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Inputs to create more value in education
 

Inputs to create more value in education

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Inputs to create more value in education.

Inputs to create more value in education.

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    Inputs to create more value in education Inputs to create more value in education Presentation Transcript

    • 9 inputs to create more value in education
    • #1 Start-off workshop with all participants
    • Financial advantages When participants are involved and avoid the ”command” way of teaching / ”Frontalunterricht”, they learn more and consequently produce more value for customers of the companies, they work for.
    • #2 During the workshop, participants stand, walk, and sit inside and outside buildings
    • Financial advantages When participants stand up, they develop more ideas and come to better conclusions. Thereby, participants become more competent, and companies create more value for their customers.
    • The number of ideas are increased Source: http://www.youtube.com/watch?v=CIAtlwwtQac
    • Better conclusions are reached Source: http://www.youtube.com/watch?v=CIAtlwwtQac
    • #3 Coach / helper / facilitator brings moderation material to workshop
    • Financial advantages Costs are reduced, as facility manager of facilities, where seminars / workshops take place, avoid buying and organizing moderation material.
    • #4 Further meetings on initiative of each participant
    • Financial advantages When people take initiatives themselves, they learn more and thereby create more value. Participants can reduce costs for transportation. Costs for use of rooms can be reduced. Costs for use of energy for rooms and means of transportation can be reduced.
    • Students' self-governed and problem-solving activities are considered the focal point of a learning process. Source: Dalsgaard, Christian: Social software: E-learning beyond learning management systems. http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm
    • We need to instil independent learning, make them feel that it’s their own responsibility. Sheikh Nahayan Mabarak Al Nahayan UAE Minister of Higher Education and Scientific Research Source: http://knowledge.insead.edu/leadership-UAE-education-100125.cfm
    • Studies are designed in a way that they enable students to assume responsibility for their own learning. Source Principles for designing and arranging studies at Copenhagen Business School. http://frontpage.cbs.dk/ll/engelske%20tekster/Learning%20strategyWEB.pdf
    • Opportunities to lead is more effective than any financial incentive Source: http://www.mckinseyquarterly.com/Motivating_people_Getting_beyond_money_2460
    • Robinson believes the curriculum should be much more personalised. Source: Interview with Sir Ken Robinson. http://www.guardian.co.uk/education/2009/feb/10/teaching-sats/print
    • “You can’t command people to be enthusiastic, creative and passionate.” Gary Hamel Source: http://blogs.wsj.com/management/2009/12/16/management’s-dirty-little-secret/
    • #5 Further meetings in places decided by the individual participant
    • Financial advantages Costs of rooms are reduced. Transportation costs for participants are reduced. Participants have more positive energy and thereby think better and more creatively, when they meet at places they like to be / work at.
    • More and more learning will take place outside the context of the educational system. Source: Miller, Riel; Shapiro, Hanne & Hilding-Hamann, Knud Erik: School's Over: Learning Spaces in Europe in 2020: An Imagining Exercise on the Future of Learning http://ftp.jrc.es/EURdoc/JRC47412.pdf
    • Students are secured great flexibility with regards to where, how, when, and the pace at which they learn. Source Principles for designing and arranging studies at Copenhagen Business School. http://frontpage.cbs.dk/ll/engelske%20tekster/Learning%20strategyWEB.pdf
    • Source: http://www.slideshare.net/moravec/toward-society-30-a-new-paradigm-for-21st-century-education-presentation
    • #6 Education based on intrinsic motivation
    • Financial advantages Costs for tests / control at the end of the education process are reduced, for example costs for room, paper, controllers at tests, transportation, and energy. Costs for writing, printing, and distributing diplomas are reduced. As the most effective financial incentives are less effective than the best non-financial incentives, time / energy is invested better in other things that help people learn more and get more success.
    • Imagine a world where higher education doesn't end with a diploma, but starts at 18 and continues through life, as the world changes around us. Source http://www.huffingtonpost.com/tara-lemmey/rethinking-higher-educati_b_387851.html
