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Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
Wallin Erik: Zermatt Presentation Final
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Wallin Erik: Zermatt Presentation Final

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Presentation made at EADTU Conference in Zermatt, Sept 2010

Presentation made at EADTU Conference in Zermatt, Sept 2010

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  • 1. Experimental learning environments for societal extrapreneurship - Adding meaning to the value chain for lifelong learning Erik Wallin Professor emeritus, Lund University Managing Director, CITY Conversity AB Presentation At EADTU Annual Conference 2010 on Strategies and business models for lifelong learning Zermatt, Switzerland, September 2010
  • 2. Agenda
    • Introduction
    • The medium is the message
    • Experimental learning of our civilization
    • The higher value chain for lifelong learning
    • ICT as an enabler of new business models
    • Conversity of Busyland
    To think correct is great, but to think free is greater
  • 3. Introduction – Erik Wallin
    • @ Lund University
    • Professor emeritus, School of Economics and Management, Informatics
    • @ Øresund University
    • Project manager, EU - USBM project – University Strategies and Business Models for lifelong learning in higher education
    • @ CITY Conversity AB
    • Managing Director and partner in
    • EU-G8WAY – Transitions in Lifelong Learning, E2B
    • EU- R3LPLUS – Best Practice for Learning Regions, C2C
    • EU-CBVI – Cross Border Virtual Incubators (To be started)
    Social networking via LinkedIn as a professional within the “education industry”. LinkedIn to Dinerwa
  • 4. University missions for LLL
    • Mission impossible?
    • 1 st mission:
      • Research/Knowledge creation
      • Pre -search/
      • Knowledge of the World as IF ?
    • 2 nd mission:
      • Teaching/Transfer of knowledge
      • Learning/
      • On-Demand and Off Campus ?
    • 3 rd mission:
      • Application/Exploitation of knowledge
      • Clusters as creative environments?
    Time for re-thinking the academic tradition
  • 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 a University of the Future?
    The Academic tradition: How to generate cosmopolitan citizens engaged in the civilization creation work for Happy People on a common and shared 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
    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. The higher values of learning Towards life-deep learning Key higher values we have in mind and probably cannot escape from as human beings – the personal life deep learning experience of keeping higher values in balance
    • The Quest for Truth
    • The Quest for Beauty
    • The Quest for Justice
    Nobel price 2004 on the strong force in microcosm – as a metaphor
  • 10. Triple Helix alliances - 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 neighbors
    Industrial and regional clusters Attracting a critical mass of creative people that build trustful business relations in an environment open for innovation
  • 11. 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 by Hegelian Aufhebungs create mind shifts 1 2 3
  • 12. eBusiness Management Innovations in eLearning
    • Intrapreneurship:
      • Educational context
    • Entrepreneurship:
      • Multimedia design
    • Extrapreneurship:
      • Virtual campus
    eBusiness Management at Baltic See Virtual Campus
  • 13. 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, Common Futures, Ideocracy, Glocal transit halls, Virtual presence, Digital matters Degree of artificiality Historic era (logarithmic scale) The Civilization process (after Vico)
  • 14. 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, Common Futures, Ideocracy, Glocal transit halls, Virtual presence, Digital matters Degree of artificiality Historic era (logarithmic scale) Taking Irony as an opportunity: From Theory to Theatre – human beings on stage!
  • 15. Value adding for eLearning The full eLearning life cycle can be divided into at least four different phases
    • Design by generating course ideas and learning objectives
    • Construction by implementing learning acts as packages of learning objects
    • Learning by instructor led tutoring and coaching of the learning process
    • Evaluation by measuring of quality of learning results and outcomes
  • 16. Key stakeholders in the eLearning value chain The full eLearning value chain must integrate four distinct stakeholder groups to make value adding effective
    • Authors/Experts that defines and specifies the subject matter to be learnt and why
