XY: a Castle, a Lab and the Near Future of Education

Art is Open Source will be at XY Lab in Puglia, from the 17th to the 31st of July, in the beautiful castle of Castrignano de’ Greci, for a massive workshop on knowledge, data, information, Human Ecosystems and the Near Future of Education.

It will be the first workshop to participate to the Knowledge Ecosystem we have been creating with the Knowpen Foundation. (learn more about the new education system we’ve been creating, HERE)

 

Information

The workshop is FREE, you will be in a beautiful castle with us and multiple other designers and researchers from all over the world, exploring the themes of “New Publishing” and “videomHacking“: new ways to tell stories and to create shared, ubiquitous narratives and participatory ecosystems.

The lab is divided in two interconnected experiences: X and Y.

X has been created by FF3300 and by Pazlab, Y has been created by Inuit and Dinamo Film, and both are implemented with the support of Laboratori dal Basso.

You can see more info about the the XY Lab HERE, and you can apply HERE.

 

The Near Future of Education

This will be an important workshop for us. For two reasons.

The first one: after the global event “Education is a Commons“, in which people from all over the world took part in the initial design of the Near Future Education System we’re defining, XY will constitute the first massive effort to create the tools and techniques through which this system will come to life.

We will be inventing and designing communication strategies, software, information visualizations for the Knowledge Common, the Alternative Currency which is used in the Education Ecosystem, the information visualizations which will show the well being of the ecosystem itself, including the relations, economies and productions which take place within it and thanks to it. We will be designing and implementing the Ecosystem itself, creating a peer-to-peer knowledge environment, an ubiquitous network-of-networks.

We will try to answer an enormous question: how is an inclusive, ubiquitous, participatory, mutualistic knowledge ecosystem made?

The second reason regards the fact that XY Lab will also be the first participatory education process which will actually take part to the Knowledge Ecosystem of the new Education System which we’re designing!

This means that all materials, documentation and tools will be open and accessible from the Ecosystem, that they will be usable in “recipes”, and that we will all be able to start assigning each other some Koinoos, the currency of the Knowledge Ecosystem, to evaluate the perception of how active we have been in participating to the well-being of the ecosystem: the new definition of value in the economy of the Education System we’re defining. (to know more about what this all means, you can read the initial description of the Education System designed by the Near Future Education Lab, follow developments on the P2P Foundation wiki, and join the Facebook Group of the Near Future Education Lab to ask us directly and start participating )

During the next months we will be openly supporting more projects, workshops, courses, tutorials, hackathons, learning environments, fablabs and more who will join the Knowledge Ecosystem, to start making the Near Future Education System a shared reality.

This is an important, fundamental first step!

XY Lab in the castle

XY Lab in the castle

Participants

The two-weeks workshop will be about New Publishing and VideomHacking. There will be two groups and multiple chances for cross-pollination.

We will be in the New Publishing area, exploring how to design and implement an ubiquitous knowledge ecosystem.

 

These are the teachers and tutors for the New Publishing area: X

Salvatore Iaconesihacker, designer and teacher at ISIA of Firenze

Oriana Persicohacker, designer and teacher at ISIA of Florence

Mauro Bubbicodesigner and teacher at ISIA of Urbino, among the leading experts in communications in Italy

Leonardo RomeiLecturer of Semiotics and member of the Academic senate at Isia (Higher education institute for industrial arts and design) of Urbino; co-founder of the communication design studio QZR. He received the PhD in Communication sciences from the Sapienza University of Rome and worked in the ESCoM – Cognitive semiotics and new medias team at FMSH (Fondation Maison des sciences de l’homme) in Paris. He gave several workshops and lectures and he wrote for Nova24 de Il Sole 24 ore, Alfabeta 2, iS Pearson, il Verri, Progetto Grafico. He is co-editor of the monographic issue of Progetto Grafico n. 25 “Text and Image in the Scientific Realm”.

