This document discusses the future of work and education in the context of emerging technologies. It notes that while STEM jobs currently make up 5.5% of the US workforce, technology impacts all jobs and disciplines. It advocates for career pathways as a systematic approach to education, training, and employment that includes multiple entry points and aligns programs across various systems. Implementing career pathways requires elements like partnerships, standards alignment, credit transfer agreements, and innovative teaching strategies to support students in obtaining in-demand skills and credentials.
2013, Cyber Social Studies, Next Level Global Education, & STEM+Humanities by...Jim "Brodie" Brazell
The Future is Here: Next Level Global Education and Social Studies Design Workshop, June 24-28. 2013. STEM+Humanities: A workshop for Teaching in a Time of Transition, World Affairs Council, Summer Institute on International Affairs, June 24-28. 2013.
This document provides an overview of a presentation on STEM 2.0 given by Jim Brazell. The presentation discusses transforming thinking around STEM education to better meet the needs of industry, education, the workforce and economic development. While STEM is a policy and education focus due to perceived talent shortages, the data shows that only about 5.5% of US jobs are STEM and half of those are in IT. Additionally, there is evidence that there is no overall shortage but an oversupply of college-educated STEM workers who cannot find jobs. The true issue appears to be a lack of scientific and technical competencies across many occupations, not just traditional STEM roles.
World Affairs Council, 2013, Summer Teacher Institute, Humanities and STEM
The Future is Here
Next Level Global Education and Social Studies Design Workshop
Teaching in a Time of Transition, World Affairs Council, Summer Institute on International Affairs, June 24-28. 2013
Texas Association of State Systems for Computing and Communications, The Future is Here: IT Prime Time, Jim Brazell, Venture Ramp, Inc.August 3-5, Houston, Westin Galleria, Final Speech
The document discusses the role of education, workforce development, and economic development collaboration in U.S. competitiveness. It notes that similar to how space was the platform for innovation in 1957, cyberspace now represents both an engine for innovation and a domain of warfare, terrorism, and crime. The integration of computers, networks, software, and machines into cyber physical systems has created a new generation of work requiring specialized knowledge and skills. While only 5.5% of U.S. jobs are classified as STEM, half of these are in network and information technology fields, which are growing rapidly. However, educational institutions struggle to meet the increasing demand for cybersecurity and other technology professionals.
Super Systems: The Role of Education, Workforce and Economic Development Coll...Jim "Brodie" Brazell
Texas Workforce Commission, November 29, 2012, Super Session Keynote, Jim Brazell, VentureRamp
Super Systems: The Role of Education, Workforce and Economic Development Collaboration in U.S. Competitiveness Texas Workforce Commission, Dallas, TX, November 28, 2012 - Jim Brazell explores the role of innovation and science, technology, engineering, and mathematics (STEM) in education, workforce, and economic development. Topics include (1) defining science, technology, engineering, and mathematics; (2) the structure of technology in the 21st century; and (3) emerging P-20 education practice with an emphasis of innovation and "transdiscipline." A speech 10 years in the making, illustrative of keen insight as a technology forecaster, Brazell delivers solid analysis about what is next in living, working, playing, and learning in the 21st Century.
This document discusses STEM education and innovation. It begins with a brief history of STEM-related events and organizations. It then discusses the importance of STEM jobs and integrating STEM with other fields like the arts. Examples are given of STEM integration initiatives across various industries and locations. The document argues that cultivating innovation requires organizing education beyond traditional academic disciplines and integrating fields like STEM, arts, health and computer technology. It provides examples of how different places are developing as innovation centers through cross-disciplinary work and public-private partnerships in areas like digital media.
2013, Cyber Social Studies, Next Level Global Education, & STEM+Humanities by...Jim "Brodie" Brazell
The Future is Here: Next Level Global Education and Social Studies Design Workshop, June 24-28. 2013. STEM+Humanities: A workshop for Teaching in a Time of Transition, World Affairs Council, Summer Institute on International Affairs, June 24-28. 2013.
This document provides an overview of a presentation on STEM 2.0 given by Jim Brazell. The presentation discusses transforming thinking around STEM education to better meet the needs of industry, education, the workforce and economic development. While STEM is a policy and education focus due to perceived talent shortages, the data shows that only about 5.5% of US jobs are STEM and half of those are in IT. Additionally, there is evidence that there is no overall shortage but an oversupply of college-educated STEM workers who cannot find jobs. The true issue appears to be a lack of scientific and technical competencies across many occupations, not just traditional STEM roles.
World Affairs Council, 2013, Summer Teacher Institute, Humanities and STEM
The Future is Here
Next Level Global Education and Social Studies Design Workshop
Teaching in a Time of Transition, World Affairs Council, Summer Institute on International Affairs, June 24-28. 2013
Texas Association of State Systems for Computing and Communications, The Future is Here: IT Prime Time, Jim Brazell, Venture Ramp, Inc.August 3-5, Houston, Westin Galleria, Final Speech
The document discusses the role of education, workforce development, and economic development collaboration in U.S. competitiveness. It notes that similar to how space was the platform for innovation in 1957, cyberspace now represents both an engine for innovation and a domain of warfare, terrorism, and crime. The integration of computers, networks, software, and machines into cyber physical systems has created a new generation of work requiring specialized knowledge and skills. While only 5.5% of U.S. jobs are classified as STEM, half of these are in network and information technology fields, which are growing rapidly. However, educational institutions struggle to meet the increasing demand for cybersecurity and other technology professionals.
Super Systems: The Role of Education, Workforce and Economic Development Coll...Jim "Brodie" Brazell
Texas Workforce Commission, November 29, 2012, Super Session Keynote, Jim Brazell, VentureRamp
Super Systems: The Role of Education, Workforce and Economic Development Collaboration in U.S. Competitiveness Texas Workforce Commission, Dallas, TX, November 28, 2012 - Jim Brazell explores the role of innovation and science, technology, engineering, and mathematics (STEM) in education, workforce, and economic development. Topics include (1) defining science, technology, engineering, and mathematics; (2) the structure of technology in the 21st century; and (3) emerging P-20 education practice with an emphasis of innovation and "transdiscipline." A speech 10 years in the making, illustrative of keen insight as a technology forecaster, Brazell delivers solid analysis about what is next in living, working, playing, and learning in the 21st Century.
This document discusses STEM education and innovation. It begins with a brief history of STEM-related events and organizations. It then discusses the importance of STEM jobs and integrating STEM with other fields like the arts. Examples are given of STEM integration initiatives across various industries and locations. The document argues that cultivating innovation requires organizing education beyond traditional academic disciplines and integrating fields like STEM, arts, health and computer technology. It provides examples of how different places are developing as innovation centers through cross-disciplinary work and public-private partnerships in areas like digital media.
Innovation Nation - Transformational Thinking about STEM, the Humanities, an...Jim "Brodie" Brazell
Innovation Nation - Transformational Thinking about STEM, the Humanities, and the Arts in the Community College
Del Mar Community College January 9, 2014
JIM BRAZELL
jimbrazell@ventureramp.com
Technological change is occurring at an exponential rather than linear rate according to Ray Kurzweil. Kurzweil argues that based on an analysis of history, we will see 20,000 years of progress in the 21st century at today's rate of technological change. The document discusses several "laws" that have governed exponential growth in particular technologies, such as Moore's Law for computing power and Cooper's Law for telecommunications. It also provides examples of emerging technologies like smart dust, capsule endoscopes, and biotronic devices. Convergence of nanotechnology, biotechnology, information technology, and cognitive science is fueling rapid technological progress.
The document discusses the need to shift education, including career and technical education (CTE), to better prepare students for 21st century jobs and the changing economy. It notes that over 95% of test questions require students to recall information, rather than think at higher levels. CTE classrooms aim to develop skills through applied, problem-based learning centered around real-world problems. The structure of CTE differs from traditional academics by utilizing andragogical teaching methods focused on self-directed, experience-based learning for students. The document advocates for greater integration of academic and CTE programs to develop students' problem-solving, critical thinking, and technical skills through transdisciplinary learning experiences.
