Youth Futures - GYPL Integrative Seminar 03 Nov 07
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Arthur Harkins and John Moravec presentation from Global Youth Policy Leadership seminar 03 November 2007

Arthur Harkins and John Moravec presentation from Global Youth Policy Leadership seminar 03 November 2007

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Youth Futures - GYPL Integrative Seminar 03 Nov 07 Presentation Transcript

  • 1. Youth Futures: Leapfrogging from Century 18 to Century 21 For: GYPL Integrative Seminar 03 November 07 Arthur Harkins John Moravec
  • 2. The New Context Paradigm
    • Increasing importance of creative human capital
    • Increasing rates of change
    • Increasingly inaccurate predictions
    • Increasing need to create preferred futures
    • Increasing sense that kids must share creation of new futures with adults
  • 3. …also…
    • Today’s kids participate in an increasingly globalized world
    • Industrial society has given way to the knowledge-based society
    • …which is already starting to transition to an innovation and creativity society
  • 4.
    • Which paradigm do we place our kids in?
  • 5. First Proposition Set
    • Kids are vastly under-utilized as human capital
    • Kids can be brought into full relationship with the exploding knowledge/innovation economy
    • Advanced educational technology will be required
    • “ New” Workforce incorporating kids will be more creative and much larger than present workforce
    • “ Shadow Schools” are one approach to the re-integration of children, adults, and the economy
  • 6. Legacy: USA Century 18
    • Farming/agriculture economy
    • Family based enterprises
    • Kids learned at home
    • Kids worked at home
    • Kids were engaged cross-generationally
    • Adults could learn from kids
    • Kids contributed at all economic levels
  • 7. Legacy: USA Centuries Late 19th- Mid-20th
    • Industrial economy
    • Job/wage/salary based enterprises
    • Kids learned increasingly at schools
    • Kids worked at low level, sometimes dangerous jobs
    • Kids were engaged cross-generationally as chattel, hirelings, or de facto (and de jure ) slaves
    • Kids learned from adults within division of age and labor formats
    • Kids still contributed at all economic levels
  • 8. Lasting Legacy Effects: USA Century 21
    • Emerging knowledge/innovation economy is stunted
    • Integrated activities between adults/kids are highly limited
    • Kids and adults learn less and less from each other
    • Adults anxious about/fear learning from kids
    • Kids separated from adults, following legacy industrial economy model
    • Kids work mainly at menial tasks
    • Kids still contribute to all economic levels, but at far lower levels than possible, feasible, and desirable
  • 9. Moving from Legacy Millstones to New Futures
  • 10. Leapfrogging…
    • means leadership rather than catching up.
    • means using advanced (wireless) technologies to assist students and teachers
    • technologies permit moving from memorization to creative and innovative knowledge production
  • 11. “ New” Workforce Effects: USA Century 21 - Leapfrog
    • Emerging knowledge/innovation economy can get a quantum boost
    • Integrated activities can partner kids with adults
    • Adults are eager to learn from kids
    • Kids and adults learn more about each other
    • Kids and adults partner and collaborate, teaching to and learning from each other
    • Kids work increasingly at creative tasks
    • Kids still contribute to all economic levels, but with better distribution of effort than in the past
  • 12. What’s it Going to Take?
    • Voluntary establishment of “Shadow Schools”
    • Voluntary participation by kids and adults
    • Screened volunteers representing retired staff, graduate students, professionals, etc.
    • Donations and grants for insurance costs, food, transportation
  • 13. What Should be Avoided?
    • Pressures on NCLB-strapped teachers
    • Pressures on adults and kids to participate
    • Competition with legacy school functions and personnel
    • Race, class, and attitude challenges
    • Low expectations and standards
    • Undue fanfare
  • 14. What Should be Sought? (Leapfrog!)
    • Top-flight volunteers from all appropriate sectors
    • Use of latest technologies, including Beta devices and software from partnering companies
    • Excellent Web connectivity among Shadow Schools
    • Collaborative relationships with similar schools in the US and abroad
  • 15. Second Proposition Set
    • Mirror the creative workforce first and foremost
    • Functionality first and foremost
    • Technology supports reliable functionality
    • Every kid and adult a Creative
    • Every kid and adult an Innovator
    • NO FAILURES
    • Global leadership from Day 1
  • 16. What is Our Role Today?
    • Discuss merits/problems
    • Discuss enhancements
    • Discuss alternatives
    • Discuss implementation scenarios
    • Discuss early planning options
    • Discuss involvement of school partners
    • Discuss involvement of industry, business partners
    • Discuss involvement of technology collaborators
    • Discuss help from funding sources for insurance, food, transportation
  • 17. Some Questions
    • Is “Shadow Schools” the right language?
    • How about “Innovation Institutes” (or “Creativity Labs” or “Creativity Centers”)?
    • Can/should the U of M and other colleges get involved as collaborators?
    • Should a Web entity be established for creativity and innovation among kids/adults and their collaborators?
  • 18. Which Would You Rather See in the Next 5 Years?
    • Kids starting corporations with adults or kids learning to despise “smart people?”
    • Kids working for Microsoft and Google or kids running drugs?
    • Kids looking forward to exciting futures or kids awaiting death or prison?
    • Kids who can change the world for the better or kids dismissed by the world?
  • 19. Responses – Fire Away!!