Invisible Learning: An Archetype For A New Ecology Of Education

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invisible-learning-chart

In moving from traditional, tightly-bound direct instruction to something almost entirely self-directed and open, Invisible Learning almost sounds like a joke.

It’s about as far from the current definition of “school” as you can get: Always-on learning–not scheduled into neat little categories, but tangled authentically with real life; learning from all sources, constantly, rather than “I did my learning at school”; passion-based and curiosity-driven learning that is sourced from intrinsic motivation, rather than external pressure (and, crucially, external performance).

Evaluation of performance comes from both the student and a constantly shifting network of peers. It also overlaps cleanly with self-directed learning and learning through play. Entrepreneurial Learning and Invisible Learning are very similar as well–in fact, so many of these trends are slight variations of a very powerful, key idea: placing the learner dead-center in the learning process, and strategically connecting them to resources and learning models that they can use to self-actuate learning.

The following presentation by John Moravec starts off the presentation with the obvious statement: “Schooling doesn’t always lead to success,” then lists 4 seemingly fragmented ideas to begin to define Invisible Learning.

4 Features & Characteristics of Invisible Learning

1. Sociotechnological archetype for a new ecology of education

2. Remixes

3. Suggests for applications for ICTs

4. Not the answer to all our problems 

#4 is maybe most interesting, because it honestly deflates hype and trend, shifting the tone of the presentation from Nostradamic decree to well-informed flashlight. It’s hard to imagine a future where self-directed learning–in the form of entrepreneurial learning, invisible learning, question-based learning, project-based learning, or something else entirely–isn’t “the light.” (Also suggesting a kind of Inside-Out School Learning Model as well.)

The challenge in getting there is to bridge where we are right here, right now in 2013 to these open alternatives to threaten to (wonderfully?) disrupt every single bit of the process we use today.

John Moravec’s full presentation on slideshare

  • @finleyjd

    We need to teach students that education is ambient. That it’s found in everything around them and in those things they encounter everyday.