and Labour Activation Measures 45 6. Business Process Outsourcing & Shared Services and the South East Region 50 7. Higher education and Research 63 8. Local
Initiatives will focus on entrepreneurship and management training, one stop shop/online knowledge base, awareness raising and micro-finance.
-at a national level, launch a new Innovation Graduate Placement Programme to ramp up the number of innovation projects within companies.
Bord Bia, Teagasc, Fáilte Ireland) the planning and development expertise within the local authorities, the Higher education Institutes (HEIS),
Leveraging regional Higher education strengths There are a number of HEIS serving the South East region, including institutes of technology (Iots) in Carlow,
It delivers a range of industry relevant full and part time courses at undergraduate and post graduate level,
There is scope for greater HEI/enterprise collaboration and to build further on the success to date in research commercialisation to underpin enterprise growth in the region.
-identify research partnerships with other HEIS nationally in order to develop critical mass; -explore how regional HEIS can individually
and collectively better support early stage start-ups and the marketing of the region for mobile investment particularly in emerging sectors (including cleantech, biotechnology, Cloud, digital media (& egames) and advanced manufacturing.
The Minister for Education and Skills is engaged currently in establishing criteria for a Technological University Designation Process.
Once agreed, it will be for the higher 8 education institutions in the region to work collaboratively towards the achievement of this status. C. Specific Measures relating to developing Contact Centre Management
SLNIW Project The Sustainable Learning Networks in Ireland and Wales (SLNIW) project is based on the simple concept of entrepreneurs learning from each other.
Six learning networks, of entrepreneurs and owner/managers of SMES and micro-enterprises have been established three in Ireland and three in Wales.
between WIT and Aberystwyth University and between leading experts and network participants. The project is being undertaken by the Centre for Enterprise Development and Regional Economy (CEDRE), School of business, WIT in partnership with the School of management and Business, Aberystwyth University, Wales.
It is part funded by the European Regional Development Fund (ERDF) through the INTERREG 4a Ireland Wales programme 2007-2013.
which colleges were eligible to apply for funds. A joint initiative between WIT and Carlow IT was approved by EI in November 2011.
or above Third level non (honours degree Post leaving cert Higher secondary Lower secondary No formal/primary education SOUTH EAST EMPLOYMENT ACTION PLAN FORFÁS continue to improve in the South
For the region overall, retention rates to Junior and Leaving certificate mirror the national average (Appendix 3). These improvements are linked most likely to the decline in the economy,
with many students seeing an increased emphasis on school completion in 2009/2010 compared to those that may have left school to take up employment in 2005-2006.
Waterford City has a relatively low retention rate to Leaving certificate compared to the national average
Retention of Graduates: The retention rate of graduates within counties (i e. the percentage of graduates from a given county that have employment within that county) is an indicator of the availability of relevant employment for graduates.
Graduates originating from County Dublin generally find employment in this county (94 percent; Cork also demonstrates high rates of retention of employed graduates at 67 percent as does Galway with 57 percent.
As these counties contain major urban centres this would be expected. In general, graduates who originate from other counties do not commonly find employment in their home county.
The average retention rate for each county is 34 percent (outside of Dublin, the average is 32 percent).
Waterford and Wexford have retention rates of 39 percent and 38 percent respectively, slightly above the national average.
In summary, most graduates from the South East counties, as with most other counties, find employment outside of their county of origin, with the main urban areas of Dublin, Cork,
Galway and Limerick retaining the majority of graduates from those counties. Occupational Profile9 The occupational profile is reflective of overall skill levels within the workforce and the broad sectoral profile of employment.
Tipperary Institute and Carlow College. IT Carlow has outreach facilities in Wexford town and also delivers courses off-campus at St Kieran's College Kilkenny.
NUI Maynooth has outreach facilities also at St Kieran's in Kilkenny. WIT was the first IT in Ireland to lead an SFI Strategic Research Cluster (the FAME project.
The higher education institutions in the region provide a ready availability of skills, particularly in ICT, pharma and natural resource sectors and in services that can served to underpin future enterprise development.
While the region has research strengths in the higher education sector, in particular in the ICT sector, given the structure of the region's current industrial base there are absorptive capacity weaknesses to work with the research teams
A growing level of research activity relevant to the sector is being undertaken within the region's HEIS:
Universities, Institutes of Technology, FÁS, Skillnets, VECS, Enterprise. Rapidly progress policy measures that support financing of SMES (in particular the loan guarantee scheme.
HEI-industry research partnerships and through labour market dynamics. The South East is placed well to leverage its particular strengths in manufacturing to support the next generation of production.
The HEIS in the region will have a key role to play in developing and delivering programmes providing for up-skilling relevant personnel as well as ensuring that mainstream undergraduate programmes evolve to meet the needs of the sector.
Tourism Tourism is a key industry for all Irish regions. Tourism development is an important consideration from a regional development perspective
particularly in course development to ensure a steady supply of appropriately skilled graduates. The region has built also a strong cohort of relatively large contact centre operations,
Foreign language skills will become increasingly important. However, the limited demand for language skills by the existing cohort of companies in the South East can result in reduced retention of graduates with such skills and perhaps reduced interest in acquiring language skills.
