GLOBAL UNIVERSITY IN THE KNOWLEDGE SOCIETIES

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