13.3 The Human Spirit – Source of Creativity and Innovation
Learning is the interaction of remembrance and oblivion. What we perceive as individuality of humans is directly connected to its memory (commemoration, feelings, dreams, experiences). In this process the people themselves change and especially they do in times when they forgot most details. These consciously unavailable memory contents can be considered the treasure of the human spirit since they deliver our fantasy, creativity and imagination. Non‐cognitive shares of the human spirit enable creative and witty ideas, the creation of new knowledge and conceptual or experimental innovation. Creative ideas can be understood as the artefacts of the vague state of the human mind. Rambling thoughts, daydreams, stories, images or metaphors draw of these unconscious memory contents and can lead to creative solutions. One of the reasons that we as humans are superior towards cognitive machines are our diverse ‘spectra of spirit’ [3]. Humans being in their creative mode see connections and potential correlations whereas the sharp mind does not notice them at all. Original thinking gains more and more importance. Everything that requires a new knowledge base and new skills can increase the imagination and innovation [4]. No one knows what the future will look like but it seems likely that creativity is going to play an unimaginably big role in the future.
13.4 From Learning‐Sportsperson to an Expert – Practical Experience and Feedback
Knowledge cannot be equalized with ability and skills. It is decisive what humans are able to do independently from their knowledge. Many studies have shown that knowledge, gained over a period of several years, barely can be transformed into practical skills. It shows that there is more required than just learning facts in order to get from knowledge to ability. Leaving the comfort zone and using deliberate practices new skills can be trained and step by step turned into expertise. To gain and improve skills the learner has to manage challenges that are beyond the present level of performance. This procedure has to be repeated several times especially through practical experience in order to expand one’s personal limits [5]. Learning is motivating in case we succeed in managing challenging tasks or solving problems. Suitable to this statement start‐up‐experts say ‘one has to learn and to show ability and push the envelope at the same time’.1 Passion, vision and purpose empower each individual to achieve expertise and even overtop lack of knowledge [6].
In order to structurally learn and teach one has to take into consideration activating elements, including practical experience, possibilities of interaction and direct feedback. These methods, providing everyone with the best possible individual training to enhance demanded skills, are now directly available on digital platforms. Digital learning concepts have their main focus on collaboration, cooperation and networking. Since individual learning is social learning at the same time these concepts significantly increase the quality of teaching and learning. MOOC’s (Massive Open Online Courses) are a prime example representing the connection of cognitive and non‐cognitive learning processes. Formal study matter is combined with informal learning arrangements in forms of virtual, social communities.2
13.5 Systematic Promotion of Individual Learning with Support of Learning Analytics
Even though the characteristics of the digital transformation can be constantly optimized, the human learning procedure can barely be accelerated. The learning process needs time. But with the help of learning analytics we are at least able to improve inefficient standardized processes. In this way it is possible to avoid boredom, over‐ and under challenging situations and, in general, a waste of time.
Learning analytics help to create personalized learning environments. Therefore content, chronological order and processing time of modules are matched with former individual experiences and expertise. During the learning process a further amount of data is saved which is used to generate additional academic offers. Special tools facilitate the perfect program by providing adequate tasks and exercises on a difficult and demanding level, but giving people motivating lifts as well. Learning bots notice the individual strengths and weaknesses of learners. This allows them to concentrate on each person and to adapt the exercises to everyone’s individual needs [7]. Therefore each participant is able to learn in the best possible way – including even to offer actual human support. Learning analytics has already shown remarkable results in curricular structured learning arrangements with didactic content [8]. Further fields of application of self‐regulated learning are imaginable. There are huge possibilities, if people build up reliable networks that enable access, use and analysis of their learning and communication data.3 A more detailed self‐observation can end up in an improved self‐regulation of learning. Personal information systems analyze optimal individual learning conditions such as time, content, and duration. In addition these systems can give advises whether to rather learn alone or in a group or whether to continue the learning progress or to get an evaluation on the previous work [9].
This personal information system offers a lot more opportunities for a self‐regulated learning than the former metaphors of learning styles or types.
13.6 Awaken the Spirit of Discovery – Learn Failure and Improvisation
Despite the above mentioned numerous advantages of individualization on the basis of big‐data‐analysis we must not forget: “When everything is optimized, we do not learn anymore.”4 Apart from algorithms, coincidences, surprises, disorder and instinct play a major role to create something new for our world.
