Viewing posts tagged interview

Unleashing the instinct to play for learning

Free play is our focus for this episode of the Education Futures Podcast. Adults often assume that it is their job to keep children busy all the time, but evidence suggests that children learn best when afforded great amounts of free time and opportunities for free play: activities that are freely chosen and directed by participants for their own sake. This can involve exploring, making new friends, playing games, being bored, and rescuing one’s self from boredom.

We wanted to learn more. And so we interviewed Dr. Peter Gray, author of Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life. In his book, Peter Gray argues it’s time to stop asking what’s wrong with our children, and start asking what’s wrong with the system. Is schooling the most responsible thing we can provide?

NEW: Once you’ve listened to this episode, why not earn an hour of continuing professional education? After all, you’ve already done half the work. Just go to, and sign up for the Moodle course that corresponds with this episode. After you post your thoughts in response to the questions we have for you in the “sound off” forum, you can download your certificate of completion.

It’s free, and it’s our gift to you for listening and for supporting us. Simply visit to earn your free continuing professional education credit.

This is an open conversation, and your participation is invited! Email your stories and responses to us at


New episodes are released approximately every two weeks. Here’s how to follow along:

Self-regulation in the classroom

Self-regulation in the classroom is our focus for this episode. That is, we are focusing on how students manage, coordinate, and adapt how they think, feel, and behave to become successful. 

Social and emotional challenges in kids have been receiving a lot of attention lately. Students who struggle with self-management, often do poorly in school. We wanted to learn more about this, and we met up with Dr. Richard Cash, a gifted and talented expert, and author of Self-Regulation in the Classroom: Helping Students Learn How to Learn. He taught us the process of developing self-regulation as easy as ABCAffect (how you feel), Behavior (what you do), and Cognition (how you think). Teaching students to balance these three elements builds motivation, resilience, and college and career readiness.

Listeners who purchase Richard’s book from Free Spirit Publishing can enter the code “DiffGift” to receive 25% off!

NEW: Once you’ve listened to this episode, why not earn an hour of continuing professional education? After all, you’ve already done half the work. Just go to, and sign up for the Moodle course that corresponds with this episode. After you post your thoughts in response to the questions we have for you in the “sound off” forum, you can download your certificate of completion.

It’s free, and it’s our gift to you for listening and for supporting us. Simply visit to earn your free continuing professional education credit.

This is an open conversation, and your participation is invited! Email your stories to us at


New episodes are released every two weeks. Here’s how to follow along:

Education in Finland – Part I

The Finnish approach to education is our focus for this two-part series. Finland has received a lot of attention lately for its top performance in comparative, international assessments of its students and schools.

In this episode, we interview Dr. Pasi Sahlberg, a world-renowned expert on the country’s approach to education. He has worked as schoolteacher, teacher educator, researcher and policy advisor in Finland and has examined education systems around the world. His expertise includes school improvement, international education issues, classroom teaching and learning, and school leadership. He is the author of the best-selling book, Finnish Lessons 2.0: What can the world learn from educational change in Finland, and numerous professional articles and book chapters.

We ask, what works in the Finnish approach to schooling that we can learn from? What misconceptions are out there? And, to take what we’ve learned from Finland a reality elsewhere, would it take a revolution? Or is there another way?

NEW: Once you’ve listened to this episode, why not earn an hour of continuing professional education? After all, you’ve already done half the work. Just go to, and sign up for the Moodle course that corresponds with this episode. After you post your thoughts in response to the questions we have for you in the “sound off” forum, you can download your certificate of completion.

It’s free, and it’s our gift to you for listening and for supporting us. Simply visit to earn your free continuing professional education credit.

We would love to have your voice in these conversations! To encourage participation, we are offering a special promotion within the next few podcast episodes. Listen for the details, and email your response to program hosts John and Kelly Moravec at for your chance to win something extraordinary!


New episodes are released every two weeks. Here’s how to follow along:

Introducing the Education Futures Podcast

Welcome to the Education Futures Podcast, a new series curated by John Moravec and Kelly Killorn-Moravec.

