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All inclusive higher education?

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I was asked by Groningen University to give a keynote about important trends in higher education in relation to their vision of All Inclusive Learning.

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All inclusive higher education?

  1. 1. Hello,
  2. 2. My name is Pedro De Bruyckere! (@thebandb)
  3. 3. I co-wrote this book:
  4. 4. My blog: TheEconomyOfMeaning.com
  5. 5. This session:
  6. 6. Higher Education?
  7. 7. Long traditions versus evolutions?
  8. 8. Long traditions Evolutions Inclusive?
  9. 9. Long traditions Evolutions Inclusive?
  10. 10. Examples of long standing traditions:
  11. 11. A dominant language: Latin (now English)
  12. 12. Well, kind of…
  13. 13. Initiation rites
  14. 14. International students: in medieval times even more than today.
  15. 15. But more important, imho:
  16. 16. Independence
  17. 17. A.k.a.: Academic freedom (and integrity too)
  18. 18. But also very typical for universities:
  19. 19. Being exclusive
  20. 20. Oops?
  21. 21. And yes, that was also in bold ;)
  22. 22. Actually: roman versus anglo
  23. 23. An elite based on money or on intelligence?
  24. 24. Hard thing to beat: Master became PhD, became 1 PhD + MBA, 2 PhD’s…
  25. 25. Long traditions Evolutions Inclusive?
  26. 26. The Obvious, part 2:
  27. 27. Less obvious:
  28. 28. School television?
  29. 29. Still?
  30. 30. Or is it: Massive Online Open Colonialism?
  31. 31. The clock is ticking…
  32. 32. The clock is ticking …
  33. 33. Closer to home:
  34. 34. Did I mention Oops?
  35. 35. And don’t forget the “Hagwons”.
  36. 36. Oops, I did it again
  37. 37. Solutions?
  38. 38. Peter Thiel Dropout Fund
  39. 39. Solution? Not really!
  40. 40. Solution? Really not!
  41. 41. Good reasons to be inclusive.
  42. 42. Another issue:
  43. 43. It’s hard being an expert…
  44. 44. But sometimes scientists really don’t help the good cause.
  45. 45. Often science itself really doesn’t help, because of science.
  46. 46. Last but not least:
  47. 47. Safe zones & safe spaces.
  48. 48. Long traditions versus evolutions?
  49. 49. The power of independence versus inclusion?
  50. 50. Long traditions evolutions Inclusive?
  51. 51. Universal Design?
  52. 52. Universal Design for learning?
  53. 53. Great philosophy!
  54. 54. But wait, hold your horses: the Mentos problem.
  55. 55. Great if you are thirsty!
  56. 56. Great weapon against bad breath!
  57. 57. But combined?
  58. 58. Didactical example of the Mentos-problem?
  59. 59. Dual channel theory
  60. 60. Remember: Mentos-problem?
  61. 61. But where does inclusion start?
  62. 62. Primary education?
  63. 63. Good thinking, but think again?
  64. 64. “being born = biggest source of inequality”
  65. 65. st of crime 1.3 trillion ita cost of nt research of deficits itive skills ther social Examples entions ortant, but as motiva- enacity are ss in life. as the No focuses on tcomes to terventions Although adult earni ings gains r offset the teachers. T ment ratio of classroom some effec on test sc ance, but m the earliest and school of funding emergence children o the gaps. Second Ch America isCarneiro & Heckman, 2003
  66. 66. Yeah, but what can we do?
  67. 67. Heckman revisited:
  68. 68. How to sustain?
  69. 69. Which prior knowledge is needed?
  70. 70. Which “jargon” is needed?
  71. 71. Monitor!
  72. 72. Scaffold!
  73. 73. Most important element?
  74. 74. The effect of great teacher experts!
  75. 75. Differences between experts and teacher experts?
  76. 76. “There is no simple linear correlation between topical knowledge and learning effect” Daniel Muijs, ResearchED 2016
  77. 77. Differences in impact on learners from different backgrounds.
  78. 78. Lowering the bar? Never! Scaffold? Yes! Mutual inspiration? Yes!
  79. 79. The latter: Innovation and openness
  80. 80. All (?!) Inclusive (?!) and Learning (?!)
  81. 81. Thank you? Yes!

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