The key element of disruptive innovation is to find new ways and to sometimes even fail. Solving challenges without mistakes is not required until the end of the process. Hence, failure is an essential part of the educational journey. New insights can only be developed after several failures. Then we try and experiment and we fail – the sooner the better. This way we can experience how faith in others, belief in ourselves and the courage to try something new influence our skills and expertise (creative confidence).5
Many people are afraid of the unknown, of the judgement of strangers, of mistakes or they are simply afraid to lose control. This is the reason why we need to promote the spirit of discovery and effective strategies to deal with these fears. Especially in games or in situations of improvisation (e. g. theaters) we can cultivate the desire of the unknown, spontaneity and surprises. Improvisation acts help us to gain a healthy attitude towards failure. Games enhance our willingness and skills to react spontaneously and in accordance with the situation without following a plan. We learn to open up to new uncontrollable situations we haven’t experienced beforehand. The presence to mobilize our resources to create an innovative, unique story designs the games creatively.
If the rule‐based work in scientific sectors is done by algorithms we need – whenever there come up unforeseeable problems or any unwanted surprises – human skills that can manage and succeed the situation with individuality, critical reflection and creativity. As you can see, the main focus for individual learning should be to gain improvisation skills and creativity which means to practice decisions without the right knowledge, form judgements, train to recognize and change patterns and structures rather than to convey or reproduce ‘prefabricated’ knowledge.
13.7 Connected and Agile – How IT Professionals Are Learning Today
The best way to get an idea on how learning in organizations is adapting to the new rules of digitalization is by looking at IT professionals. They learn with the internet, from the internet and in the internet. Highly valuable content – for self‐instruction or for exchange with experts in personal networks – is available for nearly every topic. Professionals learn in online courses, they read online journals or contributions from peers, they listen to expert talks and watch presentations and videos, e. g. TED Talks and DLD (Digital Life Design), they visit virtual t
ech‐conferences, bar‐camps or learning expeditions, they learn with the help of expert blogs, instructional videos, podcasts, slides, they give webinars and collaborate in social networks. These professionals are networked very well and, according to the requirements of the digital working environment, they learn in an “agile” or “incremental” way.6 Small fractions of information are exchanged in well‐known online forums, blog wikis and communities. Knowledge circulates there and can be found and used when needed. New knowledge is discussed critically and further deepened at conferences, hackathons or other kind of meetings. In case of problems, questions can be asked directly to the well‐organized communities, networked colleagues help each other with screencasts and video tutorials. Colleagues first interview each other in small podcasts and then pass the unplugged audio files on to their network. Different forms of dialogue contribute to constant knowledge sharing, during pair‐programming professionals alternate in learning and teaching. Competent professionals learn autonomously and socially connected by using digital and social media. 7
13.8 Corporate Learning Today and in the Future – Individuals and Connected Learning
Corporations today have highly standardized learning contents at their disposal, which they make available in accordance with the principles of economies‐of‐scale. Modern media and innovative networks support the whole organization in satisfying educational needs. From the perspective of the organization there is a mix between formal and informal learning. Experts in education are ready to provide support in developing and implementing comprehensive learning approaches if needed. Education‐controlling has a strong focus on the organization and usually measures input‐oriented parameter of formal learning.
In the future, corporate learning will increasingly emphasize individual learning and therefore even better satisfy the educational need of organizations and learners. The key is to put the learner at the heart of the thinking and the process. It’s a shift toward employee-centric learning design and it means “bringing learning to where employees are“.8 Formal and informal learning is going to be more and more integrated and implemented on every available channel, whether digital or analogue. Continuous support and social interaction will be available at the touch of a button. In order to overcome human obstacles to change and permanent learning, this system actively fosters inquisitive and creative minds. Learning content from the catalogue will be reduced in favor of small learning elements that are integrated into the day‐to‐day working routine. The diversity regarding available media and content ensures that the learner can access and incorporate motivating learning contents from everywhere and in an individual way. Furthermore, knowledge that has been gained in an informal way is generally accepted more and more. All business divisions are going to use all necessary media and formats, even tools that allow self‐production of digital content. Learning analytics will replace education‐controlling. New parameter will emerge that rather focus on the output of learning, on the use of informal learning paths, on innovation and, finally, on the applicability to the business. This development will be based on constant big‐data analyses, which, in a continuous improvement process, provide insights concerning optimization of individual learning.
References
1.
E. Brynjolfsson and A. McAfee, The second machine age. Wie die nächste digitale Revolution unser aller Leben verändern wird, 2015.
2.
D. Wahl, Lernumgebungen erfolgreich gestalten. Vom trägen Wissen zum kompetenten Handeln, 2013.
3.
D. Gelernter, “Gezeiten des Geistes. Die Vermessung unseres Bewusstseins,” 2016, pp. 222–254.
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A. Grant, How Non-Conformists Move the World, 2016.
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K. A. Ericsson and R. Pool, Peak: Success from the New Science of Expertise, 2016.
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D. Pink, The surprising truth about what motivates us, Drive, 2010.
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V. Mayer-Schönberger and K. Cukier, Lernen mit Big Data. Die Zukunft der Bildung, 2014.
