shaping future rehabilitation professionalism: innovative learning and best practice

Shaping future rehabilitation professionalism:innovative learning and best practice

Dr. Alan Bruce, Universal Learning Systems

ILARP Annual Seminar: Chicago, Illinois (19 September 2013)

ILARP: Chicago, Illinois (September 2013) Dr. Alan Bruce ULS Dublin

Aim

To develop the skills and knowledge of participants in understanding the challenges of globalization, international best practice and continuing professional development needs in advanced vocational rehabilitation leadership through use of innovation and advanced e-learning strategies

ILARP: Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin


Objectives

1. To develop a robust and focused overview of trends in international rehabilitation management and practice in contexts of sustained and profound change

2. To indicate future strategies and methods that underline best practice in globalized disability management structures and transformed labor market conditions

3. To demonstrate future professional learning needs and the CPD benefits of innovative e-learning and ICT supported education for ILARP members

1. Trends in International Rehabilitation in a time of Change

New work patterns – what happened to the Job?

Technological revolutions

New markets – public, private, financial, corporate

Access and social inclusion – wishful or critical?

Understanding permanent crisis

Transnational linkage: from optional to essential

Contexts of change

Globalization

Stratification

Labor market transformation

Rights and inclusion

Value for money

Access, quality and innovation in education


Context and trends

Demographic changes: ageing and life expectancy

Women and labor market participation

Cultural and religious difference

Immigration

Conflict and stress

Urbanization

Globalized imperatives

Patterns of constant change

Permanent migration mobility

Outsourcing

Flexible structures and modalities

End of job norms

Knowledge economy

Structural inequalities


Fragments of a globalized future…

Planetary urbanization New diversities Equality, access and inclusive design Understanding crisis – living with

crisis Globalization: obliteration of

borders… but creation of connectivity

New markets Constant upskilling


Imagined futures

Exponential increase in information Critical reflection vs. need to know:

where does e-learning sit? Peer-to-peer learning economy: social

media Free speech and autonomous

expression Developing critical thinking skills Autonomous problem solving Games and the end of exams

Disability and a new world order

Historic pattern of low expectations Institutionalization and ‘special’

needs Embedded pervasive imagery of

dependence Family, support and care Medicalization of discourse Legacies of charity The vocational imperative – where to

now? Teaching – and learning – around

difference


Disability – impact and shape

Families Communities Culture and beliefs Schooling, learning and research Media and portrayal Work, employment and a full life Lifelong care – the cost of

independent living Permanent dependence or rights?


Continuing barriers

• Lack of consensus – goals, strategies, aims

• Turf issues – professional confusion• Attitudes – the negative mindset• Casualization – from shiftwork to

adaptability• Built environment• Unthinking exclusion• Fragmented planning• Disempowered families and social

stratificationILARP: Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin


Implications

The emergence of a true global economy dictates a new role in international activities to promote the well being of persons with disabilities through access to jobs, better technology and social supports...

Source: NIDRR Long Range Plan 1999-2004


Professional competence – global resources

ILO Gladnet UN OECD European Foundation for the Improvement

of Living and Working Conditions Rehabilitation International Developing countries’ networks - CBR,

China


Failure to work

The OECD study shows that different policy approaches in different countries had little or no effect on outcomes. The most striking commonality was that there was no outflow from disability programs to jobs.

OECD 2003

European frameworks

Lisbon Declaration Inclusive education as principle Significant national variations Separation between health, social

services and education functions and responsibilities

Poor multidisciplinary developement Family exclusion Focus on educational, health and social

needs ILARP: Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin

European policy

1994: UNESCO Salamanca Statement and Framework for Action in Special Needs Education

2003: Promoting the Employment and Social Integration of People with Disabilities (EU Council)

2003: Equal Opportunities for Pupils and Students with Disabilities in Education and Training

2006: United Nations Convention on Rights of People with Disabilities

Pupils with disabilities continue to experience inequality in the education system. This has resulted in lower levels of educational qualifications and workforce participation among people with disabilities (relative to those without disabilities), which results in social isolation and economic adversity.


