Technology, culture and learning in the age of disruptions and creativity

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Tapio Varis, IITE Governing Board Member UNESCO
Chair in global e‐learning
University of Tampere
First European Media and Information Literacy Forum
May 27 -­ 28, 2014, UNESCO

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Technology, culture and learning in the age of disruptions and creativity

  1. 1. Technology,  culture  and  learning  in   the  age  of  disrup5ons  and  crea5vity   Tapio  Varis   IITE  Governing  Board  Member   UNESCO  Chair  in  global  e-­‐learning   University  of  Tampere,  Finland   Varis  St.Petersburg  2014   1  
  2. 2. First  European  Media  and   Informa3on  Literacy  Forum       May  27  -­‐  28,  2014,  UNESCO     Varis  St.Petersburg  2014   2  
  3. 3. Conclusions  of  the  forum   (300  par5cipants)   •  Media  and  informa5on  literacy  is  a  living  and   evolving  phenomenon,  reflec5ng  the   developing  competencies  needed  for   ci5zenship  in  a  rapidly  changing  informa5on   and  media  environment   •  UNESCO,  the  EU  and  all  stakeholders  have  a   significant  role  to  play  in  advancing   awareness,  upda5ng  and  implementa5on  of   MIL  policy  and  prac5ce   Varis  St.Petersburg  2014   3  
  4. 4. The  2013/4  Educa5on  for  All  Global   Monitoring  Report  shows  why   educa5on  is  pivotal  for  development   in  a  rapidly  changing  world.  It  explains   how  inves5ng  wisely  in  teachers,  and   other  reforms  aimed  at  strengthening   equitable  learning,  transform  the  long-­‐ term  prospects  of  people  and   socie5es.     Equity  and  quality  educa5on  will  be   pivotal  in  the  post  2015  agenda  Varis  StPetersburg  2014   4  
  5. 5. New  Challenges:  Mobile  Learning   (Unesco  ICT  Chairs  consulta5on  2014)   •  Ci5zenship  –  ne5zenship   •  Community  building,  iden55es   •  New  literacies  –  mobiliteracy   •  Situa5onal  thinking,  tradi5onal  thought   Varis  StPetersburg  2014   5  
  6. 6. Key  Trends  in  the  Chaning  World  of   Work   •  Dis5nc5on  between  academic  and  prac5cal/ voca5onal  work  becoming  blurred   •  Move  from  the  industrial  age  to  the   informa5on  age   •  From  indiustrialism  to  informa5onalism?   Varis  St.Petersburg  2014   6  
  7. 7. Varis StPetersburg 2014 7 Individual  Skills  for  Innova5on     •  What  individual  competences  should  people   acquire  to   •  contribute  to  innova3on  as  producers  and   users?     Subject-based skills (know-what and know-how) Skills in thinking and creativity (critical thinking, ability to make connections, imagination, curiosity,...) Behavioral and social skills (self-confidence, energy, perseverance, passion, leadership, collaboration, communication) Source: Stéphan Vincent-Lancrin, 2011 Senior Analyst OECD Centre for Educational Research and Innovation
  8. 8. •  The  20th  Century  economieet  Joseph  Schumpeter  popularized  the  term  “Crea5ve   Destruc5on”  to  describe  the  impact  of  recurring  cycles  of  disrup5ve  change.     •  Star5ng  in  1995,  Clayton  Christensen  interpreted  crea5ve  destruc5on  into  the  concept   of  “disrup5ve  innova5on,”  describing  its  impacts  on  every  market  it  touches.    His  work   heralded  the  21st  century,  the  Age  of  Disrup5on.     •  John  Seely  Brown  and  John  Hagel  described  “The  Big  Shii”  following  the  financial  crisis   of  2008  and  the  Great  Recession   –  Organiza5ons  are  rewri5ng  the  rules  of  business  and  compe55veness,  in  all  industries   –  Economies  are  not  producing  enough  tradi5onal  jobs  to  create  full  employment     –  Out  of  necessity,  recent  high  school  and  college  graduates  are  becoming  “job  makers”  not  job   seekers  and  do-­‐it-­‐yourself  (DIY)  development  is  gaining  in  appeal.     •  Disrup5ve  innova5ons  are  affec5ng  entrepreneurship  and  innova5on   –  Crowd  sourced  funding  for  entrepreneurship  and  innova5on  marketplaces   –  Commercializable  Idea  Marketplaces  link  commercializable  ideas  and  funders/mentors   –  Design  Thinking…and  Crea5vity…are  key  parts  of  the  entrepreneurial  character   –  Sustainability  is  a  key  element  of  entrepreneurship  and  innova5on,  globally   8    Disrup5on  Is  Necessita5ng  Job  Makers,  Not  Job  Seekers   (Donald  Norris)  
