¿Cómo hacer que nuestra organización aprenda? En una época de sobreabundancia de información y conexiones resulta clave pensar en el rezago que existe entre las necesidades que demanda una sociedad en red y la resistencia al cambio que afecta a muchas organizaciones. En esta exploración no sólo analizaremos la resistencia al cambio en una era de hiper-conectividad, sino que haremos un zoom a aquellas experiencias que han marcado la diferencia. Para ello, se plantea un travelling de tendencias que incluye la apertura radical al conocimiento (open innovation y crowdsourcing); nuevas formas de identificar habilidades (knoweldge broker en Mozilla y LinkedIn); nuevos perfiles (desing thinkers en Google); nuevas formas de actualización vía cursos masivos abiertos (el caso de Yahoo); nuevas tipologías de habilidades (soft skills en Samsung); entre otros. Esta presentación ofrece un radar de tendencias y buenas prácticas que se convierten en aceleradores del cambio organizacional.

1. www.knowmadsociety.com

2. “Any customer can have a car painted any
colour that he wants so long as it is black “
*(h.ford,1922)
Remark
about
the
Model
T
in
1909,
published
in
his
autobiography
My
Life
and
Work
(1922)

3. Old Paradigm
New Paradigm
consumer
consumer
company
company

4. “individual
playing
both
roles
consumers
of
services
as
well
as
creators
of
added
value
services”.

15. How important
competencies
are?

16. ‘Ability to apply knowledge,
know-how and skills in an
habitual and/or changing
work situation’.
Source: Cedefop, 2002
http://bit.ly/189YAG7

17. Google Books | Skills 20st century
http://books.google.com/ngrams

27. 52

28. 56http://spatialanalysis.co.uk/2011/10/mapping-academic-tweets/

29. tecnologías, nuevas formas de conectarnos

30. Can ICT
stimulate new
ways of
learning?

31. http://images.google.com/hosted/life/f370b2c0a4e3ebcd.html
1948, NY 46

32. http://newsinfo.inquirer.net/101439/la-salle-green-hills-classrooms-go-high-tech
2011, Filipinas
50

38. periscopio caleidoscopio
(explora contextos) (combina contextos)
equilibrio entre proteger derechos de propiedad intelectual, y
permitir que ideas se fluyan para generar nuevas innovaciones.

41. http://www.flickr.com/photos/nevermore555/3389130723/sizes/l/in/photostream/ 69

53. www.vizify.com

55. Vision:
Much of the problem-solving work carried out in the
world today is performed by teams in an increasingly
global and computerised economy.
Challenge:
PISA 2015 Collaborative Problem Solving assessment will
reflect the collaborative skills found in project-based
learning. Assessing collaborative problem solving
competency.
(PISA 2015 Draft collaborative problem solving framework).
http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf

56. Measurement:
• Assessing Social &Cognitive process
(rather than specific domain knowledge)
• Combination of actions made by the team members,
communication between members, and products
generated by the individual and the group.
• 3 major collaboration competencies (Establishing a
shared understanding (consensus), acting proactively,
maintaining group organisation).Critical thinking,
self-management, ICT skills, comm. and collaboration.
• Social skills (cooperation, empathy, negotiation)
• Cognitive skills (definition & understanding of
problem, and knowledge building)

57. OECD International assessmentof problem solving skills. Educating for Innovative Societies.
26 April 2012. Michael Davidson. OECD Directorate for Education.At http://slidesha.re/19Ns5RV

60. How should we
move forward?

62. content
context
socialinnovation
container
technicalinnovation
90

63. http://www.goodreads.com/review/show/315901798http://www.fastcompany.com/magazine/163/jonah-lehrer-imagine-how-creativity-works
Idea creativa: conocimiento + ambiente adecuado (interacción con otros) +
contexto específico (que nadie más ve).

64. “decentralized networks are more efficient for creativity and collaborative problem
solving where people have more autonomy fo find and use knowledge”

66. Communications tools don t
get socially interesting until
they get technologically
boring (Shirky, 2008)
Interesting social
innovations may
not be interesting
technically
(Bernstein, et al, 2011)
Flash
mobs
strike
again
for
the
9th
annual
‘no
pants’
subway
ride
Social
Media’s
Influence
on
the
Arab
Spring
Privacy
or
data
protec1on?

67. Network
Type:
Architecture
Openness
Control
Modulariza9on
3.0
Collabora1on
Many-­‐to-­‐Many
Managed
High
High
2.0
Contribu1ng
Many-­‐to-­‐Many
Networked
Moderate
(i.e.
reputa1on)
Moderate
(i.e.
simple
task)
1.0
Sharing
One-­‐to-­‐many
Open
Low
Low
(DuEon,
2008)
3
Levels
of
Collabora9ve
Networks
Organiza9ons

68. (Pallot
et
al.,
2010)
Contextual & social based adoption & adaptation of ICT:
• Living
Labs
+
User
Driven
Innova9on
+
User
Centred
Design
+
User
Created
Content
+
User
Group
Experience
(socio-­‐emo1onal)
…BUT
• The
principles
(usability,
accessibility
or
technology
customiza9on)
are
more
manifested
in
theore9cal
considera9ons
rather
than
in
prac9ce.
• Significant
number
of
“one-­‐size-­‐fits-­‐all”
paradigm
is
common
in
the
market.
40,000
solu1on
submissions
[200,000
solvers
-­‐200
countries]
Awards:
$5,000
to
$1+M

69. • Small, focused, short-term work teams
• Repeatedly reformed and refocused
• Internal blog dissemination
• YouTube for knowledge transfer
• Googleplex: environment for discuccion
• Open cafeteria
(Eric Schmidt)

71. Preparation > Incubation > Insight > Evaluation > Elaboration
Csikszentmihalyi (Creativity, 1996)
WhereGoodIdeasComeFrom,StevenJohnson

72. “Los profesores
tenemos que
enseñarles a ver
huecos en el mercado
para los que ellos
creen un producto o
un servicio” (Gerver).

73. http://www.creativitypost.com/create/how_geniuses_think
¿Cuántas maneras diferentes hay de ver el problema?
¿Cómo puedo repensar la forma en que veo el problema?
¿De cuántas formas puedo solucionar el problema?
En vez de "¿Qué he sido enseñado por otra persona para resolver un problema ?"
Mirada abierta a los problemas:

74. Peer based learning
micro-transference
– (different ages, uses context)
We learn….
10% of what we read.
20% of what we hear.
30% of what we see.
50% of what we both see and hear.
70% of what is discussed with others
80% of what we experience
95% of what we teach
-William Glasser- { 2 }
micro-transference (exchange of experiences)
– (different ages, uses context)
“doesn´t matter if kids don´t have a great IT teacher” (Sugata Mitra)
93

75. Lifelong learning >
DIY (time/spaces)
‘we need to engineer new technologies to help
them HOW to learn, not WHAT to learn’
(Moravec)
90% of what we learn come informally
Princeton´s center for creative leadership
70/20/10
70% work/experience.
20% interaction with others.
10% formal learning.
Uncertainty can lead to knew Knowledge
{ 3 }94

77. http://blog.coursera.org/post/53374336556

95. Cristóbal Cobo Romaní, phd
@cristobalcobo
Oxford Internet Institute
University of Oxford
Outliersschool.net
99