Salvatore Zingalesemiotics teacher at Politecnico di Milano

Silvio Lorussoartist and designer. His ongoing PhD research in Design Sciences at Iuav University of Venice is focused on the intersections between publishing and digital technology from the perspective of art and design. Since 2013, he manages the Post-Digital Publishing Archive

Emilio Macchiagraphic designer and researcher, former participant at the JvE Academie, Maastricht. Curator of “Fahrenheit 39” – publishing fair and Head of “Offset” designers in residency program since 2011.

Antonio Vergari: analyst and informatics, a.i. and automatic learning system expert from Politecnico di Bari

Danilo di Cuiacreative technologist with a background in graphic design and a focus in human-computer interaction. In the past few years he has been crafting games, interfaces and interactive installations in the US and UK for clients such as ITV, Google and BBC. His latest installation ‘Collate’ has been selected for the London Design Festival and exhibited at the Victoria & Albert Museum in London.

Jacopo Pompiliivisual designer, currently attending a master’s degree in Communication Design at Politecnico di Milano. His bachelor final thesis at ISIA Urbino — Iperlibro (Hyperbook) — focused on digital publishing and new reading experiences specifically designed for new digital media.

Eugenio Battaglia: Neurosciences and biohacking expert

These are the teachers and tutors for the VideomHacking area: Y

Marcus Ströbelsoftware developer, contributor of Magic Lantern

Cosimo Bizzarri: storyteller and journalist, he’s currently working as the executive editor of COLORS Magazine and as a tutor at the Design faculty of the San Marino University

Gianpaolo D’Amico: PhD in Computer Science at the University of Florence, is freelance creative technologist for digital media and founder of the blog sounDesign

Paolo Patelli: PhD candidate at Politecnico di Milano, researches and designs between architecture, media technologies and public spheres

Giacomo Leonzi: has a degree in Science, and he currently works as a developer and interaction designer around the world

Nicholas Caporusso: researcher in the field of human computer interaction, and hospital risk management, CEO at QIRIS

Michelantonio Trizio: information engineer, hacker and enterpreneur, CTO ad QIRIS

Matteo De Mayda: photographer and art director based in Treviso. ADCI Award in 2012

Lea Dicursi: video-maker, video-editor and producer based in Barcellona. She had worked for Benetton, Colors Magazine and Fabrica

Matteo Bencini: interactive and web designer at Lcd s.r.l. in Florence

Ruggero Castagnola: IxD and Creative Technologist. Iuav graduate, currently research fellow at PoliMi

Giuditta Vendrame: designer and currently enrolled in Social Design Master at Design Academy Eindhoven

 

inside the castle

inside the castle

Join Us!

Join us for these two weeks of whorkshop! We’ll be happy to work with you.

The workshop is FREE!

You can see more info about the the XY Lab HERE, and you can apply HERE.

What happened in the planetary event of the Near Future Education Lab: the challenge of the Future of Education has started

Some days have passed since the Education is a Commons event, and a summary is needed to be able to have an overview of the scenario which is opening up before our eyes, and about the single most important fact which emerged fro the whole event: Now is the Time to start re-thinking the education system!

First of all: participation. People from 5 continents joined in for an entire week of discussion, representing individuals, organizations, universities, companies, associations, activist groups and, obviously, education hackers from all over the planet.

the final hangout:

Here are some useful links:

the opening hangout:

The most discussed topics:

  • The education ecosystem: what is it? How does it emerge and manifest itself? How accessible and inclusive is it in its current form? What organizational models, if any, can be adopted to make it more accessible, inclusive and readable/usable?
  • Koinoo, K-Coins, badges and more: a mutualistic currency for the education ecosystem. Reputation capital. Transformation of the current definition of value to a p2p, ecosystemic, well-being oriented one, based on networked trust, participation, mutuality. Understanding the ecosystem and the networks through the currency. A new role for credentials.
  • Knowledge Commons, recipes, knowledge and meta-knowledge. Transforming Education into a protocol, like the Internet: an accessible, p2p, network-of-networks. Hypotheses for implementation. A new p2p layer of the Internet protocol stack.
  • Ubiquitous Education. Ubiquity through time and space (connect experiences, places and situations for knowledge anytime, anywhere). Ubiquity through contexts (each place is a potential space/time for learning/teaching/knowledge, through the commons and ubiquitous tech). Ubiquity through roles (each one can be teacher, student, researcher, entrepreneur… depending on the context). What about Divides (technological, cultural, age, gender…)?
  • the Open Foundation: the role of the open foundation to host, preserve and promote the Knowledge Commons, the Ecosystem, and the value model, enacted through the currency, and as a shell to enact the Wirearchy through which the ecosystem will work.