In the last decade, technologies like adaptive learning, smartphones, learning analytics, OER, and MOOCs have been chipping away at the corners of traditional education. In the near future we'll be dealing with even more disruptive technologies like bots and artificial intelligence. Technology-enhanced learning is here to stay and it is altering formal education, like it or not. This is a guide to successfully navigating and thriving in this new world and preparing yourself, your students, and your institution for what is to come.
Within a very limited timeframe of only 20 years, the internet has upended entire industries from the ground up. Each and every industry will increasingly turn into a tech-industry with the dynamics of Moore's law at play. These exponential developments will only accelerate the pace of change. The questions posed to the economy and the very foundation of our society will be nothing short of earth-shattering.
The document discusses emerging technologies, jobs, and strategies for the Wichita MSA region. It notes the challenges of an aging workforce and the need for skilled workers in fields like aviation, manufacturing, healthcare, and energy. It highlights the growth of jobs requiring technical training and skills in areas like engineering, mechatronics, information technology, and advanced manufacturing. The document advocates for partnerships between education institutions and employers to ensure the workforce has the necessary skills and training to fill high-paying skilled jobs and support the region's economic competitiveness.
This is follow-up from the IBM Almaden Sept 27th meeting on "Regional Upward Spirals: The Co-Evolution of Future Technologies, Skills, Jobs, and Quality-of-Life"
This document discusses pathways to success in the 21st century and the future of work. It begins with a discussion of robots and their increasing roles in fields like agriculture, manufacturing, space exploration, and healthcare. It then discusses the need to cultivate innovation and innovators through approaches like transdisciplinary education that brings together different fields to solve real-world problems. Special emphasis is placed on integrating areas like networking, cybersecurity, simulations, health, energy and the environment with arts, science, technology and mathematics.
The document discusses the potential for using games and simulations for training purposes. It describes a proposed serious game where players take on the role of incident commanders or crisis responders responding to events and making choices that align with Department of Justice guidelines. The game would take place on a tactical map in the player's home county and require coordination and communication to be successful. Serious games could allow for widespread and affordable training, as full-scale training exercises are often unaffordable for many jurisdictions. The game aims to pierce the veil of play and support game-based constructive learning.
AI automation poses risks to certain jobs but will likely change jobs rather than eliminate all work. While some routine tasks can be automated, human skills remain crucial to performing complex jobs. Historically, automation has transformed rather than eliminated industries, raising living standards by reducing difficult and menial labor. Mitigating future impacts requires retraining workers and facilitating labor mobility between sectors.
The document discusses the changing nature of knowledge and skills needed in today's globalized world. It notes that past international test scores did not correlate strongly with later economic success and quality of life outcomes. Countries that scored higher on 1960s math and science tests tended to have lower GDP growth, productivity, democracy, and livability 40 years later compared to countries like the United States. It argues that non-cognitive skills like creativity, cross-cultural competence, and character are becoming increasingly important for both individuals and nations in the 21st century global economy.
The document discusses several challenges facing the future workforce, including an aging workforce in many industries, lack of skilled labor applicants, and declining numbers of students gaining necessary skills and education. It notes that over the next decade, most growing jobs will require postsecondary education or training, but demand is outpacing supply. This skills gap can be addressed by shifting education to better align with emerging fields like mechatronics that integrate skills from multiple STEM areas. Examples are given of STEM and career-focused high school programs that aim to prepare more students for in-demand technical careers.
This document discusses how STEM (science, technology, engineering, and mathematics) changes the type of schools needed. It notes that STEM jobs currently make up 5.5% of the US workforce but will grow. However, there is debate around whether there is truly a shortage of STEM workers or if current classifications are too narrow. The document advocates for a broader view of STEM that includes fields like health, technology, and the arts. It provides examples of schools and programs that take an integrated STEM approach combining fields.
The document discusses the history and future of innovation in San Antonio, Texas. It begins with a summary of San Antonio's role in aviation and space innovation dating back to the 1910s. It then discusses more recent developments including the founding of the US Air Force Academy in 1954, advances in cybersecurity and the activation of 24th Air Force in 2009 focused on cyber operations. The document envisions San Antonio's future role in emerging areas like biotechnology, cybersecurity and developing human capital to organize and produce innovation.
1) Ray Kurzweil argues that technological change is exponential rather than linear, so the 21st century will see 20,000 years of progress at today's rate rather than 100 years.
2) Convergence of nanoscience, biotech, information technology and cognitive science is driving rapid innovation.
3) The US faces shortages of 10-40 million workers by 2010-2015 due to retiring baby boomers and needs to increase graduates in STEM fields where other countries are outpacing it.
This paper sets out to review some of the key ways in which automation gets imagined – the sorts of cultural, economic and social forms of imagination that are drawn upon and generated when discussing how automation works and the kinds of future that may come as a result. The aim here is not to validate/invalidate particular narratives of automation – but instead to think about how they are produced and what they tell us about how we tell stories about what it means to be ‘human’, who/what has agency and what this may mean for how we think politically and spatially. To do this the concept of an ‘automative imagination’ is proposed as a means of articulating these different, sometimes competing – sometimes complementary, orientations towards automation.
This document summarizes three TEAMS (Technology, Engineering, Arts, Math and Science) sessions taking place on Friday and Saturday:
1. TEAMS Part 1 will discuss video games, virtual worlds and mixed reality from 11:30-12:30 on Friday.
2. TEAMS Part 2 will discuss connecting CTE, STEM and the arts from 2:30-3:30 on Friday.
3. TEAMS Part 3 will discuss preparing students for today's 3.0 world from 8:00-9:00 on Saturday.
Jim Brazell presents a prescient view on the future of computing at the Machine to Machine Computing Conference for M2M United in San Antonio, Texas in 2006. If you want a speaker who can show you the future today, there is one guy who has been nailing future trends for the past decade and his name is Jim Brazell. Learn more at www.ventureramp.com. Read his free technology forecast from the Texas State Technical College System on the same topic at: http://forecasting.tstc.edu/forecasts/m2m-the-wireless-revolution/
M2M is an acronym for Machine-to-Machine computing and both fourth generation and M2M involve networking physical, chemical, biological and neurological objects, systems and environments. Applications of M2M and fourth generation computing span virtually every industry and market. “The most compelling discovery of the report is the emergence of a fourth generation of computing defined as a system on a chip with a single platform for power, communications and computing.” says Jim Brazell, principal analyst.
Highlights of the forecast include recommendations to educators who wish to develop curricula and analysis of the global US$100 billion industry in 2005 forecast to grow to US $700 billion by 2010. The report describes M2M technologies, identifies the emerging and promising markets, and identifies the resources Texas can draw upon to play a leading role in this increasingly competitive arena. Based on more than 100 interviews and an M2M industry survey, as well as secondary sources, the report outlines human capital needs of M2M companies over the next three to five years, and how technical and community colleges can best meet those needs through targeted curricula and transdisciplinary learning environments. By anticipating workforce demands, college curriculum offerings can be a constructive force in attracting high-tech companies to the state and ensuring that existing high-tech companies continue to have appropriately skilled employees.
The document discusses how games, virtual worlds, and mixed reality are being used beyond just entertainment and are helping to organize innovation. These technologies are being used for training, education, and problem solving across various fields. They represent new ways of developing identity, community, and organizing human development and learning.
The document discusses a presentation given by Jim Brazell at the US Army Morale, Recreation and Welfare Annual Conference in Louisville, Kentucky in August 2006 about the Age of Science Nonfiction and the 5th World. It includes links to various websites related to topics like mobile phones, white house news, supercomputers, games, language learning software, military training simulations, and more.
This document discusses emerging technologies and their impact on student futures and jobs. It explores how technology is changing living, learning and working in the 21st century. The author envisions a future where students learn skills like coding, engineering, and arts through programs that blend subjects and expose them to innovation models. They provide examples of schools cultivating innovators through interdisciplinary STEM+arts programs and competitions that inspire passion for science, technology and problem solving.
Emerging.tech.strategies.stem education and economic transformationJim "Brodie" Brazell
This document discusses emerging technologies and strategies to promote education and economic transformation. It covers topics like STEM education, career readiness, integrating academics and technical skills, cultivating innovation, and organizing communities for transdisciplinary education and innovation through models like TEAMS. Examples are provided of programs integrating subjects like engineering and computer science into K-12 education to develop skills applicable to multiple career fields.