What is your vision of the future of education? What stories do you have to share? What great examples and practices already exist? In this podcast, we share what we have learned, connect with others, and interview thought leaders who provoke us to think differently in education and human development.

Listen to a preview trailer here:

Voices we will interview include top authors and thought leaders in the realm of education, and we will weave in our own thoughts and opinions, too. Your participation is invited! Email your stories to the hosts at

New episodes will be released every two weeks, beginning August 25, with our first episode on unintended consequences in Utah and Florida. Here’s how to follow along:

Knowmads on Umbrales

Last week, the Peruvian television program “Umbrales” (TV Perú) broadcasted a program on knowmads in Peru and Latin America. Dr. John Moravec was interviewed along with Dr. Cristóbal Cobo and other local and international experts on what the emerging knowmad paradigm means, and what the implications are for countries such as Peru.

The producers were kind enough to upload the complete program to YouTube, broken into four segments (in Spanish):

Education in "Present Shock" : An interview with Douglas Rushkoff

Note: An mp3 of this interview is available for download.

I recently had the pleasure of speaking with award-winning author, educator, and documentarian Douglas Rushkoff. Our discussion focused on his new book “Present Shock: When Everything Happens Now,” his advisory role at Codecademy, and the impact of Present Shock on education.

Education Futures:

Douglas, you have a new book out called “Present Shock: When Everything Happens Now.” What is Present Shock?

Douglas Rushkoff:

Most simply, Present Shock is the human response to living in a world where everything happens now. It’s a real-time, always-on existence without a past or a future, without origins or goals. It’s just the present. This presentism, or Present Shock, really effects us on a person level, on a social level, politically, economically, and even spiritually, in terms of how we organize our experience in life.

My concern is that instead of really seizing the new now of the moment we tend to get disoriented. We respond to the insistent pings on each of our devices. We kind of chase the moment that Twitter or Facebook or one of these devices offer, forgetting that we’re the ones who are living in real-time. The devices and the software is what’s chasing us. It’s really about, how do we seize the true present that’s being offered by a digital age, by our liberation from an industrial age clock and how do we avoid the kind of faux-present of the insistent pings of the digital universe.

Education Futures:

What are the challenges and opportunities for formal education resulting from Present Shock?

Douglas Rushkoff:

Well, I mean there are a bunch. One of them, one bias of the digital age is that it gives us more choice. So rather than following the prescribed paths of the masters of the various academic disciplines, someone can go online and get the course or the information and what they want when they want it. You don’t have to go through architecture 1, 2, and 3 to get to architecture 4. And while there is some tremendous liberation associated with that there’s also something you lose in that. What you lose is the path. You become very focused as a student on the data and getting that piece of information as if that’s the thing that’s valuable and you lose the centuries of thought that went into how these things were arranged.

I was in the library and I was thinking about the card catalogue the other day, and I understand that the digital search lets you find the thing you want right away and you get the number and you go and you get it. But what you lose when you lose the card catalogue is not just an alphabetical listing of the books by title and by author, you’re also losing the subject area. You could go into a card catalogue and find the area that you’re in and look through the cards that are in that section, and they’ve been put there, they’ve found their way there over centuries of the organization of information by people. It’s not to say that it should cripple you that now you have to engage with information the way that the greats have been doing it for centuries, but there is centuries of knowledge and insight that went into that. As education becomes more à la carte as kids get what they want when they want it. As we use Spark Notes to do Shakespeare because we have authority over our time and I can decide to not really read it, but just read this paragraph. I lose a sense of the journey. It becomes very results oriented. That’s a big, big challenge.

The other biggie is, as we spend more of our time fetishizing these devices these new avenues for education, I feel like the human bonds of the classroom, actual people who are in the same room together, that loses it’s cohesiveness, it loses it’s power. The big challenge for people today is doing very simple things like maintaining eye contact, generating rapport with other human beings. Understanding how to work with others, that’s the kind of stuff you can get in a classroom and you can’t get on a Wii when you’re at home. I’m really encouraging educators not to use classroom time to have kids all staring at the SMART Board or at their iPads, and instead to use that valuable few hours of class time you have helping kids and students orient to one another in real space because 94% of communication that happens non-verbally is starting to get lost as our noses get closer and closer into our smart phones.

