This document outlines the Global Action Project at MICDS high school, which aims to teach students how to create social entrepreneurship projects to effect sustainable change in the world. Students research current social problems and evaluate organizations addressing them. They then design their own social entrepreneurship idea to address a problem, considering sustainability, anticipated challenges, and how to convince others of the project. Students document their research and planning process. The final project involves creating a documentary and presentation to pitch their proposed social entrepreneurship idea to a panel. The goal is for students to develop skills like critical thinking, collaboration, communication and more to become agents of positive change.
Lisa Petrides VLAB moderator comments 11.16.10lpetrides
This document discusses how entrepreneurs are expanding global learning beyond the classroom. It notes that while technology entrepreneurs can develop innovations at the edges of rapidly changing ecosystems, education faces more barriers like standardization, risk aversion, and fragmented efforts. Some game changers in education include information being free online, personalized learning, new ways of measuring knowledge, social learning, and unbundling of education services. The author argues that current education systems are struggling under the status quo and that the business model and value proposition are flawed or misunderstood. It poses questions about what could be the tipping point to change education and whether current innovations are sustainable or if new hybrid business models are needed.
This document discusses generational characteristics of Gen-X and millennial employees and how to attract and retain both generations. It outlines that Gen-Xers grew up with divorced families and technology, are skeptical of authority, and prefer to work independently to live their personal lives. Millennials are racially diverse, identify with their parents' values, prefer group work, and have short attention spans. It recommends offering financial rewards, career development, job enrichment, technology skills, diversity, flexibility, feedback and growth opportunities to attract and retain both generations. Not having reward systems can lead to lower motivation and higher turnover costs.
You and The Internet of Women: Be Fearless!Cisco CTAO
Monique Morrow, Cisco CTO –Evangelist-New Frontiers-Engineering gave her talk "You and The Internet of Women: Be Fearless!" at the SIT International Symposium on Gender Equality 2015 held in the SHIBAURA Institute of Technology, Japan. She presented the real situation of women in tech, and delivered the call to action on "SHE Economy" to change the world for our future, Internet of Women!
This document appears to be a slide deck presentation given by Professor Gilly Salmon on the topic of digital transformation in universities. The presentation discusses universities as the "last bastion" of tradition and how they need to embrace digital technologies and design their future. It provides examples of driverless buses and online global degree programs as ways universities are innovating. The presentation emphasizes the importance of focusing on customer experience, speed and agility, and designing the future in order to stay relevant in a time of rapid technological change.
This document outlines an infrastructure for educational innovation in Kentucky. It identifies five givens related to globalization, technology, and the pace of change. Schools are trying to keep up but two main concerns are identified. First, schools are becoming detached from learning as the web becomes more integral. Second, systemic restrictions limit innovation from within the education system. The plan proposes a Center for Advanced Study of Technology Leadership in Education to help address these concerns through refocusing research, seeking funding, developing products, and refocusing leadership preparation.
The document outlines a framework called EACOS for reinventing education through the use of technology. EACOS stands for Ends, Augment, Creativity, Opportunities, and Systemic and provides a model for bootstrapping pedagogical innovation through a teaching incubator that uses rapid prototyping, frequent iteration, data collection, and collaboration. The overall goal of EACOS and the teaching incubator is to take a systemic approach to addressing "wicked problems" in education and scaling classroom innovations throughout institutions.
This document outlines the Global Action Project at MICDS high school, which aims to teach students how to create social entrepreneurship projects to effect sustainable change in the world. Students research current social problems and evaluate organizations addressing them. They then design their own social entrepreneurship idea to address a problem, considering sustainability, anticipated challenges, and how to convince others of the project. Students document their research and planning process. The final project involves creating a documentary and presentation to pitch their proposed social entrepreneurship idea to a panel. The goal is for students to develop skills like critical thinking, collaboration, communication and more to become agents of positive change.
Lisa Petrides VLAB moderator comments 11.16.10lpetrides
This document discusses how entrepreneurs are expanding global learning beyond the classroom. It notes that while technology entrepreneurs can develop innovations at the edges of rapidly changing ecosystems, education faces more barriers like standardization, risk aversion, and fragmented efforts. Some game changers in education include information being free online, personalized learning, new ways of measuring knowledge, social learning, and unbundling of education services. The author argues that current education systems are struggling under the status quo and that the business model and value proposition are flawed or misunderstood. It poses questions about what could be the tipping point to change education and whether current innovations are sustainable or if new hybrid business models are needed.
This document discusses generational characteristics of Gen-X and millennial employees and how to attract and retain both generations. It outlines that Gen-Xers grew up with divorced families and technology, are skeptical of authority, and prefer to work independently to live their personal lives. Millennials are racially diverse, identify with their parents' values, prefer group work, and have short attention spans. It recommends offering financial rewards, career development, job enrichment, technology skills, diversity, flexibility, feedback and growth opportunities to attract and retain both generations. Not having reward systems can lead to lower motivation and higher turnover costs.
You and The Internet of Women: Be Fearless!Cisco CTAO
Monique Morrow, Cisco CTO –Evangelist-New Frontiers-Engineering gave her talk "You and The Internet of Women: Be Fearless!" at the SIT International Symposium on Gender Equality 2015 held in the SHIBAURA Institute of Technology, Japan. She presented the real situation of women in tech, and delivered the call to action on "SHE Economy" to change the world for our future, Internet of Women!
This document appears to be a slide deck presentation given by Professor Gilly Salmon on the topic of digital transformation in universities. The presentation discusses universities as the "last bastion" of tradition and how they need to embrace digital technologies and design their future. It provides examples of driverless buses and online global degree programs as ways universities are innovating. The presentation emphasizes the importance of focusing on customer experience, speed and agility, and designing the future in order to stay relevant in a time of rapid technological change.
This document outlines an infrastructure for educational innovation in Kentucky. It identifies five givens related to globalization, technology, and the pace of change. Schools are trying to keep up but two main concerns are identified. First, schools are becoming detached from learning as the web becomes more integral. Second, systemic restrictions limit innovation from within the education system. The plan proposes a Center for Advanced Study of Technology Leadership in Education to help address these concerns through refocusing research, seeking funding, developing products, and refocusing leadership preparation.
The document outlines a framework called EACOS for reinventing education through the use of technology. EACOS stands for Ends, Augment, Creativity, Opportunities, and Systemic and provides a model for bootstrapping pedagogical innovation through a teaching incubator that uses rapid prototyping, frequent iteration, data collection, and collaboration. The overall goal of EACOS and the teaching incubator is to take a systemic approach to addressing "wicked problems" in education and scaling classroom innovations throughout institutions.
