Overview of global changes in labor market and impact on rehabilitation education systems. Discussion on innovation, access and MOOCs.

1. Alan Bruce, PhD, MIABCPsych
Universal Learning Systems
Michelle Marme, PhD, CRC
Northeastern Illinois University
Gina Oswald, PhD, CRC, PC (OH)
Wright State University
NCRE Spring 2014
Manhattan Beach, California

2. 1. The Origins of Labor Laws
2. Impact of Globalization
3. Innovation in Learning
4. Disruptive Innovations
5. Advancement of Rehabilitation
Education
6. Conclusions
7. Implications

3. Emerging from the impact of
industrialization
Struggles around responsibility,
insurance and liability
Focus on security for workers
Development of role of State
Social guarantee and protection

4. Dense network of regulations, principles,
procedures and obligations
• Legislation and Policy
 Working Conditions
 Job Analysis
 Workers’ Insurance
• 1887 Austrian work-related compensation law
 Labor relations, social security, and social assistance
 Professionals within the system required
 Knowledge, skills, attitudes, and values
 Instruction on how to facilitate integration and inclusion

6. Family, language and religion
Outsider as observer and artist
Multiple contradictions and identities
Writer and artist
Literary Work
• Alienation
• Bureaucracy
• Obfuscation

7. Law on Industrial Accidents 1887
Intersection of labor relations, social
security and social assistance
Workers’Accident Insurance Institute
• 1908 to 1917 produced:
 Factory visits, vocational assessments, accident
reports, forensic testimony and job evaluations
 Wrote annual reports
 Concept of Justice

8.  Impact of change, work and a sense of justice
 A sense of alienation and loss
 Mindless bureaucracy
 System controlling not liberating people
 Birth of the rehabilitation-employment matrix
 Kafka as chronicler of the early profession

9. In the midst of chaos and anomie: lives
lived and systems maintained
Shaping elements of modern system:
 Technology
 War
 Law
 Social justice
 State as stakeholder
 Private/public spheres

10. Patterns of constant change
Permanent migration mobility
Outsourcing
Flexible structures and modalities
End of job norms
Knowledge economy
Instant and pervasive communications
Structural inequalities

11. Planet of Slums (Mike Davis)
Informal economies
Demographic transformation
Hypercities
The normalization of brutality

12. Multidisciplinary Approach
• Economics
• Psychology
• Sociology
• Management
Innovators
• Individuals
• Businesses
• Organizations
• Networks

13. How does learning sustain innovation?
Necessary focus on inherited structures
and delivery mechanisms
Access and validation of knowledge have
become central concerns
What is now the role of the University?

14.  Commodification of knowledge
 Impact on education systems (Freire, Illich,
Field)
 Impact on work (Braverman, Haraszti, Davis)
 Impact on community - alienation and anomie
 From community to networking
 Knowledge and learning now centrally linked
as product and process dimensions in the
generation of innovation

15.  Miller (2003) fundamentally optimistic about
transformational potential of new knowledge
architectures
 Carneiro (2007) identifies
Paradigm shifts (industry-globalization-utopia)
Delivery modes (role-access-customized)
Driving forces (State-market-community)

16.  Dialogic learning: interaction and dialogue of
equals - foundations of trust
 Expansive learning: goes beyond existing to
imagine alternatives
 Collaborative learning: universities-companies-
governments-communities
 Activity theory andYrjo Engestrom

17.  At the core of innovation is an ability to assess
critically and express freely
 Fundamental to innovation is the ability to ask
questions that challenge existing relations
 Innovation re-examines existing reality while
posing viable alternatives

18. Figueiredo (2009):
Incremental: builds on existing thinking,
products, processes, organizations or
social systems
Disruptive: addressed to people who do
not have solutions - compete with nothing
since no other solutions exist

19. Evolves very rapidly
Replaces traditional solutions
Rooted in simple applications
Personal computer
Internet
Mobile technologies

20. Innovation beyond technologies,
products, services, and processes
Individual and collective learning
• Individual and Organizational Skills
• Work-based learning
• Within the work context
• Recognizes cultural-historical activity theory
• Application in knowledge transfer

21. Global Rehabilitation Education requires:
• Rich historical debate on disability, inclusion and
legacies of institutionalization
• Meaningful Inclusion and Mainstreaming
• Participation of those with disabilities at all
levels
• Creation of competences

22.  A multidisciplinary approach drives
innovation in:
• Adaptive and assistive technologies
• Vocational evaluation
• Assessment
• Counseling
• Materials design
• Environmental design
• Software design
• Medical supports
• Legislation
• Innovative pedagogy

23. Strong focus on Linkages between:
• Academic inquiry
• Practical applications
• Community benefit
Resulting in:
• Culture of quality and excellence
• Contributions of historically excluded groups
(people with disabilities) to strategies
• Services considered an investment not cost

24. eLearning provision
• Open universities, e-learning departments, and
media labs
MOOC phenomenon
Current Challenge:
• How will rehabilitation education be impacted
by non-distance-expert educators?

