vancouver may 2009 wallin ppt
DESCRIPTION
Presentation at conference on university third mission, UBC, Vancouver, May 2009TRANSCRIPT
© Erik Wallin, 2009
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The Third Mission and
Societal Entrepreneurship
Erik WallinAssociate Professor, Lund University
Managing Director, CITY Conversity AB
Presentation at
The International Conference on
Community Engagement and Service: The Third Mission of Universities
Vancouver, May 2009
© Erik Wallin, 2009
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Who am I – as a professional?
@ Lund UniversitySchool of Economics and Management, Informatics
@ Øresund UniversityUSBM project
@ CITY Conversity AB Busyland as a serious virtual world for experimental learning of the future
Social networking via LinkedIn as a professional within the “education Social networking via LinkedIn as a professional within the “education industry”. industry”. LinkedIn to Dinerwa
© Erik Wallin, 2009
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Agenda
• Background– Universities and Lifelong Learning
• Our approach– Education process re-engineering to make
education a part of the creative industry• LearnActs
– Learning objects and facilities for the effective generation of key competences for lifelong learning
• Busyland– A virtual city state devoted to collaborative and
experimental learning of possible worlds
Towards a revival of the academic tradition?Towards a revival of the academic tradition?
© Erik Wallin, 2009
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The University and the Third MissionUniversity missions1st mission:
Research/Knowledge creation Pre-search?
2nd mission: Teaching/Transfer of knowledge Learning on-demand?
3rd mission: Application/ExploitationSocietal innovations?
Time for re-thinking the future role of universitiesTime for re-thinking the future role of universitiesIs learning for societal innovation and competent citizenship possible Is learning for societal innovation and competent citizenship possible within the current frame-of-reference?within the current frame-of-reference?
© Erik Wallin, 2009
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Education and lifelong learning
Lifelong Learning• The new concept of key
competences
• The old concept of faculties
• What are the competences and faculties for the University of the Future?
In a globalized and personalized world: In a globalized and personalized world: Lifelong learning: “OK, so this is my lifetime on planet Earth”Lifelong learning: “OK, so this is my lifetime on planet Earth”
© Erik Wallin, 2009
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Three learning traditions
• A) Academic knowledge– The art of theoretical questioning
• B) Business skills– The art of practical solution design
• C) Civic attitudes– The art of being a good citizen with civic
virtues
Academic
Business
Civic
Conversity
The ConversityThe Conversity®® concept for lifelong learning concept for lifelong learningCompetence as an integrated composition of knowledge, skills and attitudesCompetence as an integrated composition of knowledge, skills and attitudes
© Erik Wallin, 2009
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The dominant design of education
Periods in Life
Year 2007
Year 1900
Childhood Playground
University campus
Senior residential area
Workplace
Time & History
Space & Geography
Year 2000
Low integration of learning in time and space
© Erik Wallin, 2009
Page 8Education process re-engineeringTowards life-long and life-wide learning
• From the local school to global community sites
Part of D
ay
Periods in Life
• From a period in life to daily learning acts
• From artificial examples to real world cases
© Erik Wallin, 2009
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New architectures for learning
Learner CentricIn global virtual space
Teacher centricIn local physical places
From To
© Erik Wallin, 2009
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Our approachThird mission as societal entrepreneurship
Feature Framing third mission for societal entrepreneurship
Historic The long view of inter-generational transfer of cultural heritage, accumulated wealth and taken-for-granted commons and institutions
Systems science Dynamic and complex socio-technical systems with feed-back and feed-forward loops on different systems levels where central to both learning and innovation is change
Entrepreneurship Big problems are excellent drivers for new business and new innovations, including radical innovations
Lifelong learning The key competences for lifelong learning has low degree of fit to our present faculties and professions
Post-modernity The dialectics between Theory of Facts and Theatre of Fictions allows education to be a creative industry
© Erik Wallin, 2009
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The metaphoric trope: Being in the World, Common Sense, Theocracy, Natural habitats, Natural rhythms, Natural matters
The metonymic trope: Living in Estates, Common Property, Aristocracy,Cities, Local clocks, Artificial matters
The synecdoche trope: Working in Organizations, Common Systems, Democracy, Nation states, Standard time, Fabricated matters
The ironic trope: Playing as actors within given frameworks. The Tragedy of the Physical Commons meet the Comedy of The Digital Commons, with mixed reality more understandable as Theatre Plays than as expected outcomes of Theory, Time for Ricorso
Degree of artificiality
Historic era (logarithmic scale)
The Civilization process (after Giambattista Vico)
© Erik Wallin, 2009
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The metaphoric trope: Being in the World, Common Sense, Theocracy, Natural habitats, Natural rhythms, Natural matters
The metonymic trope: Living in Estates, Common Property, Aristocracy,Cities, Local clocks, Artificial matters
The synecdoche trope: Working in Organizations, Common Systems, Democracy, Nation states, Standard time, Fabricated matters
The ironic trope: Learning in Living Labs and CoP-s, Common Futures, Ideocracy, Glocal transit halls, Virtual presence, Digital matters,A growing market for the Creative Industry
Degree of artificiality
Historic era (logarithmic scale)
The Ironic trope- the big challenge for the creative industry!
