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How to Live the Future of Education Today Dr. Trent Keough President and CEO Portage College [email protected] a

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How to Live the Future of Education Today. Dr. Trent Keough President and CEO Portage College [email protected]. Action One. Please identify the attributes of our tumultuous times. Action 2. What makes for tumultuous times in education besides these three? Hope and Dignity - PowerPoint PPT Presentation

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Page 1: How to Live the Future of Education Today

How to Live the Future of Education Today

Dr. Trent KeoughPresident and CEO

Portage [email protected]

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Trent Keough 3

How do we live the

Future of Education

today?

What are the influencers

determining our visioning?

“Higher Education in Tumultuous Times: A

Transatlantic Dialogue on Facing Market

Forces and Promoting the Common Good”

Kevin Kinser & Barbara A. Hill

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Trent Keough 4

Action One

• Please identify the attributes of our tumultuous times.

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Trent Keough 5

unrest

insubordination

unrestrained chaos

clamorous

excited feelings violent

confusion

vulnerable

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Tumultuous Times

Anxiety/CalmPresent/Future

Scarcity/AbundancePeace/Upheaval

Surety/UncertaintyTruths/Lies

Hope/FearExpectation/Entitlement

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Identity and

Authority

Living a Meaningful

Life

The Others

Subordination

Living Virtually

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Control and

Futurology

Self-regulating

New Social Contracts

Creating Depth in Shallows

Self-selected

Community

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Trent Keough 9

Hope and Dignity

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Action 2

What makes for tumultuous times in education besides these three?

• Hope and Dignity• Control and Futurology• Identity and Authority

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Institutional Identity

Crisis

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Action 3

• What is the present relationship between education and the social contract?

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Education’s Future

Demand for Trained

Employees & Expectations for a Broadly Educated

Citizenship

Educational Technologies & Access to Knowledge

World Economies

and the Business of

Training

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Trent Keough 18

Action 4

• What economic/cultural changes have occurred to undermine traditionalist views of supply/demand modelling in education?

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Earning & Learning

Power Learning & Earning

Customers

TeachingAccountability

Learning

Managing Institutional

Purpose

Knowledge Access & Learning Mobility

Validating Competency

Outcomes

Institutional Services

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Trent Keough 20

Action 5

• What is the fundamental challenge to post-secondary education?

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Art for Art’s Sake

• Art for Humanity’s Sake

Training for Employment’s Sake

• Educating for Humanity’s Sake

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Kinser and Hill’s “Where are we Currently?”

• Rapidity of Change• Global environment• New economic power centres• Diminished resources • Increasing public expectations• Accountability mandates• Demographic transformations• Decline of trust• Demand . . . for simple solutions to difficult problems

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Rapidity of Change

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"Your fear of change is too clearly visible in your eyes.“

Douglas Coupland

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Changing Fear

Work with Shared

Purpose: Trust and Belonging

Etiology for Present

Circumstances

Opportunity for Self &

Institutional Reflection

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Trent Keough 34

Reality of Trust

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No Change Epistemology means

No opportunity to engage in dialogue on change

No dialogue: Culture of Fear and Mistrust

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Trent Keough 36

What is ‘the Unspoken’ of teachers who express fear for education’s future?

How much of identity

anxiety is related to

the unknown

?

What makes you professionally fearful?

What are you afraid

of at work?

What is the most dreaded of changes within your organization?

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What is your organization’s change epistemology?

Describe the

character of your college’s change culture.

What is the operative language of change?

How does perceptio

n of change impact

morale?

What changes are openly embraced? Why?

Do you share an understanding of change that reduces fear?

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Who negotiates for Trust?

How is trust manifested externally?

Why is trust negotiated?

How does mistrust present

itself?

How does your organization

nourish Trust?

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Ascendency of Partnership/Collaboration

Community of Individuals

Leaders in Community

Frontiersmen

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Call to Action

• Kinser and Hill present a call to action based on the gleanings taken from a transatlantic dialogue.

• The convened dialogue had a specified purpose.

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Kinser & Hill’s “What Do We Need To Get There?”

