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Markku MarkkulaEDEN Annual Conference, Helsinki, 2005
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1 (20)
Critical Competences for Adult and Lifelong Learning
MarkkuMarkkula
• Director of Lifelong Learning Institute Dipoli, Helsinki University of Technology TKK• Member of Finnish Parliament 1995-2003
- Committee for the Future- Committee for Science, Education and Culture
•Secretary General of IACEE, International Association for Continuing Engineering Education 1989-2001• Chairman of the Board of TIEKE, the Finnish Information Society Development Centre• Chairman of the Board of TEK, the Finnish Association of Graduate Engineers• Chairman of the Board of SoL-Finland, Society for Organizational Learning
© Markku Markkula
Individual
Work OrganizationUniversity
ProfessionalDevelopment
Focus of this presentation – Critical competences in developing innovative learning and teaching solutions – the triangle model
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Competence Development – Examples by EDEN 2005 So Far
??CREATING C
ONCEPTS
AND LEARNING PROCESSES
FOR COMPETENCE
DEVELOPMENT AT A
LL
NECESSARY LEVELS??
Umberto Paolucci:
Personal productivity & Business intelligence & Software development
Co
mp
eten
ces
for
Kn
ow
led
ge
Cre
atio
n Maruja Gutierrez Diaz:
Lea
rnin
g a
nd
E
mp
loya
bili
ty Competence development & Access as a personal issue
Walter Kugeman et al:
Pedagogical psychology computer-assisted assessment system
Ref
lect
ing
an
d
eval
uat
ing
ow
n
per
form
ance
3 (20)
DigitalWorkstyle
Improving Improving personal personal
productivitproductivityy
Unified & integrated communication
Software will learn how we work, understand our needs, help to set
priorities
Optimizing Optimizing supply supply chainschains
Team collaboration & more effective meetings
Pattern recognition &
adaptive filtering
Spotting Spotting trends for trends for business business
intelligencintelligencee
Insights & Insights & structured structured workflowworkflow
Umberto Paolucci
4 (20)
• ICT helps us to go deeper, but so far not to go wider
• Still need to increase number of learners and range of content
• Focus on jobs; little focus on personal growth, self-esteem and society
• Attitudes are important: ‘the joy of learning’• Need to support individualised learning, in a
learning society
Policy Observatory for Lifelong Learning and Employability: Access as a personal issue
European Commission DG Education and Culture
Maruja Gutierrez Diaz:
5 (20)
Wal
ter
Ku
gem
an e
t al
:
7 (20)
Digitalization: ”e” Is Not Just Technology
is th
e dr
ivin
g fo
rceis
the
driv
ing
forc
e
Dig
ital
izat
ion
It is people who make the change. Conclusion:
We Need to Focus on Collaboration
”e” = ?emotional and empowerment with interoperability
Focus on Knowledge Creation Processes:Development of new ”real eLearning” and ”blended learning” models… with a strong focus on collaboration!
Look at this from different perspectives:
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Collaboration between several actors
Networking
Interaction
Focusing on communities
Financial support for development projects from the government
CURRENT STAGE OF DEVELOPMENT
Innovation
Multidisciplinary processes
Value chains and value networks
An open culture of working together
Simultaneous presence of learning communities and the individuals’ passion for learning
The role of public administration in generating eLearning markets
FUTURE = NEW WORK CULTURE
Innovative social networking solutions
Change in Work Culture – Focusing on the Future
© Markku Markkula
10 (20)
Individualcompetences
Renewalcapital
Processcapital
Organizationalcompetences
Types of human andstructural capital
Customercapital
Developer networks
Subcontractornetworks
Types of relations capital
Financial capital
TKK Dipolicapital types
(metaphore frame)
The growth of these types of ’capital’ is an objective having a decisive impact on organisational structure. Its materialization is followed up by means of
measurements. Task descriptions and the definition of the level of requirements is linked to the objectives set by means of the capital frame.
