open horizons and global citizenship: the disruptive innovation of collaborative pedagogy
TRANSCRIPT
Open Horizons and Global Citizenship: the disruptive innovation of collaborative pedagogy
Dr. Alan BruceULS DublinHong Kong: 6 July 2016
ICOFE Open University of Hong Kong
A time of questions
• What is really going on in our world?• What will an uncertain future bring?• Where does digital end?• Where does human begin?• What are we learning?• How are we learning it?• Why are we learning it?• What do we value……..?
Setting the Scene
1. Educational change and globalized innovation
2. Impact of socio-economic transformation
3. New learning needs and digital resources
4. Global citizenship for global learning
5. Open horizons and strategic vision
1. Educational change and globalized innovation
• Globalized realities• Contours of pervasive change• Crisis, challenge and the impact of growing
inequality• Education and learning in a transformed
world• Innovation and technology• Embedding excellence through global
learning
Anticipating the future (OECD 1994)Future learning and employment needs (Jobs Study)•Policy change•Flexibility•Entrepreneurship•Internationalization•Technology
The future is now…
• Potential provision of universal schooling now realized• Internationalization is the norm• Technology pervasive but unevenly
accessible or applied• ‘Flexibility’: weapon or tool?• Entrepreneur: leader or false god?• Policy: shaping or copying?
Defining directions
• Excellence• Innovation • Leadership• System change• Reform• ‘The chemistry of widespread
improvement’ (Michael Fullan)
Comparative analysis (McKinsey 2010) – 20 countriesKey interventions:1.Revise curriculum and standards2.Set appropriate pay for teachers/principals3.Enhance technical skills for teachers4.Improve student assessment systems5.Quality data systems6.Improve policy and laws
Student demandUNESCO 2009
Change dynamics
• Sustained and systemic• Accelerating• Multidimensional and simultaneous• Structural incapacity to incorporate required
modifications and adjustments• Deep uncertainty in terms of future options• Unprecedented levels of challenge
Global education: threat or opportunity?
• Defining policy goals and aims – shaping strategy• Learning without borders• Robust probing of social realities required • Standards, quality and assessment• Moving from curriculum to learning competence• Learning to learn – the challenge of adaptability and curiosity• Learners immersed in and emerging into this changed
constellation – of which teachers often know little
Global and Open Learning
• Understanding the concept of Open is critical for future educational policy• Open often deeply contradictory• Open exists in changing, conflicted world• Not enough to be passive observers –
must engage
The Innovation Mantra
• Innovation supporting learning• Innovation supporting work• Re-evaluation of traditional methods and
structures• Changing needs and creativity• Responding to impact of globalization• Change without changing – ‘innovation with
precedents’• Facing new realities – using evidence, connecting
issues, thinking outside the box
Global Innovation Index 2015 Edition • Understanding human aspects behind innovation essential for design of policies to promote economic development and richer innovation-prone environments locally. • Key role of innovation as driver of economic growth and prosperity, and a broad horizontal vision of innovation applicable to emerging economies: GII includes indicators that go beyond the traditional measures of innovation (e.g. R&D)• Rankings:
Switzerland 1USA 5Finland 6Ireland 8Hong Kong 11Korea 14China 29
Resourcing Innovation• Talent management initiatives• Accurate forecasting of future skill needs• Linkage with leading universities• Human Capital• Organizational Capital• Network Capital
Transfers of economically useful scientific knowledge from universities to industry generates substantial economic growth as the experiences of classical high technology regions (e.g. Silicon Valley) and emerging new technology centers around the world demonstrate
• Listening• Linkage• Leading
Innovative sustainable education
• Learner centered•Competence driven•Community focused•Pervasive technological presence• International cooperation•Collaborative learning process•Curiosity
2. Impact of socio-economic transformation
• Globalization – accelerating and pervasive• Crisis and re-structuring since 2008• Stratification and inequity – issue of social justice• Labor market transformation• Mobile capital and global investment linkage• Issues on inclusion – token or real?• Access, quality and innovation in education• Generational demographics
Globalized realities
• Patterns of constant change• Permanent migration mobility• Outsourcing• Obsolescence of job norms: flexibility and adaptability• Knowledge economy• Ecological pressures• Diversity as the norm• Impact of pervasive ICT and instantaneous communications
A Transformed World
• End of old certainties
• No return to ‘normal’
• Pervasive instant media