A focus on innovative ways to promote language training and reinforce existing education initiatives within the region may enhance language capabilities in the South East.
Ensuring the region is attractive to overseas students and immigrants is also important. International financial services activities in the South East are predominantly back office in nature.
it changes the way services are delivered e g. remote learning or healthcare and diagnostics, simulation (training), virtual reality (architecture and design;
undergraduate courses are focused on software development, games development and IT systems management. Its applications software and networks research programme (Gamecore) is focused on industry relevant research under a number of themes, such as networks, games engines and development,
WIT also delivers strong undergraduate and postgraduate programmes in software development. Based on its excellent track record in telecommunications software and systems research, through the TSSG Group, it is the first of the Iots in Ireland to lead an SFI funded Strategic Research Cluster (FAME Federated
and are developing strong relationships with industry within the region in terms of undergraduate and postgraduate course development.
The limited scope for SOUTH EAST EMPLOYMENT ACTION PLAN FORFÁS industry collaborative research within the region will require a continued outward focus by the HEIS on developing links beyond the region.
education (digital libraries, elearning; entertainment (CG animation &sfx, games, e-music, film, TV, digital radio;
The HEIS in the region are preparing graduates for careers in digital media and games with dedicated digital media and games courses;
and that The HEIS in the region get involved in initiatives such as the proposed game development/digital media‘hothouse'initiative,
(and other HEIS) in the digital media space in terms of course development and research activity. SOUTH EAST EMPLOYMENT ACTION PLAN FORFÁS 5. Unemployment and Labour Activation Measures Regional Unemployment Profile42 Overall, employment in the South East has declined by 37,200 relative
WIT provided 44 places at Level 7 & 8. Bachelor of science (Level 8) in Applied Computing 5 Places Bachelor of Engineering (Level 8) in Electronic Engineering 11
Places Bachelor of science (Level 8) Pharmaceutical Science 2 Places Bachelor of arts (Level 8) in Finance and Investment 9 Places Bachelor of science (Level 7) Information technology 17 Places 42 Refer to Appendix X for data tables 46 Table 5. 1 Education Providers
in the South East participating in the 2010 Labour market Activation Fund Initiative Provider/Programme Learning Outcome Digital Skills Academy Webactivate Programme,
NFQ Level 6 First step Microfinance Regional Training Networks NFQ Level Tipperary Institute 8 different programmes NFQ Levels 6-8 Waterford
Department of education and Skills Table 5. 2 Education Providers in the South East participating in the Springboard 2011 Provider Programmetitle NFQLEVEL ECTS Years Iot Carlow Certificate in Computer systems
6 120 Waterford Iot Higher Certificate in Good Manufacturing Practice and Technology Level 6 120 2 Waterford Iot Bachelor of arts in Financial services Level 7
had good participation by South East HEIS. Data on the level of enrolments are not yet available.
Bachelor of arts in Financial services (Level 7) 30 Places Bachelor of science Applied Biology with Quality Management Biopharma Pharmachem (Level 8) 5 Places Bachelor of Engineering in Sustainable
Industry and education and training providers need to work more closely together in the development and revision of course curricula to ensure that students have the most relevant skills upon entering the labour market.
Learnings from the 2010 Labour market Activation Fund which is currently being evaluated, should also be taken on board.
Structured internships and opportunities providing work experience opportunities within enterprise are hugely valuable in improving the success of students and job seekers.
KPO typically requires people with higher education, specific skills, and specialised business experience. KPO services include activities such as business research services, data analytics, patent research services etc.
with 25 percent considered Master operators compared with a global average of just eight percent;
Masters view their shared services as high performance businesses in their own right, and they invest in the practices
voice-of-the-customer surveys and external benchmarking were the three best practices shared by all of the masters.
In contrast, less than 50 percent of the non-master shared service organisations used key performance indicators and less than 40 percent used voice-ofthe-customer surveys and benchmarking practices
As companies transition into higher order activities, the ability to attract graduates and to offer career progression opportunities will become an even greater challenge62.
Ireland's strong cohort of SSC Masters should be leveraged, sharing best practice, standards and benchmarking to raise the capabilities and quality across the entire sector here (both foreign and indigenous).
SOUTH EAST EMPLOYMENT ACTION PLAN FORFÁS 7. Higher education and Research Waterford Institute of technology (WIT) Waterford Institute of technology is particularly strong among Iots in terms of enterprise relevance and linkages.
and undergraduate and post graduate level, has direct links with a range of companies nationally and internationally,
learning and research within an inclusive student-centred environment to foster graduates of distinction who are ready to take a leadership role in business, the professions, industry, public service and society.
The Institute will manage its hinterland as a Learning Region and is committed to the educational development of the region in a way that is reflective of its national and international aspects.
