David Brooks wrote an excellent op-ed piece in today’s New York Times. He states that individuals cannot be successful in a globalized world without building advanced capabilities to transform information into meaningful knowledge:

The globalization paradigm leads people to see economic development as a form of foreign policy, as a grand competition between nations and civilizations. These abstractions, called “the Chinese” or “the Indians,” are doing this or that. But the cognitive age paradigm emphasizes psychology, culture and pedagogy — the specific processes that foster learning. It emphasizes that different societies are being stressed in similar ways by increased demands on human capital. If you understand that you are living at the beginning of a cognitive age, you’re focusing on the real source of prosperity and understand that your anxiety is not being caused by a foreigner.

This is one of the few articles in popular media that effectively ties globalization with the need for revolutionizing human capital development. And, it is one of the very few articles that contain the words “globalization” and “pedagogy” together in the same paragraph. Read the entire article…

A “C” average nation. From Angela Maiers’ blog:

The 2008 State Technology Grades have been released. This State Technology Report is a joint project of Education Week and the EPE Research Center. Each state was surveyed to assess the status of K-12 educational technology across the nation in the areas of access, use, and capacity. The report assigned “grades to the states” for their technology performance overall and in those three categories.

At yesterday’s Horizon Forum meeting at the College of Education and Human Development at the University of Minnesota, Dr. Steve O’Conner, Director of Instructional Services for Owatonna Public Schools, presented an overview of an initiative in a classroom in Washington Elementary School where a fifth grade classroom has gone mostly paperless. Desks are replaced with medicine balls and music stands, and textbooks, papers and pens are replaced with laptop computers. We then connected to the classroom by videoconference, and spoke with the students and their teacher, Matt McCartney. What do the kids think? They love it! Jeff Cagle from Owatonna People’s Press joined the conversation in Owatonna, and wrote:

Megan Andrist said she found the laptops helpful because she was able to access a number of kid-friendly Web sites for research. Cam Muchow enjoyed using technology and adding other elements such as digital photography to his assignments.

By removing desks from the classroom, the students are able to instantly reconfigure their learning and work settings. In theory, the instant physical reorganization and software-enhanced environment allows for more individualized instruction. One kinesiologist at the University of Minnesota wondered if the medicine balls could help reduce the need to medicate children diagnosed with neurobehavioral development disorders (i.e., ADHD). Others saw instant potential in the cost savings that can be realized by eliminating traditional desks. Again, we asked: what do the kids think? They love the medicine balls. Cagle wrote:

Most students, including Brady Steinhorst, enjoyed sitting on the therapy balls. “Usually when you’re sitting in a chair, you have nothing to do,” he said, “and then you talk to a friend.”

Despite the excitement and hope the classroom is generating, a troubling question looms: What will happen to these kids when they graduate from the 5^th grade and enter a middle school with desks, and where computers and other resources are restricted to tightly-controlled laboratories? Special thanks goes to Superintendent Dr. Tom Tapper, principal Mary Baier, and Matt McCartney for their collaboration on this event.

[Cross-posted from e-rgonomic] Passport of skills for a knowledge worker:

1. Not restricted to a specific age.
2. Highly engaged, creative, innovative, collaborative and motivated.
3. Uses information and develops knowledge in changing workplaces (not tied to an office).
4. Inventive, intuitive, and able to know things and produce ideas.
5. Capable of creating socially constructed meaning and contextually reinvent meanings.
6. Rejects the role of being an information custodian and associated rigid ways of organizing information.
7. Network maker, always connecting people, ideas, organizations, etc.
8. Possesses an ability to use many tools to solve many different problems.
9. High digital literacy.
10. Competence to solve unknown problems in different contexts.
11. Learning by sharing, without geographical limitation.
12. Highly adaptable to different contexts/environments.
13. Aware of the importance to provide open access to information.
14. Interest in context and the adaptability of information to new situations.
15. Capable of unlearning quickly, and always bringing in new ideas.
16. Competence to create open and flat knowledge networks.
17. Learns continuously (formally and informally) and updates knowledge.
18. Constantly experiments new technologies (especially the collaborative ones).
19. Not afraid of failure.

Sources: Cristóbal Cobo. [http://www.slideshare.net/cristobalcobo] Stephen Collins. [http://www.slideshare.net/trib] John Moravec. [http://www.slideshare.net/moravec]