• Planet of Slums (Mike Davis): hypercities of the future
• Informal economies
• Constant connectedness and information explosion
Refugee realities
Crisis since 2008
• Seismic shift in human relationships• Competitive pressures• New forms of work organization• New diversities• Structural imbalances accelerating• Identity and threat of difference• End of welfare: demographic time-bombs• Knowledge, innovation and democratic
deficits
Reality on our doorstep
Learning in Age of Uncertainty• End of linear models of learning• Cognitive dissonance: what is needed is
not being provided• Alienation in a changing world• Labor market flux and the loss of
autonomy• Adaptability and innovation as norm, not
exception• Globalized paradigms/fractured community
3. New learning needs and digital resources
• Impact of universal schooling• The university revolution – from distance
learning to MOOCs• Impact of legislation and policy• Technological revolution only starting• From psychology to engineering – the
altered environment• Shaping the mind – struggles with attitudes
OECD Report on ICT 2015
• Various interpretations• Seized on by vested interests• Linkage to PISA results• Confuses technology and computers• Integrating technology with education is the imperative• Integrating education with a globalized world is the aim
Question is about role of education system in 21st century in addressing systemic challenges
The bottom line…
An assumption of stable work patterns and linear economic development is no longer possible
Learning systems must innovate and respond accordingly
What about schools?• Creativity and ICEAC Study (IPTS 2011)• Teachers: 91% agree ICT enhances creativity• Theory stronger than practice:
• Only 46% of teachers use play• Only 41% use multidisciplinary work• Only 50% believe creativity can be assessed• Only 58% had training in ICT classroom use• Only 25% claim ICT quality in their schools is excellent
• Institutional resistance to change: ethos of control, discipline and hierarchy• Innovation only exists in pockets – not
generalized
OER: impact on education research and policy• Widened access• Improved cost-efficiency• Quality of teaching and learning• Three impact areas:
• Lifelong Learning• School Education• University Education
IPTS Institute for Prospective Technological Studies (Sevilla)
Open Education 2030 (IPTS)
• Communication with Self; Other; World• Personalized learning management to navigate to
future competencies• Demonstrated capability and ability in context of
change• From teaching to facilitation• Ubiquity; telepresence; interoperability• Competency based assessment• Waves of innovation• Adult learning networks
School and community
Leadbetter’s insights
• Critical issue of motivation (extrinsic and intrinsic)• Centrality of innovation• Instilling purpose:
education + technology = hope
The Creanova project (2008-11)Key findings: school and workCollaborative learningExperimental designInnovation as policyDiscovering Vision 2010
Drivers of changeErnst & Young 2012
Technology trendsBroadband Commission 2013
Age of the MOOC?
• Critical shift in distance and e-learning• Major impact: scale and impact of online
learning• Questions remain on pedagogical approaches• Shift from dedicated structures of past (OUs;
media labs; academic departments) to broader universal non-expert actors• Quality, values, standards• Ownership and control
Supporting learning
• Focus of motivation• Problem solving focus• From curriculum to competence• Content to meaningful action• From formal teaching to creation of bonds
and links• Mentoring • Models of best practice
4. Global citizenship for global learning
• Engaging with diverse communities• Developing massive outreach to sectors• Community empowerment• Outreach, access and validation • Legislative foundations• New technologies – mobile telephony• Shared learning and linkage to other
universities
Education and Global CitizenshipTo enable learners
•To develop a sense of shared destiny through identification with their social, cultural, and political environments.•To become aware of the challenges posed to the development of their communities through an understanding of issues related to patterns of social, economic and environmental change.•To engage in civic and social action in view of positive societal participation and/or transformation based on a sense of individual responsibility towards their communities.Sobhi Tawil (2013)
Global Citizenship
• Fostering inclusion in contradictory socio-economic environment problematic
• Scale of economic disruption reflected in wars, genocide, ethnic cleansing, health issues and extraordinary movements of people either as economic migrants or refugees – now permanent and accelerating dimension of globalized life
• Global Citizenship - Global Education First Initiative (2012). Education must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies. It must give people the understanding, skills and values they need to cooperate in resolving the interconnected challenges of the 21st century.