More discussions are taking place as we speak, and we are starting up the implementation processes for the whole thing: so please join the Facebook Group of the Near Future Education Lab and participate to the discussions and activities, or get in touch with us anyway you can: we want to do it with you!

Below you can find more resources about the event and the overall process:

Some fundamental Facebook Posts in the discussion:

the 7 days of the Near Future of Education

It’s here!

After our initial exploration of the Near Future of Education, when the ISIA Design School in Florence faced the effects of the global crisis, after writing about our vision on newspapers, and performing collaborative efforts to understand the possibility for transformation of the current situation, it is here:

Michel Bauwens, Layne Hartsell, Anna Blume, Jon Husband, Salvatore Iaconesi, Oriana Persico, the Near Future Education Lab and many more will be joining in

the 7 days of the Near Future of Education, a global and networked event on the Near Future of the Education System. (from June 1st to June 7th, 2014)

A full week of open discussions on the Near Future of Education. Google hangouts, talks, information and exchange.

Opening discussion starts at on June 1st at 8:00 AM (EDT) – 2:00 PM (CEST) – 10:00 PM (KST).

To make sure to be present at the opening live discussion, follow the link that will be provided on this page two hours before the starting time:

https://www.facebook.com/events/225370707673974/

From Florence, Seoul, Quito, Göteborg, Hong Kong, Vancouver and multiple other parts of the world.

Brought up with the help of Living Bridges Planet, and with the participation of the P2P Foundation, CS Cantiere 2.0, Fake University, The Hub Roma, Art is Open Source and ISIA Design Florence, we bring you:

Education is a Commons!

Event Facebook Page: https://www.facebook.com/events/225370707673974/

A full week of open discussions on the Near Future of Education.

Google hangouts, talks, information and exchange.

Education is a Commons

Education is a Commons

The first global and interconnected event organized by Near Future Education Lab in collaboration with the P2P Foundation and an incredible network of partners and supporters, globally.

Near Future Education Lab is a group of researchers, teachers, students, associations that want to change the future of Education.

Everything starts from this:

“The future does not exist, it’s a global conversation about what we want, what we fear, what we expect and the possibilities we can imagine.”

1. Crisis and transformation of the education system: the Near Future of Education in Florence. What happens during a crisis?

Transformation, as possibility?
Necessary change.

When faced with semi-bankruptcy originating from the financial cuts, and with the certainty of being thrown out from the buildings in which they reside, because of the lack of government funds to pay for the rent, the teachers and students at ISIA Florence started a protest. Flash mobs, social network campaigns, and city interventions were enacted to protest against the probable closure of the school.

Soon enough it was clear that this was only the latest of a never-ending series of states of emergency, and that dedicating all this effort towards resolving one problem, would not change anything for the future, that would still be characterised by a sequence of emergencies, one after the other.

2. A decision was made.

Starting from the Near Future Design course, and quickly spreading to the whole school, we decided to reinvent our reality with the most our powerful tool: Design. We started building the Near Future Design of Education, to push a bit further people’s perception of what is possible, and using this shift to enact a performance, in which the design actually comes to life.

3. The constituent phase

The students are now in a constituent phase, in which they will unite into a foundation, organised using Wirearchy models. (Jon Husband) This new organism will enact the design, by changing the rules of the game. Stepping away from protest mode, and moving into the making mode by changing roles: from subjects begging their rulers to receive hearings and a few coins to survive, to partners, co-creators of the future of the education system.

