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Exploiting emerging technologies to enable quality of life

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Keynote address to HERDSA (Melbourne)

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Exploiting emerging technologies to enable quality of life

  1. 1. Exploiting emerging technologies to enable employability quality of life George Siemens July 8, 2015 HERDSA2015 Melbourne
  2. 2. The ‘new’ work Perpetual learning Mindsets of individuals Emerging technologies The changing higher education landscape
  3. 3. The ‘new’ work Perpetual learning Mindsets of individuals Emerging technologies The changing higher education landscape
  4. 4. McKinsey Quarterly, 2012
  5. 5. Bureau of Labor Statistics, U.S. Department of Labor, The Economics Daily, Largest industries by state, 1990–2013 http://www.bls.gov/opub/ted/2014/ted_20140728.htm .
  6. 6. Bureau of Labor Statistics, U.S. Department of Labor, The Economics Daily, Largest industries by state, 1990–2013 http://www.bls.gov/opub/ted/2014/ted_20140728.htm .
  7. 7. Australia’s future workforce? (2015)
  8. 8. Enrolment: “perfect storm of challenges ahead” University Business, January 2015
  9. 9. “If the ladder of educational opportunity rises high at the doors of some youth and scarcely rises at the doors of others, while at the same time formal education is made a prerequisite to occupational and social advance, then education may become the means, not of eliminating race and class distinctions, but of deepening and solidifying them.” President Truman, 1947
  10. 10. Income inequality: “The defining challenge of our time”
  11. 11. Pell Institute, 2015
  12. 12. Technological change is the engine of economic growth. Yet, it also has a potentially dark side. We do not mean pollution, crowding, and other disamenities. Rather we mean that technological change creates winners and losers and can sometimes have adverse distributional consequences that may foment social tension
  13. 13. “The contingent faculty trend appears to mirror trends in the general labor market toward a flexible, ‘just-in-time’ workforce, with lower compensation and unpredictable schedules for what were once considered middle-class jobs” (House Committee on Education and the Workforce US House of Representatives 2014)
  14. 14. 40.4% of US workforce are now in non- traditional “contingent” jobs US Government Accountability Office Contingent Workforce: Size, Characteristics, Earnings, and Benefits (2015)
  15. 15. US Government Accountability Office Contingent Workforce: Size, Characteristics, Earnings, and Benefits (2015)
  16. 16. Australia’s future workforce? (2015)
  17. 17. “35% of existing UK jobs at high risk of replacement in next twenty years, 30% in London 40% of UK jobs are low or no risk, 51% in London Lower-paid jobs over five times more likely to be replaced than higher-paid, almost eight times as likely in London” Deloitte 2014
  18. 18. No correlation between automation and job loss in manufacturing sector. Indications are that use of robots increases wages and demand of skilled workers, while crowding out unskilled. Graetz & Michaels
  19. 19. “First, as technology substitutes for labour, there is a destruction effect, requiring workers to reallocate their labour supply; and second, there is the capitalisation effect, as more companies enter industries where productivity is relatively high, leading employment in those industries to expand.” Frey & Osborne (2013)
  20. 20. Frey & Osborne (2013)
  21. 21. Australia’s future workforce? (2015)
  22. 22. NY Times: How the recession reshaped the economy (2014) The new economy
  23. 23. The ‘new’ work Perpetual learning Mindsets of individuals Emerging technologies The changing higher education landscape
  24. 24. Learning a living (The Learning Economy)
  25. 25. The ‘new’ work Perpetual learning Mindsets of individuals Emerging technologies The changing higher education landscape
  26. 26. Mindsets Focus Mindfulness Complexity & ambiguity Being human Advances in art, quality of life Computational/mathematic/data thinking Entrepreneurial Experimental
  27. 27. Harvard General Education Prepares students for civic engagement. Teaches students to understand themselves as products of—and participants in—traditions of art, ideas, and values. Prepares students to respond critically and constructively to change. Develops students’ understanding of the ethical dimensions of what they say and do. Report of the Task Force on General Education: Harvard University (2007)
  28. 28. The ‘new’ work Perpetual learning Mindsets of individuals Emerging technologies The changing higher education landscape
  29. 29. Self-regulated, self-selected, self- directed learning
  30. 30. Social media, MOOCs, community knowledge spaces
  31. 31. Wearables, Ambient, VR, IoT
  32. 32. The ‘new’ work Perpetual learning Mindsets of individuals Emerging technologies The changing higher education landscape
  33. 33. Complexification of higher education Learning needs are complex, ongoing Simple singular narrative won’t suffice going forward The idea of the university (and learning) is expanding and diversifying
  34. 34. Because we will frequently change employment and interests we need a flexible education system
  35. 35. The future will have more, not less, universities
  36. 36. Transition our relationship with students From 4 yours to 40 years
  37. 37. Personalized learning models Keller Plan (Personalized System of Instruction) Static learner profile (old school) Objective based (adaptivecourseware) Intelligent tutors (CMU OLI, cognitive tutor, ALEKS) Personalized (outer-loop, i.e. Knewton) Smart Sparrow (teacher at center)
  38. 38. Smart Courses
  39. 39. Missions not majors Stanford 2025
  40. 40. Concluding hypothesis The next several decades will alter work and life, undoing impact of industrialization and returning individuals to work/life integration and quality of life. We will all become perpetual learners, creatives, entrepreneurs, authors of humanity’s future.

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