The Learning Society - presented at Building Learning Society: from Vision to Actions by UNESCO and...
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1 Building a Learning Society Phan Thanh Son CTO & Partner Director, Cisco Vietnam [email protected] www.cisco.com/go/education
description
More information: https://www.dropbox.com/sh/bdgr733xyiz5qq5/PMi9yC02MS
Transcript of The Learning Society - presented at Building Learning Society: from Vision to Actions by UNESCO and...
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Building a Learning Society
Phan Thanh Son
CTO & Partner Director, Cisco Vietnam [email protected]
www.cisco.com/go/education
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Globalization is Transforming Learning
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Globalization is Transforming Learning
The world isn’t flat, it’s spiky
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Globalization is Transforming Learning
The world isn’t flat, it’s spiky
All countries are in a race to the top of the value chain
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Globalization is Transforming Learning
The world isn’t flat, it’s spiky
All countries are in a race to the top of the value chain
No prizes for second place
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Globalization is Transforming Learning
The world isn’t flat, it’s spiky
All countries are in a race to the top of the value chain
No prizes for second place
Increased need for cultural understanding and personal identity
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Globalization is Transforming Learning
The world isn’t flat, it’s spiky
All countries are in a race to the top of the value chain
No prizes for second place
Increased need for cultural understanding and personal identity
Learning itself (and the education industry) has globalized
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Demographic Change Demands Lifelong Learning
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Demographic Change Demands Lifelong Learning
Aging populations increase dependency ratios
‘Hourglass’ populations mean large numbers of students, and very few teachers
Faster change and longer working lives mean that multi-jobbing and reskilling will become the norm
A global need for increased workforce participation – a loss of $45bn per year
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An Endless Demand For Learning Throughout Life
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An Endless Demand For Learning Throughout Life
Today: A spectrum of educational provision
Better Worse
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An Endless Demand For Learning Throughout Life
1: Catch-Up: Access, quality, equity
Today: A spectrum of educational provision
Better Worse
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An Endless Demand For Learning Throughout Life
2: Establish
Basic
Education
1: Catch-Up: Access, quality, equity
Today: A spectrum of educational provision
Better Worse
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An Endless Demand For Learning Throughout Life
2: Establish
Basic
Education
3: Quality: 21st Century skills for all
1: Catch-Up: Access, quality, equity
Today: A spectrum of educational provision
Better Worse
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An Endless Demand For Learning Throughout Life
2: Establish
Basic
Education
4. Lifelong learning, retraining, upskilling
3: Quality: 21st Century skills for all
1: Catch-Up: Access, quality, equity
Today: A spectrum of educational provision
Better Worse
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An Endless Demand For Learning Throughout Life
2: Establish
Basic
Education
4. Lifelong learning, retraining, upskilling
3: Quality: 21st Century skills for all
5. Meeting Latent Demand – edutainment, informal learning
1: Catch-Up: Access, quality, equity
Today: A spectrum of educational provision
Better Worse
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Meeting Learners’ Changing Needs
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Meeting Learners’ Changing Needs
Learning is an active, social process
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Meeting Learners’ Changing Needs
Learning is an active, social process
Motivation is critical to effective learning
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Meeting Learners’ Changing Needs
Learning is an active, social process
Motivation is critical to effective learning
Learners bring different knowledge to a new learning challenge and follow different routes to the same learning outcome
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Meeting Learners’ Changing Needs
Learning is an active, social process
Motivation is critical to effective learning
Learners bring different knowledge to a new learning challenge and follow different routes to the same learning outcome
To be effective, knowledge should be discovered as an authentic, integrated whole
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Meeting Learners’ Changing Needs
Learning is an active, social process
Motivation is critical to effective learning
Learners bring different knowledge to a new learning challenge and follow different routes to the same learning outcome
To be effective, knowledge should be discovered as an authentic, integrated whole
What does a truly personalised learning environment look like?
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Meeting Learners’ Changing Needs
Learning is an active, social process
Motivation is critical to effective learning
Learners bring different knowledge to a new learning challenge and follow different routes to the same learning outcome
To be effective, knowledge should be discovered as an authentic, integrated whole
What does a truly personalised learning environment look like?