WIT Student Numbers, 2007-2010 Summary Student Statistics 2007-08 2008-09 2009-10 Full time undergrad 5660 5758 5861
Full time Phd 37 47 49 Full Time Masters Taught 219 278 319 Full Time Masters Research 124 126 91 Certs
173 1037 Part Time Phd 3 4 7 Part Time Masters Taught 244 290 253 Part Time Masters Research 11 11
353 1, 602 1367 Grand Total 7, 463 7, 872 7743 64 The college provides a wide range of courses, with a particular focus in the areas of health
of which 91 percent were at undergraduate level and 9 percent at postgraduate level, which is a significant postgraduate programme.
WIT is also active in providing part-time courses, which accounted for 18 percent of enrolments in 2009-2010,
as set out in Table 1. WIT accounted for 17 percent of total Masters/Phd enrolments in the Iot sector in 2010.
In terms of output by discipline, in 2010, there were 700 SET graduates with ordinary and honours degrees (levels 7&8), 120 SET Masters graduates and 5 SET Phd graduates from WIT.
In HSS disciplines WIT, had 234 Masters graduates and 896 ordinary/honours degree graduates in 2010.
Preliminary figures for the 2010/2011 academic year are of a total of 4, 128 enrolments for honours degrees (Level 8
of which 40 percent were in Science, Engineering and Technology (SET) disciplines and 60 percent in Humanities and Social sciences (HSS.
and winning European funding (by April 2011 the share of FP7 funding for WIT was greater than a number of Universities,
Through its Masters in Communication Services the TSSG has delivered up-skilling and training for staff in local companies.
It is estimated 65 percent of all WIT part-time students are funded company. For example the Department of Chemical and Lifesciences delivers a Higher Certificate
and a Bachelor of science Degree in Good Manufacturing Practice and Technology on a part-time basis for employees from companies including Dawn Meats Group, Glanbia plc, Bausch & lomb, Inc.,Genzyme Corp.,IVAX
WIT has developed a Postgraduate Diploma in Farm Financial Management that is delivered over 2 years in block sessions, both on campus and in a number of locations throughout the country.
The School of education and Professional Development collaborates with Enniscorthy Enterprise Support Unit to deliver a range of further and higher education programmes in Wexford.
Carlow Institute of technology (IT Carlow) IT Carlow has a student body of almost 4, 700 (comprising 3, 100 full-time and c. 1, 600 parttime students).
It offers a broad range of courses in the areas of: Business & Humanities (Business Communications, Management, Humanities, Sport, Media & Marketing) Science & Computing (Computing, Networking, Science & Health) Engineering (Built Environment, Electronic, Mechanical and Aerospace
and Office Management at a second campus in Wexford (St peter's College), with a full-time and part-time enrolment of approximately 900 students.
The Wexford Campus offers courses to degree level in Business, Humanities, Art and Architecture and has forged strong links with local business for example the development of fund accounting modules in the Bachelor of Business studies
and the US for students pursuing the four year BSC (Hons) in Software Development at IT Carlow.
The Institute has about 710 students between the two locations. It offers a broad range of full and part-time courses in the areas of Business education, Computing & Creative Multimedia, Environmental & Natural resource Management.
SOUTH EAST EMPLOYMENT ACTION PLAN FORFÁS Carlow College (St patrick's College) Carlow College currently has a student population of about 700 (full and part-time.
The college offers courses to Degree level in Social Studies and Humanities. It also offers a Masters in Therapeutic Child care.
NUI Maynooth Kilkenny Campus The Kilkenny Campus was set up in St. Kieran's College under NUI Maynooth's outreach programme.
The Campus provides a range of part-time courses at undergraduate and postgraduate level. Overall, there is a need for continued engagement with the development agencies EI,
IDA and SFI and the CEBS in seeking to further develop the linkages and impact of WIT with enterprises in the South East region.
SFI will continue to work with IDA and EI to provide the people and ideas to underpin enterprise development in the region,
Conclusion The higher education sector in the region can play an increasing role in meeting the growing educational needs of the employed
while continuing to address the needs of the more traditional student base and the HEA will continue to work with the relevant institutions on appropriate actions.
The Minister for Education and Skills is engaged currently in establishing criteria for a Technological University Designati on Process.
it will be for the higher education institutions in the region to work collaboratively towards the achievement of this status. 70 8. Local Governance The ability of a region to realise its economic potential hinges very much on the ability of key regional stakeholders to act cohesively-in support of key enterprise
as well as other significant third level providers (including Tipperary Institute and Carlow College); however, competitive pressures have seen a less than cohesive approach to third level provision
including the South East Regional Authority, Enterprise Support Agencies, Higher education institutions, Primary and Post-Primary Teaching, Research Organisations, Entrepreneurs, Industry Representatives (indigenous and multinational), Local government
improving education participation and attainment and a strengthening higher education research base. Much progress was made also in addressing a number of key infrastructure gaps in terms of road access, energy, broadband and availability of serviced industrial land.
