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Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
Fit For 21st Century
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Fit For 21st Century
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Fit For 21st Century

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les watson presentation on Glasgow caledonian Learnin Centre

les watson presentation on Glasgow caledonian Learnin Centre

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    • 1.  
    • 2. <ul><li>The legitimacy of students’ unions </li></ul><ul><li>Engaging, and effectively representing, diverse voices </li></ul><ul><li>27th February 2008 </li></ul>Les Watson [email_address] www.leswatson.net Fit for the 21st Century? Re-imagining Universities and the Learning Experience
    • 3. There is, as yet, no paradigm for the 21st century University
    • 4. Who will weather the financial storm? Guardian Education 19th February 2008 “ The national student survey - which asks students to rate their university and then publishes the results - has created a certain pressure . This is now a very competitive environment ”
    • 5. Who will weather the financial storm? Guardian Education 19th February 2008 “ And some, despite being millions of pounds in the red , still plan to spend millions more on buildings and refurbishments. This at a time when recession is thought to be around the corner, and borrowing money is getting more expensive .”
    • 6. Who will weather the financial storm? Guardian Education 19th February 2008 “ It just doesn’t do to have grotty student halls, peeling lecture theatre walls , or unsightly leisure areas . Students are paying fees and can choose to go elsewhere.”
    • 7. All buildings are predictions. Stewart Brand How Buildings Learn What happens to them after they’re built All predictions are wrong ….. But we can design buildings so that it doesn’t matter if they are wrong.
    • 8. Society Automation (Technology) Asia (Globalisation) Affluence 18th Century 19th Century 20th Century 21st Century Agricultural Age (farmers) Information Age ( knowledge workers ) Industrial Age (factory workers) Conceptual Age (creators, empathisers) Daniel Pink A Whole New Mind P.49
    • 9. Strategy The Creative World View ..the reference point is the future, not the past. We don’t need to fall back on the past for our decisions. Choices are based on alignment with our purpose and our vision for a different world. George Land & Beth Jarman Breakpoint and Beyond p.166
    • 10.  
    • 11. It’s not what we know The Black Swan Nassim Nicholas Taleb
    • 12. Strategy People Structure, skills , abilities Technology Application and pervasiveness Environment Design and configuration
    • 13. Strategy <ul><li>SYNERGY : </li></ul><ul><li>strategy for people, technology and the campus environment </li></ul>
    • 14. Can we use buildings to change the education system?
    • 15. Be Unhappy? <ul><li>The truly </li></ul><ul><li>successful businessman is essentially a dissenter </li></ul><ul><li>J.Paul Getty </li></ul>
    • 16. What? <ul><li>Imagine… </li></ul>
    • 17. What? <ul><li>Imagine… a world in which everyone achieves their full educational potential , where academic and vocational achievement has equal value , and where experiential learning enables everyone to continually develop their knowledge and skills throughout their life . </li></ul>
    • 18. What? <ul><li>The primary aim of a Learning Centre is to support people in the process of learning . This support is extended to learners in their individual endeavours, and to the institution in its development of approaches to learning . What is being proposed for Glasgow Caledonian University is therefore not a new Library , not a Learning Resource(s) Centre , but a Learning Centre . </li></ul><ul><li>Les Watson 20/8/00 </li></ul>
    • 19. Some themes <ul><li>• Students </li></ul><ul><li>• Learning </li></ul><ul><li>• Creativity </li></ul><ul><li>• Technology </li></ul><ul><li>• Service </li></ul>
    • 20. What matters?
    • 21. Focus <ul><li>“ When we fail - and we do fail - very often you can trace that failure back to the fact that we became too focused on internal priorities. We’ve been thinking too much about what’s good for Carphone Warehouse and forgetting what it’s like to be a customer” </li></ul><ul><li>Charles Dunstone </li></ul><ul><li>CEO Carphone Warehouse </li></ul><ul><li>NewBusiness Spring 2005 </li></ul>
    • 22. Focus <ul><li>“ When we fail - and we do fail - very often you can trace that failure back to the fact that we became too focused on internal priorities. We’ve been thinking too much about what’s good for the University and forgetting what it’s like to be a student ” </li></ul><ul><li>Les Watson </li></ul><ul><li>EUNIS conference </li></ul><ul><li>Spring 2005 </li></ul>
    • 23. Who? <ul><li>6% </li></ul>
    • 24. Who? <ul><li>46% </li></ul>
    • 25. See youtube for video: “ A vision for students”
    • 26. What’s changed? • 10,000 hours using video games • Dealt with 200,000 emails • 20,000 hours watching TV • 10,000 hours using a mobile phone Prensky, 2003 By the age of 21, the average person will have spent • Under 5,000 hours reading
    • 27. Acocrdnig to rseerach at Cmabirdge Uinvrestiy it dsoen’t mtater waht oredr the letetrs are in a wrod. Olny the fisrt and the lsat mtater the rset can be a toatl mses. Tihs is bceasue the huamn mnid deos not raed evrey letetr - olny the frist and the lsat. Amzaing relaly.
