Higher education in the knowledge and innovation economy: evolving toward Leapfrog Campuses Arthur M. Harkins, Ph.D. Profesor de Educación y Estudios de Innovación Colegio de Educación y Desarrollo Humano Universidad de Minnesota

Global requirements of knowledge based innovation Knowledge production and distribution by all citizens, including students Continuous innovation by all citizens, including citizens Networked connectivity of knowledge production and innovation activities Removal or neutralization of “legacy” systems preventing or inhibiting these developments

Knowledge production and distribution by all citizens, including students

Continuous innovation by all citizens, including citizens

Networked connectivity of knowledge production and innovation activities

Removal or neutralization of “legacy” systems preventing or inhibiting these developments

Improving human capital is essential for improving all forms of capital

Three basic questions Is tertiary education developing human capital suitable to the needs and demands of the 21 st Century? NO. Can anything useful be done about this problem – immediately? Does this paper offer a viable approach for successfully involving all tertiary students in the creation of improved human capital, beginning with their own?

Is tertiary education developing human capital suitable to the needs and demands of the 21 st Century? NO.

Can anything useful be done about this problem – immediately?

Does this paper offer a viable approach for successfully involving all tertiary students in the creation of improved human capital, beginning with their own?

We propose using “Leapfrog Principles” for achieving necessary changes in tertiary education

The Leapfrog principles Lead -- do not play “catch up” Re-evaluate history -- look at how different presents could have been created from earlier futures Forecast -- look forward to alternative futures Retro-cast -- look back to the present from alternative futures Import desirable futures into the present Practice “action scholarship” and “action research” Develop and apply the “liberal skills” Maximize the use of high tech for all these purposes Involve students in all phases of Leapfrog Principles

Lead -- do not play “catch up”

Re-evaluate history -- look at how different presents could have been created from earlier futures

Forecast -- look forward to alternative futures

Retro-cast -- look back to the present from alternative futures

Import desirable futures into the present

Practice “action scholarship” and “action research”

Develop and apply the “liberal skills”

Maximize the use of high tech for all these purposes

Involve students in all phases of Leapfrog Principles

Leapfrogging to knowledge production and innovation Change classrooms into creative laboratories to help students: Convert information to personal and social knowledge (i.e., to construct meaning) Convert knowledge to innovation (i.e., to apply new ideas and inventions) Involve all students in knowledge production and innovation Define all students as members of the knowledge and innovation workforce

Change classrooms into creative laboratories to help students:

Convert information to personal and social knowledge (i.e., to construct meaning)

Convert knowledge to innovation (i.e., to apply new ideas and inventions)

Involve all students in knowledge production and innovation

Define all students as members of the knowledge and innovation workforce

We must learn to: Adopt the Leapfrog Principles and develop their functionalities on voluntary Leapfrog Campuses. The core components of the Leapfrog Principles are to identify “jump points” for leaping ahead of legacy traditions and practices; to involve students in this process; and to reframe students as working members of the intellectual economy.

Adopt the Leapfrog Principles and develop their functionalities on voluntary Leapfrog Campuses. The core components of the Leapfrog Principles are to identify “jump points” for leaping ahead of legacy traditions and practices; to involve students in this process; and to reframe students as working members of the intellectual economy.

Technologies that can help to develop Leapfrog Campuses Cheap Hand-held, portable Web-enabled Intuitive and friendly: They partner with students They promote student productivity They help prevent failure, even during tests

Cheap

Hand-held, portable

Web-enabled

Intuitive and friendly:

They partner with students

They promote student productivity

They help prevent failure, even during tests

In other words, technologies that… Help students use their imagination and creativity Through knowledge production and innovation, they: Help students duplicate existing practices in modern workforces Help students immediately become productive members of the paid and unpaid workforces Help students design and create the 21 st Century

Help students use their imagination and creativity

Through knowledge production and innovation, they:

Help students duplicate existing practices in modern workforces

Help students immediately become productive members of the paid and unpaid workforces

Help students design and create the 21 st Century

Tertiary education must… Lead in human capital development Provide Leapfrog models for k-12 and lifelong learning Help guarantee sustainable innovation world-wide Lead in solar habitation framing that parallels the smaller global frame Prepare humanity for AI and new forms of bio-intelligence (2020-2050) Start now

Lead in human capital development

Provide Leapfrog models for k-12 and lifelong learning

Help guarantee sustainable innovation world-wide

Lead in solar habitation framing that parallels the smaller global frame

Prepare humanity for AI and new forms of bio-intelligence (2020-2050)

Start now

Chinese Leapfrog-based action scholarship and research We are now engaged in Leapfrog activities with two Chinese tertiary institutions One will help develop Leapfrog knowledge production and innovation practices One will develop theory and conduct research on Leapfrog effectiveness Both will hold separate international conferences in Fall, 2008, to bring Leapfrog Principles to Chinese education -- at all levels We are both delighted and concerned by these developments

We are now engaged in Leapfrog activities with two Chinese tertiary institutions

One will help develop Leapfrog knowledge production and innovation practices

One will develop theory and conduct research on Leapfrog effectiveness

Both will hold separate international conferences in Fall, 2008, to bring Leapfrog Principles to Chinese education -- at all levels

We are both delighted and concerned by these developments

Leapfrog activities at the University of Minnesota College of Education + Human Development (Leapfrog as “heartbeat” of the College) “ LeapFrog Institutes” now being formed Appointment of LeapFrog Institutes coordinator Establishment of Web site Projects with schools, such as Edison Innovation Institute in a poor Minneapolis neighborhood FLACSO-UMN “co-seminars” (Mexico + Ecuador + Chile) China-UMN “co-seminars”

College of Education + Human Development (Leapfrog as “heartbeat” of the College)

“ LeapFrog Institutes” now being formed

Appointment of LeapFrog Institutes coordinator

Establishment of Web site

Projects with schools, such as Edison Innovation Institute in a poor Minneapolis neighborhood

FLACSO-UMN “co-seminars” (Mexico + Ecuador + Chile)

China-UMN “co-seminars”

This has been a very brief presentation… There is much more in the paper, including how to do what is being proposed We look forward to your critiques in the discussion period

There is much more in the paper, including how to do what is being proposed

We look forward to your critiques in the discussion period

GRACIAS!

Arthur Harkins [email_address]

and… Educationfutures.com