EU Disability Framework

Government - Citizenrights, entitlements, services, standards

Disability Rightsmedicalization, independent living

Equality - Diversityempowerment, quality, linkage



Europe and learning support

Resources significant and being increased

Part of integration strategy since outset

Structural funds address imbalances Designed to meet labour market

needs Offers powerful alternative


Thematic Objectives (2014-20)

Research and innovation Competitiveness for SMEs Employment and labour mobility

support Social inclusion and combating

poverty Education, skills and lifelong learning Institutional capacity building.


Rehabilitation in Ireland

Lack of common conceptual frame or terminology Diverse professional structures Traditions of charity and dependence Lack of systematic research Weak policy Poor comparative evidence Public/private confusion


Irish US linkage

University of Illinois (Urbana) - MS (1997-2000) University of Illinois (Chicago) - Intellectual

Disabilities Johns Hopkins - NCI Dublin University of Wisconsin Stout - professional

development University of Memphis - Tipperary Institute (2007) Virginia Commonwealth - supported employment Cornell - post conflict


The ULS experienceStarting Year Programme or Initiative Identification number Contracting organisation Title of the project /

networkWebsite

2012 LLP Comenius 528005-LLP-2012-GR-COMENIUS-CMP

Ellinogemaniki Agogi TRANSit www.transit.eu

2012 ICT-PSP ODS-297229 Intrasoft Ltd OPEN DISCOVERY SPACE www.opendiscoveryspace.eu

2011 LLP 519242-LLP-2011-BG-KA2-KA2MP

Eurinform Bulgaria LANGO www.lango.eu

2011 LLP Comenius 517748-LLP-1-2011-1-IE-COMENIUS-CNW

Enable Ireland FIESTA www.fiestaproject.eu

2010 LLP 511641-LLP-1-2010-1-RO-KA3-KA3MP

EuroEd MyStory www.mystories.eu

2010 LLP Leonardo 510784-LLP-1-2010-1-RO-LEONARDO-LMP

EuroEd UEmploy www.uemploy.eu

2008 LLP Grundtvig Partnership

GR2008-028P VUC-VS Denmark Mentor: Sink or Swim www.vuc.dk/sinkorswim

2008 LLP transversal research

143725-LLP-1-2008-ES-KA1-KA1SCR

University of the Basque Country UPV/EHU

Creanova www.creanova.ehu.es

2008 LLP Comenius 142447-2008-LLP-IT-CMP

Fondazione IARD Speak www.speak.it

2006 LLP Minerva 229413-CP-1-2006-1-GR-MINERVA-M/2006

Platon School Educonlinux www.educonlinux.eu

2005 Leonardo daVinci

FI-05-B-P-PP-160601

Adulta, Finland Catit www.catit.fi

2005 EQUAL2 IE-05-EQ2-19-EBM Galway City Partnership You Are Equal www.youareeqaul.ie/gcp

2003 Leonardo daVinci

IE-03-B-F-PP-153101 Enable Ireland, Cork Co-Guide www.coguide.ie

2002 EQUAL IE-02-EQ1-23-E NUIG/FAS TRED www.tred.ie


2. Strategies and methods

Ubiquity and access Innovation – the new imperative Professionals, Customers,

Communities Quality, standards and assessment Curriculum or competence:

institutional crisis of international educational systems

Freedom, openness and creativity in the digital economy

Participation to inclusion

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

attitudesILARP: Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin


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



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


Defining inclusion

‘I refuse to join any club that would have me as a member.’

Embedding learning

Modeling Empathic analysis in transition support Social analytics for multidisciplinary

work Roles and responsibility Advanced digital competence/assistive

technologies Universal Design Comparative research methods Independent living/rights based models


Dynamics of transition

Defining needs Defining required supports Developing teams: communication Avoiding traps – the standardized label Critical and reflective thinking and

practice Empathy Sensitivity and clarity – goal setting Evaluative review



Shaping the future of learning

Openness as global logic based on free and open-source software

Battles over digital rights management and IPR

Links between open content, open science and open collaboration make collaborative creativity sustainable

Move from Information Age to Conceptual Age (Daniel Pink 2005)


The Toronto Framework of Care (1993)

