Tapio Varis, IITE Governing Board Member UNESCO Chair in global e‐learning University of Tampere First European Media and Information Literacy Forum May 27 -­ 28, 2014, UNESCO

1. 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

2. First
European
Media
and
Informa3on
Literacy
Forum
May
27
-­‐
28,
2014,
UNESCO
Varis
St.Petersburg
2014
2

3. 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
Varis
St.Petersburg
2014
3

4. 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

5. New
Challenges:
Mobile
Learning
(Unesco
ICT
Chairs
consulta5on
2014)
• Ci5zenship
–
ne5zenship
• Community
building,
iden55es
• New
literacies
–
mobiliteracy
• Situa5onal
thinking,
tradi5onal
thought
Varis
StPetersburg
2014
5

6. 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?
Varis
St.Petersburg
2014
6

7. Varis StPetersburg 2014 7
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

8. • 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
8
Disrup5on
Is
Necessita5ng
Job
Makers,
Not
Job
Seekers
(Donald
Norris)

9. 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)
Varis
StPetersburg
2014
9

10. 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
Varis
St.Petersburg
2014
10

11. Varis StPetersburg 2014 11
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.

12. Varis
StPetersburg
2014
12

13. 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)
Varis StPetersburg 2014 13

14. OUR
SOLUTION
Varis
StPetersburg
2014
14

15. Varis StPetersburg 2014 15
Global
University
System
(GUS)

16. 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.
Varis
St.Petersburg
2014
16

17. VarisParis2014 17

18. 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
18