We imagine a p2p, interconnected ecosystem where Knowledge is a Commons and everyone can share ideas, projects, and perform the near future of Education.

Join this 1 week conversation!

To make sure to be present at the opening live discussion, follow the link that will be provided on this page two hours before the starting time:

https://www.facebook.com/events/225370707673974/

EVENT SUPPORTED BY:

P2P Foundation, Art is Open Source, ISIA Firenze, Fake University, The Hub Roma, CS Cantiere/SMS/UniPop

LINKS:

For more information about the Lab and the idea of the education system we are developing, we invite to visit you this the page guested by P2P Foundation Wiki:

http://p2pfoundation.net/Near_Future_Education_Lab

 

Near Future Education Lab Blog:

http://nearfutureducationlab.nova100.ilsole24ore.com/

 

Near Future Education Lab FB Group:

https://www.facebook.com/groups/NearFutureEducationLab/

The Near Future of Education

 Introduction

With students, designing the future of the education system. A fundamental action towards a shift to a participatory, inclusive knowledge society. This post describes the structure and methodology of our action.

Note: This post is the result of the conversation which we had at CyberResistance in Milan, at the Cantiere.

 The Future does not Exist.

In our approach to Near Future Design we try to create a state of suspension in which it is possible to explore multiple versions of future scenarios and to engage people from different cultures and backgrounds to enable them to become performers, able to express themselves in highlighting not just (technically/technologically) possible futures, but desirable, preferable futures.

Near Future Design: infinite futures

Near Future Design: infinite futures

There are a few steps involved in doing this.

The first step is to create a Future Map.

From our point of view, the building a Future Map involves the combination of a technical/technological activity together with an ethnographical/anthropological one.

The first one involves the comprehension of the current State of the Arts & Technologies: current technological advances, promising research, patents, new products, trends, etcetera. Given proper and reliable information sources, this task is rather simple, in that it requires to keep updated.

The second one is fairly more complex, as it requires the comprehension of the Established Narratives, the Strange Now and the Future Possibilities.

The Established Narratives describe our common understanding of consensual reality. Given a certain topic or domain, the established narratives enclose the forms of consensus which is accepted within relevant communities or cultures: “normal” things within the domain, as they are culturally, traditionally and commonly understood.

The Strange Now describes the emergence of recurring patterns, rituals and other behaviours. Although having become recurrent, these behaviours do not yet benefit from widespread social understanding, comprehension and encoding: they are commonly understood as “strange”, peculiar or curious.

The Future Possibilities describe what people in relevant cultures and communities perceive as possible, feasible and technically/technologically advanced and desirable regardless of their actual technological feasibility, present or future: they describe people’s perception of possibility, in the future.

All these elements are combined into a Design for the New Normal. Its objective is to merge the two types of results into the description of near future designs: the “things” which will be normal a short time from now; the next normality field.

The Near Future Design is represented in a series of ways and it becomes a Simulacrum: a state of suspension of disbelief in which the Design is implemented using a Transmedia Narrative whose objective is to make it as believable and likely as possible, so much that it becomes so entangled in consensual reality that it eventually becomes it.

In particular, this last phase, happens by means of imagination, performance and desire. It is a language-based operation, in which a linguistic landscape is created which allows for the emergence of new imaginaries: people become performers by apprehending new languages, which allow them to imagine new things and concepts and, in turn, to bring them to life, through desire. The performance of the future: people’s perception of what is possible shifts, as they experience a transmedia simulacrum which is so likely that they start using it, eventually making it become true and, in the process, express themselves on what is their desired, preferred future.

This is exactly what we are doing with the education system.

The Near Future of the Education System.

Together with the students at ISIA Design in Florence we are using Near Future Design techniques to design the Near Future of the education system. To do this, we are following the the full Near Future Design methodology outlined above, and we are enacting the transmedia simulacrum in two ways: by enacting a transmedia narrative which will be started shortly, in the following phases of the action, and by adopting the model we’re designing, performing it and using it ourselves, to experiment it on the field according to an agile methodology, by designing it, implementing it, releasing/using it in its beta version, and by redesigning it according to a series of iterations, forks, merges.

