One of the key points we make in Invisible Learning is that new technologies and new possibilities for social configurations are expanding the ecology of options we have for learning. “Schooling” is no longer limited to just schools. Rather, we can now learn in formal environments, online, informally, and serendipitously. Moreover, we can leverage technologies to remix these modes together — so, for example, it is now possible to have a meaningful and recognized learning experience at coffee shops, city parks, bowling alleys, etc.
Just as wise investors diversify their investment portfolio, so should we build diverse portfolios of our schools. This means that we should not invest too heavily in any one strategy. If we do not know with any precision what the future will be, we cannot have one-size-fits-all schools. We need to expand our ecologies of options.
Many times we find something that works. Perhaps a new pedagogical technique …or, maybe a new type of school. One of the first things we often ask ourselves when evaluating an innovation is: How do we scale it up?
FORGET SCALING UP.
WE NEED TO SCALE SIDEWAYS IN EDUCATION.
Scaling up is how we industrialize ideas, and employ them within a top-down managed system. This works in an educational monoculture, but not in a diverse ecology. Rather than industrializing our best ideas, why not share them horizontally? That is, let’s invite people and schools to adopt them if they work for them?
Scaling sideways invites co-creation. It is dialogical.
The question we need to ask is, how can we facilitate broader horizontalized communications and sharing of best practices, etc., between schools in a diverse ecology of options? Perhaps this means that top educational leaders, governments and other interest groups need to focus less on managing; and focus more on attending to the chaos and uncertainty of a more dynamic educational ecology.
And, let’s make sure to invite the kids into the horizontalized co-creation. We are all white belts when it comes to understanding and acting on our futures. We do not have any role models to draw from. We have never been to the future before.
We must engage kids in this conversation now. Knowmad Society is their’s, but it is up to us to build it together.
Note: Adapted from my plenary talk at the Onderwijs en ondernemen “op expeditie” conference in The Hague, Netherlands on October 6, 2011.