Initiatives will focus on entrepreneurship and management training, one stop shop/online knowledge base, awareness raising and microfinance68. 68 See individual submissions to DJEI from CEBS, Kilkenny, Waterford,
-at a national level, launch a new Innovation Graduate Placement Programme to ramp up the number of innovation projects within companies.
Bord Bia, Teagasc, Fáilte Ireland) the planning and development expertise within the local authorities, the HEIS,
Leveraging regional HEI strengths A programme of structured engagement between the key research groups among the Iots within the region
-identify research partnerships with other HEIS nationally in order to develop critical mass; and-explore how regional HEIS can individually
and collectively support early stage start-ups and the marketing of the region for mobile investment particularly in emerging sectors (including cleantech, biotechnology, digital media (& games) and advanced manufacturing.
, 2004 cohort (2010) Junior Certificate Retention 2004 cohort Leaving certificate Retention 2004 cohort State 95.1 84.5 South East 95.3 85.0 Carlow
Department of education The unadjusted Leaving certificate retention rate nationally for the 2004 cohort was 84.5 percent, i e. out of the 57,000 pupils that enrolled in 2004,48,
100 sat the leaving certificate by 2010.73 The table below shows the available data on the South East counties compared to the national average. 73 The Department of education produce a final adjusted rate of 87. 7percent to take account of students that emigrated
or left the State-aided system for non-aided education. Due to adjusted rates not available at regional/county level
SOUTH EAST EMPLOYMENT ACTION PLAN FORFÁS Table A12 Retention of graduates within the region, class of 2008 (county of origin and percent retained in the same county) County of Origin
HEA (2010) What do graduates do? Class of 2008 90 Table A13 Distribution of Employment in the South East Region and State by Occupational group, Q2 2010 (Number, percent) Occupational group Southeast State Southeast
Public realm improvements to The Parade at Kilkenny Castle Completion of The Watershed, a multipurpose sports and leisure facility in Kilkenny City Expansion of Maynooth University Outreach, Kilkenny City
Yuko Harayama, Graduate school of Tohoku University and now Deputy Director, DSTI at the OECD, Elisabeth Gulbrandsen of the Research Council of Norway, Karen De Ruijter, Ministry of Economic Affairs
Innovation must be unleashed A new code of conduct is emerging, based on collaboration, tolerance and respect of diversity,
'A wealth of dispersed, uncoordinated, experiments involving various stakeholders in different learning spaces are already in place
Social challenges are also multi stakeholders (e g. universities, research institutes, private companies, government, civil society, citizens.
Armbruster Professor, University of Applied sciences Magdeburg, Germany and Janet Thiemann Eltern AG Summary The ELTERN-AG Project.
which include doctors, schoolteachers, kindergartens, and childcare organizations. Thus the trainers help the target groups overcome their social isolation
and involve peer-to-peer learning rather than lectures from experts. Parents must feel that they are in charge of their lives, must experience some quick successes at home,
While the official reaction was to focus on reforming curricula and the school system as a whole, a team of scientists and practitioners at the University of Applied sciences Magdeburg (Germany
The young creative team of investigators and social work students attract these parents (with children under seven-years-old) who are typically wary of state welfare 27 FOSTERING INNOVATION TO ADDRESS SOCIAL CHALLENGES services,
which include doctors, schoolteachers, kindergartens, and childcare organizations. The founders of ELTERN-AG thus help their target group overcome their social isolation
The problem The most important public study on educational systems, the Programme on International Student Assessment (PISA) conducted first by the OECD in 2000, ranked Germany in the bottom third of the thirty-two mainly OECD countries.
The German state has reacted to the study by focusing on reforming school curricula and by launching extra classes in elementary schools and high schools for disadvantaged students.
Born to working class parents without much formal education, the children are exposed to a higher risk of violence and domestic conflict,
They feel they cannot approach Kindergarten teachers or doctors for help. There exist no support networks
They go to playgrounds, soccer matches, local clinics, and supermarkets. They find parents there and invite them to participate in events with other local parents events such as barbecues, clown parties, bus trips,
The network includes child doctors, midwives, day nurseries, kindergartens, youth and employment authorities, childcare organizations, and health insurance groups that have a local presence.
Kindergartens and day nurseries, which are affected seriously by delinquent parenting, have become most involved, and have provided free space for many of his parenting school meetings.
and involve peer-to-peer learning rather than lectures from experts. Parents must feel that they are in charge of their lives
and that their children show demonstrably fewer learning disabilities and perform better in school. Their development significantly outstrips that of other children
and will open doors in other states, via other universities. Up to 2009, the ELTERN-AG team has trained 80 mentors,
Using his status as a Professor at the University Of Applied sciences Of Magdeburg, he is creating the first university degree program in Germany that trains teachers in pedagogical strategies designed specifically to empower poor children
and parents to take responsibility for their lives and decisions. Once in place, this program will create additional multipliers for his vision and strategy.
everybody would have an equal access to education and healthcare, opportunities on the job market, fair representation and rights in courts of law,
He is now also developing the Grameen University and branching out on joint ventures with large companies such as Danone.