The document discusses reinventing pedagogical ecosystems through a strategy called EACOS. EACOS focuses on (1) understanding the ends of education rather than seeing technology as the end, (2) using technology to augment teaching rather than replace it, and (3) taking a systemic and creative approach to problem-solving with technology opportunities. The strategy is presented as a way to adapt education to the changing technological world outside of academia so that students learn skills like design, storytelling, and empathy that are in demand in an age of information abundance.
The document discusses the need for schools to change and adapt to the 21st century by becoming more learner-centered and focusing on lifelong learning rather than traditional 8-10 week graded formats. It notes that learners' needs are changing and schools are being challenged by more flexible learning communities and networks. It also highlights how quickly knowledge and technologies are changing, making half of what students learn in their first year of college outdated by their third year. This underscores the importance of schools developing students' creative and innovative skills to adapt to a rapidly changing world.
This document provides tips for using technology to teach English learners. It suggests connecting students worldwide, engaging them, and encouraging autonomy through tools like digital storytelling, games, comics, infographics, blogs, coding, presentations, videos and more. Specific apps and websites are recommended for activities involving audio, video, games, and other tools. Hashtags are also listed to help teachers connect and find resources online. The document stresses that pedagogy should drive the use of technology, which can help accelerate and enhance learning.
Field of Study - how to create Passion Projects in Primary ClassesClare Greenup
Google previously allowed engineers to spend 20% of their time working on personal projects, which led to innovations like Gmail, AdSense, and Google News. However, the article states this policy is now "as good as dead" as it is no longer actively used at Google. The document then discusses strategies for implementing a similar program called "FOS" (Focus on Success) in a school, where students spend one hour per week working on self-directed projects. It outlines scaffolding the projects with proposal systems, non-Googleable questions, marking rubrics, and culminating with a speech and exhibition to share their work.
#futurehappens - Challenging educational paradigms and the changing role of t...Peter Bryant
This document summarizes Peter Bryant's presentation on the changing role of learning technologists. It notes that the number of internet-connected devices now exceeds the world's population, though internet access is still not universal. It discusses tensions between new technologies and traditional pedagogies. Bryant argues that existing practices and notions of technological innovation are often pitted against each other unnecessarily. He calls for learning technologists to focus on making their institutions better through strategic, collaborative projects that stimulate change and have institutional impact.
The document discusses improving teaching and learning in higher education. It addresses topics such as engaging employees, creating connections, igniting talent, keeping momentum, metacognition, mentoring, and research on mentoring. Specific points mentioned include that actively disengaged employees cost $450-550 billion annually in lost productivity, the need to "disturb the universe" in how faculty engage students, and benefits of mentoring such as improved teaching, leadership skills, self-reflection, and sensitivity to others' challenges.
The document discusses how public schools have historically reflected the needs of the societies that created them, focusing on a common language, basic literacy, conformity, and workforce preparation. However, economic and technological changes including the information explosion, increased globalization, and digital innovations have disrupted this model. Standards and testing were implemented to ensure universal proficiency but robots, AI, and algorithms are now disrupting routine jobs. Schools must prepare students with skills like critical thinking, problem solving, meaningful communication, and digital literacy to thrive in this new, rapidly changing environment defined by shorter disruptions between technological innovations. Assessments must support student growth and coherence across the educational system.
The document discusses common excuses teachers give for not integrating technology into the classroom, such as lack of time or good software. It argues that if technology use amounts to just free time or drill exercises, it should be called "high-tech recess" or a "substitute teacher". The document encourages teachers to find ways to meaningfully integrate technology to engage students and help them develop higher-level skills. While many teachers are reluctant due to lack of resources or training, support needs to include both encouragement and implementation support to increase technology use in classrooms.
Research has examined both engineering demographics and factors improving or impeding diversity. However, media regularly emphasizes current lack of diversity in technology, while putting considerably less focus on specific actions to drive change. We will share some research data, as well as information about a number of initiatives to draw in young people - from elementary to college - who might otherwise never consider an engineering future, including: target demographic groups, what specifically each initiative is doing, and results. Learn how specific initiatives are making a difference – and what you can do to make a difference, too.
This document provides an overview of topics related to educational leadership in the digital age through a series of short passages and links. It addresses creating a shared vision and technology plan, developing essential digital literacy skills among students and staff, ensuring equitable access to technology, and the role of the principal as a lead learner who empowers others. Key components discussed include developing strategic plans aligned with research-based best practices, supporting student-centered learning and assessment, and engaging communities to obtain support for policies and resources that enable technology integration.
The document discusses how the world and education are changing due to technological advances. It notes that skills like collaboration, problem solving, and adaptability will be most important for students in the 21st century. It argues that schools need to shift from a teaching focus to a learning focus and embrace new technologies and project-based learning to best prepare students.
The document discusses emerging trends in education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized teaching to personalized learning. It notes that technology has increased the speed of communication and that educators must help students learn real-world problem solving using online tools and collaboration beyond the classroom.
A practice presentation for creating a sense of urgency for shareholders in an educational setting. I have no authority to report any actual findings regarding the graduation rates, budgeting, computer resources, or best practices in teaching. This is a work of fiction and should not be considered valid as an assessment tool.
The document discusses youth unemployment in Europe. It notes that 5.7 million young Europeans are unemployed, with rates as high as 23.5% for those under 25 in some countries. Several causes of youth unemployment are proposed, including the economic crisis, companies' reluctance to hire inexperienced workers, and increased industrialization and automation. Suggested solutions include creating more jobs, encouraging entrepreneurship, tailoring education to companies' needs, and teaching job search skills. The document proposes a project to test these solutions that would take 6 months to implement and 5-10 years to measure its full effects, hoping to ultimately help 5% of unemployed youth.
This brief POWER POINT presentation accompanies a lecture by Mr. Libka. The actual seminar on Strategic Planning is supported by a more complete slide show.
Careers Presentation For Year 12 StudentsPaul Herring
The document discusses new job clusters and skills needed for the "Second Machine Age". It notes that digital skills demand has increased 212% in recent years. Key skills needed include both hard STEM skills and soft people skills like critical thinking. Future jobs will require skills like computational thinking and virtual collaboration. The job clusters with the strongest future potential are caregivers, informers, and technologists. Investing in STEM education is important to develop the workforce needed for these changes. Ethics will also be vital as machines take on more responsibilities.