    • 28. What’s changed? <ul><li>• 2 million children (age 6 to 17) have a personal web site </li></ul><ul><li>• 6 million children (age 6 to 17 ) will have web sites by 2005 </li></ul><ul><li>Grunwald, 2004 </li></ul>
    • 29. What’s changed? James Sullivan Digital Arts Finds More Than Joy in Joysticks San Francisco Chronicle 22/01/2004 Video games are woven into this generation’s lives as television was to those of their predecessors . For example, according to several surveys, the percentage of American College students who say they’ve played video games is 100
    • 30. What’s changed? Physicians who spent at least three hours a week playing video games made about 37 per cent fewer mistakes in laparoscopic surgery and performed the task 27 per cent faster than their counterparts who did not play. Study: Gamers Make Good Surgeons CBSNews.com 07/04/2004
    • 31. What’s changing? “ Play will be to the 21st century what work was to the last 300 years of industrial society - our dominant way of knowing , doing and creating value” Pat Kane - The Play Ethic
    • 32. What do employers want? <ul><li>Employers are complaining that academic </li></ul><ul><li>programmes from schools to Universities </li></ul><ul><li>simply don’t teach what people need to </li></ul><ul><li>know and be able to do. </li></ul>Ken Robinson Out of Our Minds p.52 They want people who can think intuitively, who can communicate well, work in teams, and are flexible, adaptable and self - confident.
    • 33. Personalised Learning <ul><li>“ ..to what extent should the individual fit the system or the system the individual ?” </li></ul><ul><li>John West-Burnham </li></ul>
    • 34. What’s Changed? Today’s students are no longer the people our educational system was designed to teach. Prensky 2001
    • 35. What’s not Changed? We are trying to use nineteenth-century institutions to prepare young people for life in the twenty-first century. Yoram Harpaz The Branco Weiss Institute for the Development of Thinking
    • 36. A different view <ul><li>We need to rethink our ideas about what it means to be educated </li></ul><ul><li>Sir Ken Robinson </li></ul>
    • 37. The Creative Class <ul><li>Creative Professionals Super creative core </li></ul><ul><li>• management • computer and mathematical </li></ul><ul><li>• Business and financial • architecture and engineering </li></ul><ul><li>• legal • life, physical, and social science </li></ul><ul><li>• healthcare practitioners • education, training, and library jobs </li></ul><ul><li>and technical • arts, design, entertainment, sports </li></ul><ul><li>• high end sales and and media </li></ul><ul><li>sales management </li></ul><ul><li>Richard Florida </li></ul><ul><li>The Rise of the Creative Class (p.328) </li></ul>
    • 38. Creativity <ul><li>Divergent thinking - a measure of creativity </li></ul>98% 8 - 10 3 - 5 32% 10% 13 - 15 25+ 2% Breakpoint & Beyond (p.153) George Land & Beth Jarman
    • 39. The Creative Class <ul><li>“ Experiences are replacing goods and services because they stimulate our creative faculties and enhance our creative capacities. This active, experiential lifestyle is spreading and becoming more prevalent in society…” </li></ul><ul><li>Richard Florida </li></ul><ul><li>The Rise of the Creative Class </li></ul><ul><li>(p.168) </li></ul>
    • 40. The Creative Class <ul><li>“ The best things in life are not things” </li></ul><ul><li>Pine and Gilmore </li></ul><ul><li>The Experience Economy p.20 </li></ul>
    • 41. The Experience Economy Progression of Economic value Differentiated Undifferentiated Pricing Standard Premium Relevant to Irrelevant to Customer Need Extract Commodities Make Goods Deliver Services Stage Experiences
    • 42. The Creative Class <ul><li>“ The death-of-place prognostications simply do not square with the countless people I have interviewed, the focus groups I’ve observed, and the statistical research I’ve done. Place and community are more critical factors than ever before … the economy itself increasingly takes form around real concentrations of people in real places” Richard Florida </li></ul><ul><li>The Rise of the Creative Class </li></ul><ul><li>(p.187) </li></ul>
    • 43. Informal/Social Learning • The largest discretionary block of time for students is outside the classroom • Informal learning is self-directed, internally motivated and unconstrained by time, place or formal structures • Learners construct their own courses of learning, often facilitated by technology • “ The full range of students’ learning styles is not covered when interaction is limited to classroom settings.” ― Sheppard , 2000; Dede 2004
    • 44. What could learning be like? <ul><li>“ All learning starts with conversation” </li></ul><ul><li>John Seely Brown </li></ul>
    • 45. What could learning be like? <ul><li>Much of our of job competence is </li></ul><ul><li>learned from colleagues </li></ul><ul><li>in the workplace </li></ul>
