Slides: Universities of the Present Age - Universities of the Future

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Obsolescent Institution or

Networked Breeding-Ground for Global Enhancement, Change, and Innovation?

Universities in the present age:

Sabine Siemsen M.A. Philipps-University Marburg, Germany

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Goal of this presentation To discuss Potentials of Digitalization and Globalization to turn

a traditional ego-system “Local and elitist university” into an

innovative eco-system “Global Open Learning Environment”

To emphasize that such a transformation

• Leads to a changed Learning Culture

• Requires very complex processes of Learning and Un-

Learning

Sabine Siemsen M.A. Philipps-University Marburg, Germany

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1. WHAT turns universities into global learning environments

which operate as Networked Breeding-Ground for Global

Enhancement?

• Globalization and Digitalization

• A new Learning Culture with changed roles and participants

2. HOW can different Theories help to describe learning-

processes in and for such learning environments ? How do they define learning?

WHICH Methods and Tools could enable such Learning-Processes?

(HOW) CAN they be adapted and/or translated in Virtual Learning

Settings?

Sabine Siemsen M.A. Philipps-University Marburg, Germany

4Sabine Siemsen M.A. Philipps-University Marburg, Germany

1. WHAT turns universities into global learning

environments which operate as Networked

Breeding-Ground for Global Enhancement?

• Globalization and Digitalization

• A new Learning Culture with changed roles and

participants

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Globalization and Digitalization:

1. WHAT turns universities into global learning environments which operate as Networked Breeding-Ground for Global Enhancement? * Globalization and Digitalization *

Sabine Siemsen M.A. Philipps-University Marburg, Germany

Offer technology and tools to connect global learning-communities …

… which enlarge and change „Learning-Environments“• Location• Composition of Learning-Scenarios• Forms of Learning• Tools and Methods

Leads to a „New Learning-Culture“ with changed Roles Connects highly heterogenious learners and (learning)

Cultures

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Learning-Culture(s)

1. WHAT turns universities into global learning environments which operate as Networked Breeding-Ground for Global Enhancement? *Learning Cultures*

Sabine Siemsen M.A. Philipps-University Marburg, Germany

“We lack a universally applicable theory for classifying cultural differences, and specially in technology mediated learning environments it is really challenging to define culture; BUT it opens up for us a huge possibility to define culture in relation to our own context”.

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Learning-Culture(s)

1. WHAT turns universities into global learning environments which operate as Networked Breeding-Ground for Global Enhancement? * Learning Cultures *

Sabine Siemsen M.A. Philipps-University Marburg, Germany

Ehlers (2013):Understanding Learning-

Cultures as a holistic concept for Higher

Ecuation

Bonham (n.d.) the lack of common culture can create

problems in the more interactive forms of distance education

Hofstede (2010): Six Dimensions of national culture as

collective programming of the mind

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*resource: https://www.uni-marburg.de/aktuelles/unijournal/13/Workshops

1. WHAT turns universities into global learning environments which operate as Networked Breeding-Ground for Global Enhancement? * changed roles and participants *

Sabine Siemsen M.A. Philipps-University Marburg, Germany

“It is necessary to rethink the foundational principles that can guide policy and practice for the future of

learning in a changing world.” (UNESCO, 2009)

• Universities as “Ivory Towers” • Teacher/Lecturer as “Sage on the Stage”*• students as an assumed relatively homogeneous group of

learners (foreknowledge, learning experiences)• Learning-Environment: Lecture Hall• Learning-Process: Transferring and assimilating (expert)

knowledge

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The Changing Role of Universitys

“the age of Universities (late 11th c. – early 21st c.) in the West [is] getting to a close” (

Pinto-Coelho & Carvalho 2013)

“universities as the birthplace and nurturer for ideas and practices that

can change the world.” (Scharmer 2000)

1. WHAT turns universities into global learning environments which operate as Networked Breeding-Ground for Global Enhancement? * changed roles and participants *

Sabine Siemsen M.A. Philipps-University Marburg, Germany

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“An industry is ready to be disrupted when one of three things happen: it outgrows its business model; its offer

is no longer appealing to its customer base; or technology has pushed it out of relevance. All three of those things are happening in higher education right

now. […]

As higher ed tries to innovate, it will have to look at how people who acquired their expertise outside of the

academic system might provide value inside of it.”