Ricard and Muller worked with the University of Strasbourg to create a new degree for adapted sports teachers
They work with government agencies, universities, companies and individuals to make this change possible. They are also expanding their reach to other European countries (Ireland, Brazil, etc.
Increasing numbers of leading universities are offering programs in Social Entrepreneurship to train the next generation of Social Entrepreneurs
university researchers, government, public-profit corporations, schools, industry, NPOS etc. Among the applications from the public, R&d projects are selected by the Area management team
THE CASE OF FINLAND Robert Arnkil Work Research Centre, Tampere University, Finland and Arnkil Dialogues Introduction Together with the colleagues I have experimented with dialogue methods for several years in different countries
it becomes a powerful learning and border spanning experience. 1. Transformations in innovation policies The need to promote dialogue is highly relevant for the challenges of innovation.
University of Texas Press. Austin. Cornish, E. 2004: Futuring: The Exploration of the Future. World Future Society.
leader, University, Government, etc. 2 Educating to all employees about sustainability CSR Training, Sustainability Workshop,
And how do we keep our educational system sharp to ensure a workforce adequately equipped for our knowledge economy?
Universities, knowledge institutes, businesses, social organisations and also citizens; together we can tackle these challenges.
to focus knowledge residing at universities and knowledge institutes on societal issues, challenge businesses to contribute their expertise to finding solutions,
Research currently underway at universities is creating breakthroughs in healthcare and security. Application-based research is being carried out at colleges of higher education,
for example for 72 FOSTERING INNOVATION TO ADDRESS SOCIAL CHALLENGES the purpose of putting technological and non-technological innovations into practice.
AN OVERVIEW Hans-Liudger Dienel Zentrum Technik und Gesellschaft, Berlin University of Technology 1. Public Participation for Innovation Policy?
Scientific literacy and the jury: reconsidering jury‘competence',Public Understanding of Science 6: 327 59.
Report of the Citizens'Jury on Genetic Testing for Common Disorders, WIHSC, University of Glamorgan, Wales.
permit better monitoring of the actions that underlie social innovations (hence improving/accelerating policy learning;
Policy learning through exchange and benchmarking would be given very instrumental that most of these initiatives are implemented at the micro-level.
Interesting examples of research programmes dedicated to social innovation exist in Quebec (University of Quebec),
and generate knowledge in a multi actor learning space. In addition, community based projects to enlist society at large in the innovation process were worth noting.
universities reform to take on-board innovation. It was noted also that co-ordination mechanisms with government need to be improved to mobilise innovation for social challenges. 98 FOSTERING INNOVATION TO ADDRESS SOCIAL CHALLENGES How can understanding
Tampere University, Finland Future dialogues in building New Partnerships www. benjamins. com/jbp/series/CAT/9-1/art/arn. pdf JST
. pdf Centre for Technology and Society of Berlin University of Technology www. tu-berlin. de/ztg/menue/startseite ztg/parameter/en/Nexus Institute for Cooperation Management
The Pedagogical Implications of Digital, Social and Mobile Media John V. Pavlik Rutgers University, United states Abstract Emerging technologies are fueling a third paradigm of education.
Digital, networked and mobile media are enabling a disruptive transformation of the teaching and learning process.
This paradigm challenges traditional assumptions that have characterized long educational institutions and processes, including basic notions of space time, content, and learning outcomes.
Innovative educators have an opportunity to blend face-to-face and digital learning models to advance an engaged, effective, efficient and affordable model of learning in the 21st century.
This emerging paradigm includes changes in at least five key teaching and learning dimensions, including the direction of communication, the level of interactivity, the media of communication, the constraints on the educational process,
and the learning outcomes. Recommendations for implementing new teaching and learning techniques are offered. Keywords: Digital technologies; Social media;
Mobile media Introduction Innovative uses of emerging technologies are enabling a fundamental transformation of the teaching and learning process.
This article outlines the forces advancing the emerging digital learning paradigm as well as the possible consequences of this fundamental transformation in teaching and learning.
In the early 1980s the author was working on his doctoral dissertation at the University of Minnesota.
importantly to a financially strapped doctoral student, it was free (Wikipedia, 2013a). Adventure had no graphics, just words on an amber screen.
a predecessor to today's Massive open online courses, or MOOCS) could interact and play the games collaboratively or competitively (Wikipedia, 2013b).
And coming soon was called something a smart terminal, or networked personal computer (PC)( Kline, 1980). These would enable much more,
these developments laid the foundation for a third educational paradigm of engaged learning taking shape three decades later.
In the mid-1980s the educational pioneers such as Wayne Danielson of the University of Texas wrote software for journalism and communication education.
These pioneers were developing a wide range of creative digital learning tools such computer algorithms for analyzing student writing
Wayne Danielson of the University of Texas applied artificial intelligence (AI) to create an early tool for generating computer-written haikus.
Others such as William Oates of the University of Florida designed and taught online courses and hybrid offerings of online and face-to-face courses.
