MIT's definition of a breakthrough is simple: an advance that gives people powerful new ways to use technology. It could be an intuitive design that provides a useful interface (e.g., “Smart Watches”) or experimental devices that could allow people who have suffered brain damage to once again form memories (“Memory Implants”). Some could be key to sustainable economic growth (“Additive Manufacturing” and “Supergrids”), while others could change how we communicate (“Temporary Social Media”) or think about the unborn (“Prenatal DNA Sequencing”). Some are brilliant feats of engineering (“Baxter”), whereas others stem from attempts to rethink longstanding problems in their fields (“Deep Learning” and “Ultra-Efficient Solar Power”). As a whole, this annual list not only tells you which technologies you need to know about, but also celebrates the creativity that produced them.
Jean Lave was (and is) a social anthropologist with a strong interest in social theory, based at the University of California, Berkeley. Much of her work has focused on on the 're-conceiving' of learning, learners, and educational institutions in terms of social practice. When looking closely at everyday activity, she has argued, it is clear that 'learning is ubiquitous in ongoing activity, though often unrecognized as such'
The news of Jay Cross's passing away on 6th November came as a bolt from the blue to his scores of admirers. Jay has been an icon and a huge source of inspiration to most of us in the learning community. We, at Learnnovators, were fortunate to interview him a couple of months ago for our "Crytsal Balling With Learnnovators" series. True to form, Jay was brutally honest with his answers and didn't mince words while expressing his views on the state of L&D and its practitioners. No wonder then that his interview turned out to be one of the very best of the series! I am giving below 20 awesome quotes from Jay's interview:
"Big idea: Teaching kids to ask smart questions on their own
A four-year-old asks on average about 400 questions per day, and an adult hardly asks any. Our school system is structured around rewards for regurgitating the right answer, and not asking smart questions – in fact, it discourages asking questions. With the result that as we grow older, we stop asking questions. Yet asking good questions is essential to find and develop solutions, and an important skill in innovation, strategy, and leadership. So why do we stop asking questions – and more importantly, why don’t we train each other, and our future leaders, to ask the right questions starting from early on?"
Interesante conexión de las nuevas competencias para vivir en un mundo cambiante. En la enseñanza, estos modelos de competencias amenazan en tratamiento de las disciplinas ancladas en currículos estáticos y enfocados a objetivos en exceso cognitivos.
Interesante reflexión de cómo los atajos y simplificaciones (con la metáfora del cortador de pastas) del extenso modo de relación social y creación en el entono WEB 2.0. echar a perder la complejidad, algo insoportable para muchos. Jarche lo centra en el caso concreto de la consultoría de empresas y en la formación para la innovación, pero esto es extensivo a cualquier ámbito afectado por la complejidad desvelada.
La percepción de la complejidad ha venido de mano de la tecnología, y esto genera la primera perplejidad: ¿Cómo es posible que la todopoderosa y brillante tecnología no pueda con la inabarcable complejidad que constantemente amplía de dimensión?
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