Innovation Nation - Transformational Thinking about STEM, the Humanities, an...Jim "Brodie" Brazell
Innovation Nation - Transformational Thinking about STEM, the Humanities, and the Arts in the Community College
Del Mar Community College January 9, 2014
JIM BRAZELL
jimbrazell@ventureramp.com
Technological change is occurring at an exponential rather than linear rate according to Ray Kurzweil. Kurzweil argues that based on an analysis of history, we will see 20,000 years of progress in the 21st century at today's rate of technological change. The document discusses several "laws" that have governed exponential growth in particular technologies, such as Moore's Law for computing power and Cooper's Law for telecommunications. It also provides examples of emerging technologies like smart dust, capsule endoscopes, and biotronic devices. Convergence of nanotechnology, biotechnology, information technology, and cognitive science is fueling rapid technological progress.
The document discusses the need to shift education, including career and technical education (CTE), to better prepare students for 21st century jobs and the changing economy. It notes that over 95% of test questions require students to recall information, rather than think at higher levels. CTE classrooms aim to develop skills through applied, problem-based learning centered around real-world problems. The structure of CTE differs from traditional academics by utilizing andragogical teaching methods focused on self-directed, experience-based learning for students. The document advocates for greater integration of academic and CTE programs to develop students' problem-solving, critical thinking, and technical skills through transdisciplinary learning experiences.
In the last decade, technologies like adaptive learning, smartphones, learning analytics, OER, and MOOCs have been chipping away at the corners of traditional education. In the near future we'll be dealing with even more disruptive technologies like bots and artificial intelligence. Technology-enhanced learning is here to stay and it is altering formal education, like it or not. This is a guide to successfully navigating and thriving in this new world and preparing yourself, your students, and your institution for what is to come.
Within a very limited timeframe of only 20 years, the internet has upended entire industries from the ground up. Each and every industry will increasingly turn into a tech-industry with the dynamics of Moore's law at play. These exponential developments will only accelerate the pace of change. The questions posed to the economy and the very foundation of our society will be nothing short of earth-shattering.
The document discusses emerging technologies, jobs, and strategies for the Wichita MSA region. It notes the challenges of an aging workforce and the need for skilled workers in fields like aviation, manufacturing, healthcare, and energy. It highlights the growth of jobs requiring technical training and skills in areas like engineering, mechatronics, information technology, and advanced manufacturing. The document advocates for partnerships between education institutions and employers to ensure the workforce has the necessary skills and training to fill high-paying skilled jobs and support the region's economic competitiveness.
This is follow-up from the IBM Almaden Sept 27th meeting on "Regional Upward Spirals: The Co-Evolution of Future Technologies, Skills, Jobs, and Quality-of-Life"
This document discusses pathways to success in the 21st century and the future of work. It begins with a discussion of robots and their increasing roles in fields like agriculture, manufacturing, space exploration, and healthcare. It then discusses the need to cultivate innovation and innovators through approaches like transdisciplinary education that brings together different fields to solve real-world problems. Special emphasis is placed on integrating areas like networking, cybersecurity, simulations, health, energy and the environment with arts, science, technology and mathematics.
The document discusses the potential for using games and simulations for training purposes. It describes a proposed serious game where players take on the role of incident commanders or crisis responders responding to events and making choices that align with Department of Justice guidelines. The game would take place on a tactical map in the player's home county and require coordination and communication to be successful. Serious games could allow for widespread and affordable training, as full-scale training exercises are often unaffordable for many jurisdictions. The game aims to pierce the veil of play and support game-based constructive learning.
AI automation poses risks to certain jobs but will likely change jobs rather than eliminate all work. While some routine tasks can be automated, human skills remain crucial to performing complex jobs. Historically, automation has transformed rather than eliminated industries, raising living standards by reducing difficult and menial labor. Mitigating future impacts requires retraining workers and facilitating labor mobility between sectors.
The document discusses the changing nature of knowledge and skills needed in today's globalized world. It notes that past international test scores did not correlate strongly with later economic success and quality of life outcomes. Countries that scored higher on 1960s math and science tests tended to have lower GDP growth, productivity, democracy, and livability 40 years later compared to countries like the United States. It argues that non-cognitive skills like creativity, cross-cultural competence, and character are becoming increasingly important for both individuals and nations in the 21st century global economy.
The document discusses several challenges facing the future workforce, including an aging workforce in many industries, lack of skilled labor applicants, and declining numbers of students gaining necessary skills and education. It notes that over the next decade, most growing jobs will require postsecondary education or training, but demand is outpacing supply. This skills gap can be addressed by shifting education to better align with emerging fields like mechatronics that integrate skills from multiple STEM areas. Examples are given of STEM and career-focused high school programs that aim to prepare more students for in-demand technical careers.
This document discusses how STEM (science, technology, engineering, and mathematics) changes the type of schools needed. It notes that STEM jobs currently make up 5.5% of the US workforce but will grow. However, there is debate around whether there is truly a shortage of STEM workers or if current classifications are too narrow. The document advocates for a broader view of STEM that includes fields like health, technology, and the arts. It provides examples of schools and programs that take an integrated STEM approach combining fields.
The document discusses the history and future of innovation in San Antonio, Texas. It begins with a summary of San Antonio's role in aviation and space innovation dating back to the 1910s. It then discusses more recent developments including the founding of the US Air Force Academy in 1954, advances in cybersecurity and the activation of 24th Air Force in 2009 focused on cyber operations. The document envisions San Antonio's future role in emerging areas like biotechnology, cybersecurity and developing human capital to organize and produce innovation.
1) Ray Kurzweil argues that technological change is exponential rather than linear, so the 21st century will see 20,000 years of progress at today's rate rather than 100 years.
2) Convergence of nanoscience, biotech, information technology and cognitive science is driving rapid innovation.
3) The US faces shortages of 10-40 million workers by 2010-2015 due to retiring baby boomers and needs to increase graduates in STEM fields where other countries are outpacing it.
This paper sets out to review some of the key ways in which automation gets imagined – the sorts of cultural, economic and social forms of imagination that are drawn upon and generated when discussing how automation works and the kinds of future that may come as a result. The aim here is not to validate/invalidate particular narratives of automation – but instead to think about how they are produced and what they tell us about how we tell stories about what it means to be ‘human’, who/what has agency and what this may mean for how we think politically and spatially. To do this the concept of an ‘automative imagination’ is proposed as a means of articulating these different, sometimes competing – sometimes complementary, orientations towards automation.
This document summarizes three TEAMS (Technology, Engineering, Arts, Math and Science) sessions taking place on Friday and Saturday:
1. TEAMS Part 1 will discuss video games, virtual worlds and mixed reality from 11:30-12:30 on Friday.
2. TEAMS Part 2 will discuss connecting CTE, STEM and the arts from 2:30-3:30 on Friday.
3. TEAMS Part 3 will discuss preparing students for today's 3.0 world from 8:00-9:00 on Saturday.
Jim Brazell presents a prescient view on the future of computing at the Machine to Machine Computing Conference for M2M United in San Antonio, Texas in 2006. If you want a speaker who can show you the future today, there is one guy who has been nailing future trends for the past decade and his name is Jim Brazell. Learn more at www.ventureramp.com. Read his free technology forecast from the Texas State Technical College System on the same topic at: http://forecasting.tstc.edu/forecasts/m2m-the-wireless-revolution/
M2M is an acronym for Machine-to-Machine computing and both fourth generation and M2M involve networking physical, chemical, biological and neurological objects, systems and environments. Applications of M2M and fourth generation computing span virtually every industry and market. “The most compelling discovery of the report is the emergence of a fourth generation of computing defined as a system on a chip with a single platform for power, communications and computing.” says Jim Brazell, principal analyst.
Highlights of the forecast include recommendations to educators who wish to develop curricula and analysis of the global US$100 billion industry in 2005 forecast to grow to US $700 billion by 2010. The report describes M2M technologies, identifies the emerging and promising markets, and identifies the resources Texas can draw upon to play a leading role in this increasingly competitive arena. Based on more than 100 interviews and an M2M industry survey, as well as secondary sources, the report outlines human capital needs of M2M companies over the next three to five years, and how technical and community colleges can best meet those needs through targeted curricula and transdisciplinary learning environments. By anticipating workforce demands, college curriculum offerings can be a constructive force in attracting high-tech companies to the state and ensuring that existing high-tech companies continue to have appropriately skilled employees.