(Lorenzo, 2016) Resource: https://www.fastcodesign.com/3066293/designing-women/why-higher-education-needs-design-thinking-right-now)

Sabine Siemsen M.A. Philipps-University Marburg, Germany

1. WHAT turns universities into global learning environments which operate as Networked Breeding-Ground for Global Enhancement? * changed roles and participants *

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Resource/Copyright pictures: Ivory Tower: http://www.hollywoodreporter.com/news/sundance-preview-ivory-tower-poster-669615Thinking Girl: https://www.mawista.com/blog/studium-trends-duales-studium-im-ausland/People at work: https://www.ausbildung.de/berufe/duales-studium-geoinformatik/

Sabine Siemsen M.A. Philipps-University Marburg, Germany

1. WHAT turns universities into global learning environments which operate as Networked Breeding-Ground for Global Enhancement? * changed roles and participants *

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1. WHAT turns universities into global learning environments which operate as Networked Breeding-Ground for Global Enhancement? * Breeding Ground University *

Sabine Siemsen M.A. Philipps-University Marburg, Germany

13Sabine Siemsen M.A. Philipps-University Marburg, Germany

2.

HOW can LEARNING-PROCESSES in and for such learning environments be described

From the angle of 3 different theoretical approaches:

• Gregory Bateson’s Learning Theory• Connectivism• Theory U

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Gregory Bateson‘s Theory of Learning

Sabine Siemsen M.A. Philipps-University Marburg, Germany

2. HOW can LEARNING-PROCESSES in and for such learning environments be described? * Bateson *

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Gregory Bateson‘s Theory of Learning

Sabine Siemsen M.A. Philipps-University Marburg, Germany

2. HOW can LEARNING-PROCESSES in and for such learning environments be described? * Bateson *

• Learning II means remaining in an “economy of thought processes”

• Learning III throws these unexamined premises open to question and change.

“Learning III is rare even in human beings … … it will be difficult for scientists, who are only human, to imagine or describe this process”

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Connectivism:

Learning Networks&

Learning in Networks

Sabine Siemsen M.A. Philipps-University Marburg, Germany

2. HOW can LEARNING-PROCESSES in and for such learning environments be described? *Connectivism *

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Connectivism:

Learning Networks&

Learning in Networks

“Exponentially developing knowledge and complexification of society requires nonlinear models of learning (process)

and knowing (state).

Sabine Siemsen M.A. Philipps-University Marburg, Germany

2. HOW can LEARNING-PROCESSES in and for such learning environments be described? *Connectivism *

Learning in connectivism terms is a network phenomenon, influenced, aided, and enhanced by socialisation, technology, diversity, strength of ties, and context of occurrence. (Tschofen 2013)

Networked (social, technological) approaches scale in line with changes, but require a redesign of how we teach, learn (and see learning), and come to know.” (Siemens, 2007)

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Theory U : „Collectively Creating the Future“

Resource: https://www.presencing.com/principles; https://www.presencing.com/theoryu© Copyright 2015 The Presencing Institute - Otto Scharmer. All rights reserved

Sabine Siemsen M.A. Philipps-University Marburg, Germany

2. HOW can LEARNING-PROCESSES in and for such learning environments be described? * Theory U *

Learning is

„a transformational shift […] a profound change in the

structure, atmosphere, and texture of the social field“

(Scharmer, 2009)

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Theory U : „Collectively Creating the Future“