Here below is an image which describes the structure of our initial design, further detailed in the next sections.

Near Future of Education structure

Near Future of Education structure

Assumptions

Assumption number 1: decent education has an really high entrance/access barrier.

If you have a lot of money, you don’t have a problem with the current education system. If you can afford the hundreds of thousands of dollars which are needed to attend the best (and not-so-best) schools in the world, you really do not feel the crisis. You have laboratories, personalised courses, a good student/professor ratio, tutoring, mentorship, auditoriums, libraries, equipment, etcetera, you have it all.

Too bad that not many people have all of this money. And even of the ones that do, most of them rely on Debt to obtain access to these schools, and debt – as we have learned – comes with an awful lot of implications.

Assumption number 2: current education models are mostly competitive rather than collaborative.

Competitive models may be adequate for the industrial era, but they are not for the networked, information/knowledge/communication era, which is based on collaboration, universal access and inclusion. All of which are critical to the creation of social capital and the ushering in of a sharing economy.

Assumption number 3: knowledge as a common.

Not only because, as Rifkin puts it, it allows for marginal costs to tend relentlessly towards zero, with all that this implies, but also (and most of all) because, as Bauwens frames it, in the framework defined by Contributory Commons (provided by the Civil Society) and Ethical/Solidary Economy (the Reframed Corporation), an Information & Knowledge Common is enabling and empowering, and should be defended as a strategic asset.

Assumption number 4: perceptive, cognitive, attention and strategic models for education.

The ways in which we learn, collaborate, work, design and relate have radically changed. From a perceptive and cognitive point of view, and from the perspective which sees the emergence of novel modalities in which multiple disciplines converge, different roles become entangled, serendipitous actions become strategic and, in the passage from atoms to bits and back, the production of knowledge and information becomes a performance which is cultural and linguistic, and which is polyphonic, interconnected, emergent in nature.

Assumption number 5: need for a new definition of “value”.

From the P2PValue project page:

Commons-based peer production (CBPP) is a new and increasingly significant model of social innovation based on collaborative production by citizens through the Internet.

In this framework a novel definition of “value” must be found, encompassing the well-being of the ecosystem, and in a mutualistic sense, progressively loosing the definition of “value” determined by the market sale price of products and services, and embracing one which is mutually determined, at a peer-to-peer level.

On top of these 5 initial assumptions, the State of the Arts & Technologies and the Strange Now analyses have provided indications about 11 axes in which we have dimensioned our proposed design. You can read more about the 11 axes of transformation on the NearFuture Education Lab’s blog on Nòva24.

The Foundation

Why create a Foundation to explore the Near Future of Education?

There are multiple answers. Two are the most important ones: to enact a strategic shift, and to host, protect and preserve the Knowledge Common that is at the center of ecosystem.

First: to enact a strategic shift.

a strategic shift

a strategic shift

In the current situation, a hierarchical organisation of things and processes is in place: governments and companies deal with each other to establish policies and strategies which are applied to, in this case, schools and universities and, by them, to students and other participants. This has major political, social and economic implications. And, maybe most important of all, is not flexible, resilient and capable of adapting to the transformation of cultures, societies and the environment, or to take into account people’s and communities’ desires, visions, expectations and emergent behaviours.

The transformation we propose is dedicated to creating an environment, a space.

The environment is the Knowledge Common, which is protected and preserved by the Foundation.

The Foundation itself is open, accessible and permeable: anyone can get in, but it is not necessary to get in to make use of the Knowledge Common.

Multiple forms of interaction and interrelation with this environment are possible, such as contributing to the Common, using the knowledge contained there within, producing recipes to it, a particular form of meta-knowledge (and, thus, that is part of the ecosystem itself) which shows how the various parts of the Common can be used together, combined, assembled together with other relations, elements, or even with other recipes.

