technology, culture and learning in the age of disruptions and creativity

Technology, culture and learning in the age of disrup5ons and crea5vity

Tapio Varis IITE Governing Board Member

UNESCO Chair in global e-‐learning University of Tampere, Finland

Varis St.Petersburg 2014 1

First European Media and Informa3on Literacy Forum May 27 -‐ 28, 2014, UNESCO


Conclusions of the forum (300 par5cipants)

•  Media and informa5on literacy is a living and evolving phenomenon, reflec5ng the developing competencies needed for ci5zenship in a rapidly changing informa5on and media environment

•  UNESCO, the EU and all stakeholders have a significant role to play in advancing awareness, upda5ng and implementa5on of MIL policy and prac5ce


The 2013/4 Educa5on for All Global Monitoring Report shows why

educa5on is pivotal for development in a rapidly changing world. It explains how inves5ng wisely in teachers, and other reforms aimed at strengthening equitable learning, transform the long-‐

term prospects of people and socie5es.

Equity and quality educa5on will be pivotal in the post 2015 agenda

Varis StPetersburg 2014 4

New Challenges: Mobile Learning (Unesco ICT Chairs consulta5on 2014)

•  Ci5zenship – ne5zenship •  Community building, iden55es •  New literacies – mobiliteracy •  Situa5onal thinking, tradi5onal thought


Key Trends in the Chaning World of Work

•  Dis5nc5on between academic and prac5cal/voca5onal work becoming blurred

•  Move from the industrial age to the informa5on age

•  From indiustrialism to informa5onalism?



Individual Skills for Innova5on •  What individual competences should people

acquire to •  contribute to innova3on as producers and

users? Subject-based skills (know-what and know-how)

Skills in thinking and creativity (critical thinking, ability to make connections, imagination, curiosity,...)

Behavioral and social skills (self-confidence, energy, perseverance, passion, leadership, collaboration, communication)

Source: Stéphan Vincent-Lancrin, 2011 Senior Analyst OECD Centre for Educational Research and Innovation

•  The 20th Century economieet Joseph Schumpeter popularized the term “Crea5ve Destruc5on” to describe the impact of recurring cycles of disrup5ve change.

•  Star5ng in 1995, Clayton Christensen interpreted crea5ve destruc5on into the concept of “disrup5ve innova5on,” describing its impacts on every market it touches. His work heralded the 21st century, the Age of Disrup5on.

•  John Seely Brown and John Hagel described “The Big Shii” following the financial crisis of 2008 and the Great Recession

–  Organiza5ons are rewri5ng the rules of business and compe55veness, in all industries –  Economies are not producing enough tradi5onal jobs to create full employment –  Out of necessity, recent high school and college graduates are becoming “job makers” not job

seekers and do-‐it-‐yourself (DIY) development is gaining in appeal.

•  Disrup5ve innova5ons are affec5ng entrepreneurship and innova5on –  Crowd sourced funding for entrepreneurship and innova5on marketplaces –  Commercializable Idea Marketplaces link commercializable ideas and funders/mentors –  Design Thinking…and Crea5vity…are key parts of the entrepreneurial character –  Sustainability is a key element of entrepreneurship and innova5on, globally

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Disrup5on Is Necessita5ng Job Makers, Not Job Seekers (Donald Norris)

Entrepreneurship and Innova5on as the Defining Competences

(Strategic Ini5a5ves Inc.)

•  It all begins with pervasive, perpetual connec5vity and engagement, enabled by ICT (Media literacy is key; it builds capacity for con5nuous human development and enables the role of con5nuous mentor. ICT and media literacy make knowledge and learning abundant, not scarce.)

•  Pervasive ICT enables entrepreneurship for everyone •  In the 20th Century and earlier, a number of learning

pathways were key to success •  In the 21st Century, economies have been unable to create

sufficient jobs to keep pace with popula5on growth -‐True in developed and developing countries

•  A new ethos is required – turning young people into “job/success makers”

•  Soul, spirit, and skill (Head, heart, and hand)


Brazilian project Comunitárias Gaúchas (COMUNG)

•  Nokia-‐Demola •  Open innova5on environment •  Opportunity for students to contribute to real-‐life innova5ons

•  Opportunity for organiza5ons to run agile development projects



So?ware Strategies for Retooling the Workforce

Professor Tapio Varis

UNESCO Chair in Global e-‐Learning University of Tampere, Finland

Keynote at the NaBonal SoCware Conference Organised by ISPON -‐ 22 October, 2013 at the Tinapa Knowledge Centre,

Calabar, Cross River State, Federal republic of Nigeria.

A+er the ISPON Conference 2013

•  need for developing e_Learning Framework and Applica5ons for the need of the Nigeria n society. One of such applica5on is ANDORA Learning Resources and Library System developed by Connect Technologies Ltd.

•  a Nigerian IT Startup company (Mobile Soiware Solu5ons Ltd.) has developed a Mobile applica5on Game called "Malaria Destroyer Game" (MDG)


OUR SOLUTION



Global University System (GUS)

GUS ac5vi5es

•  GKCN (Global Knowledge Centers Network)/GEWS (Global Early Warning System)/GUS project is now being formulated in Tanzania, Burundi, Rwanda, DRC, Nigeria, Benin, Ghana, Sierra Leon, and Gambia, etc.

•  American team is now raising fund for the planning workshop which is to be held at the Stevens Ins5tute of Technology.


VarisParis2014 17

Towards a Manifesto on Entrepreneurship and Innova5on in the Crea5ve Age (Strategic Ini5a5ves Inc.)

•  Our team will drai a manifesto on entrepreneurship and innova5on as the defining competences in the Crea5ve Age. To be sustainable, they must be based on core values and prac5ces.

•  This manifesto will be a statement of values, and purpose and strategic intent – to spread the word on the principles, prac5ces, policies, and processes necessary to develop innova5on and entrepreneurship that can be adapted to a wide range of setngs, systems, and culture.

•  The Manifesto should ground the principles of entrepreneurship and innova5on in the Millennial Goals and humanis5c principles. Entrepreneurship and innova5on span different economic systems. We should be developing a new breed of Renaissance person who combines habits of mind, body and spirit to include:

–  Crea5vity , resilience and persistence –  Science, technology and analy5c skills –  Humanism, integrity, trust, and realism –  Inclusiveness and cultural awareness

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technology, culture and learning in the age of disruptions and creativity

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