how to live the future of education today
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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 PresentationTRANSCRIPT
How to Live the Future of Education Today
Dr. Trent KeoughPresident and CEO
Portage [email protected]
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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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Action One
• Please identify the attributes of our tumultuous times.
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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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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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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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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
"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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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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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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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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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.’