In early the 2000s educational pioneers such as Ann Kirschner helped Columbia University create Fathom, a global, online learning experiment and precursor to today's MOOCS.
Disruptive Innovation in Higher education Yet, none of these early digital innovations was fundamentally transformative or paradigm shifting.
1) it transforms the methods of teaching and learning;(2) it reshapes the content of what is taught and learned;(
3) it transforms educational institutions, structures and costs; and (4) it redefines the relationships between and among students, teachers and educational institutions.
Early digital developments had an evolutionary influence on one, two or three of these areas,
Mentoring is highly effective from a learning perspective but it is very expensive, typically requiring one-on-one instruction.
From the time of Aristotle, before the advent of media technology, great teachers mentored their pupils using primarily oral communication.
It is a model of learning based on one-to-many communication. Put in its simplest terms,
A teacher lectures to a group of students assembled in a classroom. Students read printed materials typically outside of class time
and complete assignments to facilitate and test their comprehension of course materials. This model is generally less effective than direct mentorship
It is relatively cost efficient for mass learning of facts, methods and principles, and was suited particularly well for the immediate Industrial Age where information workers were prized.
It is defined by interconnectedness among students and teachers and features many-to-many communication and multidirectional mentorship (see Figure 1). The professor is no longer in the role of the grand master of knowledge.
Instead, she or he is a mentor and guide and students engage in a shared process of knowledge exploration and discovery.
This paradigm represents the decline of hierarchy in learning. It portends the end of courses.
Learning becomes fluid and boundary spanning and interconnected. It is built on crowdsourcing. Learning is a process of mutual exploration
and discovery between and among students and the person formerly known as the instructor, adapting Jay Rosen's apt description of the rise of the citizen journalist in the digital age (2012).
Featuring online video learning modules available on an almost unlimited number of subjects, the Khan academy and MOOCS are designed especially well for that.
Their value is particularly high when learning analytics and artificial intelligence are used effectively to optimize and customize student engagement and learning in real time (Fournier, 2011).
Interactive, on-demand multimedia resources such as the Khan academy enable students to learn the basics of any discipline asynchronously (Khan academy, 2013.
But they are limited severely in terms of giving the individual student direct, interactive access to the human course instructor.
As A j. Jacobs, editor at large for Esquire magazine, noted after completing three MOOCS: When it comes to Massive open online courses,
like those offered by Coursera, Udacity and edx, you can forget about the Socratic method. The professor is, in most cases,
out of students'reach, only slightly more accessible than the pope or Thomas Pynchon. Several of my Coursera courses begin by warning students not to e-mail the professor.
We are told not to‘friend'the professor on Facebook (2013. Though extremely efficient, MOOCS are still largely an extension of the second educational paradigm,
bringing the idea of one-to-many education to an extreme. While an increasing number of MOOCS integrate artificial intelligence
and expert systems to provide student feedback and learning customization, the ability of these systems to function effectively is limited largely to courses designed to advance subject matter mastery.
They have limited utility where student learning objectives involve developing new knowledge, solving new problems, and innovation.
The emerging third paradigm of education IS about students learning creative problem solving, innovation and generating new knowledge.
It embraces a return of mentoring but in a cost-effective form. In Industrial Age education most mentoring has been limited to doctoral education
independent studies, and interaction with graduate students. Outside of formal team projects, collaboration among students is frowned sometimes even upon as a form of cheating.
The arrival of the third educational paradigm does not spell the end of the previous paradigms.
The rise of the second paradigm did not spell the end of the first paradigm.
But it did generally push it to the side, despite the substantial superiority of tutoring.
The advance of a third paradigm of education likely will not end the broadcast model of teaching.
In fact, MOOCS bring it to an entirely new level of cost effectiveness and global accessibility
and represent an important and valuable form of sustaining innovation. Witness the emerging success of the University of the People, the first tuition-free, fully online four-year university to be granted accreditation (http://www. uopeople. org/.
/Hybrid Learning One development from the late 1990s worth noting here is hybrid learning. Hybrid courses combine face-to-face instruction and online learning.
In one hybrid journalism course the author taught in the late 1990s, students working outside of formal class time could efficiently communicate
and collaboratively learn via their electronic group (e-group). They used the e-group to pursue team projects about innovation in news media.
Among the topics they explored were augmented 3d printing reality and an early government big data initiative to build a digital 117 surveillance system today called PRISM.
Importantly, the e-groups included not just students currently enrolled but many who had taken previously the class
and had become alumni, working professionally. These course graduates, so to speak, were still active participants in the class as mentors to current students.
Appropriately enough, the students introduced the instructor to the particular e-groups software tool they used for online collaboration.
In this context course management tools such as Blackboard and ecollege, at least as implemented at most colleges, have a fundamental flaw:
each semester students are locked out at the end of the term. Instead, minimizing the potential to achieve maximum cross-generational education,
these alumni are blocked as possible mentors to current students. Because these commercial course management systems are linked to the official university registrar,
students who sign up for a class are enrolled automatically in the online section, which is a useful efficiency.