This document discusses creating a disability-friendly corporate culture and highlights best practices for employing people with disabilities. It notes that while 43 million Americans have disabilities, employment rates for this group remain low due to barriers. Two case studies are presented: Hewlett-Packard employs people with disabilities and ensures its products are accessible, while Microsoft provides top management support, targeted recruiting, and training to employ this group. Overall, the best practices identified for reducing barriers and integrating people with disabilities include strong leadership support, training, broad recruiting, and focusing on abilities rather than disabilities.
Diversity, Equity & Inclusion - Who decides what's next?Alex Nusselt
Introduction to Diversity, Equity & Inclusion during Macromedia Mentoring Program KickOff 2021
Focusing on industrialization, digitization and a changing society
Normal Schools are entrusted with setting the norm for teaching practices – so what does this mean as we face the imperative to adapt our education system to a future filled with disruption and uncertainty?
By learning from the past, envisioning the future, and embracing the challenges of today, we can create an education system that empowers young minds to thrive in a world of constant change.
This keynote will explore the transformative journey towards preparing young people for the challenges and opportunities ahead while equipping teachers to navigate this ever-evolving landscape.
"Innovation" and "Rural" are not perceived as compatible terms. Why is this, and how can we change it? How can we build creative rural communities that produce more creative people and more innovations that drive opportunities in rural places?
The document discusses how learning is changing from isolated and generic learning to connected, personalized, and lifelong learning. It notes that knowledge is moving from individuals to networks of individuals. It argues that schools need to change from their traditional models to adapt to this new landscape where learning is mobile, networked, global, and collaborative. It provides eight shifts that schools and learners need to make, such as learning to interact with strangers, developing an online presence or "G-portfolio", becoming skilled with digital tools, learning to manage and synthesize information, developing skills to evaluate sources of information, following personal passions, and learning how to be lifelong learners.
The document discusses reinventing pedagogical ecosystems through a strategy called EACOS. EACOS focuses on (1) understanding the ends of education rather than seeing technology as the end, (2) using technology to augment teaching rather than replace it, and (3) taking a systemic and creative approach to problem-solving with technology opportunities. The strategy is presented as a way to adapt education to the changing technological world outside of academia so that students learn skills like design, storytelling, and empathy that are in demand in an age of information abundance.
The document discusses the need for schools to change and adapt to the 21st century by becoming more learner-centered and focusing on lifelong learning rather than traditional 8-10 week graded formats. It notes that learners' needs are changing and schools are being challenged by more flexible learning communities and networks. It also highlights how quickly knowledge and technologies are changing, making half of what students learn in their first year of college outdated by their third year. This underscores the importance of schools developing students' creative and innovative skills to adapt to a rapidly changing world.
This document provides tips for using technology to teach English learners. It suggests connecting students worldwide, engaging them, and encouraging autonomy through tools like digital storytelling, games, comics, infographics, blogs, coding, presentations, videos and more. Specific apps and websites are recommended for activities involving audio, video, games, and other tools. Hashtags are also listed to help teachers connect and find resources online. The document stresses that pedagogy should drive the use of technology, which can help accelerate and enhance learning.
Field of Study - how to create Passion Projects in Primary ClassesClare Greenup
Google previously allowed engineers to spend 20% of their time working on personal projects, which led to innovations like Gmail, AdSense, and Google News. However, the article states this policy is now "as good as dead" as it is no longer actively used at Google. The document then discusses strategies for implementing a similar program called "FOS" (Focus on Success) in a school, where students spend one hour per week working on self-directed projects. It outlines scaffolding the projects with proposal systems, non-Googleable questions, marking rubrics, and culminating with a speech and exhibition to share their work.
#futurehappens - Challenging educational paradigms and the changing role of t...Peter Bryant
This document summarizes Peter Bryant's presentation on the changing role of learning technologists. It notes that the number of internet-connected devices now exceeds the world's population, though internet access is still not universal. It discusses tensions between new technologies and traditional pedagogies. Bryant argues that existing practices and notions of technological innovation are often pitted against each other unnecessarily. He calls for learning technologists to focus on making their institutions better through strategic, collaborative projects that stimulate change and have institutional impact.
The document discusses improving teaching and learning in higher education. It addresses topics such as engaging employees, creating connections, igniting talent, keeping momentum, metacognition, mentoring, and research on mentoring. Specific points mentioned include that actively disengaged employees cost $450-550 billion annually in lost productivity, the need to "disturb the universe" in how faculty engage students, and benefits of mentoring such as improved teaching, leadership skills, self-reflection, and sensitivity to others' challenges.
The document discusses how public schools have historically reflected the needs of the societies that created them, focusing on a common language, basic literacy, conformity, and workforce preparation. However, economic and technological changes including the information explosion, increased globalization, and digital innovations have disrupted this model. Standards and testing were implemented to ensure universal proficiency but robots, AI, and algorithms are now disrupting routine jobs. Schools must prepare students with skills like critical thinking, problem solving, meaningful communication, and digital literacy to thrive in this new, rapidly changing environment defined by shorter disruptions between technological innovations. Assessments must support student growth and coherence across the educational system.
The document discusses common excuses teachers give for not integrating technology into the classroom, such as lack of time or good software. It argues that if technology use amounts to just free time or drill exercises, it should be called "high-tech recess" or a "substitute teacher". The document encourages teachers to find ways to meaningfully integrate technology to engage students and help them develop higher-level skills. While many teachers are reluctant due to lack of resources or training, support needs to include both encouragement and implementation support to increase technology use in classrooms.
Research has examined both engineering demographics and factors improving or impeding diversity. However, media regularly emphasizes current lack of diversity in technology, while putting considerably less focus on specific actions to drive change. We will share some research data, as well as information about a number of initiatives to draw in young people - from elementary to college - who might otherwise never consider an engineering future, including: target demographic groups, what specifically each initiative is doing, and results. Learn how specific initiatives are making a difference – and what you can do to make a difference, too.
This document provides an overview of topics related to educational leadership in the digital age through a series of short passages and links. It addresses creating a shared vision and technology plan, developing essential digital literacy skills among students and staff, ensuring equitable access to technology, and the role of the principal as a lead learner who empowers others. Key components discussed include developing strategic plans aligned with research-based best practices, supporting student-centered learning and assessment, and engaging communities to obtain support for policies and resources that enable technology integration.
