The Colearning Space concept came from the basic idea from “Learning Communities“, a 1995 methodology, that a set of schools from Barcelona, Spain, took to overcome educational failure and reversing low learning rates.
More on Learning Communities:
Wolff-Michael Roth and Lee Yew Jin suggest that until the early 1990s, and consistent with (until then) dominant Piagetian constructivist and information processing paradigms in education, the individual was seen as the “unit of instruction” and the focus of research. Roth and Lee claim this as a watershed period when influenced by the work of Jean Lave, and Lave and Etienne Wenger among others, researchers and practitioners switched to the idea that was knowing and knowledgeability are better thought of as cultural practices that are exhibited by practitioners belonging to various communities; which, following Lave and Wenger’s early work, are often termed communities of practice.
Roth and Lee claim that this led to forms of praxis (learning and teaching designs implemented in the classroom, and influenced by these ideas) in which students were encouraged to share their ways of doing mathematics, history, science, etc. with each other. In other words, students take part in the construction of consensual domains and “participate in the negotiation and institutionalisation of … meaning”. In effect, they are participating in learning communities. Roth and Lee go on to analyse the contradictions inherent in this as a theoretically informed practice in education.
Roth and Lee are concerned with the learning community as a theoretical and analytical category; they critique how some educators use the notion to design learning environments without considering the fundamental structures implied in the category.
With the fundamental structures, I made it into a System that goes further.
The Colearning Space concept is a mix of “Learning Communities” with concepts, elements, methods, techniques, tools, and features from Smart Cities, Architecture, Urbanism, User Experience, Data, Ergonomics, Psychology, Neuroscience, Pedagogy, Design, Community Management, Software and more.
Being a Product Person and Entrepreneur, having developed my own Pedagogic Process for +15.000 students in +220 (offline) courses, I put it all to the test with prototypes ultimately validating — and it works wonders!
A space where learners, teachers, and creators can own a part of the services & networks they contribute to.
The goal is optimization. To make physical space, specific resources and agents as efficient and responsive as software. To be able to scale and replicate these fundamental structures and system.
Everything is carefully thought out to optimize every aspect of Learning, Teaching, and Creating at an individual pace, goals, and needs — not your grades, exams, diplomas, or certificates.
To successfully converge specific resources and agents and materializes a geo-aware and community-driven with a crowdsourced curriculum and a ‘Culture of Learning’, entirely and specifically designed to enhance the learning, teaching, and creating experience — in a physical space. sounds fancy and complex but it isn’t.
A space that allows us to Create the World of Tomorrow.
Spaces of reflection, critical thinking, encouragement, curiosity, ingenuity, freedom, and autonomy — that I had the privilege to have and I want to bring to the World.
For anyone to Learn, Teach, and Create, whatever you want, when you want, with whoever you want.
A Colearning Space must be smart. To have a Data-Driven approach that supports autonomous, episodic, asynchronous individual Learning Pathways.
Colearning Space is where practical and participatory pedagogic methodologies are used to achieve its goals and generate readiness and willingness to learn. A place where you feel excited, fresh, engaged, enthusiastic, and infused. Remember this feeling?
Where you Teach and Learn things for (your) life.
The modern scenario (Covid-19) of a centralized Educational System – through schools and colleges – made parents victims of becoming involuntary teachers overnight with no preparation, no experience, or clue about teaching.
With an open-source structure of open exchange, collaborative participation, rapid prototyping, transparency, meritocracy, and community-oriented development the whole Education system can be cheaper, more flexible, and resilient because based on multiple touchpoints rather than a single school, college, or teacher.
This thinking follows the current times with constant search for knowledge, information being everywhere, and faster and transitory life cycles that can complement the strong and unique University toolkit: A Platform for Students as Producers; Extensive and Critical Academic Research (Innovation); Valuable Feedback System; Strong Network.
A Global Competence Map that uses brokedown pieces of various formal, non-formal, informal, and incidental education through people, companies, courses, classes, and experiences and combines it with user-generated content (in a Crowdlearning Model) in a richer, distributed way. That can be adjusted in real-time and be context-specific demography, culture, and individual goals.
Like the ride–hailing industry did and continues to do with mobility systems.
The Modern Educational Schedule it’s an archaic, inflexible structure to a fast everything-on-demand society. It no longer works and the 2020 health crisis (Covid-19) shows it – school day, school year, and division of subjects are all futile constructs.
In a nutshell: Spaces shape the behavior of people and the activities and tasks performed, these then (already being shaped), shape the behavior of (others) people(s) in that space — like an employee or a student — and those specific tasks and activities that are done.
Think of public park benches, bus stops, and train stations. That shows how design and a more recent urban architecture (the 90s), have been designed to influence, in a subtle way or more explicitly, public behavior.
This is called “hostile architecture” or “defensive architecture”.
What if Congress and Chambers could enhance transparency, public participation, and ethics? What if a room could affect a Judge’s decision? What if school spaces could enhance not only learning, but could reduce anxiety, misogyny, xenophobia, racism, or address bullying?
We spend an average of 87% of our lives within spaces. So there are a lot of big decisions and events, and people are being influenced by spaces and therefore by people.
The idea is to make the physical places as efficient and responsive as software.
Geo-Aware and Community-Driven Education are about making the Education Process go beyond the limits of any traditional classroom or buildings, involving the whole community in the process.
It’s about owning the space. To encourage diversity, the mixing of ideas, meaningful encounters, and reforging individual identities. To learn about the World, enjoy migratory waves and culturally rich multi-ethnic neighbors to understand cultures through people – not Sites or Apps. To make us more qualified and more empathic.
Geo-Aware and Community-Driven Education it’s about turning Education into a more early and proactive agent in solving real-world problems and life situations around you – small or big. To make schools “innovation incubators” for neighbors, cities, and estates making the Government (Local, State, and Federal), Institutions, Entities, NGOs, Small Businesses, and Companies active agents in the Educational Process.
A system that allows everyone to easily discover, compare, understand, learn, teach, create, and access multiple potential areas of interest, mentors, paths, and opportunities.
To seamlessly integrate everything in a customized and personalized individual tool. Companies, Museums, Art Centers, Libraries, Schools, Universities can:
Every Space is a School.
The traditional educational environment is restricted and obscure. It’s far from the real-life turbulence that most of us experience.
We need Data. To adjust to a modern contextual and episodic learning style, to reduce asymmetries, balance the privilege gap and big-institutions syndrome, optimize the time and money (ROI) and help everyone master critical skills to achieve their particular goals.
For years, courses completed, grade level, and test scores have been the metric that matters for teachers, schools, and colleges that act as proxies for what students know rather than allowing students to show what they know.
We need to move Education away from the arbitrary metrics toward a competency-based approach. To assess and rewards a broader definition of learning and growth through relevant Data.
A classroom as a tool (‘All-Spaces-as-a-School’) to track your progress and learn about each individual in the course of their whole education, predict and suggest a real-time learning pathway all the way, measure and adjust global skill pools, offer customized and personalized curriculum to each phase (kindergarten through high school, and college), quickly respond to blocks and difficulties, and adjust accordingly.