Vancouver May 2009 Wallin Ppt
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The document discusses the concept of the "third mission" of universities, which involves universities applying knowledge to address societal challenges. It proposes that lifelong learning and generating key competencies should be the focus of the third mission. It also introduces the concept of the "Conversity", which aims to facilitate lifelong learning through communities of practice, regional industry collaborations, and local community engagement to address issues at various scales from daily life to future concerns.
Vancouver May 2009 Wallin Ppt
- 1. The Third Mission and Societal Entrepreneurship Erik Wallin Associate Professor, Lund University Managing Director, CITY Conversity AB Presentation at The International Conference on Community Engagement and Service: The Third Mission of Universities Vancouver, May 2009
- 2. Who am I – as a professional? @ Lund University School of Economics and Management, Informatics @ Øresund University USBM project @ CITY Conversity AB Busyland as a serious virtual world for experimental learning of the future Social networking via LinkedIn as a professional within the “education industry”. LinkedIn to Dinerwa
- 3. Agenda Background Universities and Lifelong Learning Our approach Education process re-engineering to make education a part of the creative industry LearnActs Learning objects and facilities for the effective generation of key competences for lifelong learning Busyland A virtual city state devoted to collaborative and experimental learning of possible worlds Towards a revival of the academic tradition?
- 4. The University and the Third Mission University missions 1 st mission: Research/Knowledge creation Pre-search? 2 nd mission: Teaching/Transfer of knowledge Learning on-demand? 3 rd mission: Application/Exploitation Societal innovations? Time for re-thinking the future role of universities Is learning for societal innovation and competent citizenship possible within the current frame-of-reference?
- 5. Education and lifelong learning Lifelong Learning The new concept of key competences The old concept of faculties What are the competences and faculties for the University of the Future? In a globalized and personalized world: Lifelong learning: “OK, so this is my lifetime on planet Earth”
- 6. Three learning traditions A) Academic knowledge The art of theoretical questioning B) Business skills The art of practical solution design C) Civic attitudes The art of being a good citizen with civic virtues The Conversity ® concept for lifelong learning Competence as an integrated composition of knowledge, skills and attitudes
- 7. The dominant design of education Periods in Life Year 2007 Year 1900 Childhood Playground University campus Senior residential area Workplace Time & History Space & Geography Year 2000 Low integration of learning in time and space
- 8. Education process re-engineering Towards life-long and life-wide learning From the local school to global community sites Part of Day Periods in Life From a period in life to daily learning acts From artificial examples to real world cases
- 9. New architectures for learning Learner Centric In global virtual space Teacher centric In local physical places From To
- 10. Our approach Third mission as societal entrepreneurship The key competences for lifelong learning has low degree of fit to our present faculties and professions Lifelong learning The dialectics between Theory of Facts and Theatre of Fictions allows education to be a creative industry Post-modernity Big problems are excellent drivers for new business and new innovations, including radical innovations Entrepreneurship Dynamic and complex socio-technical systems with feed-back and feed-forward loops on different systems levels where central to both learning and innovation is change Systems science The long view of inter-generational transfer of cultural heritage, accumulated wealth and taken-for-granted commons and institutions Historic Framing third mission for societal entrepreneurship Feature
- 11. The metaphoric trope : Being in the World, Common Sense, Theocracy, Natural habitats, Natural rhythms, Natural matters The metonymic trope: Living in Estates, Common Property, Aristocracy, Cities, Local clocks, Artificial matters The synecdoche trope : Working in Organizations, Common Systems, Democracy, Nation states, Standard time, Fabricated matters The ironic trope: Playing as actors within given frameworks. The Tragedy of the Physical Commons meet the Comedy of The Digital Commons, with mixed reality more understandable as Theatre Plays than as expected outcomes of Theory, Time for Ricorso Degree of artificiality Historic era (logarithmic scale) The Civilization process (after Giambattista Vico)
- 12. The metaphoric trope: Being in the World, Common Sense, Theocracy, Natural habitats, Natural rhythms, Natural matters The metonymic trope: Living in Estates, Common Property, Aristocracy, Cities, Local clocks, Artificial matters The synecdoche trope: Working in Organizations, Common Systems, Democracy, Nation states, Standard time, Fabricated matters The ironic trope: Learning in Living Labs and CoP-s, Common Futures, Ideocracy , Glocal transit halls, Virtual presence, Digital matters, A growing market for the Creative Industry Degree of artificiality Historic era (logarithmic scale) The Ironic trope - the big challenge for the creative industry!