  9. 9. Entrepreneurship  and  Innova5on  as   the  Defining  Competences   (Strategic  Ini5a5ves  Inc.)   •  It  all  begins  with  pervasive,  perpetual  connec5vity  and   engagement,  enabled  by  ICT  (Media  literacy  is  key;  it  builds  capacity  for  con5nuous  human   development  and  enables  the  role  of  con5nuous  mentor.    ICT  and  media  literacy  make  knowledge  and  learning  abundant,   not  scarce.)   •  Pervasive  ICT  enables  entrepreneurship  for  everyone   •  In  the  20th  Century  and  earlier,  a  number  of  learning   pathways  were  key  to  success   •  In  the  21st  Century,  economies  have  been  unable  to  create   sufficient  jobs  to  keep  pace  with  popula5on  growth  -­‐True   in  developed  and  developing  countries   •  A  new  ethos  is  required  –  turning  young  people  into  “job/ success  makers”     •  Soul,  spirit,  and  skill  (Head,  heart,  and  hand)     Varis  StPetersburg  2014   9  
  10. 10. Brazilian  project  Comunitárias   Gaúchas  (COMUNG)   •  Nokia-­‐Demola   •  Open  innova5on  environment   •  Opportunity  for  students  to  contribute  to  real-­‐ life  innova5ons   •   Opportunity  for  organiza5ons  to  run  agile   development  projects     Varis  St.Petersburg  2014   10  
  11. 11. Varis StPetersburg 2014 11 So?ware  Strategies  for  Retooling  the   Workforce     Professor  Tapio  Varis   UNESCO  Chair  in  Global  e-­‐Learning   University  of  Tampere,  Finland   Keynote  at  the  NaBonal  SoCware  Conference  Organised  by   ISPON  -­‐    22  October,  2013  at  the  Tinapa  Knowledge  Centre,   Calabar,  Cross  River  State,  Federal  republic  of  Nigeria.      
  12. 12. Varis  StPetersburg  2014   12  
  13. 13. A+er  the  ISPON  Conference  2013   •  need  for  developing  e_Learning    Framework   and  Applica5ons  for  the  need  of  the  Nigeria  n   society.  One  of  such  applica5on  is  ANDORA   Learning  Resources  and  Library  System     developed  by  Connect  Technologies  Ltd.   •  a  Nigerian  IT  Startup  company  (Mobile   Soiware  Solu5ons  Ltd.)    has  developed  a   Mobile  applica5on  Game  called  "Malaria   Destroyer  Game"  (MDG)   Varis StPetersburg 2014 13
  14. 14. OUR  SOLUTION     Varis  StPetersburg  2014   14  
  15. 15. Varis StPetersburg 2014 15 Global  University  System  (GUS)  
  16. 16. GUS  ac5vi5es   •   GKCN  (Global  Knowledge  Centers  Network)/ GEWS  (Global  Early  Warning  System)/GUS   project  is  now  being  formulated  in  Tanzania,   Burundi,  Rwanda,  DRC,  Nigeria,  Benin,  Ghana,   Sierra  Leon,  and  Gambia,  etc.     •  American  team  is  now  raising  fund  for  the   planning  workshop  which  is  to  be  held  at  the   Stevens  Ins5tute  of  Technology.   Varis  St.Petersburg  2014   16  
  17. 17. VarisParis2014 17
  18. 18. Towards  a  Manifesto  on  Entrepreneurship  and  Innova5on  in  the   Crea5ve  Age  (Strategic  Ini5a5ves  Inc.)   •  Our  team  will  drai  a  manifesto  on  entrepreneurship  and  innova5on  as  the  defining  competences   in  the  Crea5ve  Age.    To  be  sustainable,  they  must  be  based  on  core  values  and  prac5ces.     •  This  manifesto  will  be  a  statement  of  values,  and  purpose  and  strategic  intent  –  to  spread  the  word   on  the  principles,  prac5ces,  policies,  and  processes  necessary  to  develop  innova5on  and   entrepreneurship  that  can  be  adapted  to  a  wide  range  of  setngs,  systems,  and  culture.       •  The  Manifesto  should  ground  the  principles  of  entrepreneurship  and  innova5on  in  the  Millennial   Goals  and  humanis5c  principles.    Entrepreneurship  and  innova5on  span  different  economic   systems.    We  should  be  developing  a  new  breed  of  Renaissance  person  who  combines  habits  of   mind,  body  and  spirit  to  include:   –  Crea5vity  ,  resilience  and  persistence   –  Science,  technology  and  analy5c  skills   –  Humanism,  integrity,  trust,  and  realism   –  Inclusiveness  and  cultural  awareness     18  

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