    • 46. Conversation=thinking <ul><li>When I was a kid growing up in Far Rockaway, I had a friend named Bernie Walker. We both had “labs” at home, and we would do various “experiments”. One time, we were discussing something - we must have been 11 or 12 at the time - and I said, “ But thinking is nothing but talking to yourself inside .” </li></ul><ul><li>Richard P. Feynman </li></ul><ul><li>The Pleasure of Finding Things Out p.217 </li></ul>
    • 47. New spaces for thinking <ul><li>New types of learning spaces … create new patterns of social and intellectual interaction … suggest … the entire campus becomes an interactive learning device. </li></ul><ul><li>Mitchell 2004 </li></ul>
    • 48. What are we trying to do? … .. to move learners from dependence to independence enabling their lifelong learning
    • 49. Primary Schools Engagement is more important than any content that we can give them. Marc Prensky Without motivation… there is no learning James Paul Gee extrinsic intrinsic engagement motivation passive active Community Learning Secondary Schools Universities & Colleges Entrepreneurs Researchers Lifelong Learners
    • 50. Skills Challenges Low High High FLOW Boredom Apathy Worry Relaxation Anxiety Control Arousal
    • 51. What are we trying to do? <ul><li>… .. Creating the conditions to enable flow experiences that motivate and engage learners </li></ul>
    • 52. The Value of Good Building Design in Higher Education CABE March 2005 “ the way people feel and behave while studying or working within buildings is linked to their overall satisfaction rates and level of happiness” Spaces can make us happier..
    • 53. What do we have? <ul><li>Design is but a language. </li></ul><ul><li>If you have nothing to say </li></ul><ul><li>it won’t help you </li></ul><ul><li>Bang & Olufsen </li></ul>Design
    • 54. What do we have? <ul><li>Design is the first signal of human intention </li></ul><ul><li>William McDonough </li></ul><ul><li>architect </li></ul>Design
    • 55. What do we have? <ul><li>“ Belief in the significance of architecture is premised on the notion that we are , for better or worse, different people in different places - and on the conviction that it is architecture’s task to render vivid to us who we might really be .” </li></ul><ul><li>The Architecture of Happiness p.13 </li></ul><ul><li>Alain De Botton </li></ul>Design
    • 56. What do we have? <ul><li>“ .. John Ruskin proposed that we seek two things of our buildings. We want them to shelter us. And we want them to speak to us - to speak to us of whatever we find important and need to be reminded of.” </li></ul><ul><li>The Architecture of Happiness p.62 </li></ul><ul><li>Alain De Botton </li></ul>Design
    • 57. What do we have? <ul><li>“ The notion of buildings that speak helps us to place at the very centre of our architectural conundrums the question of the values we want to live by - rather than merely of how we want things to look.” </li></ul><ul><li>The Architecture of Happiness p.73 </li></ul><ul><li>Alain De Botton </li></ul>Design
    • 58. What do we have? <ul><li>You cannot expect old designs to work in new circumstances </li></ul>Design Richard P. Feynman The Pleasure of Finding Things Out p.37
    • 59. Multiple Intelligence? … designing a learning environment that plays to difference
    • 60. Multiple Intelligence?
    • 61. How can we respond? <ul><li>View the Learning Café video at www.realcaledonian.ac.uk </li></ul><ul><li>Find out more about the Saltire Centre at www. caledonian .ac. uk/thesaltirecentre </li></ul>
    • 62. 21st century technology <ul><li>Technology </li></ul>stuff that doesn’t really work yet… Danny Hillis quoted in The Clock of the Long Now Stewart Brand p.16
    • 63.  
    • 64. Technology <ul><li>In the car park stood the black ship, closed and silent….. </li></ul><ul><li>As they approached the limoship a hatchway swung down from its side, engaged the wheels of the wheelchair and drew it inside……………………. </li></ul><ul><li>The black ship glided smoothly forward out of its bay, turned and moved down the central causeway swiftly and quietly. </li></ul><ul><li>Douglas Adams </li></ul><ul><li>The Restaurant at the End of the Universe </li></ul>
    • 65. Ubiquitous and embedded <ul><li>Technology </li></ul><ul><li>• Available </li></ul><ul><li>• Reliable </li></ul><ul><li>• Beautiful </li></ul><ul><li>• Red hot </li></ul><ul><li>• Relevant </li></ul>
    • 66. C lickcaster
    • 67. Technology and buildings Hybrid technology - wired/wireless and fixed/portable Hybrid information - exponential growth of digital with legacy of paper
    • 68. Our response <ul><li>The Saltire Centre </li></ul><ul><li>• A New Library </li></ul>
    • 69. Geoffrey T. Freeman Changes in Learning Patterns, Technology and Use In Library as Place: Rethinking Roles, Rethinking Space, CLIR As an extension of the classroom, library space needs to embody new pedagogies , including collaborative and interactive modalities. Significantly, the library must serve as the principal building on campus where one can truly experience and benefit from the centrality of an institution’s intellectual community . And the Library….