The document discusses how games, virtual worlds, and mixed reality are being used beyond just entertainment and are helping to organize innovation. These technologies are being used for training, education, and problem solving across various fields. They represent new ways of developing identity, community, and organizing human development and learning.
The document discusses a presentation given by Jim Brazell at the US Army Morale, Recreation and Welfare Annual Conference in Louisville, Kentucky in August 2006 about the Age of Science Nonfiction and the 5th World. It includes links to various websites related to topics like mobile phones, white house news, supercomputers, games, language learning software, military training simulations, and more.
This document discusses emerging technologies and their impact on student futures and jobs. It explores how technology is changing living, learning and working in the 21st century. The author envisions a future where students learn skills like coding, engineering, and arts through programs that blend subjects and expose them to innovation models. They provide examples of schools cultivating innovators through interdisciplinary STEM+arts programs and competitions that inspire passion for science, technology and problem solving.
Emerging.tech.strategies.stem education and economic transformationJim "Brodie" Brazell
This document discusses emerging technologies and strategies to promote education and economic transformation. It covers topics like STEM education, career readiness, integrating academics and technical skills, cultivating innovation, and organizing communities for transdisciplinary education and innovation through models like TEAMS. Examples are provided of programs integrating subjects like engineering and computer science into K-12 education to develop skills applicable to multiple career fields.
This document discusses emerging technologies and their impact on education and the nature of work. It notes that technological progress is exponential, meaning we will see more change in the next two decades than in the last century. It explores how fields like biotechnology, nanotechnology and neuroscience are converging ("neuro nano bioinfo") and changing industries. It suggests education must shift to help students develop skills for transdisciplinary, high-tech jobs of the future.
This document summarizes research on using virtual reality simulations for training. It discusses two projects:
1) A project at Vienna University of Technology where players operate track switches and adjust train speeds in a virtual environment to prevent train collisions.
2) A project using mixed realities to expand embedded training potential by providing integrated training anywhere through advances in tracking, rendering, and scenario delivery. This allows constructive simulation, after action review, and command/control visualization.
The document discusses trends in education and skills needed for the future. It notes that the rate of technological progress is doubling every decade, placing pressure on education to change. Several quotes discuss issues like hidden poverty on Maui, the need for a high-tech workforce, and how post-industrialization has increased demands on math education. The key 21st century issues are identified as war, environmental problems, globalization, population growth, and competitiveness. Integrating STEM, CTE, and academics is discussed as important for preparing students for college and careers.
This document discusses the importance of STEM and integrating academic and career technical education. It notes that the fundamental question of the 21st century is how to organize and produce innovation. It emphasizes that the key missing literacy is transdisciplinarity and discusses the need to apply problem solving to real world knowledge.
This document discusses emerging technologies and their impact on workforce education. It provides examples of how Texas State Technical College (TSTC) is addressing technological convergence through new programs in areas like computer forensics, hybrid vehicles, fuel cells, and digital games. TSTC publishes reports on these emerging technologies to help guide new curriculum development. The document also discusses leaders in science and technology economic development and potential K-12 educational solutions, like transdisciplinarity.
The document discusses trends placing pressure on American industry and education to change, including increasing globalization, rapid changes in science and technology, and demographic shifts. It notes that skills and knowledge in STEM fields are merging, requiring workers and learners to be multi-disciplinary. Examples are provided of technical jobs in various industries that require integrated mechanical, electronic, hydraulic, and pneumatic skills. The document advocates for academic mergers across STEM disciplines and between academic and technical education to prepare students for in-demand jobs in areas like engineering, health care, advanced manufacturing, and information technology.
This document provides a 21-step guide to converting a PowerPoint presentation into a video file that can be uploaded to YouTube. The steps include: (1) opening the PowerPoint file and saving each slide as a JPEG image, (2) importing the images into Windows Movie Maker, (3) arranging the slides in the timeline to create a movie, and (4) saving the finished movie file to upload online. Any transitions or animations used in the PowerPoint will not convert, so slides dependent on those effects should be reworked first. Optional steps allow adding audio and adjusting volume, transitions or other movie editing features.
This document highlights several innovations and innovators from San Antonio, Texas spanning from the late 1800s to present day. It discusses early innovations in healthcare and aviation in San Antonio, as well as pioneering work done at local universities and research institutions. Many innovators from San Antonio made breakthroughs in areas such as computer science, networking, biotechnology, and more. San Antonio has a long history of innovation and continues to produce innovators that impact various industries globally.
This document discusses STEM education and how to cultivate innovation. It provides examples of STEM jobs in various fields like aerospace, healthcare, and agriculture. It also discusses emerging technologies like robotics, 3D printing, and cyber-physical systems. The document advocates for integrating STEM subjects with arts and making education more transdisciplinary and applied to solve real-world problems.
The document discusses the rise of transdisciplinary fields and skills in the modern workforce. It notes that technological change is exponential, resulting in rapid progress. Jobs are becoming more specialized but also requiring cross-disciplinary skills. Examples are given of job mergers in fields like wind energy and digital forensics that integrate skills from multiple areas. Education must also become more integrated, with examples given of technical college programs combining areas like engineering, electronics and mechanics. Younger generations, especially those not affected by the digital divide, are already learning transdisciplinarily through activities like modifying video games and online communities of practice. Their skills in areas like remixing media could be harnessed to help create tomorrow's workforce.
This document discusses challenges and opportunities related to STEM workforce development for national security. It references a 2010 conference focused on materials science and engineering workforce needs for the 21st century. The document highlights the importance of a unified approach to STEM education that integrates technical, scientific, mathematical and classical subjects like philosophy and history. It provides examples from the early U.S. space program of leaders who advocated for this integrated classical-technical education model, including Brigadier General Robert McDermott, the founding dean of the Air Force Academy, and General Bernard Schriever, known as the "Father" of the U.S. space and missile programs.
This document discusses key events and innovations in science, technology, and culture that have occurred in and around San Antonio, Texas over the past century. It mentions the first personal computer, Wi-Fi, largest telecom company in the US, sequencing the human genome, LASIK eye surgery, and the first US astronaut to walk in space. It then provides more details on aviation pioneers, early aerospace research facilities, development of integrated circuits, and growth of technology companies in San Antonio through the 20th and into the 21st century.
5th World and Texas Clusters Michael Bettersworth & Jim BrazellJim "Brodie" Brazell
The document discusses emerging technologies and their impact on education and workforce development. It highlights Ray Kurzweil's work on exponential technological growth and the need for educational institutions to develop more responsive curricula aligned with industry needs. Examples are provided of new technologies like digital forensics, hybrid vehicles, and wind turbines that require new skills and more interdisciplinary education. The importance of partnerships between education and industry is emphasized to help develop resources and prepare students for evolving job requirements.
This document provides an overview of a presentation on STEM 2.0 given by Jim Brazell. The presentation discusses transforming thinking around STEM for various practitioners. It questions whether there is truly a STEM workforce shortage and explores how technological shifts are changing the economy and implications for workforce development, education and industry. The presentation also examines how education should respond to these changes.
The document discusses the role of education, workforce development, and economic collaboration in U.S. competitiveness. It notes that while STEM jobs currently make up about 5.5% of the U.S. workforce, demand is growing faster than average. Specifically, network and information technology jobs, which account for about half of all STEM jobs, are projected to grow substantially. However, U.S. educational institutions are struggling to produce enough graduates to meet this rising demand for cybersecurity and other technology-related professionals. Effective collaboration between education, workforce programs, and economic development is key to enabling continued innovation and competitiveness.
The document discusses the role of education, workforce development, and economic collaboration in U.S. competitiveness. It notes that in the past, such as in the late 19th century, commissions recognized the need for education systems to meet the demands of industrial and technological changes. Today, technologies like cyber-physical systems that integrate computing and physical processes are transforming work. Skilled roles at the intersection of multiple fields, like mechanics and IT, are emerging. Education and training programs must adapt to cultivate workers with specialized and systems-level skills needed for innovation in emerging fields.