Education Futures:

In 2001 you hosted and co-produced the Frontline documentary “The Merchants of Cool.” The film describes the techniques used by corporations like MTV to research and sell products and lifestyles to young adults. You close the film by saying, “So is there anywhere the commercial machine won’t go? Is it leaving any room for kids to create a culture of their own? And what if they turn and fight? The battle itself is sponsored and packaged and sold right back to them.” In 2013 what is the status of “The Merchants of Cool,” and young adult’s ability to fight back?

Douglas Rushkoff:

I guess “The Merchants of Cool” are here and are bigger and better than ever. Instead of watching kids, “The Merchants of Cool” at that time were sending out little spys and scouts and kids with Polaroid cameras and video cameras to really try to record youth culture and then feed it back to itself putting the things that they found into ads and TV shows you kind of sell kids back to themselves. There was this feedback loop between the trend hunters, the cool hunters, and the kids. And now kids through social media they deliver themselves directly to the marketer. You know the marketer doesn’t need to observe them, the kids are already posting everything up there, so where in the old days, the quaint days of 2001 the marketer would have to go into the kid’s bedroom and to see what posters he’s put up on his wall and how and photograph them. Now the kid is putting these things right up on their Facebook wall so they are broadcasting everything their new form of cultural expression. And when you can see what works and what doesn’t by how many “likes” that thing is getting. It’s funny I’m just starting on an update to “The Merchants of Cool” and I’m calling it “Generation Like,” and the idea is that kids are living in a world where their own self expression now is what they like. It’s all relative in the sense that they are what they like and what they like matters to them really almost exclusively for the power it has to get them “liked” themselves. It has sort of moved into a hyper version of its former quaint self. And there’s just as many millions of dollars going into it, but now it more into the big data analysis of every key stroke that these kids make in order to predict where they are going and what they are going to be doing next.

Education Futures:

In Chapter 1 you discuss the collapse of narrative. It got me thinking about the American Dream the idea that you work hard, you play by the rules, you go to college and this is the gateway to the middle class. What does Present Shock have to say about our classical notions of the American Dream?

Douglas Rushkoff:

The American Dream is kinda over. I don’t mean that as a bad thing, I think largely it’s a good thing. We are no longer Great Gatsby staring at the green light trying to attain the unattainable. The American Dream, while on the one hand it was great for motivating the progress of the 20th century and building factories and getting us all to do lots of stuff, it was false. We are there, and we don’t have pension funds, we don’t have 401K plans, we don’t have the stock market that is going to grow infinitely into the future, we don’t have new territories to expand to, we don’t have new conquests to make. We are in a different time of a world now where we understand that growth is the Booby prize, growth is a requirement of central capital that’s lent out at interest that needs to be paid back, growth is not necessarily a sign of health. New housing starts are good for the economy the way we currently have it configured, but they are not good for the environment, and we already have more than enough houses, we need new housing starts the way we get them is by tearing down other houses that we don’t let people live in because they don’t have jobs which we can’t find for them to do because we already have more than enough stuff. On the one hand, the idea of education as a way, I’m going to do this so I can follow on this path and get this job and do that thing, that doesn’t make so much sense anymore. Because it’s false, and it’s kind of a lie and a lot of people who have gone through the whole college thing and ended up $300K in debt and without a job, or a way to pay it back, or a way to go into bankruptcy even, they understand that full well. I think what that does though is that it changes the nature of education towards something that is really frightening for educators but is, what is it about right now. Am I learning? Am I enriching myself? Am I becoming a smarter more innovative human being. That’s what’s going to serve you in the real job market of tomorrow. By the time the corporation has told the city college what skills it wants from its future workers you are going to graduate and those skills will have changed anyway. You are going to have a bunch of people coming out of college who know how to use the Excel spreadsheet when the company has moved on to Oracle something-or-other. It doesn’t really work that way. The only way to educate yourself in this world, in a world that is gonna be more and more about freelancing is to actually acquire the skill of skills acquisition, to learn how to think critically about the world and digital media environments that you are spending all this time in. So it’s a much deeper kind of a learning in some sense. It’s more Liberal Arts not less.