The document discusses how the world and education are changing due to technological advances. It notes that skills like collaboration, problem solving, and adaptability will be most important for students in the 21st century. It argues that schools need to shift from a teaching focus to a learning focus and embrace new technologies and project-based learning to best prepare students.
The document discusses emerging trends in education including the rise of social media, the increasing pace of knowledge creation, and the need for schools to shift from standardized teaching to personalized learning. It notes that technology has increased the speed of communication and that educators must help students learn real-world problem solving using online tools and collaboration beyond the classroom.
A practice presentation for creating a sense of urgency for shareholders in an educational setting. I have no authority to report any actual findings regarding the graduation rates, budgeting, computer resources, or best practices in teaching. This is a work of fiction and should not be considered valid as an assessment tool.
The document discusses youth unemployment in Europe. It notes that 5.7 million young Europeans are unemployed, with rates as high as 23.5% for those under 25 in some countries. Several causes of youth unemployment are proposed, including the economic crisis, companies' reluctance to hire inexperienced workers, and increased industrialization and automation. Suggested solutions include creating more jobs, encouraging entrepreneurship, tailoring education to companies' needs, and teaching job search skills. The document proposes a project to test these solutions that would take 6 months to implement and 5-10 years to measure its full effects, hoping to ultimately help 5% of unemployed youth.
This brief POWER POINT presentation accompanies a lecture by Mr. Libka. The actual seminar on Strategic Planning is supported by a more complete slide show.
Careers Presentation For Year 12 StudentsPaul Herring
The document discusses new job clusters and skills needed for the "Second Machine Age". It notes that digital skills demand has increased 212% in recent years. Key skills needed include both hard STEM skills and soft people skills like critical thinking. Future jobs will require skills like computational thinking and virtual collaboration. The job clusters with the strongest future potential are caregivers, informers, and technologists. Investing in STEM education is important to develop the workforce needed for these changes. Ethics will also be vital as machines take on more responsibilities.
This document discusses creating a disability-friendly corporate culture and highlights best practices for employing people with disabilities. It notes that while 43 million Americans have disabilities, employment rates for this group remain low due to barriers. Two case studies are presented: Hewlett-Packard employs people with disabilities and ensures its products are accessible, while Microsoft provides top management support, targeted recruiting, and training to employ this group. Overall, the best practices identified for reducing barriers and integrating people with disabilities include strong leadership support, training, broad recruiting, and focusing on abilities rather than disabilities.
Diversity, Equity & Inclusion - Who decides what's next?Alex Nusselt
Introduction to Diversity, Equity & Inclusion during Macromedia Mentoring Program KickOff 2021
Focusing on industrialization, digitization and a changing society
Normal Schools are entrusted with setting the norm for teaching practices – so what does this mean as we face the imperative to adapt our education system to a future filled with disruption and uncertainty?
By learning from the past, envisioning the future, and embracing the challenges of today, we can create an education system that empowers young minds to thrive in a world of constant change.
This keynote will explore the transformative journey towards preparing young people for the challenges and opportunities ahead while equipping teachers to navigate this ever-evolving landscape.
"Innovation" and "Rural" are not perceived as compatible terms. Why is this, and how can we change it? How can we build creative rural communities that produce more creative people and more innovations that drive opportunities in rural places?
The document discusses how learning is changing from isolated and generic learning to connected, personalized, and lifelong learning. It notes that knowledge is moving from individuals to networks of individuals. It argues that schools need to change from their traditional models to adapt to this new landscape where learning is mobile, networked, global, and collaborative. It provides eight shifts that schools and learners need to make, such as learning to interact with strangers, developing an online presence or "G-portfolio", becoming skilled with digital tools, learning to manage and synthesize information, developing skills to evaluate sources of information, following personal passions, and learning how to be lifelong learners.
The Disconnect Between Education & Workforce Development: And what it means f...Christa Ouderkirk Franzi
We can't talk about workforce development and why it is needed or not needed until we grasp what education is doing (or not doing) to prepare people to support themselves in life.
Winston Salem Administrators Workshop - 7.28.09Chris Lehmann
This document outlines Chris Lehmann's vision for School 2.0, which focuses on creating schools that develop students' citizenship over workforce skills through progressive education supported by 21st century tools. It discusses problems with the current system like a lack of vision and humility. Lehmann advocates for student-centered, project-based, differentiated learning and sees technology as a tool to support inquiry, collaboration, and student work rather than direct instruction. The document calls for reexamining systems and structures through the lens of core values like learning that matters to students.
School 2.0 advocates for a progressive, student-centered vision of education that prepares students for citizenship, not just workforce skills. It argues current schools are outdated and fail to meet the needs of today's world. The presentation calls for schools with a clear vision focused on inquiry, collaboration, reflection and presentation. It emphasizes making learning meaningful and relevant to students' lives through projects, questions and passion, using technology as a tool rather than an end. The goal is to empower students and transform education through community involvement, understanding-driven assessment and thinking about thinking.
GenWise Talentdev Programs Parent Session - Oct 2017 @InventureGenWise TalentDev
This presentation was delivered by our Founder, Vishnuteerth Agnihotri, to an invited group of parents of gifted children from a prestigious international school in Bengaluru, describing our company GenWise, and its offerings, including the GenWise BiteSize Weekend Programs starting at Inventure on Oct 28-29, 2017.
This presentation discusses the state of art of Innovation in Education and goes beyond technical advances to include the changing students and educational paradigms. It encompasses a wide range of sources- please feel free to email me if you have any questions.
This document outlines a course aimed at teaching high school students about social entrepreneurship and empowering them to create sustainable solutions to social problems. The course introduces students to realities of global poverty, the need for empathy, and key skills like critical thinking and design thinking. Students evaluate current social initiatives, learn about impactful individuals, and develop their own social enterprise project to address a problem. They create a business plan, documentary, and presentation to pitch their idea to a panel. The goal is to help students develop the skills and passion to effect positive change in the world.
The document discusses how the world of learning is changing as the internet allows for easy, anytime, anywhere access to information and connections between individuals. It argues that schools need to shift to being more mobile, networked, personalized, and learner-driven to meet the needs of 21st century students. The author provides eight shifts that educators and schools should make, such as being open to learning from strangers online, helping students curate an online portfolio, and empowering students to follow their passions.
How do we educate children and develop talent to help them thrive in the future as also address the problems of the future? Why are special enrichment programs required for academically gifted students? Details about the GenWise team and GenWise programs
Presentation to the NZ School Trustees Association annual conference, Dunedin, 12 July 2019. Exploring the drivers of change and the responses required of educators and the schooling system to ensure our learners are 'future ready' as they leave school.
