"The proposed invisible learning concept is the result of several years of research and work to integrate diverse perspectives on a new paradigm of learning and human capital development that is especially relevant in the context of the 21st century. This view takes into account the impact of technological advances and changes in formal, non-formal, and informal education, in addition to the 'fuzzy' metaspaces in between. Within this approach, we explore a panorama of options for future development of education that is relevant today. Invisible Learning does not propose a theory, but rather establishes a metatheory capable of integrating different ideas and perspectives. This has been described as a protoparadigm, which is still in the 'beta' stage of construction."
The first edition of the book has been published in Spanish.
The authors of this work are:
Cristóbal Cobo (PhD) University of Oxford.
John Moravec (PhD) University of Minnesota.
In the first chapter, we introduce the Invisible Learning concept, and how it developed from the authors’ previous collaborations. We also share sets of 21 st century skills and competencies that others have identified that integrate into the Invisible Learning framework.
the second chapter explores studies developed by research institutions, including the World Bank and OECD, that involve the invisibilization of technologies and the development of digital skills as they relate to educational policies are reviewed in the second chapter. Moreover, this is tied into a broader “Invisible Learning” framework of personal knowledge development and creating capacities to act on knowledge in purposive ways (innovation).
In Chapter 3, we outline the problems surrounding Invisible Learning. We frame it within a “Society 1.0 – Society 3.0” framework that illustrates our transformation from industrial societies to knowledge societies, and now on to innovation‐centered societies. Our challenge today is to create “Education 3.0” that meets the needs of a post‐1.0 society.
More specific examples of Invisible Learning are discussed in Chapter 4. The ideas of lifelong learning, incidental learning, and ubiquitous learning are invitations, from very different perspectives, to find patterns more flexible, innovative and creative learning that can happen anytime, anywhere – and are generative within a “continuum” of experiences based on diverse interactions in different contexts.
In Chapter 5, we highlight tools and methods to create preferred futures for education. The need to stay “ahead of the curve” requires new approaches that enable us to think about the future … and act.
Finally, in the sixth chapter, we further discuss the Invisible Learning project and summarize contributions from others (including links to submitted papers that will be published on the Invisible Learning website). We wrap up by iterating that the development of the Invisible Learning paradigm is incomplete, and provide a list of steps for action and identify pathways for continuing the conversation.