Attentiveness Responsibility Competence Responsiveness


Key issues

Assessment Progression Competence Service models: brokers or

advocates? Funding and resources Complex disabilities (dual diagnosis) Quality standards development Linkage to emancipatory research

models Universal design models


Future directions

Rights and advocacy Quality circles (Netherlands) Collaborative research Culture of innovation Highly qualified staff Equality frameworks and enforceable

standards


UEmploy Project (2010-12)

Partners: RO; IE; BG; HU; FIPlacement trainingIARP linkage

National reportsEU ReportConsultancy and job analysis

Globalized professionalism

Professional training Best practice Standards and ethics Learner centered dynamic Innovation imperatives

Innovation and knowledge

How does learning sustain innovation?

Necessary focus on inherited structures and delivery mechanisms

Access and validation of knowledge have become central concerns

Focus on mediation role, hierarchy and control

What is now the role of the University?


Incremental innovation

Addresses core of what already exists

Airplanes that fly farther Batteries that last longer Computers that process faster

Disruptive innovation

Evolves very rapidly Replaces traditional solutions Rooted in simple applications Personal computer Internet Mobile technologies


Themes

Innovation and creativity as starting point not destination

Responsiveness to permanent change Staff competence and empowerment Engaging with excellence Doing the unexpected - better! Content validity and academic rigor Customer delight


3. Challenges and opportunities

E-learning as possible solution, not panacea

Digitization transforms all aspects of cultural production and consumption

New digital logic alters traditional organization of knowledge, education and culture

Engaging with obsolete structures New grammar of digital culture is being

created (Michael Peters 2012)


E-learning impact in changing times

Defining - and agreeing - scale of social challenge occurring around us

Understanding the extent of change In a transformed world all institutions

are transformed E-learning as symptom and solution Opening e-learning’s Pandora’s box


E-learning and employment

Flexibility and adaptability Cost Time efficient User friendly Creative and enjoyable: relevant Learning lasts Mobile and accessible Rapidly updated Functionality: de-mystifying

technology

Responding to change

Flexibility Diverse learners/digital immigrants Learning outcomes Pedagogical design Integrated learning Social capital and inclusion

Knowledge in transformation Commodification of knowledge Impact on education systems (Freire, Illich,

Field) Impact on work (Braverman, Haraszti,

Davis) Impact on community - alienation and

anomie From community to networking Knowledge and learning now centrally

linked as product and process dimensions in the generation of innovation

Innovative knowledge in context If learning, working and production are

controlled innovation is at best powerless, at worst sinister

At the core of innovation is an ability to assess critically and express freely

Fundamental to innovation is the ability to ask questions that challenge existing relations

Innovation is re-examining existing reality while posing viable alternatives

Hard realities

Role of the military Imperatives of war and violence Biotechnology Patenting biodiversity Genetics Social engineering Hard futures

Disability research and learning

Adaptive/assistive technologies

Vocational evaluation

Assessment Counselling Materials design

Environmental design

Software design Medical supports Legislation Innovative

pedagogy.


Changing systems

On-line courses Pilot schools Project based learning Experimental schools in degraded

social communities Non-formal learning Abolition of the teacher

Supporting innovative learning communities

Community development Social solidarity Environmental management and

conservation Arts and culture Sports and leisure Health and well-being Social inclusion and demographic change Advanced technologies


Summary

Identity and creativity: eLearning as eMeaning Learning processes no longer controlled by

traditional knowledge institutions Creativity now facilitated by platforms and

infrastructures that encourage large-scale production and challenge old hierarchies

Process of profound institutional re-structuring comparable to European 16th century

E-learning redefines learning Developing competitive edge

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

Strategic planning

The innovation imperative Reprising discovery Challenging certainties Re-asserting values Defining rights

Directions

Avoiding innovation mantras and clichés

The poetry of open discovery and delight

Rescuing liberation in thought and practice

Back to the future - the construction of cathedrals and creativity in a fractured Europe


Thank you

Dr. Alan BruceULS Dublin

[email protected]

: AMSTERDAM HELSINKI EDINBURGH ATHENS CHICAGOAssociate Offices: AMSTERDAM HELSINKI EDINBURGH ATHENS CHICAGO

mailto:[email protected]