Education Futures:

Douglas, you mentioned student loan debt briefly earlier. Current estimates suggest that American students currently have somewhere between $900 billion and $1 trillion in outstanding student loans. Given that tremendous burden placed on the next generation, what are your thoughts on the cost of college, and our process of paying for it through private and federal loans?

Douglas Rushkoff:

It’s very tempting for people to say look, why do college when I can go do whatever, one of these Coursera kinda things for free. And I can just get the course and do it. On one level it’s a healthy challenge to the university’s that are costing $50K, $60K a year for what? I mean I totally get that. The real reason why university educations are supposed to cost a lot, or why they do cost a lot, is that your money is not just supporting what you are learning, it’s supposed to be supporting the research. You know you are coming to a research institution, they are doing Tier-1 research and they are using some of your money to do that. It’s hard to justify, right, because the direction we have to go in, is to really bifurcate or divide the skills acquisition nature of education from the deep nature of education. Skills acquisition, if you want to learn code or something, you can learn that on Codecademy for free right now. I’m an advisor there, it’s a great program, it’s absolutely free and you can go pretty darn deep into it, you know as much as any regular person can handle. You know, if you are then going to become a computer scientist then you might want to go to a real school for computer science and actually go into that. But we can in some sense free up the university from that basic skills creation. You know turn it into less of a consumer zone, of aww I’m going to go and get these skills and go get that job. That’s not what that’s for, that’s trade school. Or that’s what those Barrons books are for in the Barnes & Noble. You can really self-educate basic skills like that, or apprenticeship, with an electrician or someone else, or the way they train policemen, that’s not a college education, that’s something else. And it would free up these institutions for people who want to get that. It’s more, at that point, I’m sorry to say it’s either it’s going to be a luxury or it’s going to be something that is publicly paid for. I’m looking at teaching at the university now and I’m having a hard time as a I guess a Leftist and an Occupier. I’m having a hard time justifying going to some $50K liberal arts college and teaching the wealthy or the indebted. Where I can go to hopefully Queens College or City College, kids, I mean men or woman are spending $5K or $6K a year to go to a Tier-1 university. At that point how can I justify the expense. The research is being paid for by, or should be by corporations or governments anyway so I just have a hard time asking for that much money from people.

Education Futures:

I’m glad you brought up Codecademy. What have you learned so far from working on the project?

Douglas Rushkoff:

Well the biggie that people aren’t getting yet, because I’m reading like Tom Friedman and all these folks in The Times and they are writing about MOOCs, and I guess Codecademy counts as a MOOC to some extent, but Codecademy only teaches code. They are not trying to teach philosophy, you know, to teach the Socratic method online seems really sad when folks like Aristotle and Socrates were talking about how you have to be in person, conspiring with people, literally breathing with a small group of people in a room in order to get anything so I feel like it’s a site specific education place. It’s really cool for teaching code. It’s a great environment to teach code, better than a seminar room but it’s not a great environment to do a seminar I think. It’s a substitute for it. Just as it’s not a great environment to do Sabbath, or fellowship. I wouldn’t want to go to an online AA meeting. I think you got to be in the room with the people. A seminar is more like an AA meeting than it is like a lot of things, in some sense. The other big thing I’ve discovered is that the thing that being disintermediated is not the student to the teacher. It’s not like, they think that what’s happening is that we’re getting the curriculum out of the way so now students can get right to the teacher directly through all this stuff, through the Internet rather than having to go through the university. And I don’t think that’s it, I think the real possibility here is not for students-to-teacher learning to have a new venue, but to see the birth of genuine peer-to-peer teaching and learning. You know what Codecademy is, is much less of a place where people have access to a teacher, they have access to one another. You know the curriculums are written by other members of the community, so you end up with communities of learning because the Internet is a peer-to-peer place. It’s not the place to do hierarchical learning which still needs a role. You know I want to go sit in a room with Stanley Fish, you know and find out about how poetry works or how reception theory works, or someone wants to sit with me and really understand the biases of media, that’s something that happens in a room. And yes, in a lecture, which should not go out, in a seminar, in a preceptorial, that’s what those forms do and just because we have a new technology through which to disseminate information, doesn’t, and which through which to forge community, doesn’t mean it replaces every other form of human contact.

