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Apertura al conocimiento: un radar de aceleradores del cambio skills knowmads ok


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¿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.

Published in: Education, Technology

Apertura al conocimiento: un radar de aceleradores del cambio skills knowmads ok

  1. 1.
  2. 2. “Any customer can have a car painted any colour that he wants so long as it is black “ *(,1922) Remark  about  the  Model  T  in  1909,  published  in  his  autobiography  My  Life  and  Work  (1922)  
  3. 3. Old Paradigm New Paradigm consumer   consumer   company   company  
  4. 4. “individual  playing  both  roles  consumers  of  services   as  well  as  creators  of  added  value  services”.  
  5. 5. How important competencies are?
  6. 6. ‘Ability to apply knowledge, know-how and skills in an habitual and/or changing work situation’. Source: Cedefop, 2002
  7. 7. Google Books | Skills 20st century
  8. 8. 52
  9. 9. 56
  10. 10. tecnologías, nuevas formas de conectarnos
  11. 11. Can ICT stimulate new ways of learning?
  12. 12. 1948, NY 46
  13. 13. 2011, Filipinas 50
  14. 14. periscopio caleidoscopio (explora contextos) (combina contextos) equilibrio entre proteger derechos de propiedad intelectual, y permitir que ideas se fluyan para generar nuevas innovaciones.
  15. 15. 69
  16. 16.
  17. 17. 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).
  18. 18. 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)
  19. 19. OECD International assessmentof problem solving skills. Educating for Innovative Societies. 26 April 2012. Michael Davidson. OECD Directorate for Education.At
  20. 20. How should we move forward?
  21. 21. content context socialinnovation container technicalinnovation 90
  22. 22. Idea creativa: conocimiento + ambiente adecuado (interacción con otros) + contexto específico (que nadie más ve).
  23. 23. “decentralized networks are more efficient for creativity and collaborative problem solving where people have more autonomy fo find and use knowledge”
  24. 24. 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?  
  25. 25. 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  
  26. 26. (Pallot  et  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    
  27. 27. • 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)
  28. 28. Preparation > Incubation > Insight > Evaluation > Elaboration Csikszentmihalyi (Creativity, 1996) WhereGoodIdeasComeFrom,StevenJohnson
  29. 29. “Los profesores tenemos que enseñarles a ver huecos en el mercado para los que ellos creen un producto o un servicio” (Gerver).
  30. 30. ¿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:
  31. 31. 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
  32. 32. 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
  33. 33.
  34. 34. Cristóbal Cobo Romaní, phd @cristobalcobo Oxford Internet Institute University of Oxford 99