Those no longer enrolled at the university are deleted from the course e-group roster. This protocol may maximize university revenues
and reduce the potential for cheating, but it severely limits the educational potential of online learning.
While instructors can request special access be granted to individual alumni or other guests on a case-by-case basis each semester
it adds an administrative impediment to educational-professional engagement. In the emerging third paradigm, creative problem solving and innovation are the primary learning outcomes.
Educators need to develop new assessment methods using the unique capabilities of digital technology, from algorithms to artificial intelligence.
These will also help to resolve on a structural level the issue of academic integrity in a digital age.
Entering this third paradigm of education, learning can transcend a variety of constraints that have hampered long education.
Philip Long, retired chief information officer for Yale university, notes that innovative educational environments designed for this third paradigm can overcome many traditional learning constraints
including cost and choice (2013. Long argues that the end of these constraints creates an environment for learning unleashed.
It is an educational environment that puts increasing control in the hands of the learner. But it means educators must be willing to relinquish some of that control.
In addition to the constraints Long has identified, the third paradigm also means education can transcend three of the most fundamental educational assumptions:
2013) Deeply Engaged Learning As suggested by Google's Eric Schmidt and Jared Cohen, the interconnected student can become an active collaborator in a continuous learning process (2013).
Mobile technology, including wearable devices such as Google glass, enables the use of geo-location to foster deeply engaged learning.
School has long been bounded by space and time and the physical qualities of student and teacher.
Emerging technologies allow student and teacher to transcend these constraints. It's 118 worth noting that more than half (56 percent) of adults in the U s as of 2013 use a smartphone (Smith 2013.
Among youth, the level of smartphone and mobile device is even higher (80 percent among the 18-34 segment,
a primary college target group). Notably, smartphone ownership is even higher among the Black/Non-Hispanic (63 percent) and Hispanic (60 percent) population than the White/Non-Hispanic (53 percent.
This suggests mobile media may be particularly effective as a teaching and learning platform for minority populations.
Of course, these networked digital technologies raise important privacy issues that must be managed in an effective manner to protect students'privacy rights (Douthat, 2013.
New Learning Methods Geocaching is a globally popular game of scavenger hunting that has moved efficiently from the analog to the digital age.
students could play a game of geocaching where the objectives are to find and advance knowledge and help solve community problems.
The National Center for Supercomputing Applications (NCSA) at the University of Illinois in Campaign-Urbana has developed a special AR-enhanced issue of its periodical
Students can use mobile devices to access the interactive 3d graphic and explore the protein structure in ways previously inaccessible.
allowing students to engage their physical world in entirely new ways. In collaboration with Columbia University computer science Professor Steven Feiner
the author developed in the late 1990s real-world AR enhancements described as a situated documentary (Höllerer, Feiner, & Pavlik, 1999.
Columbia University students used the geo-location capability of AR to tell and explore stories from the University's past,
including the 1968 student strike, Prof. Edwin Armstrong's invention of FM radio, and nuclear physicist Enrico Fermi's early work leading to the Manhattan project. 119 Today,
students could use the fusion of digital media and AR to collaboratively study their communities in terms of their own local carbon footprint.
Students interested in culture could use this AR fusion to collaboratively report and tell unique local stories to a global audience.
Students of paleontology could use AR to study collaboratively dinosaurs in a real-world environment enhanced by 3d virtual dinosaurs that once roamed that space.
Students in 21st century Canada might gain a new understanding of their environment's ancient past by encountering 3d animated versions of the true-life giant camels that once roamed that country (Austen, 2013.
This kinesthetic learning approach builds on a well-established body of educational research called legitimate peripheral participation (LPP)( Wikipedia, 2014a;
Wikipedia, 2014b. In LPP, students engage actively in the real work of a discipline under the mentorship of a faculty member with expertise in the discipline.
Students studying history, for instance, might use a variety of mobile devices to conduct community history. They might do recorded oral histories
and shared digitally, shooting photographs and video and analyzing the material collected in the context of historical documents
but it engages students in a process that both enriches their learning and can contribute, at least peripherally, to the field.
multi-modal learning greatly facilitates student comprehension (Prince, 2004). LPP is just one form of active learning.
Other forms can involve wider use of mobile devices. Clickers, for instance, enable students to answer questions posed by the instructor during live class.
The instructor can instantly gauge student learning and customize her or his instruction accordingly. Moreover, learning analytics based on such data are increasingly being incorporated across digital learning environments.
Mobile devices such as smartphones or tablets can be used easily as well as clicker apps and other tools for active learning are widely available at low or no cost (Socrative, 2014).
This is a strategy to take advantage of many students'natural inclination toward ubiquitous and often non-stop mobile device use.
Rather than fight against the tide, so to speak, this is an approach to exploit it for educational benefit.
Active learning via these or other digital devices such as those in MOOCS also provides the instructor with real-time learning analytics.
Research shows big data analytics are an effective tool to enable the professor to make instant adjustments to optimize learning and further diagnostics of teaching effectiveness as well as learning assessment (ELI, 2011.
