As professor Cole pointed out, if we are not turning schools in knowledge environments where learners can become knowledge producers they will end up hating the institutions, skipping to understand the real meaning of learning.
I live in Italy and at the moment the situation is sadly far behind the idea presented in this course: taking for example all IT subjects, where the "learning by doing" is crucial to understand and deploy the knowledge into your daily life.
Unfortunately IT subjects are still to be learned on books, with scarcely equipped classes and teachers not ready to shift to making kids creating their knowledge. As in many other situations, a global movement entirely volunteer-led, has kicked in even in Italy: I am talking of Coderdojo. Many of you maybe already know it: it is a free community-based programming clubs for young people, where anyone aged seven to seventeen can visit a Dojo where they can learn to code, build a website, create an app or a game, and explore technology in an informal, creative, and social environment. The learning environment created within these clubs is astonishing: in less than an hour kids learn how to program their own videogame, or write an app, creating their artifact and learning the logic behind the coding world. The teacher/adult is merely a facilitator to the process of learning, there is no top down hierarchical education but there is the horizontal flow of knowledge depicted by professor Cole in his example of the volcano report.
A clear evidence of this is given by the fact that teachers/adults in charge of a Dojo are often not tech-experts, but have as a sole scope encouraging kids to find their way to build their videogame.
Experiences like the Coderdojo are experiences of active knowledge making that underpin the current emphases on innovation, creativity and problem solving skills.

Some more on the Coderdojo movement
https://coderdojo.com/