c



    c

      

c
 
9.30-10 Starting discussion
10-11 Going through and discussing yesterday͛s results
11-11.30 Working in 2 subgroups about implications of the new premise for the case
11.30-12 Discussing subgroup results in the overall team
12-13 lunch break, 2 group members prepare a suggestion for presentation
13-13.30 Going through the presentation suggestion
13.30-14 External visitors in the group
14-15 Reflecting lessons learned and new ideas received
15-15.30 Drama exercise

  


  

 Gesterday we started to develop ideas. Decided that it would be good to get hands on the use of
social media. It would help to understand the details and what people are talking about. The
idea is not to produce documents but for each person to get ideas. The leader has invited a
social media representative to give ideas
 It was asked who in the group does not use social media at all ʹ 3 persons. But there are
different levels of usage, even if you sometimes access Facebook, you do not necessarily use it
actively.
 Is this connected to LLL? Ges, the idea is to connect this to the problem and see how social media
could help.
 It is suggested to regroup, e.g. about the work of yesterday. We should be further along before
going to social media in details. It is suggested to think first where we are with the project, and
then in the afternoon see how social media would help in the work. This was supported by other
group members, the social media now would feel too early.
 There could be first the regrouping and then social media, then person from a drama group to
help us to work.
 But we have a task to do: a story, let͛s now concentrate on it.
 could we concentrate now more about the client, it could help in focusing. Otherwise the
discussions are going general not anywhere. another comment: But we don͛t have only one
client. clients are professionals, Aalto, other universities.
 comment: Stages of team development: Forming. storming, norming and performing. We are a
bit in storming now.
 It would be good if people would be a bit more open to new ideas, and leaving old ideas behind.
Another person reminds about being concrete, avoiding only abstract bullet points.
 What will happen on Monday? Own stand for each case, small exhibition area where people
come and we need to . could there be a computer slideshow going on? Or dancing, singing and
serving drinks to everyone?
 [ow many groups there were during the case visit? changing from small to big in fluid ways. 2-4
persons seemed to be a good group size. People were ͚untidy͛, formed groups wherever they
sat, not going according to teams but ͚what made them tick͛. Thinking about vision and what
needs to be in place in order to implement the vision. After Nokia presentation they realized
that they were planning for now, not planning for future.
 Let͛s wrap what was done yesterday. We have seen that small groups work. Gesterday it worked
well, but now someone should report the results of the smaller group to the overall group. It
was good work and discussion with the 6 people group after Nokia, and then discussion with
group 1. We hope to share this great energy and atmosphere they felt in yesterday afternoon.

Ä 
  


 

Presented by a group member. Describes 1,5 hours synopsis of the session yesterday afternoon after
the case visit. (some selected slides below, the whole presentation can be found online as the notes
of day 30.6.2010)

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Group discussion during the presentation

 Nokia was doing things that universities often are not. Social media had a strong presence in
their processes. It made the group participants to think if they are thinking broad enough.
 The group starts to think that they have now starting to have answers for the AcSI model of
societal innovation
 There is a new sociology of work, which is actually the biggest challenge for the case group.
Gesterday they gathered together factors of the new context of the new sociology.
 comment: 2 things are missing from the context: society working 24/7 and companies need to
do it as well; Plenty of small entrepreneurs working over internet.
 Is this context defining useful? Ges, the group considers so.
 As opposed to a vision, could we start with a premise. This is supported by all the context factors
listed. If we agree, this, we could get to the implications.
 It is commented that many good cases and examples already exist, simply by sharing them we
would have good progress for the next 5 years.
 It is pointed out that it is important to not only consider programs but learning opportunities. A
person at SME needs to be able to pick a learning module from wherever they may be travelling.
 Gesterday the case 1 people had told that they had created a skills set to think about the school
of life. We were thinking along old lines of teaching, while they were thinking about learning in
lifeline. We need to think about also about breaking the case from the restrictions.
 could we go beyond our community through social media and ask the wider world about their
ideas for the phases 2-5, and get work progressing quicker? We didn͛t think getting answers for
all the questions all the days, it can be expanded through social media later.

