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21st Century Universities: What Research? What Education?

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Opening presentation and the Teaching Day event, at the University of Aveiro.

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21st Century Universities: What Research? What Education?

  1. 1. 21st Century Universities: What Research? What Education? Universidade de Aveiro, 29 de Novembro de 2017 Teaching Day – Research in Teaching & Learning
  2. 2. 2. WHAT IS A GOOD SCHOLAR? 5. CONCLUSIONS 1. THE NEW PRODUCTION OF KNOWLEDGE 3. CHALLENGES TO EDUCATION 4. CHALLENGES TO RESEARCH
  3. 3. 2. WHAT IS A GOOD SCHOLAR? 5. CONCLUSIONS 1. THE NEW PRODUCTION OF KNOWLEDGE 3. CHALLENGES TO EDUCATION 4. CHALLENGES TO RESEARCH
  4. 4. MODE 1 linear innovation: the production of advanced knowledge preceded industrial or social application 1. THE NEW PRODUCTION OF KNOWLDGE through the interaction of multiple actors (universities, industries, governments, NGOs) MODE 2 shared innovation: the production of advanced knowledge emerges in the context of application THE EMMERGENCE OF MODE 2
  5. 5. MODE 1 advanced knowledge produced at the universities was transferred to the business and social worlds 1. THE NEW PRODUCTION OF KNOWLDGE MODE 2 advanced knowledge results from joint research carried out while solving problems that all parts recognize as important innovation R&D education education R&D and innovation shared with the outside world EFFECT ON UNIVERSITY MODELS
  6. 6. 2. WHAT IS A GOOD SCHOLAR? 5. CONCLUSIONS 1. THE NEW PRODUCTION OF KNOWLEDGE 3. CHALLENGES TO EDUCATION 4. CHALLENGES TO RESEARCH
  7. 7. THE FOUR OVERLAPPING FUNCTIONS OF SCHOLARSHIP •  Scholarship of DISCOVERY 2. WHAT IS A GOOD SCHOLAR? •  Scholarship of TEACHING •  Scholarship of INTEGRATION •  Scholarship of APPLICATION (Ernest Boyer, Scholarship Reconsidered: Priorities of the Professoriate, Carnegie Foundation, 1990)
  8. 8. Scholarship of DISCOVERY Research activity. Knowledge seeking. Freedom to question and research. Contribution to human knowledge and to the intellectual climate of the school Scholarship of TEACHING Promoting the acquisition of knowledge by the students, stimulating active learning, encouraging critical thinking, creativity, and autonomous learning 2. WHAT IS A GOOD SCHOLAR?
  9. 9. Scholarship of INTEGRATION Creating sustainable links between the scholar’s domain of knowledge and that of the others, as well as between discovery, teaching and application activities Scholarship of APPLICATION Application of the scholar’s knowledge in the solution of concrete problems of society and community. Civic and cultural intervention 2. WHAT IS A GOOD SCHOLAR?
  10. 10. In a research environment that is shifting gradually to MODE 2, the scholarship of integration is becoming increasingly critical 2. WHAT IS A GOOD SCHOLAR? The new scholar must be able to cultivate the links between research, teaching, the other domains of knowledge, and the community
  11. 11. 2. WHAT IS A GOOD SCHOLAR? 5. CONCLUSIONS 1. THE NEW PRODUCTION OF KNOWLEDGE 3. CHALLENGES TO EDUCATION 4. CHALLENGES TO RESEARCH
  12. 12. 3. CHALLENGES TO EDUCATION Several international organizations have been studying the critical competences required for the 21st century They all diagnose a misalignment between what schools and universities offer and what the markets and society need 3.1. NEW GENERATION COMPETENCES
  13. 13. World Economic Forum, 2016 WHAT SCHOOLS AND UNIVERSITIES TEACH Example: World Economic Forum 3.1. NEW GENERATION COMPETENCES 3. CHALLENGES TO EDUCATION
  14. 14. A Framework for New Generation Competences A synthesis of the main international reference frameworks: UNESCO (1998), OECD (2005), European Commission (2006), Partnership for 21st Century Learning (2006), World Economic Forum (2015), OECD (2016) 3.1. NEW GENERATION COMPETENCES 3. CHALLENGES TO EDUCATION
  15. 15. 3.1. NEW GENERATION COMPETENCES 3. CHALLENGES TO EDUCATION
  16. 16. 3.1. NEW GENERATION COMPETENCES all citizens must own them today 3. CHALLENGES TO EDUCATION
