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Lifelong education on service systems: a perspective for STEM learners

One of the benefits of the IBM’s Smarter Planet vision(s) is its encouragement to think about the 21st century world from a fresh perspective.  The rise of the service economy — which is not the same as the service sector — calls for the nurturing of talents with different emphases.  While curricula typically have a strong grasp of agricultural systems (developed since, say, 1600 A,.D.), and industrial systems (since, say, 1850 A.D.), the science of service systems is still emerging.

A study on Science, Technology, Engineering and Mathematics (STEM) education by a 2007 National Academies committee published recommendations in 2008 for professional science master’s education that is interdisciplinary in character.  Such an investment in curriculum change has been proposed as a good use of stimulus funding in the U.S. In concert, 8 of 10 students expressed a wish for universities to revamp their traditional learning environments in the Smarter Planet University Jam conducted in spring 2009 .

In 2008 and 2009, the focus has shifted to primary and secondary school education, convening another National Academies committee centered on K-12, with a report due in 2010.  Jim Spohrer — formerly the Director of Almaden Services Research, and now the Director of IBM Global University Programs — updated me on his current thinking about a potential design for education on Smarter Planet Service Systems.

Systems that move, store, harvest, process Kindergarten Transportation
1 Water and waste management
2 Food and global supply chain
3 Energy and energy grid
4 Information and communications technology (ICT) infrastructure
Systems that enable healthy, wealthy and wise people 5 Building and construction
6 Banking and finance
7 Retail and hospitality
8 Healthcare
9 Education (including universities)
Systems that govern 10 Government (cities)
11 Government (regions / states)
12 Government (nations)
Higher education Specific service systems
Professional life Specific service systems

Jim is following confirmation of the effectiveness of a Challenge-Based Learning approach by the New Media Consortium as “a strategy to engage kids in any class by giving them the opportunity to work on significant problems that have real-world implications”.  I liked his ordering of systems into three levels:

One of the benefits of the IBM’s Smarter Planet vision(s) is its encouragement to think about the 21st century world from a fresh perspective.  The rise of the service economy — which is not the same as the service sector — calls for the nurturing of talents with different emphases.  While curricula typically have a strong grasp of agricultural systems (developed since, say, 1600 A,.D.), and industrial systems (since, say, 1850 A.D.), the science of service systems is still emerging.

A study on Science, Technology, Engineering and Mathematics (STEM) education by a 2007 National Academies committee published recommendations in 2008 for professional science master’s education that is interdisciplinary in character.  Such an investment in curriculum change has been proposed as a good use of stimulus funding in the U.S. In concert, 8 of 10 students expressed a wish for universities to revamp their traditional learning environments in the Smarter Planet University Jam conducted in spring 2009 .

In 2008 and 2009, the focus has shifted to primary and secondary school education, convening another National Academies committee centered on K-12, with a report due in 2010.  Jim Spohrer — formerly the Director of Almaden Services Research, and now the Director of IBM Global University Programs — updated me on his current thinking about a potential design for education on Smarter Planet Service Systems.

Systems that move, store, harvest, process Kindergarten Transportation
1 Water and waste management
2 Food and global supply chain
3 Energy and energy grid
4 Information and communications technology (ICT) infrastructure
Systems that enable healthy, wealthy and wise people 5 Building and construction
6 Banking and finance
7 Retail and hospitality
8 Healthcare
9 Education (including universities)
Systems that govern 10 Government (cities)
11 Government (regions / states)
12 Government (nations)
Higher education Specific service systems
Professional life Specific service systems

Jim is following confirmation of the effectiveness of a Challenge-Based Learning approach by the New Media Consortium as “a strategy to engage kids in any class by giving them the opportunity to work on significant problems that have real-world implications”.  I liked his ordering of systems into three levels:

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