The future of the Australian Job Skills and Market Outlook focusing on higher education and the relevance of mixed reality simulation and visualisation.

2. 2
www.bond.edu.au/profile/dr-james-birt
www.mixedrealityresearch.com

3. The future of Jobs
 4th Industrial Revolution
 Developments in AI, robotics,
visualization, nanotechnology, 3-D
printing, genetics & biotechnology
 Widespread disruption to business
and labour markets worldwide
 40% of current jobs gone in 10
years  primary disruption white
collar jobs!
Ceda Workforce Policy 2015Watch Future Proof – Four Corners ABC

4. Megatrends
 Rapid automation
 Digital technology
 Era of the
entrepreneur
 Aging population
 Increased job
complexity
 Globalisation
 Knowledge Economy Tomorrows Digitally Enabled Workforce

5. 2015 Emerging
Technologies
Hype Cycle
Technology
Drivers

7. 7
2016 – The
Future of Jobs
Report - Core
work skills

8. 8
Its not about learning a tool
it’s about:
creative thinking, problem
solving, agility, digital skills,
entrepreneurship and
communication …

9. 9
Cracking the Code – All School Kids will learn to code
and be exposed to new ways of problem solving and be
ready to embrace the digital age of innovation

11. 11

12. Rethinking Degrees and
Jobs - Barbie Job of the
Year (2016)
Game Developer
12

14. www.mixedrealityresearch.com
Developing mixed platform visualisations &
simulations through virtual reality,
augmented reality, 3d printing and game
technology

15. Background Research
 Difficult to teach complex processes - without real world
models (Tasker & Dalton, 2008)
 Traditional methods often use abstract visualizations - don’t
capture complexity (Williamson et al., 2012)
 Focus on technology enhanced T&L (Johnson et al., 2016;
Keppell et al., 2011)
 Visualizations are positive learning support tools (Mayer, 2014;
Höffler, 2010)
 Kinaesthetic tools better form mental models (Pass & Sweller,
2014)
15
Most prior work in (multimedia…blended…dual modality) learning has
been formed around words & pictures with less attention to complex
learning environments such as interactive visualisations, games &
simulations (Ayres, 2015)

16. “this course is a 'skills' learning course … there
should be a way for us to actually get more time
doing skills … distance students at a severe
disadvantage … as an external I am missing out …
studying by distance you can read the skills but its
impossible to get feedback and to know if you’re
doing it right … no substitution for experience … any
software or equipment to at least go through the
motions of doing the skills?”
Sample - Student Evaluations

17. Stirling, A., & Birt, J. (2014). An enriched multimedia eBook application to facilitate learning of anatomy. Anatomical sciences education, 7(1), 19-27.
Stirling, A., & Birt, J. (2013). Getting to the HEART of Blended Learning. In Kinash, S., Knight, D. & Kordyban, R. (Eds.). Blended learning at Bond (pp.26-29).
Gold Coast, QLD: Office of Learning and Teaching, Bond University.
Study: An Enriched Multimedia eBook Application to Facilitate Learning
of Anatomy

18. Birt, J. (2012). Effective and engaging curriculum that challenges and motivates visual arts and design students in today's knowledge economy. In K. Wood,
D. Knight, & S. Kinash (Eds.). Scholarship of Teaching and Learning @ Bond, Volume 2 (pp. 160-167). Gold Coast, Queensland: Office of Teaching and
Learning, Bond University.
Birt, J. & Hovorka, D.S. (2014) Effect of mixed media visualization on learner perceptions, Proceedings of the 25th Australasian Conference on Information
Systems, AUT, Auckland, New Zealand, December 2014.
Birt, J. (2014). Mixed media visualization effect on student perceptions and learning outcomes. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and
Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 514-518).
Birt, J. (2014). For improving student learning and engagement through practical juxtaposition of art and science in multimedia education. Australian Office of
Learning and Teaching National Citation for Outstanding Contributions to Student Learning.
Study: The Effect of Comparative Mixed Reality on Student
Perceptions and Learning Outcomes

19. Birt, J., Hovorka, D., & Nelson, J. (2015). Interdisciplinary Translation of Comparative Visualization. 26th Australasian Conference on Information Systems,
Adelaide, Australia, December 2015. Best paper award.
Birt, J., Nelson, J., & Hovorka, D. (2015). Towards a Pedagogy of Comparative Visualization in 3D Design Disciplines. In T. Reiners, B.R. von Konsky, D.
Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected, digitally enabled. Proceedings ascilite 2015 in Perth (pp. CP:32-CP:36).
Study: Interdisciplinary Translation of Comparative Mixed
Reality Visualization
Traditional Teaching Method

20. Study: Augmenting Distance Education Skills Development in
Paramedic Science Through Mixed Reality Visualisations
Cowling, M., Moore, E., & Birt, J. (2015). Augmenting distance education skills development in paramedic science through mixed media visualisation. Paper
presented at the combined21st European Concurrent Engineering Conference, 11th Future Business Technology Conference, 19th Annual Euromedia
Conference. 27-29 April, 2015. Lisbon, Portugal. Available at: http://works.bepress.com/james_birt/21
Cowling, M. A., Birt. J. & Moore, E. (2015, October) Using 3D Printed Tools and an Augmented Reality Smartphone App to Enhance Paramedic Skill
Development. Poster session presented at Council of Ambulance Authorities Conference, Melbourne, Australia.
Moore, E., Cowling, M., & Birt, J. (2014, December) Exploring Possibilities in 3D Printing for Paramedic Science. Poster session presented at 4th ACU Simulation
in Health Education Showcase, Brisbane, Queensland
Moore, E., Cowling, M. A. & Birt. J. (2015, October) Improving Skill Development for Paramedics through Mixed Media Visualisation via 3D Printing and an
Augmented Reality App. Poster session presented at Paramedics Australasia International Conference, Adelaide, Australia.
YouTube - Playlist
Traditional Teaching Method

21. Cowling, M. & Birt, J. (2015). Teaching Complex Theoretical Multi-Step Problems in ICT Networking through 3D Printing and Augmented Reality. In T. Reiners,
B.R. von Konsky, D. Gibson, V. Chang, L. Irving, & K. Clarke (Eds.), Globally connected, digitally enabled. Proceedings ascilite 2015 in Perth (pp. CP:62-CP:66).
Best concise paper award.
Study: Teaching Complex Theoretical Multi-Step Problems in ICT Networking
Through Physical Manipulation and Augmented Reality
youtu.be/0pHJWjG4-aQ
Traditional Teaching Method

22. 22

23. Learners
Simulation/
Visualisation
Pedagogy
Accreditation
IndustryHigher
Education
Learning
Management
System

24. Learners
Simulation/
Visualisation
Pedagogy
Accreditation
IndustryHigher
Education
Learning
Management
System
Analytics +
Evidence
 Connections

25. Learners
Simulation/
Visualisation
Pedagogy
Accreditation
IndustryHigher
Education
Learning
Management
System
• Blending formal and informal learning
• Improving digital literacy
• Personalising learning
• Balancing connected and unconnected lives
• Education relevance
• Measuring learning
• Using researched learning designs
• Redesigning learning spaces
• Deeper learning
• Advancing culture of innovation
• Rethinking how we work
• BYOD – adaptive learning
• Augmented and virtual reality
(Horizon Report 2016 et al.)
& Objective of Mixed Reality Research

26. Prototype Example HeartMR
Mobile BYOD Mixed Reality simulation with data analytics transfer
26