  17. 17. 3.1. NEW GENERATION COMPETENCES combine with the other competences, reinforcing innovation, curiosity, creativity, logical thinking and systems thinking 3. CHALLENGES TO EDUCATION
  18. 18. 3.1. NEW GENERATION COMPETENCES overcome the passivity and lack of initiative of the young people who enter the labour market 3. CHALLENGES TO EDUCATION
  19. 19. 3.1. NEW GENERATION COMPETENCES essential to humanize decision-making and bring a human and aesthetic sense to our common life in a digital world 3. CHALLENGES TO EDUCATION
  20. 20. 3.1. NEW GENERATION COMPETENCES give social and collective sense to the practice of the other competences 3. CHALLENGES TO EDUCATION
  21. 21. A Framework for New Generation Pedagogies A synthesis of extensive literature review, theory, practice, and reflection 3.2. NEW GENERATION PEDAGOGIES 3. CHALLENGES TO EDUCATION
  22. 22. © A Dias de Figueiredo 3.2. NEW GENERATION PEDAGOGIES 3. CHALLENGES TO EDUCATION
  23. 23. © A Dias de Figueiredo 3.2. NEW GENERATION PEDAGOGIES Traditional pedagogies, where the teacher explains and the students understand. Control belongs to the teacher. 3. CHALLENGES TO EDUCATION
  24. 24. © A Dias de Figueiredo 3.2. NEW GENERATION PEDAGOGIES Pedagogies of autonomy, emancipation and empowerment. Control belongs to the student. 3. CHALLENGES TO EDUCATION
  25. 25. 3.2. NEW GENERATION PEDAGOGIES Pedagogies of project, design thinking, artistic creation, and craftsmanship. They are by nature emancipatory 3. CHALLENGES TO EDUCATION
  26. 26. © A Dias de Figueiredo 3.2. NEW GENERATION PEDAGOGIES Pedagogies of exploration, inspired by the practice of scientists and explorers 3. CHALLENGES TO EDUCATION
  27. 27. © A Dias de Figueiredo 3.2. NEW GENERATION PEDAGOGIES Pedagogies of collective work, co-learning, co-assessment, and co-creation 3. CHALLENGES TO EDUCATION
  28. 28. © A Dias de Figueiredo 3.2. NEW GENERATION PEDAGOGIES Pedagogies of deliberate practice, training, and intelligent repetition, as practiced by top athletes and musicians 3. CHALLENGES TO EDUCATION
  29. 29. 2. WHAT IS A GOOD SCHOLAR? 5. CONCLUSIONS 1. THE NEW PRODUCTION OF KNOWLEDGE 3. CHALLENGES TO EDUCATION 4. CHALLENGES TO RESEARCH
  30. 30. 4. CHALLENGES TO RESEARCH The survival of university research in the coming decades is leading increasingly toward the adoption of Mode 2 projects namely due to the changing policies of the agencies that support research 1. JOINT RESEARCH Why not start this change NOW, in successive exploratory steps?
  31. 31. 4. CHALLENGES TO RESEARCH Research tends to happen more and more within large, well- funded, interdisciplinary projects This calls for the establishment of sustainable partnerships between the various disciplinary units of each university 2. INTERDISCIPLINARITY Why not start this change NOW, in successive exploratory steps?
  32. 32. 4. CHALLENGES TO RESEARCH The students are the most overlooked asset of a university They can scorn the conventional tasks 3. ENGAGING WITH THE STUDENTS and, yet, one the most powerful But they are often outstanding when motivated and empowered within open- ended projects that depend on them Why not start this change NOW, in successive exploratory steps?
  33. 33. 2. WHAT IS A GOOD SCHOLAR? 5. CONCLUSIONS 1. THE NEW PRODUCTION OF KNOWLEDGE 3. CHALLENGES TO EDUCATION 4. CHALLENGES TO RESEARCH
  34. 34. Education at the research universities of the future will be: 5. CONCLUSIONS •  more active and empowering •  more interdisciplinary •  more social and collective •  more connected to research
  35. 35. Research at the research universities of the future will be: 5. CONCLUSIONS •  more connected to education •  more connected to the outside •  more interdisciplinary
  36. 36. We must not forget, however, that the only future we can safely predict 5. CONCLUSIONS is the one we are ready to build with our own hands
  37. 37. 21st Century Universities: What Research? What Education? Universidade de Aveiro, 29 de Novembro de 2017 Teaching Day – Research in Teaching & Learning Slides at: www.slideshare.net/adfigueiredo THE END

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