Resource: https://www.presencing.com/principles; https://www.presencing.com/theoryu

The quality of the results that we create in any kind of social system is a function of the quality of awareness, attention, or

consciousness that the participants in the system operate from

• as a framework;• as a method for leading profound

change; • as a way of being”

Sabine Siemsen M.A. Philipps-University Marburg, Germany

2. HOW can LEARNING-PROCESSES in and for such learning environments be described? * Theory U *

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Shift focus From Input an

output to »Throughputs« …

Input (Expert Knowledge: static)

Output (competence, performance: measurable criteria)

Throughput (interaction, interrelations, communication: process)and Meta-Dimension of competences and communication.

Sabine Siemsen M.A. Philipps-University Marburg, Germany

2. HOW can LEARNING-PROCESSES in and for such learning environments be described?

THEORY U; CONNECTIVISM; BATESON‘S LEARNING THEORY

COMMON QUESTIONS, DIFFERENT ANSWERS

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A Holistic Definition of Learning

.. as raising consciousness and cooperatively reframing of contexts which shape and imprint own an other‘s thinking (Bateson

1972)

and ,

“… illuminating the ‘blind spots’ that are […] the source of deeper attention and reflection” (Scharmer, 2001)

References: Bateson, G. (1972). Steps to an ecology of mind;: Collected essays in anthropology, psychiatry, evolution, and epistemology. San Francisco: Chandler Pub. Co.Scharmer, O. (2001). Illuminating the blind spot. Online: http://www.ottoscharmer.com/sites/default/files/2002_Illuminating_the_Blind_Spot.pdf

Sabine Siemsen M.A. Philipps-University Marburg, Germany

2. HOW can LEARNING-PROCESSES in and for such learning environments be described?

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Resource: https://www.presencing.com/principles; https://www.presencing.com/theoryu© Copyright 2015 The Presencing Institute - Otto Scharmer. All rights reserved

Sabine Siemsen M.A. Philipps-University Marburg, Germany

2. HOW can LEARNING-PROCESSES in and for such learning environments be described?

• Social Grammar: Depicting learning-processes from diffrent angles

(Scharmer 2009, The Grammar of the Social Field)

• Diffrent Causes for Using technology enhanced learning

(Scharmer 2009, Aristoteles framework of four diffrent types of causation)

THEORY U; CONNECTIVISM; BATESON‘S LEARNING THEORY

COMMON QUESTIONS, DIFFERENT ANSWERS

23Sabine Siemsen M.A. Philipps-University Marburg, Germany

• WHICH Methods and Tools could enable such Learning-Processes?

• (HOW) CAN they be adapted and/or translated in Virtual Learning Settings?

2. HOW can LEARNING-PROCESSES in and for such learning environments be described? Tools and Methods

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References: https://www.youtube.com/watch?v=i5drxPQEcQc&feature=youtu.be; 1.16

Sabine Siemsen M.A. Philipps-University Marburg, Germany

2. HOW can LEARNING-PROCESSES in and for such learning environments be described? Tools and Methods• WHICH Methods and Tools could enable such Learning-

Processes?

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References:

Sabine Siemsen M.A. Philipps-University Marburg, Germany

2. HOW can LEARNING-PROCESSES in and for such learning environments be described? Tools and Methods

• WHICH Methods and Tools could enable such Learning-Processes?

Design-ThinkingSCRUM

Agile Project-Management

E-Portfolio Web-Logs Peer-Feedback

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References: https://www.youtube.com/watch?v=i5drxPQEcQc&feature=youtu.be, 1:35

Sabine Siemsen M.A. Philipps-University Marburg, Germany

2. HOW can LEARNING-PROCESSES in and for such learning environments be described? Tools and Methods• (HOW) CAN they be adapted and/or translated in Virtual

Learning Settings?

Universities of the Present Age

Universities of the Future

27Sabine Siemsen M.A. Philipps-University Marburg, Germany