Education Futures:

In 2011 you published “Program or Be Programmed: Ten Commands for a Digital Age.” Two years later have you thought of any additional commands or revisions to your previous ten?

Douglas Rushkoff:

The big idea I want people to get from that, you know beyond the individual commands which are kind of convenient ways of talking about the biases of digital media, I want people to get that they are in command. It’s just that digital media, the word digit even goes back to the fingers, you know these are digital media, they’re media that you can kind of use with your hands, you are not just sitting with your eyes watching something like TV or some other pre-digital media, these are media through which you make things. Some of the biases I didn’t discuss because I didn’t want the book to be all Marxist, is that this is really bias to production more than consumption. The iPad maybe is biased towards consumption, the iPhone, that the newer tools without keyboards are really turning much more into viewing screens, entertainment devices, easy ways to buy things, and to stream media. But they are not these great tools of production like computers are. It’s exciting to me that there are these machines with keyboards, and printers, and uploading speeds in everybody’s homes. This is the way we can make stuff and trade stuff. So this technology is biased towards transaction, towards real people transacting, creating value, and exchanging that value with one another. And I feel like companies are intentionally repressing that bias of this media because it’s so destabilizing to the kinds of companies that really depend on us being consumers and not producers.

Education Futures:

I’m interested in your thoughts on the future of human and technological evolution. In chapter 5 called Apocalypto you discuss your skepticism of the concept of The Singularity. What is your biggest critique of The Singularity?

Douglas Rushkoff:

My biggest critique of The Singularity is that it’s just not true. Some of the best minds of my generation, or I guess the generation older, that slightly older cyber theorist type people, the technology theorists, they seem to have to look at this as a story. They can’t understand that technology is just here, it’s just now, it’s just what’s happening. It doesn’t necessarily have to be going somewhere. There inability to contend with a presentist world, where the world is actually happening now has led them to take the old Christian apocalyptic overlay and stick it on top of this presentist timeline. It’s going somewhere, so where is it going? Well it depends on what technology wants. They are humanizing this while they are dehumanizing us saying OK, technology is on this inevitable quest towards great states of complexity, and once it’s more complex than we are humans beings no longer really have a role. We can sort of retreat and recede into the background and let technology achieve consciousness and continue on without us. And the narrative that they are painting, the story that they are writing to try and understand what’s going on, because they’d rather have a bad story that deal with the existential quandary of real life. Their story is that information has been evolving towards greater states of complexity since the beginning of time and that human beings are just one stage in information’s inevitable journey towards higher states of complexity than we could even imagine. And to me that really has the medium and the message reversed. I don’t think information even exists without a human mind to understand it, to process it, to give it meaning. Without us it’s not information any more, it’s just is, it’s just there. So I’m trying to debunk The Singularity, and to debunk the apocalypse because it has become much easier to imagine a zombie apocalypse than it is to imagine next year. That’s troubling to me, and it’s really because we haven’t yet embraced the present. We’re finding difficult to do it without losing our sense of place, without losing our sense of meaning. And there’s other ways to find meaning, to find your place. Just begin doing pattern recognition to begin understanding the never-ending game of life, or life as an infinite game, rather than as a game that you have to win, declare victory, then see who is saved and who is damned, that you can go on, rather than worry all the time about where is this going. And that’s the real challenge of Present Shock.

Education Futures:

What are your thoughts on the future of work? Throughout Present Shock you wrestle with the challenges of our global economy. What knowledge, skill, and abilities do you think people need to be cultivated to be successful?

