I was asked by Groningen University to give a keynote about important trends in higher education in relation to their vision of All Inclusive Learning.

2. Hello,

3. My name is Pedro De Bruyckere!
(@thebandb)

4. I co-wrote this book:

5. My blog: TheEconomyOfMeaning.com

6. This session:

7. Higher
Education?

8. Long traditions versus evolutions?

9. Long traditions
Evolutions
Inclusive?

10. Long traditions
Evolutions
Inclusive?

11. Examples of long standing traditions:

12. A dominant language: Latin (now English)

13. Well, kind of…

14. Initiation rites

15. International students:
in medieval times even more than today.

16. But more important, imho:

17. Independence

18. A.k.a.:
Academic freedom
(and integrity too)

19. But also very typical for universities:

20. Being exclusive

21. Oops?

22. And yes, that was also in bold ;)

23. Actually: roman versus anglo

24. An elite based on money or on intelligence?

25. Hard thing to beat:
Master became PhD,
became 1 PhD + MBA,
2 PhD’s…

26. Long traditions
Evolutions
Inclusive?

28. The Obvious, part 2:

29. Less obvious:

31. School television?

32. Still?

33. Or is it:
Massive
Online
Open
Colonialism?

35. The clock is
ticking…

36. The clock
is ticking
…

37. Closer to home:

38. Did I mention Oops?

39. And don’t forget the “Hagwons”.

41. Oops, I did it again

42. Solutions?

43. Peter Thiel Dropout Fund

45. Solution? Not really!

46. Solution? Really not!

47. Good reasons to be inclusive.

48. Another issue:

49. It’s hard
being an expert…

51. But sometimes
scientists really
don’t help
the good cause.

52. Often science itself
really doesn’t help,
because of science.

53. Last but not least:

54. Safe zones & safe spaces.

58. Long traditions versus evolutions?

59. The power of independence versus inclusion?

60. Long traditions
evolutions
Inclusive?

61. Universal Design?

63. Universal Design for learning?

65. Great philosophy!

66. But wait, hold your horses: the Mentos problem.

67. Great if you are
thirsty!

68. Great weapon against bad breath!

69. But
combined?

70. Didactical example of the Mentos-problem?

71. Dual channel theory

72. Remember: Mentos-problem?

73. But where does inclusion start?

74. Primary education?

75. Good thinking, but think again?

76. “being born
= biggest source
of inequality”

77. st of crime
1.3 trillion
ita cost of
nt research
of deficits
itive skills
ther social
Examples
entions
ortant, but
as motiva-
enacity are
ss in life.
as the No
focuses on
tcomes to
terventions
Although
adult earni
ings gains r
offset the
teachers. T
ment ratio
of classroom
some effec
on test sc
ance, but m
the earliest
and school
of funding
emergence
children o
the gaps.
Second Ch
America isCarneiro & Heckman, 2003

78. Yeah, but what can we do?

79. Heckman revisited:

81. How to sustain?

82. Which prior knowledge is needed?

83. Which “jargon” is needed?

84. Monitor!

85. Scaffold!

86. Most important element?

87. The effect of great teacher experts!

88. Differences between experts and teacher experts?

89. “There is no simple linear correlation between
topical knowledge and learning effect”
Daniel Muijs, ResearchED 2016

90. Differences in
impact on learners from different backgrounds.

91. Lowering the bar? Never!
Scaffold? Yes!
Mutual inspiration? Yes!

92. The latter: Innovation and openness

93. All (?!) Inclusive (?!) and Learning (?!)

94. Thank you? Yes!