 

  
 Excellent presentation. But what about a new idea to consider: the world is developing towards
more spirituality, society is thinking these issues more.
p A contradictory comment: In the western world people can think about spirituality, but
in developing and eastern countries money drives everything and they develop fast.
They don͛t have time to think about spirituality.
p An encouraging comment, welcoming this aspect of societal change. Something new
needs to be developed. Also environmental issues need to be thought, and
concentration is already changing to to thinking about new types of issues.
p Other values are becoming important, such as trust between stakeholders, autonomy.
 The presentation and context were found relevant, the premise correct, implications ok. Let͛s
not probe too much the social media tools, because they are just tools, and the issues we aim at
achieving are more important. People have skills and knowledge that needs to be ͚packaged͛ in a
way that they can be described, provided and made visible. People have individual skills and
knowledge, but in a society of course credits you may not be able to make it visible for the
employer.
 There should always be providers for knowledge and skills. Or can individuals develop
themselves? People should be considered as individuals?
 Looking from an academic point of you, it is worrying that people are mixing two issues
p LLL as creating new skills and new ways for thinking
p The need for organizations for information to solve problems
 People should have skills to develop solutions for future problems which are not at hand yet
and cannot be solved with current information. current students will create their own
problems and solutions for them. We need to create something that give people tools for
their upcoming future, not for solving problems of today. Social media is about getting
information quickly to solve a problem now. But we need to look in deeper.

 We are living in a world with questions of older people. Goung people are now asking who they
are, what kind of society they want to be. But they are required to be answering to the
questions of the older generation.
 Social media is more useful for dissemination of information, or mapping the needs but not
fulfilling the needs. People are now doing things in a way that is individual and restricted, and
social media could help in that.
p comment: social media certainly is useful for LLL. We could even focus on how to use
social media for LLL.
 So, how to proceed? combining output from yesterday and ideas today. Maybe these issues
could be given as outputs for subgroups:
p What kind of behavioral changes are needed? By individuals and organizations?
p What kind of transformed structures are needed?
p What are the values and beliefs that would support partnertships between universities
and industry?
 [ow to divide into smaller groups now? Based on premise or triangle? Also the three groups
used previously could convene thinking about their themes with the new premise. It is agreed to
divide into groups that discuss the implications of the premise.
 cG reminds that there are three questions to be answered after lunch. She goes to flaps and
writes them down.
p Why do we make a difference:
p What is the difference:
p [ow you make it work:
 A group member suggests that the people coming in could be treated as a future employee that
wants to solve knowledge management and LLL issues in their organisation.
 The leader agrees that these are important. Let͛s keep them in mind while working in groups.

=  
 

It is reminded that the groups were talking about implications coming from the agreed context and
premise.

Group 1 results:

 Need to think who are we talking about ʹ all of the actors, students, business organizations
 We should move from lifelong learning to lifelong living. Stimulate living as opposed just
existing. There is blurring of the limits between work and personal life.
 ƒnowledge validation, need to find new ways for it, as people are not learning only in
classrooms.
 Need to recognize real-world experience and account for that in education
 Need for abilities to demonstrate and make knowledge visible in new ways
 New modes for verification are needed
 Need to teach people to work in collective networks. Not just teamwork at jobs but in personal
life, in different groups and networks.
 collaboration potentially adds value, and brings cross-cultural issues
 In the past there were lots of separations based on gender, generations, etc. the future society
should focus more on commonalities between people, their interests and situations.
 People will be running in packs, with different partners in different phases of lives. Innovations
are taking place in dynamically forming groups.
 šniversities cannot do it all, new partners are needed
 New kinds of organization structures, and new kind of organizations (e.g. based on different sets
of values) are needed
 There will be new actors , and actors need to take up multiple roles, depending on the context.
 Increasing needs for counseling, match-making, coaching, tutoring, mentoringB
 Shift of control of learning, from teacher to learner. Program designers need to take this into
account
 ±obs based more on competencies than formal descriptions
 Fast-moving changes in jobs, changing roles and tasks, new competencies, not always by choice.
 Developing new units on learning organized and accessible in new ways.
 The councelling issue is worth to discuss more: Who is the councellor? Today it is the professor
but who it is in the future. Who is going to do and what=? Will the system where experts are
doing the councelling change into something to something else?
p there are different levels of knowledge, on the deep levels you need an expert.
p there will be many councellors, who can refer to others. collaboration between different
councellors. There are no area experts any more, only in very small issues

Group 2:

- variety of different channels , tools, resources to support learning

- learning needs have to be ͚served͛ fast
- channels for understanding what the educational needs are for the workplaces, gathering
information, measurements, weak signals
- acknowledgement of prior learning
- providers have to test and pilot fast
p comment: it is very important in the future to accept mistakes, it is the only way for
developing innovations
- implement fast new content, methods etc.
- partnerships vs. customer-provider relationships (risk responsibility issues). Is this a reality?
People are called as a partners but when it comes to problem, then they go back to the business
contractC

can we make a story from this brain storming? Discussion begins.