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J. Dräger and R. Müller-Eiselt, “Die digitale Bildungsrevolution. Der radikale Wandel des Lernens und wie wir ihn gestalten können,” 2015, pp. 61–73.
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F. Breithaupt, “The talking method. The future of learning in the Digital World, speech at the exhibition,” 2016. [Online]. Available: http://blog.zukunft-personal.de/en/2016/09/13/further-training-bots-the-digital-teacher-will-now-be-our-constant-companion/.
Further Reading
10.
J. Bersin, “The Disruption of Digital Learning: Ten Things we have learned,“ 28 March 2017. [Online]. Available: https://www.linkedin.com/pulse/disruption-digital-learning-ten-things-we-have-learned-josh-bersin
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Corporate Learning Community, CL2025 MOOCathon “Learning and Development in the Digital Age,“ 2017. [Online]. Available: https://colearn.de/
12.
N. Shackleton-Jones, “How to design your learning organisation around the learners,“ 7 March 2017. [Online]. Available: https://www.linkedin.com/pulse/how-design-your-learning-organisation-around-learners-nick
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“Moderne Mineure,” Frankfurter Allgemeine, 2016.
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M. Ford, The rise of the robots: technology and the threat of a jobless future, 2015.
15.
J. Hart, 2016. [Online]. Available: http://modernworkplacelearning.com/ and http://c4lpt.co.uk/.
16.
D. Helbing and C. Ratti, “MarketWatch: Opinion,” 19 August 2016. [Online]. Available: http://www.coss.ethz.ch/news/news/2016/08/marketwatch-opinion---big-data-is-making-us-more-boring-and-less-innovative.html.
17.
T. Kelly, “Reclaim Your Creative Confidence,” December 2012. [Online]. Available: https://hbr.org/2012/12/reclaim-your-creative-confidence.
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C. Ratti, “MIT SENSEable City Lab,” 2016 January 2016. [Online]. Available: www.dld-conference.com/events/data-drives-business.
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G. Roth, Aus Sicht des Gehirns, 2009.
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M. Serres, Erfindet euch neu! Eine Liebeserklärung an die vernetzte Gemeinde, 2012.
Footnotes
1Quotation: Co‐Founder of Celonis Process Mining (Start‐up) Alexander Rinke, Frankfurter Allgemeine, 2016.
2A recent example for a connective MOOC is the “Corporate Learning 2025 MOOCathon” (e.g. with components such as public Working Out Loud Circles, various informal learning groups, an Hackathon in between and a Learning Camp to the end).
3Decentralized data collection is not far developed yet. For experimental projects view www.coss.ethz.ch/ or mesinfos.fing.org.
4Cf. C. Ratti/D. Helbing, 2016.
5Cf. T. Kelly/P. Kelly, 2012.
6The meaning of workplace learning is emphasized particularly by Jane Hart.
7The prevailing assumption of incompetence regarding learners is being reversed by an increasing competence assumption concerning participants in networks. M. Serres describes this with regard to the connected generation.
8Cf. Nick Shakelton-Jones, 2017 and cf. Josh Bersin, 2017.
© Springer-Verlag GmbH Germany 2018
Claudia Linnhoff-Popien, Ralf Schneider and Michael Zaddach (eds.)Digital Marketplaces Unleashedhttps://doi.org/10.1007/978-3-662-49275-8_14
14. Digitalization in Schools – Organization, Collaboration and Communication
Benno Rott1 and Chadly Marouane1
(1)Virality GmbH, Munich, Germany
Benno Rott (Corresponding author)
Email: [email protected]
Chadly Marouane
Email: [email protected]
14.1 Introduction
Ever
y type of association, organization, club or society is a complex combination of individuals, workflows, appointments, meetings and management of people and objects. The objective should always be a smooth mode without distraction on important or needless tasks in the operative work. The aim of school is to teach pupils – both with deep professional experience and with necessary soft‐skills for their future lives. All tools and improvements in processes and staff should focus this target.
One effective way to reach this goal is digitalization. We live in a world that is characterized with information, knowledge‐management and a rapid change of technology. Individuals as well as organizations are forced to deal with these issues and especially the ones who actively integrate new possibilities for improvement of their work approaches can design their own future. Everyone who ignores the change of digitalization will be forced to it.
If we like to talk about digitalization as a possibility for fundamental improvement in school, we have to consider the relevant target group and stakeholders: The headmaster is the managing director of a school. He or she is responsible for an unobstructed flow in the whole organization. One or more secretaries support him in the daily work. The secretariat is the first contact person for every concern of the parents and pupils. A specialty of the target group pupil is the age: in most cases they are underage. The main staff of a school is the group of teachers.
Digital Marketplaces Unleashed Page 17