The document discusses the need for universities to reimagine campus spaces and learning environments for the 21st century. It notes that current university models were designed for 19th century needs and that today's students require more flexible, collaborative spaces that incorporate new technologies and support lifelong learning. The Saltire Centre at Glasgow Caledonian University is presented as an example of a new type of learning space for the future with its flexible design, technology integration, and focus on student needs.
Schools often stifle creativity in students. Creativity involves problem solving with novel ideas and seeing things in new ways. Schools tend to prioritize standardized testing in only a few subjects like math and languages, leaving little room for creative arts. They also discourage students from being wrong through strict grading. The school model is based on industrialization with an emphasis on efficiency over creativity. However, schools can promote creativity by providing playful workspaces, encouraging curiosity through questioning, using brainstorming techniques, and allowing students to learn from mistakes.
The document discusses fostering innovation and entrepreneurship through higher education. It outlines challenges facing college presidents, such as decreasing state aid and union issues. The presentation introduces entrepreneurial concepts like effectuation and leveraging contingencies. It proposes a "Presidents' Pledge" where college leaders commit to expanding entrepreneurship programs through teams, partnerships, and promoting their efforts. Attendees then discuss challenges and potential solutions applying an entrepreneurial mindset.
This document discusses the need to transform education to prepare students for an increasingly globalized and technology-driven future. It notes that the future is difficult to predict but emphasizes the importance of education in developing skills like problem solving, collaboration and technology literacy. The document advocates for embracing technologies like tablets in the classroom to foster 21st century skills and explores challenges to transforming education, while arguing for the benefits of engaging students through creative and authentic learning experiences using tools like video and online publishing.
The document discusses the need to reimagine schools for the 21st century. It advocates for a student-centered approach focused on inquiry, collaboration, and demonstrating mastery through projects rather than tests. Traditional classrooms emphasize recall and homework, whereas modern schools should focus on helping students develop understanding through projects, homework designed for understanding, and class participation over standardized tests. This new vision of education emphasizes preparing students for the real world by making learning relevant and integrated across subjects.
In this issue “The 10 Most Innovative Edtech Companies to Watch”, we’ve portrayed those global organizations which are creating and spreading new technological solutions to make learning fun with the magic of AR, VR and AI. Also a rich plethora of information about the recent developments in the
education industry has been included in the issue.
2019 New Trends in Education & Teaching Innovation Timothy Wooi
Theme
"Turning Good Teachers to Great Innovation Leaders"
Objectives
To introduce Educators to the concept of Innovation Leadership in Education.
To equip Educators with Leadership skills needed in carrying out instructions and other school based tasks.
To help Educators develop their skills in Innovation.
This document discusses innovation and its importance. It notes that innovation has become the key driver of economic growth and competitiveness. Innovation is important because it accounts for 2/3 of GDP growth, creates spillover benefits 2-4 times the private return, and allows places to offset disadvantages from low-wages. The document outlines factors that support innovation including R&D assets, human capital, networks, and government support. It also discusses challenges like changing job markets, education challenges, and the future of learning being more self-directed and skills-based. Specific initiatives discussed include efforts around water innovation, driverless cars, and collective action on social issues.
The document discusses innovation indicators and metrics. It notes that currently available indicators are limited and focus mainly on inputs like R&D spending rather than outcomes. It calls for the development of better measures that capture factors like knowledge, intangibles, management practices, and the service sector. The document also advocates using indicators to inform policy and creating a national innovation dashboard to track metrics and the overall innovation ecosystem.
The document discusses Washington state's potential to become a global leader in innovation. It provides the following key points:
1) Washington already has a strong foundation as a center of innovation, ranking highly in measures of knowledge-based industries and research activity.
2) Innovation will be increasingly important for economic growth and recovery going forward. The state aims to make Washington the most attractive environment for innovation in the world over the next 10 years.
3) Developing an integrated innovation ecosystem that supports talent, research, entrepreneurship and commercialization will be important to compete globally. Cross-border collaboration within the Pacific Northwest region also provides opportunities.
This document provides an overview of Washington's potential to become a global leader in innovation and economic growth through the development of a large science and innovation park. It discusses how innovation is key to economic recovery and competitive advantage. It also outlines some of the challenges Washington faces in developing its innovation ecosystem and talent, securing investment, improving infrastructure, and expanding exports. The presentation proposes creating an integrated innovation ecosystem and a long-term vision to make Washington the most attractive location for innovation in the world over the next decade.
This document discusses strategies for Washington state to promote innovation-driven economic growth. It argues that Washington needs to broaden its focus on innovation beyond just high-tech industries to all sectors. The document recommends that Washington establish regional innovation clusters and partnership zones to collaborate across industries, universities, and regions. It also suggests policies to improve talent development, increase investment in commercialization, upgrade infrastructure, promote exports, and brand Washington as a leader in innovation. The overall goal is for Washington to have the most attractive environment for innovation in the world by 2020.
The document provides an overview of Washington state's economic development priorities and strategies. It discusses four pillars for economic growth: talent and workforce, investment and entrepreneurship, infrastructure and regulations, and international business. For each pillar, it outlines specific policy recommendations and programs. It also highlights Washington's strengths as an innovation hub and its global health ecosystem. The document aims to accelerate job creation by making progress on developing intellectual capital, attracting investment, improving infrastructure, and growing international trade.
The document provides a strategy from the Washington Economic Development Commission to create jobs and increase competitiveness in the state over the next 10 years. The strategy focuses on 5 drivers: 1) fueling talent through education and skills training, 2) investing in entrepreneurship, 3) improving infrastructure, 4) regulating smarter, and 5) expanding international business. It outlines specific actions under each driver, such as achieving 60% post-secondary degrees/credentials, reviewing regulations for cost-effectiveness, and intensifying innovation and trade in the Pacific Northwest region. The goal is to make Washington the most attractive environment for innovation by 2020 through bottom-up, organic growth strategies rather than traditional top-down approaches.
The document summarizes Washington's economic development strategy to foster innovation and job creation. It discusses how improving investment, infrastructure, talent, regulations and international business can boost productivity. The strategy focuses on making talent a priority through education, investing in entrepreneurship, connecting through infrastructure, regulating smarter, and expanding international business. It provides examples of this strategy in action through scientific research teams, entrepreneurs in residence, and innovation partnership zones. The strategy aims to reset the economic model from recruitment-driven to innovation-driven growth.