 It is suggested to start with: Lifelong living is more important that LLL. Individuals matter and will
be motivated to learn ( in the future there is no choice) . Learning makes you live!
 individuals need to recognize that future is messy and uncertain, and jobs need to take it into
account.
 We acknowledge the future. The learner is at the core. In the current society this is not the case
 The difference to the society is that the institution would become inspired to become lifelong
livers. We would change the society in that way.
 W[G: If we don͛t change, the institutions will be in big trouble and cease to exist
 making more use of talents of people who are more motivated D
 We don͛t need to have the final answer but some reasonable plan. Maybe in the end here we do
not provide ready solutions but engage a wider group of people to developing them.
 cL: There seem to be issues that are not convertible to something useful. They need to concert
to results that make some actions possible, concrete suggestions. When we talk about
implications, we should have at least some examples how to provide something concrete
valuable for the society
 It is suggested that also for business it is very important that people are happy when there are
working. A client representative says that we need to stay useful. commercial training
organizations need to think about the money first.

comment: We have come back to the starting point. What is learning and what is teaching. Who is
providing what. Providing teaching is a different issue of enabling learning.

-




 We need to think more about societal innovation. What do we mean by it?
 It is important to get the innovation implemented. Real business innovation needs to be
implemented. New information systems are needed. We need to capture how to become more
productive.
p Seconding the speaker saying that we need to concentrate on the role of social media,
the challenges that it praises and opportunities it provides.
p Opposing opinion: Social media is important now, we need to think beyond. What will
be the societal innovation after using social media.
 We have Aalto as a client. So we should concentrate to a certain context in our work. The
current structures have, for example, three competence centers (technology, art, business)
p Opposing opinion: We need to think about also other settings. What we can take back
home with us. Not specify so closely to Aalto. The owner of the societal innovation
should be the society.
 A comment about goals of lifelong learning: People should not only need to learn how-to but to
want to do things and learn more.

During the lunch 2 group participants (client representatives) had prepared a presentation that the
group saw when returning to the room. The presentation example developers explain it to the
group. Group gives quite a lot of feedback and makes questions for understanding the example of a
Eeronica person. Overall, the group presents many ideas to the presentation example, but the ideas
in the presentation is not changed, only some small technical implementation details are added.
Below comments from the group:

- group does not agree with starting from unemployment.

- social media is not a god, does not provide answer to all
- how to have a system that convinces employer to hire a person to a job that doesn͛t exist yet?
- maybe she is just not happy with the current situation but doesn͛t have a clear plan what to
change or what to do? Maybe in the future you can go in second life and try a day as a fireman
or [R professional?
- comment: if this is the story of our innovation, we should talk in future terms. It is agreed that
this does not describe future situation but could be implemented today or in near future.
-
F
The presentation attitude should start from eronica, is she transformed to a better person?

‰Ä 
-
 


The premise:

u




 


  
  
 

 



 




   







   
 
   



W[G: we have identified a basic premise, and we have sought to understand what it is, in order to
address the problem through describing factors of the changing context

W[AT: Motivating individuals to lifelong learning to lifelong living. This requires new business
models.
G
[OW: An example that reflects now, and a bit the future: eronica needs new opportunities, makes
it visible, it is picked, she is given guidance, she discovers her passion, competence matches done
through comparing future [R and her current skills, Aalto course as a response, prior learning
measured, course, trainee, work, then self-employment, PhD.
c
 


1: The premise is wonderful. The description has too much text. Work on the words that you are
using. course is past. Thesis is past. Find better words. The plan is very ambitious. Aalto would
embrace this certainly. The context list is too long, bring it alive. This is a good start.

2: Energizing presentation. The new sociology is great. From LLL to lifelong living. New business
H
models, but didn͛t understand how individuals become business. eronica interesting, but maybe
H
putting alive 5-6 characters. Triggered by expecting to see eronica becoming business, but then she
J
was put through a process, like in a car wash. Words like Ipassion for [R was good.

3. The concept of lifelong living is great. Who is your client? Aalto. Mixed feelings. The presentation
was energizing, work has gone forward. People act in different roles during their lifelong living roles.
Also Aalto should take this into account, provide different supporting mechanisms for different roles.
H
It is not even a linear system, but an interconnected network. ery nice.

Ä   

    


 Group leader comments that that the presentation and visit gave something for all.
 GM says that all those things mentioned in the presentation implementation example have
already been implemented in companies. What does not exist, is systems for these, companies
do not open their databases.