These forms of interaction can come from inside/outside/edge of the environment/common.

The Foundation, open and accessible to everyone, preserves the Common.

The Currency

The Knowledge Common has a value, which constantly grows.

This value is measured using K-Coins, Knowledge Coins.

K-Coins are a mutualistic currency, which is used to measure how much a person or organisation contributes to the value (well-being) of the Environment/Common.

K-Coins are mutually assigned: if subject A perceives that subject B contributes to the value of the ecosystem (by participation, contribution, production, meta-production…), A can assign K-Coins to B. In other words, K-Coins are proportional to the Reputation which one has in relation to their active participation to the well-being of the Environment/Common.

(some additional info on the ways in which we are designing the K-Coins may be found here: http://p2pfoundation.net/Near_Future_Education_Lab )

Agile Ecosystem: pull, fork, watch, merge

All the things we have seen so far (and the next to come) represent knowledge, as well.

The Future Map, the definition of the Foundation (its statute and regulations, for example), the K-Coins definition and the software needed to make them work, the collaboration and relation tools… everything that we describe here is part of the Knowledge Common that constitutes the core of the Environment, of the Public Space, that we are describing.

As such, they can be freely accessed and used.

Using the Git metaphor, they can be watched (to know how they’re changing), pulled (to use them), forked (to modify them, creating your own version) and merged (to take the results of multiple contributions and to assemble them into a new version).

If a certain subject grabs and modifies, let’s say, the Future Map, or the statute of the Foundation, they can use it for their own purposes, but the results remain part of the Knowledge Common, together with their relation with the original version.

This fact has enormous cultural, political and practical implications.

First of all determined by the possible co-existence of multiple versions of everything.

This implies, for example, that if I have a certain vision of the Future Map, of how the future of the education system could be, I could just fork the currently adopted Future Map, modify in ways which reflect my point of view, and put it back up for merging. Then other people will be able to make their own decisions: merge it, fork it on their own and use it, or else. In any case, I would be able to use my own Future Map for my own purposes (in this case, to aim at a certain objective in the transformation of the future of the education system).

In all this, K-Coins allow everyone to express (currency as a means of expression) themselves about their perception of my contribution to the Common, contributing to my reputation and, thus, augmenting the value of the environment/common itself.

This possibility for measure also achieves a virtuous effect: since everyone’s reputation is connected to their active contribution to the well-being of the Knowledge Common that constitutes the environment, and since the K-Coins measuring it are mutually assigned, everyone will be engaged into making positive contributions, thus augmenting their value, thus incrementing their reputation and possibilities/opportunities within the ecosystem.

How Does all this Work?

The Foundation will work as a Wirearchy.

In Wirearchy a social network (in our case it will be a combination of a peer-to-peer social network, and of a meta-social network, operating in piggy-back with major social networks such as Facebook and Twitter and in mode physical modalities) hosts conversations, relations and interaction.

From these, the communities of practice emerge: people and organisations interested and involved in certain topics, domains and issues, and making experiments, hypotheses, researches…

Work teams can emerge from all this, eventually including some or all members of the communities of practice as well as participants from the rest of the social network, or even from beyond its (fuzzy) boundaries. Work teams actively work on the domain/theme/issue, eventually arriving at the definition/creation/implementation/deployment of a certain information, knowledge, object, product, service or else.

In this ecosystem, any form of production includes two elements: knowledge and other things (such as objects, products, services…).

All knowledge produced becomes part of the Knowledge Common.

All the rest may be sold, offered, used or else, at the discretion of the producers.

The knowledge produced and put back into the Common defines the “value” of the “project” within the ecosystem, through the number of K-Coins that other people assign to it – from their point of view and if they desire to do so – evaluating how it contributes to the well-being of the ecosystem.

Recipes

Within the ecosystems, a series of subjects produce recipes.

Each project, course, study program, how-to, tutorial… each of these things is a recipe, may contain and use recipes and may be contained in one or more recipes.

Recipes are like the ones for cooking: they contain ingredients, and the instructions on how to combine them to obtain a certain result.