The document discusses the role of education, workforce development, and economic development collaboration in U.S. competitiveness. It notes that similar to how space was the platform for innovation in 1957, cyberspace now represents both an opportunity and challenge as the new domain for work, education, and economic development given the rise of cyber physical systems. The integration of computers, networks, software, and machines has given birth to new types of work and skills that require education and training pathways to cultivate innovation and innovators for the future.
A Glimpse of the Future, Laramie Community College 5.17.2011Jim "Brodie" Brazell
This document discusses glimpses of the future across many domains including education, the workforce, technology, and innovation. It explores how fields like STEM, the arts, cybersecurity, robotics, and healthcare may evolve and influence one another. It also examines strategies for cultivating innovation through K-12 education, technical colleges, universities, and public-private partnerships.
This document discusses various topics related to innovation including education, technology, jobs, and the future. It provides examples of how fields like robotics, gaming, and cybersecurity are cultivating innovators. It also addresses challenges like declining interest in STEM fields and the need to better integrate disciplines to solve real-world problems. Overall, the document advocates developing innovation models that span education, industry, and the public/non-profit sectors to ensure economic competitiveness and growth.
This document discusses emerging technologies and strategies for jobs, education, and communities. It covers topics like STEM education, globalization, innovation, transdisciplinarity, and the future of technology. The key question presented is how we can organize to produce innovation and innovators for the 21st century. A variety of views and examples are provided relating to forecasting technology, mixed reality, mobile devices surpassing PCs, and the importance of interdisciplinary learning.
The document discusses the need to change pedagogy and schooling to better prepare students for the 21st century. It notes that the world is becoming increasingly globalized and interconnected due to technologies like mobile devices. It argues that learning needs to focus on personalization, networking, collaboration, learning in context and using technologies like mobile devices. Schools need to help students learn in an unpredictable environment. The document provides references for further information on related topics.
Evaluation of technology, trade, and inclusive development: Chinese experiencesAkhilesh Chandra Prabhakar
The present study begins by surveying, broadly supports the assertion that technology, trade, sustainability and
development-led globalization is the path in the Chinese context not adequately paid to attention except with very few
original or significant contributions. This research examines the existing pattern in the areas of trade, technology,
investment with a view to locate in the development context in the era of globalization. This study also investigates
theories of trade, technology movement under capitalist paradigm along with the empirical one. The survey broadly
supports the frequent, through usually undocumented, assertion that China’s socialist market paradigm was not
different from the capitalist mode of production as tended to neglect and to which they had made few if any original or
significant contributions. Alongside, this study used secondary data and analyzed, where the results confirmed that
foreign direct investment (FDI), trade and economic growth indicated the presence of long-run sustainable equilibrium
relationship between them but created income inequality gap widely among people. It is, thus, important for
policymakers to remove obstacles and improve the respective absorptive capacity in order to reap maximized positive
inclusive development with equality basis.
This document summarizes a research paper on China's experiences with technology, trade, and inclusive development in the context of globalization. The research examined China's patterns of trade, technology, and investment to analyze their impact on development. It found that while foreign direct investment, trade, and economic growth were in long-run equilibrium, they also created a wide income inequality gap. The researchers conclude it is important for policymakers to address obstacles and improve absorptive capacity to maximize inclusive development and equality.
The Future is Here: The Impact of Data on Society and Our Daily LivesJim "Brodie" Brazell
The Future is Here: The Impact of Data on Society and Our Daily Lives
Wearable Computers
Robots
Video Games
Philadelphia Department of Education, Data Summit, Lancaster, PA, May 18, 2014, Keynote Jim Brazell Ventureramp.com
Facing the future of technology and learning mizzou jan 2022Maria H. Andersen
The document discusses how technology and the amount of data and information in the world is rapidly changing. It notes that smartphones have transformed how people live and work in just one decade. It also discusses how artificial intelligence and automation may disrupt many jobs and careers. The document argues that curriculum in higher education needs to change and adapt to better prepare students for this changing environment by focusing less on memorization, allowing for more flexible expertise, and enabling students to upgrade their skills more quickly for new careers.
The document discusses the implications of STEM education for K-12 schools and school board leaders. It argues that STEM is as fundamental to 21st century education as the humanities were in the 20th century. Emerging K-12 STEM practice emphasizes applied, hands-on learning in addition to traditional academics. This pedagogical shift integrates subjects like engineering, computer science, and career technical education with liberal arts. The document provides examples of STEM programs from schools around the world and argues that STEM must be adapted to local cultures and communities to be effective.
National School Boards Association, STEM 2.0: Transformational Thinking About...Jim "Brodie" Brazell
STEM 2.0: Transformational Thinking About STEM for School Leaders
Join technology forecaster and international consultant Jim Brazell as he offers a conceptual framework designed to help school board members understand STEM as it relates to educational transformation through innovation. Hear about successful districts and model programs that have embraced STEM and get a glimpse of the emerging trends that should inform the nature of any district’s future STEM strategies. Gain a deeper understanding of how these innovative STEM programs are transforming learning, impacting future careers, and contributing to economic development in their communities. Recorded Wednesday, January 15, 2014 - See more at: http://www.nsba.org/Services/National-Connection/Meet-the-Experts#sthash.MRtQSFdI.dpuf
Meet the Experts brings the nation’s leading thinkers on cutting-edge innovations and trends in education to the home, desktop and board room of America’s school boards. During live webinar broadcasts, board members can interact with leading speakers and thinkers who are changing the educational landscape in our country today. The online library of Meet the Experts Archived presentations will provide access to insights on education innovation 24/7. This exclusive resource will Includes 8-10 web broadcasts annually which are available to the board, superintendent and staff of subscribing districts.
- See more at: http://www.nsba.org/Services/National-Connection/Meet-the-Experts#sthash.MRtQSFdI.dpuf
Facing the Future of Technology and Learning OLC Nov 2020Maria H. Andersen
In the last decade, innovations like adaptive learning, smartphones, learning analytics, OER, and MOOCs have been chipping away at the corners of traditional education. Then came COVID-19, causing a rapid acceleration of the adoption of these kinds of technology and new pedagogies in under a month. The next wave of disruption to higher ed will not come from more technology to incorporate into teaching, but will be caused by the existence of advanced technology in the workforce. The existence of technology like AI will force us to alter the content we teach, how we assess, and how we design programs, modalities, and curriculum in order to stay relevant as educational institutions.
The document discusses opportunities and challenges for homeland security and policing in an era of accelerating change. It notes that many areas like technology, globalization, and innovation are accelerating rapidly while others remain constant. It argues that managing globalization and shrinking the "non-integrating gap" between connected and disconnected parts of the world will be important strategic priorities for security.
STEM 2.0: Transformational Thinking about STEM for School Board Members, Dec....Jim "Brodie" Brazell
STEM 2.0: Transformational Thinking for School Leaders
Jim Brazell, president, VentureRamp Inc.
Join technology forecaster Jim Brazell as he offers a conceptual framework designed to help school board members understand STEM (Science, Technology, Engineering, Mathematics) as it relates to educational transformation. Hear about successful districts that have embraced STEM as a way to transform the whole school experience by focusing on the integration of traditional education with contemporary tools and techniques. Brazell will explore how this movement toward innovation practice is the basis for transforming teaching, learning and leading in schools.
You’ll leave with a greater perspective of STEM that clarifies the why and the how of school transformation, as well as tools for thinking about STEM as a basis for innovation in your own district.
student dialogue
Following his keynote, Brazell will engage students in a dialogue about STEM.
Jim Brazell has two decades of experience in education, technology and business innovation. As president of VentureRamp Inc., he serves entrepreneurial, industrial, academic and government clients globally. A social forecaster and technology strategist, Jim focuses on innovation and change in 21st century education, work and economic development. He has led innovation projects and design initiatives for think tanks, corporations and schools across the nation. In 2012, he was recognized by the Society for Design and Process Science, and was recognized in 2011 by Time Warner as a STEM Champion for Advocacy of STEM+ARTS.
http://www.casb.org/event/casb-annual-convention/general_sessions
CASB is proud to provide the highest quality educational leadership for boards of education in Colorado. Our 73rd Annual Convention, Dec. 5–8 at The Broadmoor in Colorado Springs, is an intensive four-day learning and networking experience bringing together more than 1,000 board members, school district leaders and content experts.
