Windesheim makes knowledge work Windesheim Honours College-Value Creators: Educating at personal and interpersonal levels Summer Course about Interdisciplinarity and the future of Universities. San Sebastian, Spain, 7-8 September 2018
Windesheim Honours College-Value Creators: Educating at ...intrepid-cost.ics.ulisboa.pt/wp...VCWorkshop... · Windesheim makes knowledge work. Our educational vision • One size
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Windesheim Honours College-Value Creators:Educating at personal and interpersonal levels
Summer Course about Interdisciplinarity and the future of Universities. San Sebastian, Spain, 7-8 September 2018
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Who are we?
Liesbeth Rijsdijk (PhD)Director External Relations and Senior Researcher Social [email protected] Health/ Social and Behavioural Change/ Wicked Challenges, governance and leadership competences
María García Álvarez (MA)Lecturer and Coordinator of Value [email protected]/ Global Challenges/ Urban dynamics/ Character qualities
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Windesheim University of Applied Sciences: U 2.0
• Zwolle and Almere• Dutch University of Applied Sciences (higher education and research)• Over 20,000 students and 2,000 faculty and staff members• 50 bachelor programmes in Bussines, Media & Law; Journalism and
Communication; Health and Social Work; Engineering and ICT; Education; Sport and Therapy.
• Over 180 post graduate programmes, associate degrees, master programmes and professional courses.
https://www.youtube.com/watch?v=vPU_whUCIbo
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Giving the context. Short introduction of the Windesheim University of Applied Sciences
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Windesheim Honours College: U 3.0 U 4.0?
• International Bachelor Global Project and Change Management• Global Challenges SDGs• Social change• Intensive program (1 subject per day) • International Experiential learning; real projects from day 1• International faculty and staff • 80 students per year (small-scale)
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Introduction to our college. Main concept.
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Our educational vision
• One size does not fit all (flexible curriculum)• Intensive and meaningful learning community learning• Bounded freedom • 21st century skills with focus in character qualities (leadership, ethics,
curiosity, adaptability, resilience and social awareness)• Strong career counseling (self=self / self=others/ self= environment) • https://www.youtube.com/watch?v=4D1Zk7t8eas
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Preparing students for uncertainty and complexity
Snowden, 2005
Analyse, plan & predict
Agile, experiment, let go and justdo it; thenanalyse andlearn
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Explain here, how in this new highly networked society and during the transition where we still get rid of the centralisation of the Information Age, the complexity is increasing. In this new world the speed of change is much faster than the rate of learning, and therefore education institutions need to train students to experiment in this highly changing environments and complex frameworks where foundational literacies are not all they need. It is important for them to develop the character qualities that will allow them to adapt to rapid change and operate inside of complexity (resilience, curiosity, leadership, ethics, social awareness, adaptability)
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Windesheim Honours College:BBA in Global Project and Change Management
PM&CM
Business Skills
Global Global
Challenges
Research
Knowing who you are
NGOs
GOVTs
Global YOU
BUSINESS
PEOPLE
PLANET PROSPERITY
Human RightsGlobal HealthResilience cities
Social Entrepreneurship and Circular Economy
Climate adaptation
OUR VISION AND FRAMEWORK THE CURRICULUM
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How to mix all the ingredients regarding our educational vision in the framework of a curriculum? Some examples…explain the different lines. Explain the PD credits embedded in the curriculum regarding career counseling. Explain here the traditional views of knowledge and how we incorporate the other views regarding PPP. Also explain the possibility to incorporate MOOCs so students who need support or even an extra, could complete their curriculum with extra MOOC or other courses. Free credits at the end of each semester, with complete freedom for students to build in their personal and interpersonal skills. Coordinated by career counsellors with the collaboration with different lectures. At the end of the 3 weeks we organize a big showcase of all the learnings from students and presentation of the different activities they have done.
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The Playground
Leadership practice/coaching within international real projects Development of 5 Minds for
the Future in the framework of wicked challenges
Individual choice and interest of students
Thesis andReflection
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Year 3 and 4 is the playground where students have more freedom and flexibility to customize their own learning journey and apply all the learnings from year 1 and 2. Although first 2 years have loads of experiential learning and innovative texting, it is more focus on knowledge as goal also because all universities need to meet the burocratic criteria of learning objectives, indicators, etc. Here, in the last years, we want to set students in the environment for the transition from knowledge as goal to knowledge as tool.
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The challenge for education
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Here we explain how in WHC, and specially in the concept of VC we want to focus in the transition from foundational literacies and competences towards the development of character qualities, how students approach complexity but also how they approach their changing environment. Explain how different reports of WEF point out that educational institutions need this transition because these qualities are becoming more relevant than ever and will be even become the pre-requisite to acquire the foundational literacies and competences that are needed to address complexity and the challenges ahead them. Traditionally, education focused mainly in the foundational literacies attached to each bachelor or speciality, also because most of them are measurable via traditional forms of examination. We wanted to shift the focus towards the last columns of the framework, not measuring the qualities they develop but focusing in how the students perform during the process and how they also experience their own personal and interpersonal growth regarding these competences (self-assessment). Use some of the quotes I have in my article om how important and necessary this shift is. Reference to the BIAC report, and other scholars that warn education about the need to allow students to develop these interpersonal skills or meta competences. Why is this necessary? Why are these skills (which are not really new) are becoming more relevant than ever? (Linking to next slide)…..Because the world is becoming more complex than before and also the structure of the world systems is changing towards a more networked society….