Recipes, as forms of (meta-)knowledge are part of the Knowledge Common.

There can be recipes about what is the education path to become a Designer, an Engineer, a Cultural Anthropologist. Recipes about how to build chairs, drones, particle accelerators. Even recipes about cooking.

A certain recipe may indicate that, before attempting to do something, I should learn something: Recipe to create object X could state that “you can use software tools Y and Z, physical tools K and T, and you have to follow course A, preferably with Mr. B, and it would be better to join Lab C, and you would need the collaboration of at least 1 person who has followed course D and E, and who is proficient in using tool Y”.

Recipes can be produced by multiple subjects: I, for example could produce a recipe about “what you need to learn and do to become a proficient Communication Designer”.

Other people could create similar recipes (starting from scratch, or forking my recipe, for example): other designers, people who think they know what it takes to become a Communication Designer, and more.

One peculiar type of subject which could desire to have its say about this could be, for example, the Italian Ministry for University and Research (the MIUR), or any other governmental institution in other parts of the world. Actually, all of these types of subjects basically occupy their time creating “recipes” – under the form of official study plans, policies, regulations and more. We recognise these plans, rules and regulations as valid and mandatory on the premise that we trust these governmental entities and institutions, and that we acknowledge them the role of the maintainers of the systems in which sciences, humanities and research can thrive and prosper.

It’s a matter of trust, and reputation.

What could, then, happen in the ecosystem which we’re describing?

It may become true that Mr. X’s recipe on “how to become a Robotic Engineer” is valued more (in K-Coins) than the one from the MIUR, other Government Agencies, or even than the one from Stanford, or even MIT. Because…? It can happen for multiple reasons, of course. One of them is that, in the ecosystem, more people have recognised more value (by attributing K-Coins) to Mr. X’s recipe. This would mean that the education ecosystem recognises Mr. X’s recipe more valuable than the one by the Ministry, or by Stanford, or by…

This possibility is disruptive: what could a Ministry of Education, or Stanford, or MIT do in this case? They could produce a better recipe, or adopt Mr. X’s, or fork it or… many more things. Sure is that that they would have to act, in order to bring more well-being to the ecosystem.

Let’s look at some scenarios.

How can I teach in this Ecosystem?

I could offer a course/lab/training-on-the-job/something using the social network, or by participating to a Community of Practice or Work Team (and possibly recognising the need for such an offering), or because I really enjoy teaching a certain subject/practice, or because I have the tools/spaces/conditions to offer it, or else.

In my offering I can use elements from the Knowledge Common, optionally forking them and creating my own versions, which are put back into the Common. I can use recipes, and produce recipes of my own, to be used in the course or outside of it (“my course is needed to learn how to build object X, as described by recipe Y”). The offering can also be included in recipes by other subjects, which deem it as being fundamental for achieving a certain purpose.

These same people may decide to replace a certain element of their recipe with my offering, should they be convinced (and, in this, reputation helps) that mine is better.

Eventually, I will give the course/lab/stage/practice… and the people who have participated (students, recipe-adopters, be that to become an engineer, complete a project, to learn something so that I can then teach it, to learn something for no purpose at all…) may decide to assign me some K-Coins for my positive and active participation to the well-being of the Ecosystem.

From this moment my offering would benefit from increased reputation.

How can I create a project in the Ecosystem?

This scenario works much in the same way like the previous one.

The major difference is in its augmented degree of generality.

To engage a project you have to learn something, use knowledge and information, assemble a certain number of recipes, and more. All to produce, as described, more knowledge and some objects/products/services/other.

Thus, it would work out in the same way.

The social network/communities of practice/work teams scheme could be used to start a project. The project would use elements from the Knowledge Common (be them single elements or recipes…), combining them with courses, laboratories and relations with other people and organisations which would have to have access to knowledge and recipes (either directly or by “going to school”) and, possibly, a certain level of reputation.

In this scenario: the value of reputation in the ecosystem becomes self-evident, as enabler, facilitator, multiplier, accelerator of the action.