Douglas Rushkoff:

I mean on the one hand if we do this right, people are going to have to work a whole lot less than they did before. I’m really of the belief that we’ve gotten really good at providing goods and services for pretty much everybody who wants them. The real jobs problem that we are having today is not that we need more people to make more stuff, it’s that we need people to have jobs so that we can justify giving the stuff that we already have in abundance. There’s more than enough houses, there’s more than enough food. We are destroying houses in California as I speak. We are burning food every week to keep market prices high. So it’s not a matter of that, it’s a matter now I think of people looking at how they can contribute to really making the world a better place towards, how do I help? Look at the areas where there is real crisis, whether it’s sustainable energy, global warming, the alarming rate of kids being born with Autism and Spectrum Disorders who are going to need care takers of one sort or another. There’s so many real challenges coming up other than, how am I going to increase housing starts, or create more mortgages, or do all of these kinds of fake things. Because the fake things are going to become less and less relevant, more and more of those people are going to get laid off as the corporations that are really running on fumes lose the ability to do so. And our ability to participate not just in that big economy, but in the local economy of real goods and services, the value that you are actually able to create for other people where you live, or through the Net is going to become a much more, I hate to use a word like this but a much more marketable skill than the kinds of things that you think of currently as careers.

The university of the future: Marching toward obsolescence?

A couple weeks ago, Carlos Scolari interviewed me for a project on pedagogical innovation and disruptive practices in higher education at the Universitat Pompeu Fabra (Barcelona). The aim of the project is to produce a document on the “university of the future,” including diagnosis, trends, and proposals for moving forward.

With his permission, I am sharing my responses to his questions:

CS: How do you see the situation of the universities from a pedagogical point view? I’m thinking in the situation of teaching-learning processes inside these big institutions.

JM: From a pedagogical viewpoint, universities have invested too much in a monocultural approach to education. Most universities are using the same methods to teach all the same stuff. This is very dangerous as the world is changing so quickly that entire fields and bodies of knowledge risk being outdated/outmoded very quickly.

I believe that we need to start to expand the ecology of options that we have in higher education, including pedagogical approaches. Otherwise, we run the risk of failing universally.

CS: Why do you think it’s so difficult to change the teaching-learning practices in the universities?

JM: I think change is difficult within universities because we rely heavily on academic “traditions” that are built on faulty assumptions of teaching and learning. Some of most troubling assumptions (which are not based on science) include:

  • Motivation: We assume students must be externally motivated to learn, otherwise they would not learn anything. This is akin to assuming the natural state of humans is laziness and non-curious.
  • Age segregation: We assume people learn best when segregated by age or ability. We tend to compartmentalize education into certain discrete levels (i.e., primary, secondary, and tertiary education), and further segregate students by age. There is very little reason to support this practice, and evidence suggests that cross age/ability integration enhances students’ learning.
  • Power structures: We assume that the only “qualified” knowledge generators are the teachers at the head of the classroom, who download knowledge into students’ heads. In today’s world where the magnitude of change is accelerating at an exponential pace, information and knowledge is always in flux. Rather than relying on static “experts,” we need to start recognizing and attending to new power structures where we all serve as co-learners and co-teachers.

The good news is that “traditions” are things that we invent all the time. I am optimistic that we can create new traditions that are relevant to modern society.

CS: How can we improve the teaching-learning processes in the universities?

JM: I think we should look at new uses for software and social technologies to enable all participants at universities to become life-long co-teachers as well as co-learners. This means that students (and teachers) need to stop behaving as consumers of education, but become creators, producers, and prosumers. At the same time, learning needs to become more immersive and personally-meaningful (subjective experiences) to each learner. This means that we are likely to not have one master narrative for learning at universities, but we may have many different ones, enabling students and faculty to express themselves as postdisciplinary knowledge experts (possessing unique knowledge at the individual level).

CS: Could you please indicate three (3) innovative/disruptive teaching-learning experiences? They could be single practices (i.e. flip teaching) or institutional ones (i.e. Coursera).


  1. Democratic education: Educational institutions tend to run as dictatorships, and are structured to preserve themselves. By horizontalizing our relationships, and making sure to give each stakeholder an equal voice, we could see significant, positive disruption as students and faculty become co-responsible for attending to all aspects of the educational experience.
  2. Quest-based learning: Thieu Besselink wrote an excellent chapter on this in Knowmad Society:
  3. Co-teaching: This is best expressed by what E-180 and the Shibuya University Network already engage in.

CS: How do you imagine the university of the future? Please indicate three (3) characteristics.

JM: This question is perhaps faulty in that it assumes that we will have universities in the future. Maybe you should start with the question: Does the future need universities?

