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GLOBAL UNIVERSITY IN THE KNOWLEDGE SOCIETIES

This UNESCO colloquium explores the trends and movements in knowledge societies and digital literacy, discussing the importance of communication skills, workplace training, and the mission of the university in the knowledge societies. It emphasizes the need for multicultural education, open educational resources, and lifelong learning.

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GLOBAL UNIVERSITY IN THE KNOWLEDGE SOCIETIES

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  1. GLOBAL UNIVERSITY IN THE KNOWLEDGE SOCIETIES Professor Tapio Varis Unesco Chair in Global e-Learning University of Tampere, Finland www.uta.fi/~titava Varis/UnescoColloquium 2006

  2. Three Perspectives • UNESCO Chair in Global e-Learning • European & other regional perspectives • Communication and education approach Varis/UnescoColloquium 2006

  3. Trends of the 21st Century • -Technology: digitalization (from analog to digital); digital literacy = way of thinking • -Globalisation: local to global and global to local: multicultural world • -New economy: myth or reality • -”A Fair Globalization: Creating opportunities for all” (ILO 2004) Varis/UnescoColloquium 2006

  4. Mr. Koichiro MatsuuraDG Unesco • “It is necessary to build up large movement to humanize globalization, based on solidarity, on the spirit of caring for and sharing with others” • Open Educational Resources (OER) initiative as a cooperation mechanism for the open, non-commercial use of educational resources Varis/UnescoColloquium 2006

  5. UNEVOC International Conference ”Vocational Content in Mass Higher Education”, September 2005 • ”It is necessary to rethink the whole education system, from primary to higher, and understand the links to multiliteracies, multimodality and multimediality” • UNESCO (2005): there is a general agreement on the expression ”knowledge societies” but not of the content of it Varis/UnescoColloquium 2006

  6. What is knowledge? • From the certainty of Galilei and Newton towards chaos theory, probability and relativity • Contextuality and complexity, change and uncertainty, fragmentary and holistic approach • The role of tacit knowledge and art • New industries each needed new concepts and knowledge to be understood • Knowledge management: Anticipating changes in working life and in industrial structures • Workplace skills in the 21st Century Varis/UnescoColloquium 2006

  7. Knowledge for What? • Are we endorsing the hegemony of the techno-scientific model in defining legitimate and productive knowledge? • Should the term “Digital Age” be replaced by multicultural world? • The spirit of knowledge sharing and caring Varis/UnescoColloquium 2006

  8. European Ministerial Declaration 2006(supported by the European digital technology industry) • Countries will put in place, by 2008, digital literacy and competence actions • Needs of groups at risk of exclusion • Actions through partnerships with the private sector • Media literacy, e-skills, life-long-learning • Digital literacy a right for all Varis/UnescoColloquium 2006

  9. Educational revolutions • The phonetic alphabet • Printing • Telematics (computers connected to networks) Varis/UnescoColloquium 2006

  10. Trends and Movements • Media literacy movement • E-Learning movement • Convergence 2006? Media competence • Open on-line media environment • Multicultural world • UNESCO: Open Educational Resources (OER) • MIT: OpenCourseWare (OCW) Varis/UnescoColloquium 2006

  11. Communication and Digital Literacy • The most important skills of the future would be communication skills in a multicultural world • E-learning in a narrow sense seems to have passed its peak and is on the decline. We are now moving towards a more societal or communitarian activity with social web, blogs, and wikipedia • Digital literacy becomes a right to people Varis/UnescoColloquium 2006

  12. What is needed in working life • Master appropriate tools to gather information • Understand the context of that information • Actively shape and distribute information in ways that make it understandable and useful • Exchange ideas, opinions, questions and experiences Varis/UnescoColloquium 2006

  13. Workplace skills • Challenges: to acquire the skills necessary to enter an increasingly digital job market, and to continually improve those skills, and learn new ones • Studies suggest that working people may not be keeping pace • Schools are failing? Motivational problems? Varis/UnescoColloquium 2006

  14. Workplace training • Large corporations provide the bulk of employer-managed and employer-delivered technology training • Small and mediumsized enterprises rely on third-party organizations for such support, or establish partnerships with educational institutions etc Varis/UnescoColloquium 2006

  15. UNESCO IIEP Internet Discussion Forum 2005 • Technology • Cultural issues: reservations about publishing content produced by a foreign institution • Collaborative development rather than ”providers” and passive ”users” • Translation and adaptation • Original content production • Quality assurance and assessment Varis/UnescoColloquium 2006

  16. The Mission of the University (GUS) Varis/UnescoColloquium 2006

  17. GUS MISSION • Transcultual, global initiative • Education for moral leadership • Priority on academic freedom • Emphasis on quality education • Responsiveness to student needs • Transnational collaboration on research • Commitment to openness • Cultural sensitivity without fragmentation or homogenization Varis/UnescoColloquium 2006

  18. New Renaissance Education • The study of complexity has brought science closer than ever to art • Knowledge has gone through a cycle from non-specialism to specialism, and now back to interdisciplinarity, even transdisciplinarity • Art deals with the sensual world (media as the extension of senses) and the holistic concept of human being Varis/UnescoColloquium 2006

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