The document discusses challenges and opportunities for innovation in Washington state. It outlines key elements of an innovation ecosystem including universities, national labs, entrepreneurs, and more. It also addresses issues like the changing nature of work, an ill-prepared education system, and the future of learning. The document advocates for proactive collaboration to drive innovation, and outlines a vision for transformative outcomes through shared, autonomous, electric vehicles. It concludes by encouraging thinking big, starting small, and acting now.
This document outlines Washington's strategy for economic development and job creation. It discusses improving productivity through innovation in five key drivers: talent, investment, infrastructure, regulations, and trade. The strategy aims to transition Washington's economic development model from recruitment-driven to innovation-driven, focusing on talent, ideas, and infrastructure to create long-term jobs and growth. Specific policies recommended include making talent development a top priority, improving the business climate through regulatory reform, and boosting international trade and investment.
The document outlines a strategy for job creation and economic competitiveness in Washington state. It proposes focusing on five drivers: fueling talent through education and skills training; investing in entrepreneurship; improving infrastructure; regulating smarter; and expanding international business. The strategy aims to transition Washington's economic development model from one focused on job preservation to one centered around job creation, innovation, and bottom-up organic growth. It identifies priority actions under each driver and proposes establishing 15 Innovation Partnership Zones across the state to strengthen regional innovation ecosystems.
The document provides an overview of four pillars for economic growth and job creation in Washington: talent and workforce, investment and entrepreneurship, infrastructure and regulations, and international business. It summarizes challenges and opportunities in each area, and outlines specific policy priorities around developing skills, fostering innovation, improving infrastructure, and growing exports to accelerate job creation in the state.
The presentation discusses Washington state's plan to become the most attractive location for innovation in the world over the next 10 years. It notes that states and regions can drive innovation and economic growth. It then outlines Washington's history of innovation in industries like commercial airplanes and retail. The presentation proposes creating a comprehensive innovation policy framework and ecosystem to cultivate talent, research, entrepreneurship and business investment to spur job and economic growth. The goal is for Washington to become a global innovation leader.
The document discusses creating an innovation-driven economic development model for Washington state by investing in talent, ideas, and infrastructure. It proposes developing emerging industry clusters like smart grid/energy efficiency, renewable energy, electric vehicles, global health, and new materials. The goal is to transform Washington into the most attractive environment for innovation in the world and foster bottom-up, organic economic growth through collaboration rather than competition between regions.
XP 2024 presentation: A New Look to Leadershipsamililja
Presentation slides from XP2024 conference, Bolzano IT. The slides describe a new view to leadership and combines it with anthro-complexity (aka cynefin).
Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie WellsRosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
This presentation by OECD, OECD Secretariat, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
Mastering the Concepts Tested in the Databricks Certified Data Engineer Assoc...SkillCertProExams
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This presentation by Professor Alex Robson, Deputy Chair of Australia’s Productivity Commission, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
This presentation, created by Syed Faiz ul Hassan, explores the profound influence of media on public perception and behavior. It delves into the evolution of media from oral traditions to modern digital and social media platforms. Key topics include the role of media in information propagation, socialization, crisis awareness, globalization, and education. The presentation also examines media influence through agenda setting, propaganda, and manipulative techniques used by advertisers and marketers. Furthermore, it highlights the impact of surveillance enabled by media technologies on personal behavior and preferences. Through this comprehensive overview, the presentation aims to shed light on how media shapes collective consciousness and public opinion.
Suzanne Lagerweij - Influence Without Power - Why Empathy is Your Best Friend...Suzanne Lagerweij
This is a workshop about communication and collaboration. We will experience how we can analyze the reasons for resistance to change (exercise 1) and practice how to improve our conversation style and be more in control and effective in the way we communicate (exercise 2).
This session will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
Abstract:
Let’s talk about powerful conversations! We all know how to lead a constructive conversation, right? Then why is it so difficult to have those conversations with people at work, especially those in powerful positions that show resistance to change?
Learning to control and direct conversations takes understanding and practice.
We can combine our innate empathy with our analytical skills to gain a deeper understanding of complex situations at work. Join this session to learn how to prepare for difficult conversations and how to improve our agile conversations in order to be more influential without power. We will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
In the session you will experience how preparing and reflecting on your conversation can help you be more influential at work. You will learn how to communicate more effectively with the people needed to achieve positive change. You will leave with a self-revised version of a difficult conversation and a practical model to use when you get back to work.
Come learn more on how to become a real influencer!
International Workshop on Artificial Intelligence in Software Testing
Imagine Tomorrow's Washington
1. Center for Accelerating Innovation V. 1.3
Imagine Tomorrow’s Washington
Egils Milbergs
Center for Accelerating Innovation
www.accinnov.com
November 5, 2015
TEDx Presentaion
http://sno-isle.org/tedx
Edmonds, Washington
7. A Better and Faster Innovation Model
Innovation
Ecosystem
R&D Assets
Universities
National Labs
Corporate Labs
Inventors
Transformers
Entrepreneurs
Incubators
Technology
Partnerships
Funders
SBIR
Angel/Seed funds
Venture Capital
Human Capital
Talent Pool
Education
Workforce Development
Networks
Clusters
Associations
Social Networks
Governments
Federal
State
Local
International
9. Changing Nature of Work
• Disturbing trends
• Middle class jobs disappearing
• Income inequality
• Task outsourcing
• Rising cost of education
• Growth of 1099 workforce
• Tough questions
• Can job losers do newly created jobs?
• How do you educate people for jobs that don’t exist?
• Is career planning an oxymoron?
• Is the sequence educate, work, retire model dead?
• Is the classroom an obsolete way to learn?
10. The Ill-Prepared Education Pipeline
Of 100 students entering 9th grade only 36% go
directly into college
WA ranks 46th in college continuation rate
WA ranks 47th in Bachelor's degree production
Bad Implications:
Continued skill gaps
Lost productivity
Need to import talent
More poverty
High social overhead
11. How susceptible are jobs to automation?
47% of occupations are at risk
Oxford Martin Program on the Impacts of Future Technology
12. The Future of Learning
•K-99
•Relevant/predictive
•Self-directed/flexible
•Location independent
•Social & participatory
•Gamification & fun
•Micro-credentials
•Industry supported
The Wearable University?
Good morning. I am Egils Milbergs. My talk is about how we Washingtonians can create a future that is more prosperous, inclusive and sustainable.
Here is one future for Washington that I do not like to think about.
Our state has more natural disaster risks than almost anywhere else.
