Shaping future rehabilitation professionalism: innovative learning and best practice

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Keynote presentation at Illinois Association of Rehabilitation Professionals, Naperville, Illinois (19.09.2013)

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Shaping future rehabilitation professionalism: innovative learning and best practice

  1. 1. Dr.Alan Bruce, Universal Learning Systems ILARP Annual Seminar: Chicago, Illinois (19 September 2013) ILARP:Chicago, Illinois (September 2013) Dr.Alan Bruce ULS Dublin
  2. 2. 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
  3. 3. 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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  4. 4.  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
  5. 5.  Globalization  Stratification  Labor market transformation  Rights and inclusion  Value for money  Access, quality and innovation in education
  6. 6.  Demographic changes: ageing and life expectancy  Women and labor market participation  Cultural and religious difference  Immigration  Conflict and stress  Urbanization ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  7. 7.  Patterns of constant change  Permanent migration mobility  Outsourcing  Flexible structures and modalities  End of job norms  Knowledge economy  Structural inequalities
  8. 8.  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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  9. 9.  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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  10. 10.  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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  11. 11.  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? ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  12. 12. • 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 stratification ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  13. 13. 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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  14. 14.  ILO  Gladnet  UN  OECD  European Foundation for the Improvement of Living andWorking Conditions  Rehabilitation International  Developing countries’ networks - CBR, China ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  15. 15. 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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  16. 16.  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
  17. 17.  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 andTraining  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. ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  18. 18.  Government - Citizen rights, entitlements, services, standards  Disability Rights medicalization, independent living  Equality - Diversity empowerment, quality, linkage ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  19. 19.  Resources significant and being increased  Part of integration strategy since outset  Structural funds address imbalances  Designed to meet labour market needs  Offers powerful alternative ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  20. 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. ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  21. 21.  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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  22. 22.  University of Illinois (Urbana) - MS (1997-2000)  University of Illinois (Chicago) - Intellectual Disabilities  Johns Hopkins - NCI Dublin  University ofWisconsin Stout - professional development  University of Memphis -Tipperary Institute (2007)  Virginia Commonwealth - supported employment  Cornell - post conflict ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  23. 23. The ULS experience ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin Starting Year Programme or Initiative Identification number Contracting organisation Title of the project / network Website 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 da Vinci 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 da Vinci 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
  24. 24.  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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  25. 25.  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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  26. 26.  Widened access  Improved cost-efficiency  Quality of teaching and learning  Three impact areas:  Lifelong Learning  School Education  University Education IPTS Institute for ProspectiveTechnological Studies (Sevilla) ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  27. 27.  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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  28. 28.  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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  29. 29.  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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  30. 30. ‘I refuse to join any club that would have me as a member.’
  31. 31.  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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  32. 32.  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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  33. 33.  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 InformationAge to Conceptual Age (Daniel Pink 2005) ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  34. 34.  Attentiveness  Responsibility  Competence  Responsiveness ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  35. 35.  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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  36. 36.  Rights and advocacy  Quality circles (Netherlands)  Collaborative research  Culture of innovation  Highly qualified staff  Equality frameworks and enforceable standards ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  37. 37. ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  38. 38.  Professional training  Best practice  Standards and ethics  Learner centered dynamic  Innovation imperatives
  39. 39.  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? ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  40. 40.  Addresses core of what already exists  Airplanes that fly farther  Batteries that last longer  Computers that process faster
  41. 41.  Evolves very rapidly  Replaces traditional solutions  Rooted in simple applications  Personal computer  Internet  Mobile technologies ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  42. 42.  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
  43. 43.  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) ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  44. 44.  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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  45. 45.  Flexibility and adaptability  Cost  Time efficient  User friendly  Creative and enjoyable: relevant  Learning lasts  Mobile and accessible  Rapidly updated  Functionality: de-mystifying technology ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  46. 46.  Flexibility  Diverse learners/digital immigrants  Learning outcomes  Pedagogical design  Integrated learning  Social capital and inclusion
  47. 47.  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
  48. 48.  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
  49. 49.  Role of the military  Imperatives of war and violence  Biotechnology  Patenting biodiversity  Genetics  Social engineering  Hard futures
  50. 50.  Adaptive/assistive technologies  Vocational evaluation  Assessment  Counselling  Materials design  Environmental design  Software design  Medical supports  Legislation  Innovative pedagogy. ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  51. 51.  On-line courses  Pilot schools  Project based learning  Experimental schools in degraded social communities  Non-formal learning  Abolition of the teacher
  52. 52.  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
  53. 53.  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 ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin
  54. 54.  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
  55. 55.  The innovation imperative  Reprising discovery  Challenging certainties  Re-asserting values  Defining rights
  56. 56.  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
  57. 57. Dr. Alan Bruce ULS Dublin abruce@ulsystems.com : AMSTERDAM HELSINKI EDINBURGH ATHENS CHICAGO Associate Offices:AMSTERDAM HELSINKI EDINBURGH ATHENS CHICAGO ILARP:Chicago, Illinois (September 2013) Dr Alan Bruce ULS Dublin

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