Notes from day 1 -- Monday 28.6.2010, Part 2
Raw notes from the case group discussions, for group members to view, comment and enhance with their comments -- part 2
Start time: 29 Jun, 2010
End time: 30 Nov, 00-1
Demonstration of the survey and SOM-maps done on the background material concerning innovation concept challenges
Outcomes:
• The group will focus on the key definitions on day 2.
• One focus of the group will be the University-Industry Interface
Notes of group discussion:
• Do the work focus on professional learners but not undergraduate (or younger?)
• We could talk about both
• One focus: how to motivate those who graduate to come back to LL-learners
• This should not be the main focus, because the learning can come from anywhere from the society, not only universities
• LL begins in the schools at very early age, this should be included.
• The challenge should be very good framed, focus on university - industry interface and it’s implications on LL. But we could have two lines. Interface and more general LL.
• We should focus on the things that have been given in the case description.
• The focus on university-industry interface is good.
• There are problems in the interface: there are structures that make universities too slow to renew themselves. We have to integrate the university and industrial world!
• Also the industries have problems to understand how they could use the possibilities universities give!
Selected highlights and lessons learned during the working session:
• There was a lengthy discussion about the innovation concept statistic and SOM analysis provided to the case group. The analysis covered key innovation concept terms occurring in the background reading. The terms and maps were difficult to understand. Conclusion: The group need to understand the key definitions to be able to communicate successfully with each other. The group will discuss the definitions on the day 2.
• John Klus told that the SOM approach has been used successfully in the CEE field in the University of Wisconsin resulting among other positive results also in better profitability of the University’s operations.
New ideas raised for the case, theme, or overall ACSI model:
• The SOM-method could be used as an evaluation tool with the whole ACSI -> 100 people
Framing the challenges of the case
Outcomes:
The group decided to choose the following frame for the case 2 work during the camp
1. Changes in the university-industry interface
2. How to embed the learning process in the working life
3. Learning environments / work places as a learning places
(4. Use of ICT tools in working life related continuing education)
Notes of group discussion:
Important aspects
• Learning environments
• How can we generate something that can accelerate learning (related to working life), starting from young kids; working places / environments that support LL
• How to manage job learning, and how to make it visible
• Confidence in the changing work, how to learn feel secure
• How could also the companies change, so that they can use that what is going on in the universities (example: internet in the early years)
Three most important issues or ideas from the day as agreed by group members at the end of the day:
1. Changes in the university-industry interface
2. How to embed the learning process in the working life
3. Learning environments / work as a learning place
(4. Use of ICT tools in working life related continuing education)
Other Issues
• Miika Lipiäinen volunteered as the group’s social media contact (TWITTER: #ACSI, #ACSICase2)
• Discussion of how Facebook could be used as a practical social media tool in case work, some people are not fond of using their personal Facebook in professional tasks
• The SEFI Publication European Continuing Engineering Education was given to all participants
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