How can I learn something in the ecosystem?

You always learn in this ecosystem.

One of the strengths of this approach is the explicitation of this fact: in different moments and contexts of their life subjects will act as “learners”, professors, laboratories, entrepreneurs, producers of recipes, and more.

I could decide to learn in multiple ways: by choosing a certain recipe (based on the reputation of its creator, or for some other reason); by choosing a certain course/lab/other offering; by joining into a project in which I would need to learn a certain thing or adopt a certain recipe.

Or I could even identify that no-one is currently offering a certain course/lab/training/other, and by using the social network/communities of practice/work teams to try to make it available (and this would also be an opportunity for someone to actually create the offering).

If all else fails, I could try to learn by myself in some way, and, maybe, even offer the course myself.

In all this, the usual mechanism applies: of all the contributions which I used (the course, lab, recipe or else) I would be able to assign K-Coins to attribute to them reputation, based on my perception of how they contributed to the well-being of the ecosystem and of the Knowledge Common.

Conclusions

We’re building all of this and, in the next few months, you will see much more happening.

As stated above: this process which we’re building is the first contribution to the Knowledge Common itself.

You all can (and should) contribute to it in any way you can: by participating, designing with us, helping us to communicate, to get in touch with people, groups, organisations, institutions who could be interested in these kinds of developments.

In four words: to make this happen.

More news really soon.

In the meanwhile follow us and join in like this:

The Near Future of Education: a potential revolution, at ISIA in Florence

Crisis and Transformation of the Education system: the Near Future of Education in Florence.

What happens during a crisis? Transformation.

Necessary change.

Note: this article was originally published on Luca De Biase‘s blog under the title “Crisis and Transformation of the Education System: The Near Future of Education in Florence”

Update: you will be able to follow the updates of the ISIA Process in Florence on the Near Future Education Lab on Facebook, or on the pages of Nòva24, on il Sole24Ore in the next few days (follow the FB group and this site to know more)

the Assembly at ISIA Florence

the Assembly at ISIA Florence

This is what is happening in ISIA, Florence’s school of design, where the students are leading a disruptive effort to co-create their own future of education.

When faced with semi-bankruptcy originating from the financial cuts, and with the certainty of being thrown out from the buildings in which they reside because of the lack of government funds to pay for the rent, the teachers and students at ISIA Florence started a protest. Flash mobs, social network campaign and city interventions were enacted to protest against the probable closure of the school.

students assembling in Florence

students assembling in Florence

Soon enough it was clear that this was only the latest of a never-ending series of states of emergency, and that dedicating all this effort towards resolving one problem, would not change anything for the future, that would still be characterised by a sequence of emergencies, one after the other.

A decision was taken.

Starting from the Near Future Design course, and quickly spreading to the whole school, we decided to reinvent our reality with the most our powerful tool: the Design. We started building the Near Future Design of Education, to push a bit further people’s perception of what is possible, and using this shift to enact a performance, in which the design actually comes to life.

The students are now in a constituent phase, in which they will unite into a Foundation – or other form of legal organisation –, organised using Holacratic models. This new organism will enact the design, by changing the rules of the game. Stepping away from protest mode, and moving into the making mode by changing roles: from subjects begging their rulers to receive hearings and a few coins to survive, to partners, co-creators of the future of the education system.

joining in the revolution

joining in the revolution

From the point of view of the course, the story will have a peculiar twist. At the end of each academic year it is common practice for the students to produce a publication featuring their Near Future Designs and the methodologies and techniques used to conceive and implement them.

This year’s publication will assume a very distinctive form: a series of European projects – which will be actually presented – and a open toolkit (made from software, tools, information and opportunities for interaction and interconnection), to make the process replicable and scalable.

The story has just begun, and you will be able to follow and take active part in it on the physical and digital pages of Nòva24, on Il Sole24Ore, and on the many forms of presence which this wonderful group of students will be maintaining on social networks and in cities.

The future does not exist: it is a performance, which we enact with every single one of our decisions.