    • 70. Scott Bennett Righting the Balance In Library as Place: Rethinking Roles, Rethinking Space, CLIR The knowledge base that guides library space planning is poorly balanced , tilted heavily toward library operations and away from systematic knowledge of how students learn. And the Library….
    • 71. The Saltire Centre <ul><li>• A New Library </li></ul><ul><li>• More Learning Space </li></ul>• A focused way of delivering services for students
    • 72. Our services <ul><li>Service Design </li></ul>Student Access to Services Project Students should not have to understand how the University [College] is structured in order to access its services
    • 73. Old Process New Process 70% Copyright 2001 Darlene Burnett 70% 20% 10% Online Help Generalist Online Transaction Specialist
    • 74. The Saltire Centre <ul><li>• Is 10,500 sq. metres </li></ul><ul><li>• Over 5 floors </li></ul><ul><li>• Has a ground floor mall of 2500 sq. metres </li></ul><ul><li>• Has 1800 seats </li></ul><ul><li>• Includes a 600 seat cafe </li></ul><ul><li>• Houses 350,000 volumes </li></ul><ul><li>• 600 computers </li></ul><ul><li>• Cost £20.1 million </li></ul><ul><li>• £2+ million to fit out </li></ul><ul><li>• Had 68,000 visitors in the first 2 weeks </li></ul><ul><li>• Is open to the public </li></ul><ul><li>• Has fantastic feedback from students, staff and visitors </li></ul><ul><li>• Lighting Design Award </li></ul><ul><li>• British Signage Award </li></ul><ul><li>• Wood Industry Award </li></ul><ul><li>• RIBA Design Award 2006 </li></ul><ul><li>• Scottish Design Award 2007 </li></ul>
    • 75.  
    • 76. It’s a fantastic highly designed 21st century building …… and it feels like home
    • 77. It’s great ………… is it the Students’ Union?
    • 78. What makes a good building is not just the architecture …. It’s the ideas in the building
    • 79. Creating Places From space to Place
    • 80. It is a “Third Place” for our users <ul><li>“ Third places are neither home nor work - the ‘first two’ </li></ul><ul><li>places - but venues like coffee shops, bookstores and </li></ul><ul><li>cafes in which we find less formal acquaintances. </li></ul><ul><li>These comprise ‘the heart of a community’s social vitality’ where people go for good company and lively conversation” </li></ul><ul><li>Richard Florida - The Rise of the Creative Class </li></ul><ul><li>Ray Oldenberg - A Great Good Place </li></ul><ul><li>Christian Mikunda - Brand Lands, Hot Spots and Cools Spaces - Welcome to the 3rd Place </li></ul><ul><li>Pat Kane - The Play Ethic </li></ul><ul><li>Robert Putnam - Better Together - Restoring the American Community </li></ul>
    • 81. 21st Century Learning Space <ul><li>I n short the design of our learning spaces should become a physical representation of the institution ’ s vision and strategy for learning - </li></ul><ul><li>responsive, inclusive, and supportive of attainment by all </li></ul>JISC - Designing Spaces for Effective Learning
    • 82. 21st Century Space <ul><li>• Demands flexibility </li></ul><ul><li>• Plays to diversity </li></ul><ul><li>• Has a social component </li></ul><ul><li>• Can create community </li></ul><ul><li>• Has embedded technology </li></ul><ul><li>• Is inspirational </li></ul>
    • 83. Why is it important? What we build today ……. • Provides a context for our current activity • Determines our pedagogy • Creates our communities • Defines the future of our institutions
    • 84. Strategy- the whole story <ul><li>Strategy has to be about: 1. Being alert to change (Anticipation) 2. Seeing opportunities to offer something different and new (Insight) 3. Dreaming up new ways of doing it (Imagination) 4. Doing it consistently and to the highest standards (Execution) </li></ul>Tony Manning Making Sense of Strategy p.14
    • 85. We create the future Imagination is more important than knowledge Albert Einstein (1879 - 1955) Everything you can imagine is real Pablo Picasso (1881 - 1973) There is only one admirable form of the imagination: the imagination that is so Intense that it creates a new reality, that it makes things happen. Sean O’Faolain (1900 - 1991)
    • 86. On Campus space <ul><li>If you can design the physical space , the social space and the information space together to enhance collaborative learning , then that whole milieu turns into a learning technology . People just love working there and they start learning with and from each other . John Seely Brown </li></ul><ul><li>former chief scientist, Xerox Corporation </li></ul>
    • 87. <ul><li>www.leswatson.net </li></ul>

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