Many of you have read the New Yorker magazine article about the predicted 9.3 plus magnitude earthquake along the 700 mile long Cascadia subduction zone or plate. The last time this sticky plate moved was in 1700. Experts say it is likely to move violently again within the next 50 years.
2,000 times more powerful, than the Nisqually earthquake of 2001 which was a 6.8 magnitude..
This quake will last a long time, launch a massive tsunami flooding every between the coast and I-5, dozens of aftershocks. 10,000 dead, 30 K injured.
Are we ready for this one? Are you ready? That’s all I wanted to say about this Black Swan event. Let’s move on. Let's turn our attention to conditions and events that we have much more control of.
How many of you have seen this movie starring Clint Eastwood.—The Good, the Bad and the Ugly. I will use this as a metaphor to frame three challenges.
The Good is about a thing we have in abundance -- Innovation,
The Bad is finding a way to deal to address the issue of job and skill obsolesce.
The Ugly is about turning around our failing infrastructure.
Let's get started.
We live in an amazing place, a beautiful natural environment. We also have a veritable rain forest of successful companies.
We buy local when it comes to airlines, software, coffee, wine, fashion, vacations, books, apples and much more.
We serve billions of people globally providing delivering to them value and a better life with our products and services.
What other state, province, region or country on the planet can say this.
The credit goes to our entrepreneurs.
They had not only design vision for a unique and special product but also the business vision and capabilities to scale up a business.
Is our state depending on entrepreneurial accidents? Is that all that matters or can innovation being approached more systematically—increasing the probability of serendipity and creative collisions and a new generation of globally successful companies. We will talk about that in a minute.
Here is another way to look at this.
Data visualization showing how six organizations spawned over 711 firms and institutions that created jobs, income and wealth.
In the middle in yellow is Microsoft founded 1975 and it is surrounded by is spin out children and grandchildren.
Moving clockwise in red is Amazon founded in 1994,
University of Washington 1861,
Aldus founded in 1984 now Adobe,
McCaw communications founded 1982 now ATT Digital and
Boeing founded in 1916.
And this visualization only represents data up to 2008—imagine if we had it updated. And I understand that WTIA is working on an update.
This incredible entrepreneurial dynamic made WA state a leading innovation state.
There is no standard way to measure innovation performance comparing all 50 states
The New Economy index uses 25 variables to measure innovation performance.
The 2014 index places us in 4th place behind Massachusetts, Delaware, California.
Not bad, but consider that in 2012 we were in 2nd place.
It's not that we were dropping in performance rather others were moving up.
We need better and faster model for innovation in Washington state..
Why is this? We are in a global innovation race. Boston Consulting Group study compared Seattle globally to 9 other peer cities. We are slipping behind. Singapore, San Francisco, Boston, Amsterdam and Stockholm. They are out pacing us. And Vancouver, Melbourne and Hamburg are nipping at our heels.
The traditional innovation model is linear --- research ... development ... engineering ... manufacturing ... marketing. This model of innovation is not speedy nor agile nor can it reprograms resources for new market and technical opportunities very easily.
We need to innovate in a larger network of resources---a new way of doing business which is collaborative and multi-disciplinary drawing on ideas, resources outside organizational boundaries.
Back in SRI when I was studying R&D management practices the corporate rage was skunk works. Setting up a building somewhere back on the lot, assembling a team in secrecy to work on projects. No leaks out, but that also meant no leaks in.
An ecosystem model creates valuable spillovers among many actors—the whole is more than the sum of parts. Real innovation of consequence will no longer be bolted to one organization, one product, or one geography.
And innovation will encompass more than technology: behavioral, public policy, marketing, distribution, organizational. Some of our biggest innovation challenges are non-technical.
Innovation models will become porous --open to ideas outside the organizational boundaries, drawing on capabilities all across the world and deeply connected to customers.
Innovation will become embedded in a system of relationship capital, with shared outcomes and operated collectively by an ecosystem of organizations and individuals.
Converting more manufacturers into this way of thinking and working is very much needed --- so they have a steady stream of products to produce here in the US.
How do you kick start this kind of innovation collaboration. You cannot drive innovation top down.
There is a bottom up experiment underway in Washington, While I served state government we designated 14 innovation partnership zones. There was no money in this program—and it turns out that was a good thing.
We put out a RFP asking communities to build a partnership between a research university, workforce development organizations and a leading industry cluster. They prepared business plans for growing their economy and jobs in selected technical fields. It was not about getting grant dollars.
The business plans were motivated for intrinsic reasons important to the their future prosperity.
Snohomish in aerospace technology and workforce development,
Bothell biomedical manufacturing, Issaquah sports medicine ,
Tacoma urban clean water ,
Clean energy, energy storage and smart grid in Tri-cities,
Wine and hospitality, water management and alternative energy in Walla Walla.
Interactive Media and Digital Arts in Redmond,
Health care in Spokane,
sustainable industrial redevelopment in Auburn,
Advanced manufacturing in Grays Harbor
Craft brewing and distilling in Thurston County
While the biggest benefit so far is in branding a number of the IPZs leveraged their designation for millions of dollars in public and private investments and demonstrated the value of collaborative innovation.
The Jury is still out on the long term benefits but this initiative was given a first place award by the Council of State Legislatures and recognized as leading edge innovation by the National Governors Association. Walla Walla College received the first place Aspen prize for the best community college in the nation due in part to its engagement with the innovation partnership zone.
Let's turn our attention to another challenge. It's pretty bad--- a rate limiting factor for our innovation economy.
Middle class jobs are disappearing.
Huge increases in the number of household with incomes above $125,000 and huge increases in incomes under $35, 000. Little increase in between.
Income inequality is growing. Troubling rise in homelessness.
Substantial numbers of tasks and manufacturing activities continue to be outsourced.
Education is getting more expensive, student debt is piling up and the historic connection between higher levels of education and better economic outcomes is weakening.
Explosive growth in people working as independent contractors both full time and part time. Raises some very tough questions
Can job losers do newly created jobs?
How do you educate people for jobs that don’t exist?
Is career planning an oxymoron?
Is the sequence educate, work, retire model dead?
Is the classroom an obsolete way to learn?
As our economy becomes more knowledge based math and science literacy are essential for a student completing high school and going on to college. How is our education pipeline doing. Not so great. And the implications are bad.
We have thousands of unfilled jobs but our ability to prepare WA citizens to fill them is limited. The skills gap will mean higher recruitment, and training costs and lost productivity if the jobs go unfilled. A particular problem in the IT sector today. The pressure to import talent will increase. For those lacking skills they will head into minimum wage jobs, poverty, go on food stamps, The social overhead costs of a poorly educated, training workforce will become enormous..