Let’s assume that the future does need universities. In that case, I envision near-future institutions will operate in an environment where…

  1. Any form of information delivery that can be commodified, will be. We see this today with the emergence of MOOCs, Udemy, Coursera, etc. Any non-unique content delivery (especially through download-style pedagogies) will be provided through these platforms, and through a small group of providers. This is particularly threatening to junior colleges, general education courses at mainstream universities, and perhaps also to secondary education.
  2. The gap between top tier schools and everybody else will widen. The top schools may not have superior educational offerings, but they have powerful brands. Why pay to take a course at the University of Minnesota when you can participate in a free, online experience that is affiliated with a top school, such as Stanford or MIT? My take is that the top-tier schools with powerful brand identities will “own” higher education; and, in many respects, other universities will become subscribers to their products and services.
  3. Smaller, “boutique” programs outside the formal, accredited system will boom in presence and market share. Small, but highly specialized, programs such as KaosPilots, Knowmads, YIP, Hyper Island, and the Shibuya University Network operate outside of formal education, and have each developed their own approaches to teaching and learning. In an era where mainstream society are beginning to question the value of a university degree, these programs offer alternatives, and employers will become much, much more receptive to the “graduates” of these alternative education/credentialing programs.

I think that, apart from the very few elite institutions, universities are marching themselves toward obsolescence, and they may be the last to figure it out. Remember, as Anya Kamentz pointed out in her interview at Education Futures, the Roman Senate continued to meet for several centuries after the collapse of the empire.

Play harder: An interview with Philippe Greier

At the 2012 Pioneers Festival in Vienna, Austria, I met up with Philippe Greier. He is one of the minds behind Playmakers Industries, a real-life game development company with a presence in both Brazil and Europe, and is one of the principals behind Present-e. He designs scenarios and games to help individuals tap potentials that they otherwise thought that they would not have. As part of his organizations’ gaming elements, they tap into players’ social capital. When people feel that they are playing in a game, they are willing to experiment, make mistakes, and learn in new ways.

The short version of the interview appears above. But, it is worthwhile to watch the full-length video: (length: 18:28).

The future of education, open accreditation, and DIY U: An interview with Anya Kamenetz

Note: An mp3 of this interview is available for download.

Last week, I had the pleasure of speaking with Anya Kamenetz, a senior writer at Fast Company Magazine, and the author of several thought-provoking books on education, including Generation debt and DIY U: Edupunks, edupreneurs, and the coming transformation of higher education.

Anya’s most recent projects — two free ebooks Learning, freedom and the Web (Mozilla Foundation) and The Edupunks’ Guide (Gates Foundations) build on her previous work investigating issues of self-directed learning, peer-networks, and access.

Our discussion focused on the future, purposes, and meaning of formal education, as well as alternative accreditation models, Knowmad Society, and academic and institutional change.

Here is a summary of our conversation:

On the purpose of college:
“As I get deeper into the topic of higher education it strikes me all the time that there really is a blind man and the elephant quality to it. That people appear to be discussing the same thing and yet you find that their internal models of what higher education means are very, very different.”

On the mission of educational institutions in our modern economy defined by being post-industrial, highly globalized, and subject to accelerating change:
“We are living in a time of bottomless scrutiny of all of our institutions and education foremost among them and that’s because they are subject to so many structural pressures and the weakest points in their creation are really exposed by the winds of the new society and the world that we are living in…”

On the value of a college degree:
“…at its best, a college degree is a unique kind of currency that was created by human societies to show that someone has been through a process of personal development, of cultural development, that they are a ‘citizen’ in the truest sense of the word. They are able to participate in society intelligently. Ideally they are able to contribute to society…”

On compulsory high school in America:
“The whole idea of compulsory education is a little bit of a strange one in the United States. We’ve never had more, than what we have today which is a three-fourths high school graduation rate. Even though we compel people to attend, we are not that great at getting them to graduate. And for those that do graduate, in many districts, over half need some type of remedial courses to repeat when they get to college, if they get to college.”