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Working inside a network
ADDRESSING THE SDGs
IMAGINATION AGE(New form of society and economy)Focus on people, economic growth as a mean, not a goal, collaboration human-
AI
THE NETWORK AS A TOOL
Transition
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The network society has become an important tool that could help us in the transition from the Centralised stagnation of the Information Age towards a new more sustainable world, with new forms of societies and economies that could take us to what some already label as a new age for human kind, the Imagination Age. But networks as are well complex, so how do we work inside of a network and address complexity in an effective, and also efficient way? How can we understand what look already like wicked networks by looking closely? Networks are made of people!! Personal and interpersonal skills are key in engaging and understandting networks. We need to use the network society and its possibilities for collaboration to make that transition towards the imagination age possible. Why? Because humans will have to co-work and live with new forms of AI. We need to start teaching using networks as tools for the transition towards a new Imagination Age, that facilitates a more sustainable form of global society.
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¨Humans create machines to automate human activities….Machines amplify or accelerate existing human processes….Machines have a purpose, a set function and therefore an inherent nature¨(McLuhan, 1966)
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We also cannot forget, there are new forms of intelligence being developed that could become a great tool for collaboration or a big tool to compete with humans. Explain here something else we took into consideration, and that we (educational institutions) cannot longer be naïve about….the impact of AI in the educational system, in our lives…Explain how the exponential growth of AI is going to transform the educational system. How we need to focus in other competences and qualities for our students that makes that transformation from knowledge as a goal only towards knowledge as a tool…Explain the views of technomoralist in how naïve we are being at educational system (maybe society in general), despites all the warnings and reports (among others from the WEF) on how AI is growing exponentially and will affect not only the vocational schools (as automation did) but the higher education…. (law, medicine, even creative arts) Also explain how Eric Leuthard (Surgeon and MIT investigator) is working in the possibility to implant chips in our brains connecting to Internet and data bases that will access knowledge all the time….not in 100 years from now, but only 20 years, maybe less…. ¨At the pace that technology is changing in 20 years time, even less, everything in a cell phone could be put into a grain of rice. That could be put in our head in a minimally invasive way and would be able to perform the computations necessary to be a really effective brain-computer interface¨. (MIT review, Nov 30 2017) Explain them how important was for us to train students using not knowledge as the goal, but as a tool they can find in different places, and to be critical in the selection of the knowledge they need…what tools to we give them?? Explain also how the impact of AI will make more relevant than ever the focus in development of personal and interpersonal skills. Character qualities will be more relevant from the perspective that from the 21st century skills frameworks will be the ones who make us human. Although some scientist still question that AI will be in the future also able to be creative, those skills are still fundamentally part of humans. In a world where we will have to co-work and live with different forms of AI, the personal and interpersonal skills are really important.
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The point of departure, the challenges for all of us inside of this new world system in a globalized, networked and complex world..….the SDGs….but then ask the public what is wrong with the SDG…Can they find the problem with one of the goals that destabilizes the rest of the framework?? Explain that this was a question posted to us and our students by the founder and director of the WeAll Alliance (NESI FORUM) Diego Isabel de la Moneda, and that has made us all rethink the way we approach the goals… It is still linear, squared…
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Why is this a problem?
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What is wrong with this goal???
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What is wrong is that economic growth should not be the goal, but the means (so we need to start thinking different!!!) Otherwise nothing will change and we will keep making the same mistakes…The fact that we have created money as a goal in our society, is affecting the rest because it means that people and planet become the means to make money, to create economic wealth, when it should be the other way around. We should use money and knowledge to sustain as goal a better society and a safe planet. This is also happening at microlevel in the educational world….we are asked to deliver ¨human capital¨ instead of integer and ethical citizens and professionals committed to create a better world prepared to adapt and with the skills for life long learning. Universities sometimes are asked to search for ways to make money! Instead of giving enough economic resources to universities to do what they have to do: educate young students to understand the complexity around them and to be able to adapt and deal with the wickedness and create value. It is the world upside down!!! If we do not change this, we will have a problem.
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The way we see the global challenges
PEOPLE
PLANET
PROSPERITY
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We understand certain goals are the foundation for others. We need to first address an urgent (and highly complex issue) which is Climate action, because without a planet, there is no point for the rest…then Education, as the foundation of progress, peace and prosperity in any society. Strong institutions which contribute to build sustainable communities and therefore innovation can flourish for modern sustainable industries and infrastructures…All these contributes to prosperity (economic growth). If we have these blocks as strong base for our society, then we will be able to have a great planet where we take care of water and land and provide with basic sanitation for all, with clean energy. We do all this for the people, so everyone has equal rights and chances, wellbeing of all and therefore a society with no hunger or poverty. This will be only possible through partnerships and collaborations. The new networked society facilitates and urges us all to co-create our sustainable future together.