• Autonomy and Accountability• Focus on Attainment• Changing Faculty Roles• Alternative Academic Models• Regional Development• Internationalization• Enhancing Capacity for Change and Innovation

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Trent Keough 58

Autonomy and Accountability

Core Business Activities

Authority: Teaching’s

Relationship to Learning

Outcomes Relationship to Mission, Vision,

Values

Focus on Attainment

Exit Skills and Knowledge

Management

Education for Education’s Sake

Certificates, Diplomas, Degrees ,

Competencies, Industry Certifications, Badges

Alternative Academic Models

Partnerships in Learning and

Delivery of Services

Responsiveness to Learning Customers

Personalized LearningMITx, Open StudyMozilla’s Badge

Framework

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Changing Faculty Roles

Institutional Identity &

Repurposing

the BIG Question

Brand Power

Regional Development

Education is whose business?

Which economies are engaged?

Anticipate the rise and fall of local

empires.

Internationalization

The Hungry Maw Syndrome

Collaboration for what reasons?

Teaching in Cyberspace &

Learning in a Social Place

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Capacity for Change and Innovation

Define your organization’s

change epistemology.

Where are you in the learning revolution?

How are trust and hope manifested in your mission, vision

and values?

Working with Purpose

Can you celebrate the why of what

you do?

When is the world not tumultuous?

Is there an ethical imperative

embedded in your work?

Control

How is accountability manifested in

horizontal decision-making?

Is a new social contract being

negotiated?

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To Work With Purpose

Does its vision statement anticipate change in achieving an idealized future state?

How purposeful is your organization’s mission statement?

How does your core business imperative drive change, resist change, or negotiate it?

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To Work With Purpose

Does your organization have Learning and Teaching defined as its core business activities?

What are the outcomes defined for these two activities?

Are they in alignment with the Ethical Imperative of your organization?

Are your work actions purposeful? How?

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Trent Keough 64

No definition of entry level competencies relative to 21s

t

century literacy requirements.

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Projection of student stereotype built on preferences for a nominal student type.

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Personalize Learning Experiences

How do you segment your LC market?

When do you anticipate the arrival of your future LCs?

What defines internal awareness of customer evolution?

How is knowledge of LC definition and evolution manifested in recruitment and marketing?

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Personalize Learning Experiences

How many learning customer cohorts are active within your customer population?

How do you define learning customer expectations?

What does a comparative analysis of current and historical learning customer bases tell you of organizational effectiveness?

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Define Scope of Economic Engagement

Traditionalist views of employment and employability

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Engaging Economies

Which economies directly impact your core business?

Who hired your students 2, 5, and 10 years ago?

Who will hire them 2,5 and 10 years from now?

Is Education your Business?

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Engaging Economies

What is your place in the global economy?

Do you measure the direct and indirect impact of your organization’s contribution to the economies it intersects? How?

What is your organization’s power of influence?

Which are the emergent economies of your business?

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Evolve service delivery mechanisms while reducing costs to learning customers.

Resistance to utilization of new learning technologies.

Denial of the need for portability, flexibility, and edutainment.

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Evolve Services and Deliveries

How prominent is ‘more service, less cost’ in your delivery?

What system deficit remains unchanged for more than three years?

What kind of competition would effectively ‘kill’ your organization?

Who would mourn the loss of your organization?

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Evolve Services and Deliveries

Does your organization identify value-added market differences?

Which is most important to your organization market share or market control?

Who were they 2, 5 and 10 years ago, and who will they be 2, 5 and 10 years from now?

How do you define your competitors?

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No recognition of the lack of ability to see the future alone.

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Partnership Growth and Social Contracts

Are there guidelines governing partnerships?

What is your organization’s definition of partnership?

Are there assessment and evaluation criteria for partnerships?

How does your organization differentiate a partnership from a business relationship?

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Partnership Growth and Social Contracts

How does your organization differentiate a partnership from a business relationship?

When wholesale trust has been eroded, how can ‘postsecondary’ institutions earn it back?

Can trust return to a postsecondary education system governed by a 19th century value system?

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Perceiving innovation as solitary endeavor marked by Eureka!

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Innovation and Creativity

How do you bring decision-making opportunities to those with capacity to make decisions?

Can innovation and creativity thrive in a publically funded institution?

How are social contracts negotiated in employment relationships?

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Decline of college brand power in students choosing ‘where’ and ‘how’ to study earning ‘badges.’

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Thank You

CONTACT

[email protected]