- 13. The 3rd industrial epoch 1800 1850 1900 1950 2000 2050 Year Growth Now 1st 2nd 3rd Zone of conflicts
- 14. Entrepreneurship - making dreams come through 1) Intrapreneurs : Creating changes within the established framework of an organization 2) Entrepreneurs : Bridging demand and supply by contracting resources and partners to build new solutions 3) Extrapreneurs: Introducing changes that are new to the world and “outside the box” Societal entrepreneurship To work “in-between” and “outside” current established organizational frames and initiate Hegelian Aufhebungs with de-learning practices 1 2 3
- 15. Triple Helix alliances - innovation by additive blending of interests Academic : Cross disciplinary and meta disciplinary collaboration for real problems Business : Clustering and collaboration for exploitation of a shared value system Civic : NGO-s and ordinary citizens as active participants as learners, workers and neighbours Industrial and regional clusters Attracting a critical mass of creative people that build trustful business relations in an environment open for innovation
- 16. LearnActs - the minimal learning experience Industrial standards for interoperability among learning systems: Towards “Learning-as-a-Service”
- 17. Awareness of my <X> Stories of other <X> Searching for all kinds of <X> Experience of all known <X> Experimenting with a typical <X> Theories for any <X> Analysis of this <X> Design principles for a new <X> Creation/evaluation of a new <X> Performing LearnActs Knowledge creation on different knowledge levels with technology enhanced educational facilities
- 18. The Habitorium – an example Casework for learners in eBusiness management Virtual news channels Collections of examples Learners as virtual reporters Learning by creating interesting examples Co-creation of the learning environment A virtual “habitorium”
- 19. The Experimentarium – an example Collaborative learning of LearnAct design
- 20. The Conversity ® - a model for societal entrepreneurship
- 21. The Conversity of Busyland - a city state for Busy Citizens to increase future readiness
- 22. Act/ ReAct Do/ ReDo Frame/ ReFrame Consider/ ReConsider Mind/ ReMind 1 : Right/Wrong 2 : Good/Bad 3 : Should/Could 4 : Sense/NoSense Train Skills to Know How Gain Knowledge to Know What Adopt Attitude to Know Why Open Mind to Know Who Deep learning processes - a quadruple loop learning model to generate change
- 23. Act/ ReAct Do/ ReDo Frame/ ReFrame Consider/ ReConsider Mind/ ReMind 1 : Right/ Wrong 2 : Good/ Bad 3 : Should/ Could 4 : Sense/ NoSense Mind-shift Epoch-shift Generation-shift Fashion-shift Feed forward loops - learning possible futures by creating them
- 24. Global communities of practice: Collaborative learning : mass-collaborative virtual communities, professional associations, UN-actors, suppliers of infrastructures for a learning civilization Regional industrial clusters: Sustainable growth : Academic, Industrial, Governmental and other partners involved in Triple-Helix alliances that fit Genre-de-Vie Local community: Place management : Households, SME-s, Local civic associations with a shared common interest to add value to a specific place. Degree of context dependency Degree of tangible and controlled artifacts Matters of relevance for the Glocal citizen: Daily life: Observations at grass root level, local Believe-it-or-Not stories, theory and facts, theatre and fiction Busyland: Future concern : Citizens engaged in the co-creation of their future daily life by global and local collaboration in blended virtual and physical places Towards a lifelong learning civilization