© M
arkk
u M
arkk
ula
11 (20)
© Markku Markkula
Learning Organizationand SystemsIntelligence
Management of Processes,
Competencies and Quality
Innovation Management and
Foresight
Managementof InnovativeWorking and
LearningEnvironments
Effective CEEManagement
and Leadership
TK
K D
ipo
li: F
ou
r c
ore
co
mp
ete
nc
ies
ne
ede
d f
or
man
ag
ing
ch
an
ge
TKK Dipoli Organizational Core Competences
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The Concept for Creating Renewal CapitalEnvironment
Policy goal
Core concept
Measures
Central players
Organisation of developmental work
Normative foundation of actions
National development approach
Central means
Planning parameters
Role of regions
Global
An internationally competitive society of expertise and wellbeing
A combination of quality of life and experiences that accepts competitiveness, innovativeness, diversity and differences
Programmes specific to a network and/or problem - an issue being the common denominator
Groups organising themselves around issues - negotiating practice
Learning networks of developers
Competitiveness, learning and renewal, genuine interests, values, ethics and morale
Innovative environments, diversification and differentiation
Management of processes and networks - the management of networks originating in issues
Programmes as the strategic for a for cooperation processes and processing different approaches
Nodes or hubs in national/global networks
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Management Challenges for Self-Renewing Development
ICT as an Enabler
KnowledgeCreation
ProcessesMental
Modelling
TeamLearning
PersonalMastery
SystemsThinkingShared
Vision
Strategic and VisionaryManagement
Management of Networks
KnowledgeManagement
ResourceManagement
Management ofWork Organization
© Markku Markkula
Players
Netw
ork
s
Timing
Collabora
tion
Knowledge
Management
Leadership
14 (20)
Focus Areas of Self-Renewing Development
The five basic requirements for an innovative environment, (i.e. self-renewing development of an organization) are:
1. Players: identity, sense of belonging and charisma
2. Networks: links, trust and mutual dependencies
3. Knowledge management: information flows and communication
4. Collaboration: new culture of working and learning together
5. Mastering timing: situation awareness and the courage to act
© Markku Markkula
15 (20)
Learning Needs of Finnish Engineers
0 % 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % 90 % 100%
Teaching, training
Degree related technology
Writing
Technology (not part of degree)
International skills
Sales, marketing
Applying IT in own field
Corporate strategy
Foreign languages
Present., communic., negotiat.
Business thinking
Interpersonal skills
Management
Leadership
very much
much
some
not at all
Sou
rce
: T
EK
200
4
16 (20)
This is adapted from Dr. Ilkka Tuomi:Emerging Research Topics on Knowledge Society, TEKES 116/2001
Systems &Production
New Competence Areas in the Systems of Production Domain
The new organization:Knowledge management
The new economy:Environment, ethics, and social sustainability
Entrepreneurial ecologies:Networks of innovative production
Work in knowledge society: work as home, quality and nature of knowledge work
The new design:Human-centric, emotional, and resilient technology
17 (20)
TYÖYHTEISÖNERILAISET
IHMISET
EMPLOYEES WITHDIFFERENT INTERESTS
Concept for Continuing Professional Development & Organizational Development
WorkProcesses
Leadership ofInnovative
Environmentsand Organizations
Motivating and Incentives forOrganizationalDevelopment
KnowledgeManagement
Developer Networks
Creative TensionInnovative Milieu
Systematic
ProfessionalDevelopment
VALUES
VALUES
© M
ark
ku M
arkk
ula
18 (20)
Creative Tension as a Critical Competence
The ability of self-renewal cannot be generated or maintained by external control but rather born spontaneously of the creative tension generated by interaction and leadership:
– Tension refers to …• a state that is characterised by excitement and fascination along with
anticipation of the future bringing along something new and different, and/or
• a state of anticipation characterised by insecurity as to the consequences of future events and action.
– Tension is born …• of opposite or sufficiently diverse forces existing simultaneously and
calling into question the prevalent modes of thinking and/or operation and the status quo
• between two or more phenomena. In the development of regions, the said phenomena may include, for example, relations between organizations or the difference between present and future development with regard to a tangible matter.
– Creativeness entails …• producing unprecedented and original products, processes, ideas and
modes of operation• utilising information in a manner that creates new and diverse ways of
observing and interpreting familiar issues and phenomena.
19 (20)
The role of the universities’ adult education must be enhanced in view of performing the following basic tasks:1. To develop and maintain mechanisms for the dissemination, transfer and internalisation of university-generated knowledge, and to develop and maintain knowledge management methods so as to enable the generation and use of new knowledge in all working life sectors.2. To develop and maintain professional development systematics based on collaboration between various education and training providers, so as to enable the provision of high-quality modular training for the various occupational groups in all sectors.3. To process the knowledge people produce in their own universities and knowledge generating institutions into a form suitable for practical professional use as teaching material, in a way that enables the various instructors and teaching support personnel to use it economically in their own work.
Development of European University Adult Education Answering the Lisbon Strategy:
Bologna & e-Bologna
© Markku Markkula
21 (20)
My Message
SHAREDNATIONAL
VISION
Enormous human potential exists. Networking and
knowledge management are
the cornerstones for competence
development.
Besides technological
innovations, we
need social
innovations.
This can be achieved
only by creating
new combinations.
Computers and multimedia are
changing the whole
educational system from
teaching to active learning.