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Future Skills for Future Graduates

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Keynote Speech at BEEHIVES Conference in Leuven

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Future Skills for Future Graduates

  1. 1. Prof. Dr. Ulf-Daniel Ehlers Baden-Wurttemberg Cooperative State University European Association for Institutes of Higher Education Future Skills for Tomorrow’s Gradutes: Turning Around Higher Education in Europe Creating Relevant Learning Experiences; employers’ involvement with higher education’, BEEHIVES, Leuven
  2. 2. WHO IS CONVINCED THAT TODAYS GRADUATES HAVE SUITABLE SKILLS FOR THEIR JOBS` REQUIREMENTS? YES, THEY ARE! - STAND UP! NO, THEY AREN’T - KEEP YOUR SEAT
  3. 3. A Thought Experiment... A school beginner in September 2016... • ... finishes 2020 primary school • ... gradutaes from high school in 2028 • ... receives his bachelor degree in 2031 • ... and his Master in 2033 • ...starts to work...
  4. 4. The skill myth…
  5. 5. Modernization of the World of Work Resolution of system of fixed professions From lifetime employment to lifetime employability From employed professionals to entrepreneurial professionals 1 2 3 (Lisop 1997) (Beck, Giddens, Lash 1996) (Voß, Pongratz 1998)
  6. 6. Jeff Warner, CEO of LinkedIn
  7. 7. Skillmyth
  8. 8. The time myth
  9. 9. need for constant learning from preparation up front to episodical throughout LLL Are our higher education institutions prepared for that model?
  10. 10. From Knowledge to future skills
  11. 11. Creativity Autonomy Self-efficacy Reflectionabilty Self-Competence Learnability Systems thinking Communication Design Mindset Sense-Making Agility Cooperation Shaping Future WorldOrganisation Open Highly structured Digital literacies Future Skills Future organisations view on future skills and future learning, Ehlers, 2018
  12. 12. Higher Education „Competencies are […] in principle unlimited dispositions and abilities, to act self-organised and successfully in an unknown, complex and undetermined future.“ (translated) Knowing-in-Action Reflection-in-Action Reflection on Reflection-in-Action Higher Education as Reflection-Laboratory (Schön 1983, 1986) Implicit Action-Knowledge Ad-Hoc Strategies Development of ind. Action Theories Professionality Competence Responsibility Action Adequacy Abilities Will Knowledge Apply Information Connect (Wildt 2006) (Erpenbeck 2005)
  13. 13. Teaching Strategies Transfer Tutor/in Coach Facts („know-that“) Procedures („know-how“) Social Practices („knowing-in-action“) Transmission Dialogue Interaction Knowledge, Remenbering Doing, Problemsolving Reflective Action, innovation Teaching I Teaching II Teaching III Steering Enabling (Baumgartner 2004) (Reinmann 2005)
  14. 14. Transfer Tutor/in Coach Reflective Practice Active, self-organised and cooperative learning in project Leitmotiv: Autonomous learner Competence and Professionality: Dealing with uncertainty CoP: Participative Learning , situated learning Role of professors as cooperative learning experts/ coaches in a learning dialogue Future Learning Facts Remember Innovation Reflection Problemoriented Procedural Perspektive taking/ change: Understanding subjective theories FutureLearning in Higher Education Future organisations` view on future skills and future learning, Ehlers, 2018
  15. 15. Zeit für 15 Changingperspective Turning around higher education (in Europe)
  16. 16. THE MASS MYTH
  17. 17. Exclusivity Massification Individualisation Personalisation
  18. 18. THE STANDARDIZATION MYTH
  19. 19. 50%+
  20. 20. THE ELITE MYTH
  21. 21. 2011 160000 23000 412 3 Access
  22. 22. Learning Society Digital Technology Unbundling Selforganisation Lifelong Learning Permeability Sequentiality Individualisation/ Diversity Uni- versity 50% Plus Changing Labour Market Unbundling of certification, teaching, etc. Multicampus Digital as Standard Boundaries dissolve Multiinstitutional
  23. 23. ulf.ehlers@dhbw-karlsruhe.de Baden-Wurttemberg Cooperative State University European Association for Institutes of Higher Education www.dhbw-karlsruhe.de www.ulf-ehlers.net www.mindful-leaders.net Thank you for your attention!
  24. 24. ?
  25. 25. What works better? Digital or analogous - „Business as usual“? How can we shape the digital turn? 27
  26. 26. Thesen 1. Digitalisation ist not „technofying“ higher education but pedagogical, curricula and organisational innovation. 2. The key for successfull digitalisation of higher education teaching/ learning is collaboration. 3. Digital technology is not only enabing new virtual learning spaces but also changes existing physical learning spaces. 29 http://isdsbologna2013.org/blog/location/bologna/#!prettyPhoto-205/0/
  27. 27. MOOCS • vs. Massive Learning Opportunities Digital scalable Learning Services • vs. Individualised and Personalised Learning Scenarios Open Education Resources • vs. Open Educational Practices http://isdsbologna2013.org/blog/location/bologna/#!prettyPhoto-205/0/
  28. 28. Will the digital turn be a technical or an educational revolution?
  29. 29. How to deal with openess?
  30. 30. How to create a suitable blend of digital/ non-digital?
  31. 31. It is not only technology that drives the change but Unsolved Challenges
  32. 32. Time for 36 ChangingPerspective
  33. 33. E-Learning Technology as island
  34. 34. E-Learning Technology as a Gate
  35. 35. Digital What is a convincing digital agenda for eductaional institutions? http://images.google.de/imgres?imgurl=http://www.dhbw- vs.de/fileadmin/content/101_HEADER_BILDER/02_Header_Bilder_Unterseiten/
  36. 36. Everywhere What do we do in the classroom? http://images.google.de/imgres?imgurl=http://www.dhbw- vs.de/fileadmin/content/101_HEADER_BILDER/02_Header_Bilder_Unterseiten/
  37. 37. Learning Community
  38. 38. Open
  39. 39. Shared
  40. 40. Learner generated
  41. 41. Digital Import of Curriculum
  42. 42. Modern (Massification) Education Model Postmodern HIGHER EDUCATION Model Defined degrees Short and patchwork study cycles Study in a degree framework Study according needs and interest Curriculum is oriented to professions No clear curriculum, but certifiation needs Expert led/ Prof. led knowledge transfer Students are peers Exam driven/ Certification bound Learning experience in the foreground Certifiation of knowledge/ achievements Assessment of competences Institution bound De-institutionalised Institution‘s reputation determines value Experience + practice value gain importance Clear timebound structure of degrees Flexibilisation Disciplins are structure giving Inter-disciplinary/ trans-disciplinary Disciplin oriented: canon of methods and knowledge Problem oriented Academic status, traditions, clothing Individualised Differentiation against „non-higher education“ Continuum through ed.-sectors + levels CHANGING CULTURES IN HIGHER EDUCATION

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