Almost 47 per cent of US jobs could be computerized within one or two decades according a recent Oxford study assessing impact of computers on the US job market. They studied 750 occupations.
At high risk: Loan officers, receptionists and information clerks, paralegals and legal assistants, salesperson, taxi drivers, security guards, fast food cooks, bartenders, financial advisors, computer programmers.
At low risk: reporters, musicians and singers, lawyers, elementary school teacher, physicians and surgeons.
So it will not only be manual, repetitive or routine labor jobs. Computing is taking over cognitive tasks thanks to big data and sophisticated artificial intelligence algorithms.
Algorithms are getting smarter than human judgement such as in testing efficacy of drug therapies, fraud detection, pre-trial research in legal cases, stock trading and patient monitoring.
The study predicts that computers will substitute people in low wage and low risk jobs in the future.
Low skill workers will need to reallocate to tasks that are not susceptible to automation—tasks that require creative and social intelligence. For workers to win the race however, they will have to acquire creative and social skills
High wage and high skill jobs are least likely to be computerized.
We need a revolutionary change in our education and workforce development system. Here are directions for the future
First, learning will become a lifetime activity. Cannot depend on today's learning to be relevant 5 years from now so learning will need to become more predictive of skill and competency requirements. .
Learning will be more self-directed and by location independent because of mobile devices and cloud education services. The learning consumer will have more and more control of the subject matter, disciplines sequence of learning
The most powerful learning is peer to peer Social media will expand the range of collaborators available to help a student be successful.
We will see gamification and more virualized envirnoments for education. The virtual and real world will blur.
More and more education will be on demand and we will see more micro credentialing.
Industry will become a strong player in reshaping and realigning the workforce system. Competency models, assessment tools and credentials will increasingly be designed by industry not educators.
Are your children ready for the wearable university. The mobile platform will be your lifetime connection to content, people and data and the platform for collaborative learning and problem solving.
Have you noticed that Its getting to be a lot harder to move around Seattle. --
According to a study by Kirkland based INRIX the average commuter is spending almost two weeks a year in 65 hours traffic delays. That’s a doubling of commute time since 2012,
Over 45 Per cent of carbon emissions comes from our transport sector. And the overwhelming source of the energy for our cars, trucks, planes, ag equipment is fossil fuels. If we are to make a serious dent in lowering carbon emissions it is going to be in the transport sector
The US is on track to have its deadliest traffic year since 2007. Between January and June of this year 19,000 people killed as result of motor vehicle accidents up 14 percent from same period last year. and nearly 2.3 million serous injuries. Estimated cost—medical expense, lost wages and productivity and property damage increased 24 percent to $152 billion.
The WA state Strategic Highway Safety Goal is zero deaths and serious injuries by 2030.
The current path we are on to solve this problem is incremental. Dealing with congestion through tolling, traffic signaling, bus reliability, pedestrian and bicycle lanes/bridges, tunneling, light rail. No surprise that the transportation levy passes the other day. However all these these steps mean even more oil and coal trains moving through our state and particularly vulnerable is down town Seattle.
As far as the internal combustion engine we are dealing with fuel standards and carbon taxing and cap and trade. Not clear to what degree these steps will change behavior.
In my opinion incremental solutions don’t solve the problem. We need a radical and innovative approach. The path we are on to manage the existing transportation infrastructure is simply not sustainable..
We have the opportunity to achieve a powerful integration of technological, social and public policy ideas. By combining electric car and battery innovation with autonomous driving technology and leveraging the changing attidtudes to car ownership – have the potential to achieve historic outcomes.
Zero emission, zero congestions, and zero deaths.
The Convergence of Autonomy, Electrification and Vehicle Sharing is coming very fast. From the upper left see the image from the GM Futurama exhibit at the 1939 New York world's fair. Next image is my electric car of 1976—pre Elon Musk Next image is from the DARPA challenge of 2004 to produce an autonomous vehicle for the military. And next image is driverless Uber car---all electric, all autonomous, all capable of safely navigating urban streets.
The era of shared mobility system is upon us. In fact Uber has essential adopted an entire research unit at Carnegie Mellon working on autonomous vehicles and robots.
New cars have powered the economy since WWII but it appears that Millennials may have little in interest in owning cars and for that matter owning suburban houses. Uber, lyft, flexcar, zip. car to go etc. are examples of the sharing economy. Cities are taking steps to make it difficult or rationalize owning a car. Taxation, congestion pricing and going car free (London, Oslo, Hamburg, Singapore, Stockholm , Milan). License place rationing Mexico City, Bogota, Sao Paulo, Auckland, Athens, and Santiago.
Collaborative Autonomous Vehicles are coming. Triples the volume that can be handled over the transportation grid.
And autonomous vehicle offer the prospect of accident free driving.
Washington can be the leading state in managing the development and diffusion of this new transportation system.
How many of you have read this fantastic story. Boys in the Boat is the story of the UW 1936 Olympics rowing team that completed a tough competition to represent the US in this global and worldwide event. This is a great story . Reads like a novel
And it is an inspiring story for how to collaborate and win. With little prospect this group of 9 guys and coaches worked with amazing leadership, strategies and rowing innovation to dominate the national rowing championships in Poughkeepsie NY---a very popular sport in the 1930s and went on to win the 1936 Berlin Olympics. A story as compelling as Jesse Owens. And more instructive in the following sense. If you want to travel fast travel alone—but if you want to travel far travel together.
So to summarize. We should take a strategic and long term view in a number of areas. This presentation highlights three priority areas.
Leveraging our intellectual capital and enabling innovation clusters to emerge and thrive bottom up. . It will require a number actions
Developing a new wearable personalized learning system made possible through digital and cloud technology's so students can prepare for careers that are less likely to automate
Transforming out personal transportation system to one that is shared, more efficient, accident free and environmentally benign.
Let's get out of our cages and lets start innovating and experimenting on solutions. We all have contribution to make. Washington should be state full of experiments. Some will work some not but eventually we will see what's working and can be adopted as best practices. An don’t count on our political process to facilitate and guide us to get this done. A politicians job is to tell us what we want to hear. It is our job to tell them what they need to know.
Whatever your role or profession in this wonderful state –we all have a contribution to make. Here is my advice.
Think Big
Start Small
Act Now
My name is Egils Milbergs and thank you for your attention.