Downloaded 26 times
Uploaded byDerek Wenmoth
Loop Ed keynote
The document discusses how rapid technological change is impacting the future of work and education. It notes that skills like problem solving, critical thinking and collaboration will be increasingly important as automation eliminates many routine jobs. The author argues that schools must change their approach to prepare students for this uncertain future, through personalized learning, integrating disciplines, involving businesses and assessing skills beyond academics. Teachers will need support to evolve their roles and schools may operate more like networks with flexible, collaborative models.
More Related Content
![[Challenge:Future] LOCAL TO GLOBAL](https://cdn.slidesharecdn.com/ss_thumbnails/challengefuture-local-to-global4768-130228023204-phpapp02-thumbnail.jpg?width=640&height=640&fit=bounds)
Loop Ed keynote
- 1. Future Shock? LoopED ConferenceKeynote Wellington, 2 June 2017 derek.wenmoth@core-ed.org @dwenmoth @LoopEd_Wgt #LoopEd17 http://www.wenmoth.net
- 2. Our changing world Ourworld is changing and changing rapidly. What must we do to prepare students for living and working in the 21st century? How must our schools and teachers change to meet these opportunities and challenges?
- 3. Future Shock •“Future shockis the shattering stress and disorientation that we induce in individuals by subjecting them to too much change in too short a time.” •Alvin Toffler
- 4. The Future… • Foodsupply • Water • Cryogenics • Nano-technology • Superdiversity • Human rights • Poverty • Religious intolerance
- 5. Sensors $350K six yearsago Less than $1000 today
- 6.
- 7.
- 8. $325,000 per kilo in2013 $12 per kilo in 2017 http://www.futurefood.org/in-vitro-meat/index_en.php
- 9.
- 10. Neural Lace •“…an ultra-thinmesh that can be implanted in the skull, forming a collection of electrodes capable of monitoring brain function. It creates an interface between the brain and the machine” http://www.techworld.com/big-data/what-is-neural-lace-3657074/
- 11.
- 12.
- 13. • In 2015Darrell West of the Brookings Institute wrote about the impact of emerging technologies on employment and public policy in which he cites computerized algorithms and artificial intelligence as key influencers of this change. https://www.brookings.edu/wp-content/uploads/2016/06/robotwork.pdf
- 14. • “Economists maybe underestimating how fast the robots are coming. • Robots and intelligent machines threaten to replace workers in industries from finance to retail to haulage, with more than 15 million British jobs and 80 million in the U.S. lost to automation.” • BOE Chief Economist Andrew Haldane https://www.bloomberg.com/news/articles/2017-03-01/economists-may-be-underestimating- how-fast-the-robots-are-coming
- 15. • While automationwill eliminate very few occupations entirely in the next decade, it will affect portions of almost all jobs to a greater or lesser degree, depending on the type of work they entail. • Automation, now going beyond routine manufacturing activities, has the potential, as least with regard to its technical feasibility, to transform sectors such as healthcare and finance, which involve a substantial share of knowledge work. • McKinsey Quarterly, July 2016 http://www.mckinsey.com/business-functions/digital-mckinsey/our-insights/where-machines- could-replace-humans-and-where-they-cant-yet
- 16. • “The artificialintelligence revolution and its impact on the US workforce is not even on our radar screen… • …technology is still 50 to 100 years from displacing human jobs.” • US Treasury Secretary Steven Mnuchin http://m.nzherald.co.nz/technology/news/article.cfm?c_id=5&objectid=11825496
- 17. Future Shock •“Our technologicalpowers increase, but the side effects and potential hazards also escalate.” •Alvin Toffler
- 18. • What wouldschools look like? • How would they operate? • What would be the focus of the curriculum? • How would we organise the school day? • What would teachers do? • How would we assess learning? • What would be the role of digital technologies? • What would we do differently??? But what if all of this really is true?
- 19. Change in demandfor skills 35 40 45 50 55 60 65 70 1960 1970 1980 1990 2000 2006 2009 Routine manual Nonroutine manual Routine cognitive Nonroutine analytic Nonroutine interpersonal Mean task input in percentiles of 1960 task distribution 1960 1970 1980 1990 2000 2010 2020 Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the US Labor Market: An Update of Autor, Levy, and Murnane (2003)." MIT Mimeograph, June.
- 20. Top ten skills Source:Future of Jobs Report, 2016, World Economic Forum
- 21.
- 22. The current paceof technology change is not expected to slow, with increasing data use, high speed internet access and mobility being enhanced by new developments in artificial intelligence, robotics, genomics and synthetic products. These new advances will require rapid responses… https://itp.nz/files/2017%20Tech%20Manifesto.pdf
- 23.
- 24.
- 25.
- 26.
- 27. “We’re still workingwithin the same twentieth-century framework. The thinking hasn’t changed. It’s just couching what we’ve already done in much fancier production values. It looks cooler and more digitised, but the underlying educational objectives have not changed.” Dr. Jane Gilbert http://idealog.co.nz/etc/2015/03/educating-future-we-cant-imagine
- 28. “if we don’tchange the way we are teaching our young people, they will be staggeringly ill-prepared for the future.” Dr. Jane Gilbert http://idealog.co.nz/etc/2015/03/educating-future-we-cant-imagine
- 29. “If today’s problemsare to be solved, including developing an approach to education which prepares our 21st century students for today’s and tomorrow’s challenges - global uncertainty, accelerating change and unprecedented complexity - then we need to fundamentally change our ways of thinking.” Dr. Lesley Murrihy https://www.linkedin.com/pulse/transforming-our-schools-argument-evolving-ability-think-murrihy
- 30. Toffler’s vision forschools • Open 24 hours a day • Customized educational experience • Kids arrive at different times • Students begin their formalized schooling at different ages • Curriculum is integrated across disciplines • Non-teachers work with teachers • Teachers alternate working in schools and in business world • Local businesses have offices in the schools • Increased number of charter schools http://www.eduleadership.org/alvin-toffler-on-the-future-of-education/
- 31. Changing paradigms History 7000 BC3000 AD David Ronfeldt TIMN (Tribal, Institutional, Market, Network)
- 32. Changing nature ofeducation provision In the networked age, our education institutions must shift from the existing paradigm of operating in relative isolation (even competition) to being more collaborative and working as a node on an education network. Virtual learning services are expanding internationally, with the development of virtual schools in many countries.
- 33. The Loop hasmanaged to survive by redefining itself post-N4L as a collaborative professional learning community; previously it was more a provider of connectivity and technical solutions.
- 34. Thinking like anetwork • What do the nodes represent? (schools, students etc.) • What are the links that connect the nodes? (structural, relational etc.) • What is activity occurring across the network? (research, resource sharing, teaching, learning, community connections etc.) Activity (or comms)
- 35. Trust is key Source:jarche.com
- 36. Imagine… a learningcity?
- 38.