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Download-style education fails when we try to provide students with knowledge and skills that will enable them to lead in a future that is very different from what exists today –and, in a future that defies human imagination.

Teaching in Education 3.0 requires a new form of co-constructivism that provides meaningful extensions to Dewey, Vygotsky and Freire, while building the future.

Specifically, teaching in Education 3.0 necessitates a Leapfrog approach with: Adults who are eager to imagine, create and innovate with kids Kids and adults who want to learn more about each other Kids and adults who partner to collaborate in teaching to and learning from each other Kids who work at creative tasks that mirror the innovation workforce An understanding that kids need to contribute to all economic levels, and with better distribution of effort than in the past

To harness the potential of open, socio-technological systems, 3.0 schools will need to rebuild themselves not on software, not on hardware, but on mindware. Such new technologies integrate the development of imagination, creativity and innovation –all critical in the 21st century workplace.  Mindware maximizes the potentials for human capital development that ambient awareness technologies permit. Is your school investing in mindware technologies?

Education 3.0 schools produce knowledge-producing students, not automatons

Education 3.0 schools share, remix and capitalize on new ideas.

schools will express new forms of leadership within the communities that they serve.

This is my take on the future of education.

The role of the corresponding Education 1.0 regime was to create graduates that would perform well in jobs with easily defined parameters and relationships.

The role of Education 2.0 is to develop our talents to compete in a global market with new social relationships, and where we are able to leverage our knowledge.

Five years ago, an amazing teacher or professor with the ability to truly catalyze the lives of his or her students could realistically hope to impact maybe 100 people each year. Today that same teacher can have their words spread on video to millions of eager students.

Driving this unexpected phenomenon is the fact that the physical cost of distributing a recorded talk or lecture anywhere in the world via the internet has fallen effectively to zero

Indeed the very definition of "great teacher" will expand, as numerous others outside the profession with the ability to communicate important ideas find a new incentive to make that talent available to the world. Additionally every existing teacher can greatly amplify their own abilities by inviting into their classroom, on video, the world's greatest scientists, visionaries and tutors.

Five years ago, an amazing teacher or professor with the ability to truly catalyze the lives of his or her students could realistically hope to impact maybe 100 people each year. Today that same teacher can have their words spread on video to millions of eager students.

So, there we go. The question isn’t access to technologies, but how we make the most of the technologies and knowledge resources available. Rather than blindly advocating for technological adoption, is it now time to focus on the purposive use of technologies for human capital development?

mapa de habilidades tecno-info-socio-cognitivas

Este cuadro sugeriría complementarlo con uno que el Dr. John Moravec desarrolló sobre Educación 3.0 (página 7).