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Meeting Learners’ Changing Needs
Learning is an active, social process
Motivation is critical to effective learning
Learners bring different knowledge to a new learning challenge and follow different routes to the same learning outcome
To be effective, knowledge should be discovered as an authentic, integrated whole
What does a truly personalised learning environment look like?
How do we harness data and technology to build it at scale?
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The Power of Informal Learning: Looking Beyond the Classroom
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The Power of Informal Learning: Looking Beyond the Classroom
Informal learning is everywhere
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The Power of Informal Learning: Looking Beyond the Classroom
Informal learning is everywhere
Students only spend 14% of their time in school
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The Power of Informal Learning: Looking Beyond the Classroom
Informal learning is everywhere
Students only spend 14% of their time in school
60% is with parents, friends and in the community
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The Power of Informal Learning: Looking Beyond the Classroom
Informal learning is everywhere
Students only spend 14% of their time in school
60% is with parents, friends and in the community
At work, employees learn 70% of their job from colleagues
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The Power of Informal Learning: Looking Beyond the Classroom
Informal learning is everywhere
Students only spend 14% of their time in school
60% is with parents, friends and in the community
At work, employees learn 70% of their job from colleagues
Every hour of formal training is matched to 4 hours of informal learning
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The Power of Informal Learning: Looking Beyond the Classroom
Informal learning is everywhere
Students only spend 14% of their time in school
60% is with parents, friends and in the community
At work, employees learn 70% of their job from colleagues
Every hour of formal training is matched to 4 hours of informal learning
In school: Powerful peer effects for good and ill...
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The Power of Informal Learning: Looking Beyond the Classroom
Informal learning is everywhere
Students only spend 14% of their time in school
60% is with parents, friends and in the community
At work, employees learn 70% of their job from colleagues
Every hour of formal training is matched to 4 hours of informal learning
In school: Powerful peer effects for good and ill...
How do we harness this to personalise learning and reduce bottlenecks?
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Technology is (Finally) Ripe for Education
Automation Transformation
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Technology is (Finally) Ripe for Education
Qualit
y o
f exp
erience
Automation Transformation
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Technology is (Finally) Ripe for Education
Traditional
classroom
Qualit
y o
f exp
erience
Automation Transformation
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Technology is (Finally) Ripe for Education
Traditional
classroom
Online/ blended
learning
Qualit
y o
f exp
erience
Automation Transformation
37 Time
Technology is (Finally) Ripe for Education
Traditional
classroom
Online/ blended
learning
Qualit
y o
f exp
erience
Automation Transformation
38 Time
Technology is (Finally) Ripe for Education
Traditional
classroom
Online/ blended
learning
Qualit
y o
f exp
erience
New Technologies
• Ubiquitous connectivity
• Mobility
• Collaboration
• Security
• Video
• Presence
Automation Transformation
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Technology is (Finally) Ripe for Education
Traditional
classroom
Online/ blended
learning
Qualit
y o
f exp
erience
New Technologies
• Ubiquitous connectivity
• Mobility
• Collaboration
• Security
• Video
• Presence
Automation Transformation
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Bigger ≠ Better
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Bigger ≠ Better
Increased ‘schoolification’ cannot succeed Ten million new teachers will be needed to get an additional 260 million students into education systems in China, India, Indonesia, and Nigeria
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Bigger ≠ Better
Increased ‘schoolification’ cannot succeed Ten million new teachers will be needed to get an additional 260 million students into education systems in China, India, Indonesia, and Nigeria
We’re fighting the wrong battle More years in school does not improve economic performance –
improved learning does
Internal, incremental reform is challenged by education systems’ complexity and interdependence
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A Learners’ World
A World of Free Content
Need to discern, not just know
Alternatives to school & teacher
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A Learners’ World
A World of Free Content
Need to discern, not just know
Alternatives to school & teacher
Living in a Social Network
Drawn by the presence of their friends and peers, and the freedom offered by unmoderated, adult-free public spaces
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A Learners’ World
A World of Free Content
Need to discern, not just know
Alternatives to school & teacher
Living in a Social Network
Drawn by the presence of their friends and peers, and the freedom offered by unmoderated, adult-free public spaces
Technology is Pervasive
Own several devices (cell phones, music players, etc)
One third do not use a landline
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New Roles for Existing Players
School Systems: Move to Education 3.0 and effectively manage innovation
Higher Education: Play a full role –
Extend reach and preserve quality
Government: Become the regulator of
The Learning Society
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21st Century Learning
Education 2.0
Education 1.0
Supported by Adapted System Reform
Leadership, People & Culture
High-quality Infrastructure & Technology
21st Century Curriculum, Pedagogy & Assessment
Achieved in Holistic Transformation
Education 3.0
Traditional Education Systems
Curriculum
Teachers
Accountability
Leadership
Putting Learners at the Heart of the Learning Society
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New Roles for New Players
Social innovators:
RSA Academy,
YF Studio Schools,
Pratham,
Hole-in-the-Wall
Businesses of all sizes
Social investors: Major global
foundations & philanthropists
Informal learning
providers
and cultural
institutions:
NMOLP,
Smithsonian,
British Library
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Opportunity & Challenge
Considerable promise and opportunity
Improved results for more people with fewer resources.