25.  MOOCs: symptom not cause of re-appraisal of
role of the University in 21st century
 Issues pre-date MOOCs
 Reform of structure, governance, ownership and
transparency increasingly important
 Priorities in a competitive and globalized world
 International imperatives and comparative
pressures
 Quality, reliability and standards in the storm of
technological transformation

26.  Debate reflects a more general uncertainty about the
traditional role of HEIs in era globalization
 MOOCs are not an isolated issue – connect also to society,
economy, CPD environment, training
 Current university issues: responding to not ignoring
MOOCs, sustainability, pedagogy, credit, capacity
 Impact on lifelong systems and structures
 Impact of disruption in labor market outcomes
 Innovation may occur in the periphery – geographic and
social

27. Conducting a demonstration project with employer
to test the effectiveness of learning delivered on
mobile devices, in the workplace.
The Project
Research Questions
How do learners perceive the effectiveness of the learning activity, in each group?
Is there a perceived improvement in application of learning to practice where it has been delivered in
the workplace?
Does the technology used facilitate or obstruct learning?
Do learners retain more of their learning using the TEL situated approach as opposed to the
classroom – based approach?
Do the use of elearning and a mobile delivery platform ameliorate the logistical difficulties of
engaging employees in learning and development?
Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development

28. Uses pre-defined icons to trigger
audiovisual content
Enhancing printed materials:
adding rich content to provide
complementary learning material
Augmented Reality: displaying
learning materials overlaid on the
learners environment.
What is “Second Sight”?
Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development

29. Technology Enhanced Situated Learning and Virtual Skills Rehearsal in Workforce Development
Findings:
TEL approach at least as effective as
training centre approach
Learners (and their managers) reported
increased ease of application of learning to
practice
Technology reported as beneficial/
supportive of learning: users very positive
about their control of the pace of learning
TEL approach marginally better in retention
measure
Use of mobile technology seen as having
very positive impact on logistics of training

30. Rehabilitation competence linked to
wider social needs
Use of advanced technologies as norm
Radical and continuous upskilling
Facilitating learning
Rehabilitation connected to wider world
Imperative to avoid being crushed by
accreditation
Learning: nimble, relevant and quality

31. How can we incubate creativity?
How can we develop capacity for
innovation?
How can we expand expertise and
competence?
How can we access and integrate cutting
edge technologies?
Why have we progressed so little in
formal terms?

32.  Identity and creativity: eLearning to
eMeaning
 Learning processes no longer controlled by
traditional knowledge institutions
 Creativity now facilitated by platforms and
infrastructures that encourage large-scale
production and challenge old hierarchies
 Process of profound institutional re-
structuring comparable to European 19th
century
 E-learning redefines learning

33. Increased application of new knowledge
Open and distance learning technologies
facilitating learners and staff competence
Transforming traditional teaching role to
mentoring, guiding and facilitation
Development of network of innovative
best practice at international level
WHO Report 2011
Rehabilitation as a framework for
creativity, not a labyrinth of rules

34. Dr. Alan Bruce, ULS Dublin
abruce@ulsystems.com
Dr. Michelle Marmé
marme1@rcn.com
Dr. Gina Oswald
gina.oswald@wright.edu

35.  Supiot, A. (2013) The Grandeur and Misery of the Social State, Paris:
Collège de France. http://books.openedition.org/cdf/3093
 Davis, M. (2006) Planet of Slums, London:Verso
 Freire, P. (1970), Pedagogy of the Oppressed,New York: Continuum.
 Illich, I. (1971) Deschooling Society, Harmondsworth: Penguin.
 Braverman, H. (1974), Labor and Monopoly Capital, New York: Monthly
Review Press.
 Haraszti, M. (1978) AWorker in aWorker’s State, London: Universe.
 Carneiro (2007),‘The Big Picture: understanding learning and meta-
learning challenges’, European Journal of Education,Vol. 42, No. 2.
 Engestrom,Y. (1999) Activity Theory and Individual Social Transformation,
Helsinki: University Press.
 Figueiredo (2009) Innovating in Education,Educating for Innovation,Porto:
EDEN.
 Bruce, A. (2012), ‘Supporting ICT situated learning and virtual skills
rehearsal in workforce development’, in Landeta, A., Global e-Learning,
Madrid: UDIMA.