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Value Creators concept: university as the place to create societal value
• Knowledge is a tool, not the goal• Engaging with and understanding Professional networks: cross-
organizational issues• Working with complexity and wicked challenges: Focus on SDGs, rethinking
SDGs• Multi-disciplinary approaches• Strong character qualities focus: Development of 5 Minds for the Future • Co-creation of social value: Theory U, Impact management and 4E-Model
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Explain here the main ingredients we wanted to use in order to develop the educational concept.
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No more lessons!Different tools through different workshops: Theory U/E-Model; SDGs (students select the MOOCs they need); Networks complexity; Impact management; Get out there…conferences, congresses, organisations…
Interprofessional approaches Multi stakeholders Global challenges, local action
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Explain here how based in what we discussed previously, the first step we took was to get rid of all the traditional lessons because the end goal, was not to assess students on knowledge but in the process of creating societal value. We only provide certain tools at the beginning, concentrated in a serious of workshops that are mandatory but have no form of examination more than that the student attend the workshops of deliver the certificate that they have follow the required number of MOOCs… How they find the knowledge they need is up to them. Also explain how important was for us to give students the control over assessment, by allowing them to self-assess part of the process using the 5 Minds for the Future of Gardner…
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Focus on development of personal and interpersonal skills
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Here we show through the videos how our students and faculty integrate the 5 minds during their Value Creators journey. The first click talks about the Disciplined and Synthesizing Mind and the other one about the rest…Total of 16 minutes of video, but since we have the time is worth it to hear directly from our students how they experiment this….
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The future of Value Creators
www.valuecreators-whc.com
A network of Value Creators supporting students in becoming change makers….
And setting up a SDG Lab
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Questions so far?
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SMALL BREAK FOR QUESTIONS BEFORE WE GO INTO THE 4E-MODEL….
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How to lead the process of learning in a VUCA world?
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Crucial competences
• Asking (the right) questions• Uncertainty & AmbiguityAdaptation capacity, not improvisation• Resilience• Letting go and act critical reflection and self assessment• Communication LISTENING AND REALLY TRYING TO UNDERSTAND • Empathy• Connecting
Experiment, Fail, Reflect, Learn and Try Again
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The E-Model (Made in Zwolle)
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We close here and explain how we have combined different theories in our own model using Design Thinking as inspiration, in order to create a practical and simple way to address complexity.
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The 4 E-model
• Causes, Consequences, BIG DREAM in ideal world, possible solution directions? • Select one possible solution
Go to step 2
For Example: Sustainable development goal is “end hunger in the world”. One of the causes of “hunger” is poor agricultural methods, consequence is low agricultural production. Possible solution is to improve agricultural education and training for farmers.
Step 1:Explore
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The 4 E-model
• Take the solution you chose from step 1 • Discuss which stakeholders are involved in solving this topic/ in finding the solution
and in what way? Write as many stakeholders as possible on yellow sticky notes.
For example: Solution = improve agricultural education for young people and training for farmers. Stakeholders: Ministry of Education, teachers, farmer union, young people/students
Step 1: Explore
Step 2: Engage
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The 4 E-model
The question in step 3 is to get from the DREAM to ACTION. What needs to be done by whom? Which actions should or could be taken by which stakeholder? Write on green sticky notes and put under step 3.
For example: the Ministry of Education needs to financially support agricultural education; farmers need to organise themselves and organise training
Step 1: Explore
Step 2: Engage
Step 3: Elaborate
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The 4 E-model
Step 1: Explore
Step 2: Engage
Step 3: Elaborate
Step 4: Evaluate
In the final step, you evaluate and discuss the VALUE that will be created for whom when these actions have been executed.
For example: self-respect for farmers; independence and source of living for youngpeople; enough food for all
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The 4 E-model for Global Challenges
• Practical tool inviting stakeholders to explore their role as change makers and deal with global challenges with a local impact
• Flexible approach to discover relevant networks with power to set things in action
• Process focused instead of solution focused
• Focused on value creation and small steps
• To be used in pressure cooker sessions and longer periods of time
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Workshop: 4E model for Value Creation
First step: Explore the challenge from different perspectives. Why is it a problem (causes); what is the result of the problem (consequences) and whatare possible solutions? Then decide together on a possible solution to explorefurther in step 2. (15 minutes)
Second step: Engage. Who should be involved (stakeholders) in making thepossible solution you choose reality? (15 minutes)
Third step: Elaborate. What should be the role and concrete activities of eachof the identified stakeholders? (15 minutes)
Fourth step: Evaluate. Decide for whom you are going to create which valuewith the possible solution. (15 minutes)
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