Our focus this year is on helping school boards and superintendents build upon a foundation of leadership excellence. Whether you’re a new board member looking for special programs geared just for you, or a veteran board member wanting to further strengthen and enhance your skills, the CASB Annual Convention is THE best opportunity for you to learn, connect, grow and get inspired.
Nearly 1,000 school board members, superintendents, education leaders and students representing 159 districts joined us in Colorado Springs Dec. 5-8 to take part in dozens of educational sessions, a buzzing exhibit hall and invaluable networking opportunities.
Jim Brazell, president of VentureRamp Inc., delivered the third general session keynote on STEM 2.0 and transformational thinking for school leaders, followed by a dialogue with student leaders. Saturday's distinguished speakers covered some of today's most compelling topics in Colorado education - from graduation guidelines to Common Core.
The document discusses several key themes and forces of change impacting higher education in the 21st century, including:
1. The exponential growth of new knowledge and how knowledge is doubling every 12-13 months due to advances in technology.
2. Globalization and how it has increased collaboration and competition across borders in the knowledge economy.
3. Changes in the workplace toward more collaborative, non-routine jobs requiring skills like problem-solving, communication, and lifelong learning.
4. Forces of change on universities include changing societal needs, financial pressures, advancing technologies, and market forces requiring universities to adapt their models for the digital age.
300 Years in the Making: How San Antonio Developed the Foundation for a Thriv...Jim "Brodie" Brazell
San Antonio has a 300-year history of innovation in science, technology and defense that helped establish the foundation for its thriving cybersecurity ecosystem. Key events include the establishment of the US Air Force Security Service in 1947 which grew to 7,500 cleared cyber personnel today, and Cisco acquiring San Antonio-based WheelGroup in 1998 which expanded their network security products. This long history has cultivated cyber talent through organizations like the UTSA Center for Infrastructure and Security and competitions like CyberPatriot, positioning San Antonio as a major hub for cybersecurity known as "Cyber City USA".
This document discusses STEM education and jobs. It provides definitions and perspectives on what constitutes STEM from different viewpoints. It also discusses the current state of K-12 STEM education and provides a model for integrating classical and contemporary subjects to promote innovation through education.
Ed net insight | stem: mainstreaming career and technical education (cte)Jim "Brodie" Brazell
Jim Brazell, CEO and Founder, ventureRAMP, Inc. — Friday, March 12, 2010
Fueled by Washington’s focus on STEM (science, technology, engineering and math) and U.S. competitiveness, Career and Technical Education (CTE) is emerging as a platform for systemic education reform in Texas, New York, California, Florida, Maryland, Ohio, Pennsylvania, Michigan, Georgia, North Carolina, Kansas, and Arizona. The implication for the educational technology and publishing industry is a wave of change enabling educational technology and textbook budgets to include CTE curricula and infrastructure. The rise of STEM broadens the definition of educational technology to support high-technology “shop” classes and broadens the market for kits, labs, simulations, and software and “hands-on” projects in K-12 schools.
This document discusses STEM education and jobs. It provides definitions and perspectives on what constitutes STEM from different viewpoints. It also discusses the current state of K-12 STEM education and provides a model for integrating classical and contemporary subjects to promote innovation through education.
Emerging Technologies Encore: STEM: Mainstreaming Career and Technical Educa...Jim "Brodie" Brazell
Presenter: Jim Brazell, Technology Forecaster, Public Speaker, and Strategist, Radical Platypus group and the Thornburg Center for Professional Development.
Fueled by Washington’s focus on STEM (science, technology, engineering and math) and U.S. competitiveness, Career and Technical Education (CTE) is emerging as a platform for systemic education reform. Attend this session to learn about trends in emerging technologies driving workforce and educational change in high schools, community colleges and universities. Learn about the key requirement for multi-skill technicians and technologists in diverse industries including green energy, manufacturing, cyber security, digital media, construction, home technology integration, healthcare and science and technology research and development. This interactive lecture and discussion about CTE-based educational transformation will include topics such as: Science, Technology, Engineering and Mathematics (STEM); Career and Technical Education (CTE); STEAM (STEM and Arts Integration); Cyber Security; Mechatronics; Robotics; Information Technology; Serious Games; and Modeling, Simulation and Training.
The Future is Here - San Antonio--world class innovation since 1745Jim "Brodie" Brazell
The document discusses the history of innovation in San Antonio, Texas from 1745 to present day. It highlights how San Antonio utilized its river and Edwards Aquifer as a source of fresh water for over 11,000 years, establishing one of the first municipal water distribution systems in North America in 1761 using irrigation canals. The mathematics of hydraulics transformed the landscape and supported the growth of San Antonio into a major city, highlighting the importance of water resources to the city's history of innovation.
The Future is Here - San Antonio--world class innovation since 1745
WHAT IS STEM? STEM is CORE4 transforming existing situations to preferred situation.
This media is an visual arts and oratory exposition celebrating Core4, STEM—science, technology, engineering, and mathematics. The production is a public service to the City and it’s future leaders delivered as a visual and oratory presented to 1800 Middle School boys from the Alamo City, November 18, 2015.
All copyrights and imagery are owned by 3rd parties, garnered from open source media on the Internet for this artistic oratory production.
By Jim Brazell, Ventureramp.com
The Citadel, Sputnik Moment – The Role of STEM, Humanities and Arts in US Com...Jim "Brodie" Brazell
The Citadel, Sputnik Moment – The Role of STEM, Humanities and Arts in US Competitiveness, How the future works today. February 2, 2011, Keynote for Citadel Faculty and Cadets, THE SOUTH CAROLINA SPEECHES, JIM BRAZELL more at ventureramp.com. Online slides: http://bit.ly/1JI8kuD
The Future is Here, Butler Community College, Butler and Wichita, Kansas, Feb...Jim "Brodie" Brazell
The document discusses challenges and opportunities related to workforce development and STEM education. It notes that many current and future jobs will require multi-disciplinary skills in areas like mechatronics, biotechnology, and health careers. Employers emphasize the need for problem-solving, computer skills, and hands-on applied learning in addition to theoretical knowledge. The document also highlights examples of high-paying career opportunities for skilled workers in fields like aerospace manufacturing, wind energy, and chemical technology.
8.27.2014, Robot World: How Cyber Physical Systems are Changing Human-Machine...Jim "Brodie" Brazell
Robot World: How Cyber Physical Systems are Changing Human-Machine Operations, International Society for Performance Improvement, Founding Chapter, San Antonio, TX, August 27, 2014
From STEM to TEAMS a US educational innovation strategy which unifies the hou...Jim "Brodie" Brazell
PETITION TO RE-ESTABLISH CTE-TECH-PREP-RPOS FUNDING OF $100M to $380M, IN THE PROPOSED 2015 STEM BUDGET CAPTURED BY OSTP
Sign Petition at White House -
https://petitions.whitehouse.gov/petition/re-establish-discreet-tech-prep-budget-amount-100m-380m-ostp-stem-budget-38b/y6MQQFLz
MARCH 29, 2014, SAN ANTONIO, TX: A SPUTNIK MOMENT FOR U.S. STEM. EDUCATION AND WHITE HOUSE OFFICE OF SCIENCE AND TECHNOLOGY POLICY - Robin hood movement seeks equity and adequacy in funding from White house for CTE-TECH PREP Rigorous Programs of Study (R-POS) for the Nation’s P-20 education students & adults from White House.
At issue, contrary to OSTP’s Open Government Plan, public comments and specifically supporting enclosures related to the role of Career and Technical Education (formally, vocational education) in science, technology, engineering, and mathematics (STEM) were ignored and not appropriately incorporated into the public record by the White House Office of Science and Technology Policy (OSTP), President’s Council of Advisors on Science and Technology (PCAST). Although delivered as parcel to the OSTP call for public comments, RE: PCAST STEM Meeting 10.22-23, 2009, Two Minute Public Comment Letter, the following items submitted by Brazell, et. al., were not included by OSTP-PCAST in the public record:
1) Co-author’s were redacted from the letter sent to PCAST;
2) The white paper delivered in the same document as the three minute testimony letter was redacted, while other’s giving testimony reflect their white papers and related research references in the PCAST public record;
3) 570 pages of powerpoint slides including research on select TECH PREP model CTE programs were not appropriately submitted to the public record including a) From STEM to TEAMS a US educational innovation strategy which unifies the houses of academia, vocational learning and the arts and b) US TEAMS Economic Development, S&T R&D, Workforce and Education Strategy for STEM, IT and Arts, A/V Technology and Communications Clusters; and,
4) Jim white paper is not reflected in the record, What is next long term growth strategy to face the financial crisis? Transdisciplinary places, industries, technologies, work and education.