Group leader suggests that everybody writes down pros and cons of the presentation. These are
written down on post-its and then discussed in the group.
 GM:
p Importance of knowing and prioritizing what will work successfully and what not in the
new products and services, either by Aalto or others.
 GM:
p Agree that the context list is long. These issues are important, but how to set the context
without the list? Needs to be thought of.
p This scenario is student-centred. Do we need also one from the faculty perspective, [R
person perspective etc.
p Be careful about not using for outmoded words in talk, We need to talk with new
concepts (course etc)
p idea of spending a day in Second Life to experiment and understand different
professions was great
 GM:
p pro: we are learning at the moment!
p presentation feedback gave new ideas, need to think that different roles mean different
support models
p different media options to support OšR vision
p cons: the example was thinking from existing organisations, which implies using existing
͚words͛ and the old structures, and the old ways of thinking (outsourcing, marketing).
K
p The attitude of eronica is not conforming to the new situation. [er starting points
M
should not be Lwhere can I get paid but Lwhere can I add value and what I like to try .
M
 GM:
 p how to consider and separate different types of needs for learning:
N
 ùShort term (detailed) learning needs, e.g. problem solving -- things that can be
learned fast, when issues are coming up fast and learning needs to happen fast.
Different skills levels?
O
 ùLong-term learning needs,which require major effort and are more large and
complicated issues to learn, e.g. ability to create new things
p There should be LLL structures to support people fulfilling different learning needs. IT
was in the story but it was very much institutionally bound. There are also people
coming together for learning circles, for example music lovers through social media, as
amateurs cannot go university to study music. [ow to support these groups that form
outside institutions for learning? Social media has changed that by making the grouping
much easier? There should be also this type of thinking, issues taking place outside
institutions, but could be supported institutions.
 GM:
p We need to flesh out a couple of more scenarios, even if we stick into knowledge
professional learning and not learning for passion. It is great that last night the premise
was created and this presentation was created in 1,5 hours.
p We should avoid organizational approach. This has been now looked from the client͛s
P
point of view. We are here to help eronica help herself.
p Be mindful of the terms and words of the old structures. It is important to consider
which concepts we want to use.
Q
p Make eronica appear empowered. She makes the choices, she establishes happiness.
 GM:
p There are other types of situations. Maybe you are working and would like to learn new
skills, while maintaining your job. What if some person would like to become a musician
or artist after many years of work in a big company?
GM:

p the power of words is very powerful. The idea ùfrom lifelong learning to lifelong living
R
S
seemed to click. We could develop a visualization where eronica is captured in the new
R
world of works. ùI am lost in the woods of life ʹ what to provide her to support her?
Roots and trees providing different types of help.
p Thinking too much value chain is chaining us, let͛s not think about it. We should talk
about education partners, not clients, providers etc.
GM:
T

p Funding was not clear in the example. Who pays? ouchers?
p Personal tutoring in the beginning could be included. Not a content tutor but a life tutor
ʹ a mentor.
p collecting and collaboration with peer group is not clear
p Aalto͛s collaboration with other universities is missing
p Aalto͛s professors͛ roles should be defined
p Aeronica͛s new business could be better described, what kind of assistance for
entrepreneurship is provided by Aalto.
p Aalto͛s collaboration with companies should be better described
 GM:
p There should be more studies on Aeronica͛s capabilities and personal features
 p Aeronica was put into a pipeline, and just came out from the other end. Aeronica might
have resistance to changes, how to support that. What if she fails? [ow to get her back
on track?
p Did Aeronica get entrepreneurship and business education?
p Did Aeronica have some alternative career paths.
p [ow to support and evaluate the different study capabilities of different people
 GM:
p More scenarios needed
p Really liked the change in the sociology of the world. Not only Aeronica needs to change
but also us. Training institutes etc.
p With this old-fashioned mind, what is the interference between change and an old
fashioned mind. Example: sexuality and getting babies has splitted, it is influencing the
ways of being
 GM:
p It is good that now we have something concrete to reflect our ideas on.
p We need to have a more coherent view/understanding of what are we trying to achieve
with the story.
p Let͛s not forget the old things in the future. Things will be blended, not all old should be
throwed away.
p It is good that structures were mentioned, it brings us back to business models ans
institutions, which we need to think about.
 GM:
p The example needs to be kept personal, real, believable person and entities
p It would be good to show how Aeronica could be giving back, be a tutor etc. This would
enhance the example and increase its validity.
p Focus on lifelong living, e.g. as [R Aeronica would give back to others, reinforcing new
structures and attitudes
p words, processes, structures and attitudes used in the story need to motivate and
support new sociology
p What is the scalability of the example with so individualized approach? [ow it can be
scaled and managed? could society do it?
 GM
p Too focused on social media, is it really the only thing that is new? The example
developed is not very innovative, far-reaching. Would like to see more innovativeness,
about lifelong living.
p Would like a story to build on the transformation of person from existing to living
through discovery process with the help of structure. Who am I? What do I want?
p Building confidence for people to be able to do things. I can do it! Bring people from a
world of limits to a world of opportunities.
p What if the society is transformed? What it means? For the systems, for the person?
(current example seemed to describe existing society, not a transformed one)

The day ended with a drama exercise for the whole group, where the participants expressed how
they felt in the group and about it, and developed Aeronica through drawing her and questions to
her together.