    • Developers/Producers that constructs the learning objects based on a learning design specification including acts to be performed
    • Tutor/Learner that produces the learning experience and the outcome of the learning process according to learning objectives
    • Employer/Evaluator that apply and evaluate the quality of generated competence
  • 17. Baudrillard´s value types The eLearning process comprise a higher value chain with different value types involved in the value adding process. I) Symbol values such as truth, justice and beauty are motivating higher values to approach as learning objectives. The essence of lifelong learning! II) Use values such as accessibility and usability are properties of the supporting technology. The essence of personalized learning on demand. III) Exchange values such as a new job contract where the use of competence is exchanged for a monthly salary. The essence of vocational training. IV) Sign values such as the rank of the school in comparison to other schools. The essence of quality assurance and best practice.
  • 18. Strategic business units in the eLearning value chain The full eLearning value chain can have at least four distinct business units that can collaborate along the eLearning value chain
  • 19. The logics of industrial epochs 1st: Steam engine 2nd: Electric power 3rd: Micro electronics Railroad/transportation Basic technical innovation After Lennart Schön, 2004 Highway/communication Hypermedia/interaction New socio-economic and technological infrastructure
  • 20. Three generations of Internet
    • 1 st generation:
      • Internet of pages, linkages of hypertext
    • 2 nd generation:
      • Internet of people, social networking
    • 3 rd generation:
      • Internet of things, smart hypermedia
      • _________________________
      • Example: IBM Smarter Planet
    Internet is basically a new established common for a cosmopolitan culture – just as a mean?
  • 21. Means for a Smarter Planet IBM Video on The Internet of Things
  • 22. The 3rd industrial epoch 1800 1850 1900 1950 2000 2050 Year Growth Now 1st 2nd 3rd Zone of conflicts
  • 23. New architectures for learning Learner Centric In global virtual space Teacher centric In local physical places From To
  • 24. ICT as an enabler of new business models
    • Enterprise-I: Market exchange of courseware
    • Enterprise-II: Social sharing of experiences
    • Enterprise-III: Cocreation of new enterprises
  • 25. Enterprise-I for lifelong learning Learning on distance by consumption of readymade courseware
  • 26. Enterprise-II for lifelong learning Collaboration by sharing of interests and adding value into social networks
  • 27. Enterprise-III for lifelong learning Co-construction of societal enterprises to master emerging challenges
  • 28. Challenge & Competence People are most happy when engaged in a flow (MC) a TED talk
  • 29. Meaning of a Smarter Planet TED Show by Nic Marks
  • 30. The Conversity ® Model - generating competences for societal entrepreneurship
  • 31. Conversity of Busyland a virtual city state with colleges, companies, communities and markets for Busy Citizens with a concern for the future
  • 32. CoLabs: Glocal communities
    • New modes of communication:
    • α The real local place (Analog)
    • β The virtual global space (Digital)
    •  Nodes in networks (Rich media)
    “ Think Global – Act Local” The new virtual reality with rich media nodes for collaboration Inspired by Manuel Castells
  • 33. Where is Busyland? Virtual location where East meet West and North meet South
  • 34. Busyland expansion Going Up In The Clouds with Sharepoint 2010 Synchronous living, working, learning and playing in a serious mixed virtual/reality worlds by going up in the Clouds to allow growing number of guests, visitors and immigrants to participate
  • 35. The Busy Observatory A virtual space station with facilities for virtual field visits to cities and regions around the globe with local guided tours
  • 36. Current development – a prototype A Startup in Microsoft BizSpark up in the Clouds
  • 37. 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 CoLabs in 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
  • 38. Summary
    • Introduction
      • Societal Extrapreneurs needed
    • The medium is the message
      • New architectures for learning possible
    • Experimental learning of our civilization
      • Issues for our civilization as challenges for LLL
    • The higher value chain for lifelong
      • Economic growth also for People and Planet
    • ICT as an enabler of new business models
      • Enterprise-III models for generation of new jobs as result of the learning process
    • Conversity of Busyland
      • A virtual academy for societal entrepreneurship

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