The public record includes letters submitted to PCAST including Jim’s redacted response. By comparison, Jim’s original letter includes a list of supporters and editors, a draft white paper written for the committee in one (1) week with academic references, and the items above referenced within the Public Comments submitted to PCAST.
Full document:
https://dl.dropboxusercontent.com/u/32034593/Sputnik_Moment_OSTP_STEM_TECHPREP.docx
US TEAMS Economic Development, S&T R&D, Workforce and Education Strategy for ...Jim "Brodie" Brazell
This document discusses strategies for economic development, science and technology research and development (R&D), workforce development, and education for STEM, IT, and arts/audiovisual technology and communications clusters. It references the importance of preparing students in K-12 for future jobs that require skills in science, technology, engineering, and math. Examples are provided of modeling, simulation, and gaming being applied across different fields like healthcare, defense, and digital learning. The potential for games and game technologies to be used beyond entertainment is also discussed.
This document discusses the need to improve science, technology, engineering, and math (STEM) education in the United States. It notes that changing workforce needs mean students will require more sophisticated skills in STEM subjects. Several trends are driving changes in education and work, including global science and technology advancements, demographic shifts, and concerns about competitiveness similar to those following the Soviet launch of Sputnik. The document discusses strategies for merging academic, technical, and workforce education to better prepare students for life, work, and continued learning. Examples of emerging models include integrating liberal arts, STEM, and career technical education.
This document discusses emerging technologies and their implications for future jobs and skills. It begins by describing miniaturized smart dust devices being developed at Berkeley as small as 11.7 mm3 and 6.6 mm3. It then discusses how the rate of technological progress is doubling every decade, meaning a century of progress will occur over the next 25 years. The document outlines how fields like biomedicine, nanotechnology and information technology are converging and creating new types of jobs that require integrated skills from multiple domains. It provides several examples of new career opportunities and wages in areas like allied health, renewable energy, and advanced manufacturing that combine technical skills with other areas like mechanics, electronics, and computing. The document advocates developing both strong academic
- The document discusses emerging technologies like nanotechnology, biotechnology, robotics and their implications for jobs and education.
- It presents strategies for schools to better prepare students for future jobs through mergers of STEM, CTE and liberal arts in integrated curricula.
- Models are discussed like Maryland's comprehensive high schools and TEAMS schools that blend academics, CTE and real-world applications through transdisciplinary approaches.
This document discusses emerging technologies, jobs, and strategies for education and workforce development. It describes how simulation and games can be used for healthcare training, disaster response, and other serious applications. It also outlines new types of high-skill jobs in areas like renewable energy, advanced manufacturing, and allied health, as well as strategies for K-12 and post-secondary institutions to integrate career and technical education with liberal arts to prepare students.
- The document discusses emerging technologies like nanotechnology, biotechnology, robotics and their implications for jobs and education.
- It presents strategies for integrating academic subjects like STEM with career and technical education to prepare students for in-demand jobs that require both skills and knowledge.
- Models are discussed that merge disciplines through integrated curricula and involve faculty collaboration between high schools, career and technical centers, and universities.
This document outlines the architecture of a medical leadership trainer scenario authoring engine. It includes components like a scenario editor, simulation manager, graphics engine, assessment engine, and learning management system. The architecture allows instructional designers to create scenarios for learners to participate in virtual field exercises through a 3D game engine, with lessons stored in a scenario repository within the learning management system. Learners' paths take them from a tactics operation center for planning through to the 3D game simulation and back for after action review.
This document discusses emerging technologies and workforce trends. It notes that technological change is accelerating exponentially and innovation is becoming faster, more multidisciplinary, collaborative, democratized, and global. Emerging fields discussed include nanotechnology, digital forensics, renewable energy, mechatronics, and biotechnology. The importance of aligning education curricula to emerging skill needs is emphasized. Game-based learning is proposed as a way to develop transdisciplinary skills for fields converging areas like neuroscience, nanotechnology, bioinformatics and information technology. Contact information is provided for experts who can discuss forecasting emerging technology workforce needs and developing responsive education programs.
1. The Future is Here: Connecting
College and Career Readiness to
Transform Instructional and
Student Outcomes
AZ CTE, Prescott, AZ
February 7, 2013
JIM BRAZELL
jimbrazell@ventureramp.com
2. General Bernard
Schriever
Feb. 19, 1957
Inaugural Air Force Office of
Scientific Research
Astronautics Symposium in
San Diego.
Commander of Western
Development Division
Headquarters
Charles Wilson
3.
4.
5. The Bellwether Sounds - The
Role of CTE in S.T.E.M.
Education, by Jim
Brazell, Consulting Analyst, The
Schriever Institute, August
2008, Volume 1, Issue 2
When our predecessors stood at
the edge of the world and gazed at
Sputnik orbiting, they did not
respond with a narrow focus on
science and mathematics. The
vanguard of military strategy-
education, strategic weapons and
technology forecasting-responded
by advocating the expansion of
military training, education, and
learning to include unified classical
and technical education.
10. The Commission reported:
1. There was a widespread interest in the subject of industrial education.
2. The lack of skilled workmen was not chiefly a want of manual dexterity
but a want of what what may be called industrial intelligence.
3. There was a growing feeling of inadequacy of the existing public school
system to fully meet the needs of modern industrial and social conditions.
The schools were too exclusively literary in their spirit, scope, and
methods.
4. To the question of who should bear the expense of technical
education, the common answer was the state.
11. On June 7, 1905, Massachusetts Governor William Douglas appointed a
Commission on Industrial and Technical Education that later became known as the
Douglas Commission. The Commission reported:
1. There was a widespread interest in the subject of industrial education.
2. The lack of skilled workmen was not chiefly a want of manual dexterity but a
want of what what may be called industrial intelligence.
3. There was a growing feeling of inadequacy of the existing public school system
to fully meet the needs of modern industrial and social conditions. The schools
were too exclusively literary in their spirit, scope, and methods.
4. To the question of who should bear the expense of technical
education, the common answer was the state.
(Barlow, 2001 Years of Education 1776-1976, Feb. 1976)
Vocational Education, 1826-1917
12. Agrarian Age
Input to production
– human labor
Industrial Age
Input to production –
machine labor
American Industrial Revolution
1812-1973
1812
13. Morrill Act, July 2, 1862
Practical
Arts
Liberal
Arts
S&T
Motivates
New
Ed
―...promote the liberal and practical education of the
industrial classes.‖ (Barlow, 2001 Years of Education
1776-1976, Feb. 1976)
14. Hail the skillful
cunning hand!
Hail to the
cultural mind!
Contending for
the world’s
command,
Here let them
be combined.
(Barlow, 2001 Years of
Education 1776-1976, Feb.
1976)
St. Louis Manual Training
School, 1880
Steam-driven threshing machine near Hallock, Minnesota. Photo from
1882, scanned from H. Arnold Barton, A Folk Divided: Homeland Swedes
and Swedish Americans, 1840—1940, Uppsala: Acta Universitatis
Upsaliensis, 1994. Held by Nordiska Museet, Stockholm. Public domain
by reason of age in Wikipedia.
16. 4.7 MILLION More
Postsecondary Certificates
22 MILLION More
Associate’s, Bachelor’s
& Advanced Degrees
Continued UNDERSUPPLY Will Lead To
3 MILLION Degree Shortfall16
19. Common Core State Standards & Career and Technical Education: Bridging the Divide
between College and Career Readiness was prepared for Achieve by Hans Meeder and
Thom Suddreth of the Meeder Consulting Group, with the Association for Career and
Technical Education and the National Association of State Directors of Career Technical
Education Consortium.
―...all too
often, the
focus on
“college
readiness”
and “career
readiness”
remains in
two distinct
silos...”