    • Current mental model: The teaching factory Students are raw materials that need to be taught in order to pass exams. Classrooms are the primary physical environments for teaching. Organization based on classes, subjects, and 45-minute time slots. Alternative mental model: The learning environment Students are essential resources in the learning process. They are in charge of their own learning process. Learning takes place in a wide variety of environments inside and outside the school. The organizational unit is the individual student. Learning pace, method, and content is individual. Source: Kolind, Lars: The Second Cycle, p. 155-156.
    • BMW-Personalvorstand: ”Unsere Leute brauchen keine Karotte.” Source http://www.faz.net/s/RubD16E1F55D21144C4AE3F9DDF52B6E1D9/Doc~ECFAF9EAF3BD645FFA 043C3C4C9E14AB5~ATpl~Ecommon~Scontent.html
    • Financial incentives are less effective Source: http://www.mckinseyquarterly.com/Motivating_people_Getting_beyond_money_2460
    • #7 Continuous improvement throughout the process
    • Financial advantages Key in education is change, i.e. development of the way people think and do things. The better people are at learning new things, the more successful they will be in life. Focus on continuous improvement throughout the process help people get more positive energy and thereby perform better / learn more / create more value for themselves and others.
    • “..we have to wave goodbye to the “knowledge economy” and say hello to the “creative economy.”” “What matters today is how fast a company can generate new insights and build new knowledge - of the sort that enhances customer value.” Gary Hamel Source: http://blogs.wsj.com/management/2009/12/16/management’s-dirty-little-secret/
    • “Most of those involved in universities’ use of web 2.0 nevertheless insist that institutions should not become overcautious. Universities should be risk-taking organisations. Learning is a risky process.” Source Brian Kelly is UK web focus at UKoln, the national centre of expertise in digital information management. Web 2.0: boone or bane for universities. http://www.guardian.co.uk/education/2008/may/12/link
    • Source: http://www.bqf.org.uk/innovation/2010/01/01/new-years-greetings-to-innovators/
    • #8 Each participant pays the coach / teacher what he/she estimates the education is worth
    • Financial advantages When participants, themselves, decide how much they want to pay for education, they will pay the price they think is right – and thereby be more satisfied. As participants themselves pay the coach/teacher, administration costs are reduced.
    • “You’ve got to let the students run the school!” Blair Sheppard, Dean of Duke University’s Fuqua School of Business. Source https://www.mckinseyquarterly.com/Strategy/Strategic_Thinking/Reshaping_business_education _in_a_new_era_2500
    • Fixed pay for coach/facilitator/advisor/teacher: 0.00
    • Variable pay for coach/facilitator/advisor/teacher: Each participant decides himself / herself how much he/she, and the company/companies he works for, wants to pay the coach / facilitator / teacher. In other words, participants pay the price they think the education is worth. Each participant also decides himself / herself whether to pay in cash and/or in products and/or services.
    • Further inputs on compensation http://www.slideshare.net/frankcalberg/how-are-people-paid-for-what-they-do
    • #9 Use of Web 2.0 technologies
    • Financial advantages Participants save costs for transportation. Costs for rooms are reduced. Costs for energy are reduced. Each participant gets more individual benefit, because he/she can work/learn anytime and anywhere. Costs for software are reduced, as many Web 2.0 technologies can be used with little or no costs.
    • Research by Becta suggests that Web 2.0 technologies are beneficial in helping to increase student engagement and participation, and to encourage online discussion outside school. According to the research, they also help to improve academic results. Source: Becta shows benefit of Web 2.0 in the classroom. e-learning age, December/January 2009.
    • Undergraduate education is on the verge of a radical reordering. Colleges, like newspapers, will be torn apart by new ways of sharing information enabled by the Internet. The business model that sustained private U.S. colleges cannot survive. Source http://www.washingtonpost.com/wp-dyn/content/article/2009/09/11/AR2009091104312.html
    • ”We need to develop the ability to teach each student in a different way that is tailored to the way their brain is wired to learn. The only way that that can be done is if learning is accomplished by computer and by software rather than by a teacher standing up in a monolithic mode. Computer based learning is much more customizable to individual students’ styles and paces of learning. Clayton Christensen Source: http://www.youtube.com/watch?v=iaXmAmj1nb8
    • Source: http://www.youtube.com/watch?v=gT2E2F0DmyE