Research further suggests that learning is increasingly a process of social engagement. Steinkueler and Duncan report on a study of players of the popular online game World of Warcraft (Wow)( 2013.
Their investigation shows that the dominant use of the discussion board for Wow is the social construction of knowledge.
but students do not (Chinn & Malhotra, 2002). This evidence suggests that social engagement, or peer-to-peer learning, brings important implications for learning in the third paradigm.
The author's own teaching experience over the past two decades confirms these findings. His face-to-face courses employ a hybrid model,
with classroom learning supplemented by a student-moderated discussion board. Students actively engage in social knowledge construction on these boards,
asking each other questions, seeking advice and developing new strategies for completing course assignments. Networked, digital and mobile technologies also provide a window to better engage a diverse student population.
In one of the author's hybrid courses a speech-impaired student was for first time able to fully participate as a peer with her classmates through online text-based discussion.
New initiatives are demonstrating the value of digital, wearable devices for providing improved access to educational content for persons with disabilities (Markoff, 2013.
In a fully online course taught asynchronously, one of the author's best students spent the entire semester working
and studying at sea. Another semester, an exceptional student stationed in the military and living halfway around the world,
was able to fully participate in the online course. In each of these cases, students in an Industrial Age course would not have been able to contribute their enriching, diverse experiences and perspectives to the class.
That's not to say there are no drawbacks. Research shows that various nonverbal cues are lost often
either or hard to replace in an online learning environment (Hayes, 2011). ) These nonverbal cues are sometimes critical to comprehension
(although there are techniques to introduce nonverbal communication in an online learning environment). In the years ahead, educators can optimize their instruction with a wide spectrum of digital tools.
The New Media Consortium forecasts a variety of emerging technologies will shape education in the near and far term,
ranging from MOOCS in the short-term to 3d (or 4d printing in the long-term (NMC. 2013).
E-texts can support collaborative reading and learning. Digital tools using artificial intelligence can enable real-time customization of learning as they are beginning to do with some MOOCS.
Merging 3d printing with AR experiences could transform learning. Students studying archeology might not only see a 3d animated version of New york city's 19th century Seneca Village,
the community of African-american property owners who once occupied much of the space today filled by Central park. They could hold
and examine in detail 3d physical facsimiles of objects from Seneca Village still in the ground
The coalescence of learning analytics and artificial intelligence holds promise. Consider the case of Narrative Science (Northwestern university Innovation and New Ventors Office, 2014.
Narrative Science is a commercial venture that grew out of the collaboration of two Northwestern university professors, Kristian Hammond and Larry Birnbaum,
or summaries based on an AI analysis. In the future each learner could have access to a customized digital teacher via such an intelligent system.
and most efficiently delivered via analytics-driven, AI-enhanced MOOCS and the like. Human teachers should return to the best qualities of the model developed by Aristotle, Socrates and Plato.
Human teachers should mentor their students. In particular, human teachers should focus on three domains that can frame all knowledge:
Digital, networked and mobile media are enabling a disruptive transformation of the teaching and learning process.
This paradigm challenges traditional assumptions that have characterized long educational institutions and processes, including basic notions of space time, content, and learning outcomes.
Innovative educators have an opportunity to blend face-to-face and digital learning models to advance an engaged, effective, efficient and affordable model of learning in the 21st century.
This emerging paradigm includes changes in at least five key teaching and learning dimensions, including the direction of communication, the level of interactivity, the media of communication, the constraints on the educational process,
and the learning outcomes. Recommendations for educational innovation based on this emerging paradigm include the following. First, educators can build on
and incorporate digital resources more broadly into teaching at any level and in any field.
networked mobile media to create an ongoing virtual classroom community. Second, students can become lifelong learners...
and teachers. The line between teacher and student can blur, much as the line between professional journalist and citizen reporter has blurred.
In the 21st century, teachers will serve as guide and students will be active participants in a continuous learning process helping to create,
discover and share knowledge. This transition is vital because knowledge is advancing at an ever-faster pace
Experienced teachers can play an especially vital role in nurturing the development of this moral compass in their students.
Yet, the promise of an engaged community of lifelong learners is within sight. To turn this vision into a reality will require the collective effort of a new generation of educational pioneers guided by ethics, a critical lens and the courage to exchange 20th century teaching for 21st century learning.
Education should no longer be about going to school or class. In the third paradigm, education can become a process of shared discovery and collaborative and creative problem solving and innovation.
Featured presentation at the Technology in Higher education conference. The Qatar National Convention Center in Doha, Qatar.
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Learning unleashed: Innovation in teaching and learning achieves critical mass. Featured presentation at the Technology in Higher education conference at the Qatar National Convention Center in Doha, Qatar.
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Learning futures: Emerging technologies, pedagogies and contexts. Featured presentation at the Technology in Higher education conference at the Qatar National Convention Center in Doha, Qatar.
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John V. Pavlik, Professor, Department of Journalism and Media Studies, School of Communication and Information, Rutgers University, New brunswick, New jersey, United states
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