Translating productivity lessons to “learn-ivity” lessons #EdTransformation

You see, the first wave of managers simply replaced their steam engines with electric motors, but they didn’t redesign the factories to take advantage of electricity’s flexibility. It fell to the next generation to invent new work processes, and then productivity soared, often doubling or even tripling in those factories.

= = =

General purpose technologies drive most economic growth, because they unleash cascades of complementary innovations, like lightbulbs and, yes, factory redesign. Is there a general purpose technology of our era? Sure. It’s the computer. But technology alone is not enough. Technology is not destiny.We shape our destiny, and just as the earlier generations of managers needed to redesign their factories, we’re going to need to reinvent our organizations….

Erik Brynjolfsson: The key to growth? Race with the machines, #TED

An adjacent possibility and a prediction of some future history-book paragraphs…

“You see the first wave of educators simply replaced their lectures with flipped classrooms and notebooks with iPads (etc.), but they didn’t redesign the curriculum or schools to take advantage of what we know is critical for innovation, engagement, and internally-motivated purpose. It fell to the next generation to invent new school processes, and then engagement and learning soared, often doubling or even tripling in those schools.

= = =

General purpose pedagogies drive most learning growth, because they unleash cascades of complementary innovations, like community-based challenges and integrated-discipline problem-solving. Is there a general purpose pedagogy of our era? Sure. It’s PBL. But PBL alone is not enough. PBL is not destiny.We shape our destiny, and just as the earlier generations of educators needed to redesign their schools, we’re going to need to reinvent our organizations….”

3 thoughts on “Translating productivity lessons to “learn-ivity” lessons #EdTransformation

  1. Pingback: Translating productivity lessons to “lear...

  2. That’s right! Wildly innovative and desperately radical. Courageously co-created with students and driven by teacher and student passion!
    I’ve been thinking about this ever since I read one thing about the Finnish system that left a deep imprint inside me. Among all the other developmentally sane things they do, they let the children out every 45 minutes, the American teacher who was there observing asked “How do you manage to teach them with all these interruptions?” to which the Finnish teacher responded something along the lines of “If they don’t go out I can’t teach them!”. So powerful…
    The fourth graders I teach only get 10 minutes of recess and as I’ve said before “are expected to perform with adult-like schedules”. Difficult conditions to authentically learn in.
    We are currently planning schedules for next year and one option considers no open slots for me. That is, no free time, no planning time and no down time. Difficult conditions for passion and purpose to flourish. All doing, no being.
    I can imagine how serene Finnish classrooms must be because they honor children and teacher’s needs. I can also imagine how liberating it must be to strip ourselves of the need to be number one in everything. What does it mean, anyway?
    I wonder if Finnish children are labeled ADHD and ADD and have learning profiles that list their deficiencies within the system. Something tells me they don’t.
    You are absolutely right, it is our time to transform. Let us have the courage to be wildly innovative, desperately radical and driven by our passions; in order to give the children of this country an education that conforms to the ideals of “life, liberty and the pursuit of happiness” in every interaction.

    • Lisa, thank you so much for your comment. Your enthusiasm and passion for deep learning continue to inspire me and help me think more thoroughly. If we could stop seeing outside time, recess, and play as “interruptions,” we would move light years, I imagine. We can weave those practices into the curriculum and instructional design so that they function as harmonious sectionals in a full chorus of learning. On a resource level, I think David Sousa also has great research and insight to offer in this domain.

      I hope the schedule issue you name finds resolution in ways that have you being, as well as doing. A balance is so important. Otherwise, we can get really out of whack, can’t we?

      And I believe we need education that ignites life, liberty and pursuit of happiness. Here’s to continuing to work for that improved and enhanced system!

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