© Erik Wallin, 2009
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The 3rd industrial epoch
1800 1850 1900 1950 2000 2050
Year
Growth
Now
1st
2nd3rd
Zone of conflicts
© Erik Wallin, 2009
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Entrepreneurship - making dreams come through
– 1) Intrapreneurs: Creating changes within the established framework of an organization
– 2) Entrepreneurs: Bridging demand and supply by contracting resources and partners to build new solutions
– 3) Extrapreneurs: Introducing changes that are new to the world and “outside the box”
Societal entrepreneurshipSocietal entrepreneurshipTo work “in-between” and “outside” current established To work “in-between” and “outside” current established organizational frames and initiate Hegelian organizational frames and initiate Hegelian Aufhebungs Aufhebungs with with de-de-learninglearning practices practices
1
23
© Erik Wallin, 2009
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Triple Helix alliances - innovation by additive blending of interests
– Academic: Cross disciplinary and meta disciplinary collaboration for real problems
– Business: Clustering and collaboration for exploitation of a shared value system
– Civic: NGO-s and ordinary citizens as active participants as learners, workers and neighbours
Industrial and regional clustersIndustrial and regional clustersAttracting a critical mass of creative people that build trustful Attracting a critical mass of creative people that build trustful business relations in an environment open for innovationbusiness relations in an environment open for innovation
© Erik Wallin, 2009
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LearnActs- the minimal learning experience
Industrial standards for interoperability among learning systems: Industrial standards for interoperability among learning systems: Towards “Learning-as-a-Service”Towards “Learning-as-a-Service”
© Erik Wallin, 2009
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1. Awareness of my <X>2. Stories of other <X>3. Searching for all kinds of <X>4. Experience of all known <X>5. Experimenting with a typical <X>6. Theories for any <X>7. Analysis of this <X>8. Design principles for a new <X>9. Creation/evaluation of a new <X>
Knowledge creation on different knowledge levels with technology enhanced educational facilities
Performing LearnActs
© Erik Wallin, 2009
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The Habitorium – an exampleCasework for learners in eBusiness management
• Virtual news channels
• Collections of examples
• Learners as virtual reporters
• Learning by creating interesting examples
• Co-creation of the learning environment
• A virtual “habitorium”
© Erik Wallin, 2009
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The Experimentarium – an exampleCollaborative learning of LearnAct design
© Erik Wallin, 2009
Page 20The Conversity® - a model for societal entrepreneurship
© Erik Wallin, 2009
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The Conversity of Busyland - a city state for Busy Citizens to increase future readiness
© Erik Wallin, 2009
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Act/ReAct
Do/ReDo
Frame/ReFrame
Consider/ReConsider
Mind/ReMind
1: Right/Wrong
2: Good/Bad
3: Should/Could
4: Sense/NoSense
Train Skills to Know How
Gain Knowledge to Know What
Adopt Attitude to Know Why
Open Mind to Know Who
Deep learning processes - a quadruple loop learning model to generate change
© Erik Wallin, 2009
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Act/ReAct
Do/ReDo
Frame/ReFrame
Consider/ReConsider
Mind/ReMind
1: Right/Wrong
2: Good/Bad
3: Should/Could
4: Sense/NoSense
Mind-shift
Epoch-shift
Generation-shift
Fashion-shift
Feed forward loops - learning possible futures by creating them
© Erik Wallin, 2009
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Global communities of practice: Collaborative learning: mass-collaborative virtual communities, professional associations, UN-actors, suppliers of infrastructures for a learning civilization
Regional industrial clusters: Sustainable growth: Academic, Industrial, Governmental and other partners involved in Triple-Helix alliances that fit Genre-de-Vie
Local community: Place management: Households, SME-s, Local civic associations with a shared common interest to add value to a specific place.
Degree of context dependency
Degree of tangible and controlled artifacts
Matters of relevance for the Glocal citizen: Daily life: Observations at grass root level, local Believe-it-or-Not stories, theory and facts, theatre and fiction
Busyland: Future concern: Citizens engaged in the co-creation of their future daily life by global and local collaboration in blended virtual and physical places
Towards a lifelong learning civilization