Re-professionalize teaching
Possibility of effective, data-driven decisions
Transforming systems to meet need
How does school learning have to change to become a foundation, not an end?
Where else do students learn? How do we embrace those modes?
How do we safely share physical and virtual spaces?
How do we innovate?
How do we do this all at once...?
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What Does it Really Take…?
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What Does it Really Take…?
Build a new coalition 1
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What Does it Really Take…?
Build a new coalition 1
Embrace a mixture of learning providers 2
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What Does it Really Take…?
Build a new coalition 1
Embrace a mixture of learning providers 2
Provide access to a shared learning infrastructure 3
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What Does it Really Take…?
Build a new coalition 1
Embrace a mixture of learning providers 2
Provide access to a shared learning infrastructure 3
Invest more time and money in learning 4
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What Does it Really Take…?
Build a new coalition 1
Embrace a mixture of learning providers 2
Provide access to a shared learning infrastructure 3
Invest more time and money in learning 4
Develop new funding models 5
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What Does it Really Take…?
Adopt legitimate, standard credentialing systems 6
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What Does it Really Take…?
Adopt legitimate, standard credentialing systems 6
Agree a standard framework for assessing the impact of
innovations in learning supported by substantial funding
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What Does it Really Take…?
Adopt legitimate, standard credentialing systems 6
Agree a standard framework for assessing the impact of
innovations in learning supported by substantial funding
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Reform global assessment regimes 8
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What Does it Really Take…?
Adopt legitimate, standard credentialing systems 6
Agree a standard framework for assessing the impact of
innovations in learning supported by substantial funding
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Reform global assessment regimes 8
Develop new ways of managing lifelong support
relationships with the learner
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What Does it Really Take…?
Adopt legitimate, standard credentialing systems 6
Agree a standard framework for assessing the impact of
innovations in learning supported by substantial funding
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Reform global assessment regimes 8
Develop new ways of managing lifelong support
relationships with the learner
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Fund a diversity of innovators 10
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www.cisco.com/go/education
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The 95-year-old keeping traditional Vietnamese music alive via Internet
Source: http://www.bbc.co.uk/news/magazine-23795983
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Professional training by Stanford Prof. for students from Hanoi and HCMC
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Cisco Webex to power Bridges 2012 by MoET & Bridges One recording:
https://cisco.webex.com/ciscosales/
lsr.php?AT=pb&SP=MC&rID=6497
4642&rKey=441d13b0e01c0026
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Vietnam NetRider 2011 via Webex between 5 cities for hundreds students
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Havard và MIT lần đầu chấp nhận mở lớp học trực tuyến
Source: http://duhoc.dantri.com.vn/c734/s734-592314/havard-va-mit-lan-dau-chap-nhan-mo-lop-hoc-truc-tuyen.htm
Harvard and MIT first time open online classes
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10 months HBS class room for class of Cisco 50 managers from Korea, Singapore, Thailand, Malaysia, Indonesia, Philippines, Vietnam
My Check list:
• Absent: 1
• From TP room: 1
• From hotel: 3
• From airport: 2
• From customer sites: 2
• By Mobile Video: > 90%
• By 3G modem: 3
• Virtually: 100% !
http://www.youtube.com/
watch?v=rI62SOlA6m8
(My Harvard Dream)