On our projection of the demise of formal schooling by 2037:
“I’m not sure that I share the bluntness of a projection like that. It’s very easy to envision a world in which formal education is far demoted down the list in terms of choices that individuals have…”

On how alternative accreditation can benefit Knowmads:
“We are seeing all kinds of exciting developments in alternative accreditation. There are two major trends and they sort of work in complimentary directions. The first one is, this more atomized, very specific skills based orientated kind of accreditation which is best encapsulated by the badge. … On the opposite end of the spectrum, I think in a very intriguing way, you have sort of the person, the whole life, life as certification. The idea of a portfolio based assessment, things that allow you to document your learning that has taken place in various stages and aspects on your life, create a narrative around that learning, reflect on that learning, and develop metacognitive skills and document the learning you’ve done as well.”

On sociotechnical practices that are shaping the future of learning:
“The availability of social networks and peer based social networking is really enabling people to make visible the peer roles in learning that have sort been faded into the background by the last 150 years of formal education which sort of, and really in some sense the last 1000 years which considered of a person at the front of the room talking and the rest of the people are sitting down. And the assumption is that the people who are sitting down are very passive listeners and are not actively involved which each other; and, in fact, we have the phrase “classmates” but necessarily give you the idea that you have something valuable to learn from the person sitting next to you or behind you as much as you do from the person at the front of the room.”

On creating a more accessible and equitable education system:
“I think what is clearly being revealed at the moment is that the structures that we are building don’t necessarily allow for increased social equity or access over an above what we have in the brick and mortar system because merely making things available for free doesn’t necessarily lower the barriers to access and in fact we are actually we are in danger of recreating many of the same privileges that exists in the Ivory Tower world online simplify because people online tend to work through more informal networks that goes back to sort of an idea of an old boys network, it can be more meritocratic in some ways, it can be more open in some ways, but in the bottom line you need to have more onramps, ways to make these structures visible to people who wouldn’t necessarily know how to use them.”

On rising costs in higher education:
“Basic disruption theory tells us disruptive choices rarely come from the inside institutions, they have too much to lose. It’s the new institutions that are finding the ability offer things at radically lower costs. and sort of reframe and question what we mean by higher education.”

On evolution and revolution in education:
“I think that education is a peculiarly resistant to change of any institution because the whole purpose of formalized education is to preserve the past. … I guess I would vote on the side of very radical change happening but it may not take the take the form we expect.”

I also suggest watching two of Anya’s recent talks at Harvard’s Berkman Center and the American Enterprise Institute.

Startup culture and the future of academic libraries: An interview with Brian Mathews

Note: An mp3 of this interview is available for download.

“Startups are organizations dedicated to creating something new under conditions of extreme uncertainty” (p.4)

I had the pleasure of speaking with Brian Mathews, the Associate Dean for Learning & Outreach at Virginia Tech’s University Libraries.  Mathews is one of the most creative administrators in higher education today. He is the author of the popular Ubiquitous Librarian blog, part of The Chronicle of Higher Education’s Blog Network, and the 2009 book “Marketing Today’s Academic Library: A Bold New Approach to Communicating with Students”.  Recently, Brian gained international attention for his work “Think Like A Startup: a white paper to inspire library entrepreneurialism” intended to inspire transformative thinking in higher education using insight into startup culture and innovation methodologies.

Our conversation focused on the need for academic libraries and higher education leaders to “think like a startup”, Brian’s efforts to create and sustain an innovative culture at Virginia Tech, several user-experience research projects, potential roles for librarians in massive open online courses, and the future of scholarly publishing.

“Our jobs are shifting from doing what we’ve always done very well, to always being on the lookout for new opportunities to advance teaching, learning, service, and research” (p. 2).

Mathews’ white paper “Think Like a Startup” makes a compelling case that within 20 years many of the modern academic libraries’ services will be housed and run by other units across campus.  Therefore, Mathews argues academic libraries need to forge new partnerships across campus, discover new ways to create value for their users, and experiment with radical new approaches to solving their most pressing needs.

Click the table above for a larger version.


Mathews, B. (2012). Think Like A Startup: a white paper to inspire library entrepreneurialism.

“Sunset 14” From the album “As Days Get Shorter” by Sharp CC BY-NC 2.5