• Citizenship reformulated in terms of rights and obligations and potentially new forms of post-national citizenship.
Inclusive global citizenship in learning systems• Changes produced in human and technical aspects of the
globalization process shape how global education addresses various learning communities previously excluded by reason of prejudice, discrimination or remoteness.
• Critical importance of innovation and vision as key priorities to develop learning to combat socio-economic marginalization.
• Pervasive globalizing process means intercultural learning strategy needs parallel international understanding of how cultural diversity impacts learning needs of populations subjected to unprecedented levels of change.
Embedding learning
• Sense of community (threatened by growth of social dysfunction, racism, violence and despair) best preserved in contexts where people learn and develop at their own pace knowing that their development feeds into processes of creativity and innovation for all.
• Global citizenship as concept and method offers a viable way to liberate education and its associated technologies to serve learning needs in ever more creative and innovative ways.
Further steps
• Increased application on new knowledge• Open and distance learning technologies
facilitating learners and staff competence• Transformation of traditional teaching role
to mentoring, guiding and facilitation• Development of network of innovative
best practice at international level
Planning for change in global learning• Skillbeck Report (2001)
• Challenges and changes are within institutions• Changes are ubiquitous• Changes are systemic• Changes are radical
• Evolving Corporate Universities Forum (Istanbul 2012)• attract, retain and enhance highly skilled employees• invest in developing a culture of learning throughout the organization • spread a common culture as engines of strategic change• ability to promote importance, value and contribution of a learning culture• ensure integration of HRM systems and policies with learning initiatives • build genuine partnerships with world-class learning institutions
5. Open horizons and strategic vision
• Creating shared meaning in uncertain times• Providing support and inclusion• Valuing difference as a critical advantage• Maintaining creative evidence• Demonstrating research capacity• Breaking out of boundaries• Learning: emancipatory not a supply chain• Shaping futures not reacting to them
Planning a vision
• Stakeholders in universities are wide-ranging, both internal and external• Pressures on corporate and academic worlds are similar, if different in detail• Universities to survive must be relevant and visionary• Universities are now expected:
• To be more outward looking• To provide leadership and service• To make efficiency gains• To maintain standards and quality• To obtain new and additional revenue sources
Anticipating the future
• Excellence goes beyond mechanical quality measurement systems
• Critical role of diversity and equality approaches
• Gender and inclusion – the centrality of women• Demographics and youth intervention• Competitiveness and sustainability• Education as business or a place apart?• Offering critical space and alternative
perspectives
Policy opportunities for Global Learning• Engaging with diverse communities• Developing massive outreach to sectors• Community empowerment• Outreach, access and validation • Legislative foundations• New technologies – mobile telephony• Shared learning and linkage to other
universities
Future directions
• Training of trainers• Multilingualism• Developing skills – competence transmission• Developing attitudes – securing motivation• Developing buy-in – loyalty and commitment• Autonomous learning• Risk taking• Review, evaluation and research
Responding to change
• Flexibility• Diverse learners/digital immigrants• Learning outcomes• Pedagogical design - integrated
learning• Social capital and inclusion• Visions of excellence
Transformative learning
• Planning for constant change• Learning to learn and un-learn (Toffler)• Fostering innovation and creativity• Moving beyond purely econometric
targets• Three Cs:• Critical reflection• Courage• Curiosity
Quality and leadership
• Designing for quality• Engaging stakeholders: specialists, researchers,
providers• Thinking outside the box• Lateral thinking: migrants, minorities and
contested spaces• Credibility, validity, authenticity, results: global
learning as a stepping stone to competence and excellence
Conclusions
• Education at a crossroads: both structure and process
• Labor market and education increasingly connected• Planetary focus is on mobility, skills and innovation• Impact of increasing inequality: access and resources• Crisis as the norm• Performance, standards, quality, reproducibility and
added value at the heart of competence• Sugata Mitra:
Comprehension/Communication/Computation• Innovative learning demands imagination and vision
Architectures of learning
謝謝Dr. Alan BruceULS Dublin
Associate Offices: BARCELONA - HELSINKI - SÃO PAULO - CHICAGO