that we must necessarily learn anew, acquiring new knowledge to face the  challenges of novel conditions as we bear with us the lessons of adaptability, of applying a new lessons known to  unprecedented situations and challenges”.
• Horizontal: “Flat (more horizontal) learning environments suggest the need for greater openness to multiple  inputs, to more experimental trial and error, and to less authoritative classroom arrangements. Instructors end up being less like content-experts in every domain on which the course touches and more like effective learning coordinators,  identifying who best might lead the learning trajectory at each moment”.
• Ubicuo: “Learning happens in many places and in many ways, including but not limited to a conventional classroom in a single, fixed, preidentified, or static institutional setting. This is not new, though the tensions between formal, institutionalized education and the more diverse, distributed, and dispersed practices of learning may have become especially acute and may even have reached a tipping point, in Malcolm Gladwell’s sense of the term”.

(*) Davidson, C. N., & Goldberg, D. T. (2010). The Future of Thinking. MIT Press. [apuntes]