20. Understanding the
transformation of technology
& jobs
The need to implement career
pathways as a system
Theory to support CTE as a
platform for instructional
transformation
53. What are the
implications for work?
http://www.calcars.org/photos.html
University researchers have illustrated that they can penetrate on board
communications systems in cars such as OnStar, apply brakes and lock
doors.
54. A Pacemaker the Size
of a Tic Tac -
Medtronic is using
microelectronics to
make a pacemaker so
small it can be
injected. Technology
Review
http://www.technologyreview.com/biomedicine/32436/?nlid=4
177
58. What are the
implications for work?
http://www.calcars.org/photos.html
The increasing footprint of automation in cars, trains, planes, and heavy
equipment has necessitated a shift from mechanic to ―technician.‖
63. ―In most industries you
have
electricians, mechanics
and IT, in wind, you are
expected to do
everything.‖
-- Bryan Gregory, Jr.
11.1.2006, TSTC West TX, Sweetwater
64. Butler Community College
April 7 to 11, 2008
D-J Engineering
Engineering Design
$50K - $180K
Machinists & Sheet Metal
$22K - $42K
--Razaul A. Chowdhury, President
67. 4.16.2007, TSTC Waco
―….we had to
upgrade our basic
mechanic skills to
include
programmable
logic controllers
and electrical
systems.‖--Dr. Ron
Lentsch, Allergan
68. ―In 2006, demand was off the charts.
Every graduate had a job 6 months
before graduation. Chemical
Technology Graduates typically start at
$35K and it is not uncommon for them
to make $60K-to-$70K per year.‖ –Robert
Hernandez, TSTC
70. Similar to space in 1957, cyberspace is
now the the platform and engine of
education, workforce, economic
development, and national security.
Cyberspace is a domain of civil
society, commerce, and governance
while simultaneously representing an
emerging domain of
warfare, terrorism, and crime.
The integration of
computers, networks, software, and
machines (cyber physical systems) has
given birth to a new age. What would
you call this age? What is post-post
industrial?
72. Understanding the
transformation of technology
& jobs
The need to implement career
pathways as a system
Theory to support CTE as a
platform for instructional
transformation
80. 5.5% STEM JOBS
5.5% of U.S. Workforce,
7.6MM STEM Jobs in
2010
David Langdon, George McKittrick, David Beede, Beethika Khan, and Mark Doms, ―STEM: Good Jobs Now
and for the Future.‖ US Department of Commerce, Economics and Statistics Administration last accessed
online October 28, 2012 http://www.esa.doc.gov/sites/default/files/reports/documents/stemfinalyjuly14_1.pdf
81. ½ of STEM Jobs are
Network and
Information Tech
David Langdon, George McKittrick, David Beede, Beethika Khan, and Mark Doms, ―STEM: Good Jobs Now
and for the Future.‖ US Department of Commerce, Economics and Statistics Administration last accessed
online October 28, 2012 http://www.esa.doc.gov/sites/default/files/reports/documents/stemfinalyjuly14_1.pdf
5.5% STEM JOBS
82. Technology impacts all jobs and academic
disciplines—all aspects of life.
5.5% STEM JOBS
U.S. Department of
Commerce, Economics and Statistics
Administration, STEM Jobs Now and for
the Future, 7.6MM STEM Jobs in
2010, 5.5% of U.S. Workforce
83. CTE - Five Ways That Pay, Center for Education and the Workforce, Georgetown University, Sep
2012, Last accessed online October 28, 2012 at
http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/CTE.FiveWays.FullReport.pdf
While STEM
accounts for
7.6MM
jobs, there are
29 million
middle skills
jobs
62% of middle
skills job pay
$35K plus
2 out of 5
middle skill
jobs pay $50k
plus
84. US Department of Labor and US Bureau of the Census in National Skills Coalition
85.
86.
87.
88. Career Pathways is a
systematic approach to
education, training, and
employment.
91. Wisconsin RISE
Adult Career
Pathways Model:
A Schematic
RISE Pathways components
RISE Adult Basic Ed Bridge
Other career path or bridge stages
Focal RISE employment skill levels
Other employment skill levels
Direct paths between training
or skill levels
Training paths to jobs/skill levels
and vice-versa
KEY
Entry-level
Skilled
Jobs
Entry-level
Technician
Jobs
Skilled
Technician
Jobs
Technical
Professional &
Managerial
Jobs
Semi-skilled
Jobs
Unskilled
Jobs
Workplace Basics
Vocational
ESL/ABE
Short-term
Occup / Industry
Certificate
4 Year
Baccalaureate
1-year
or
2-year
Technical
Diploma
Applied
Associate
Degree
Contextual
Secondary-level
ABE / ESL Bridge
Advanced
Postgraduate
Education
Intensive Work
Readiness and
Support
Education Workplace
www.cows.org
Center on Wisconsin Strategy
AdultBasicEdPostsecondary
92. Career Pathways System
CTE Programs
Workforce
Development
Economic
Development
Personal &
Regional
Economic
Sustainability
& Growth
Programs of
Study
Employer-Ed
Partnerships
Financial Aid
Regional
Employer Need
Employer-Ed
Grants
Paid Internships
Marketing & PR
Funding Early
Adopter
Programs
Employer-Ed
Grants
An alignment of programs and services across the workforce, education, human service, and economic development
systems to support these unemployed adults/OY and equip them with in-demand skills and credentials.
93. • Is aligned with skill needs of regional industries
• Includes the full range of secondary, adult
education, & postsecondary education options
• Includes curriculum & instructional strategies that
contextualize learning
• As appropriate, integrates education and training
that combines occupational skills training w/adult
education services, gives credit for prior
learning, and adopts other strategies that accelerate
advancement.
The term “career pathways” refers to a clear
sequence of education coursework and/or
training credentials that:
95. 1. Legislation and Policies
2. Partnerships among
Education, Business, & Other
Community Stakeholders
3. Leadership and Shared Planning
4. Rigorous Academic and Technical
Standards Aligned with Curriculum and
Assessments
5. Aligned Secondary & Postsecondary
Education Elements
6. Credit Transfer Agreements
7. Accountability and Evaluation Criteria
8. Guidance, Counseling and Advisement
9. Professional Development
10. Innovative Learning and Teaching
Strategies
96. Career Pathways: Six Elements
Career pathways are a
system of support
making it easier for
adults and youth to
complete their
postsecondary training
and education and obtain
employment within an
occupational area and to
advance to higher levels
of future education and
employment in that area.
99. Understanding the
transformation of technology
& jobs
The need to implement career
pathways as a system
Theory to support CTE as a
platform for instructional
transformation
101. Transdiscipline
Transdiscipline is the organization of
people across academic and
institutional silos to innovate.
Innovation is the creation of new
knowledge, tools, processes, and
systems.
102. ―The first person to
walk on Mars will be
from the USA.‖
CTE/STEM Practice i
culturally bound.
109. The key to Project-based Learning is learner
engagement in the public sphere. The learning theory
flows from Piaget’s constructivism (V word) and is
extended by Papert’s Constructionism (N word):
"Constructionism-the N word as opposed to the V
word- shares contructivism's view of learning as
"building knowledge structures "through progressive
internalization of actions... It then adds the idea that
this happens especially felicitously in a context where
the learner is consciously engaged in constructing a
public entity, whether it's a sand castle on the beach or
a theory of the universe ( Papert, 1991, p.1 in
Ackermann, n.d.)
114. Denton ISD, Texas
Programs of study connecting pathways to both 2 year and 4
year post secondary degrees.
115.
116.
117.
118.
119.
120.
121.
122.
123.
124.
125. TE(a)MS Model Schools
Classical Contemporary Education
• High degree of faculty interaction across disciplines
and grades (systems)
• Integrating CTE, Arts and Academics (systems)
• Learning laboratories and worldly experience with
industry-standard tools, processes and problems
(systems)
• Emerging P-20 systems (P-20) --
Sequenced, integrated and transferable courses HS to
CTC to University (systems)
• Transdisciplinary culture (systems) -- Context and
frame for learning is real world, purpose driven and
action oriented.
126. Understanding the
transformation of technology
& jobs
The need to implement career
pathways as a system
Theory to support CTE as a
platform for instructional
transformation
131. To get my free
once a month
newsletter, plea
se email
jimbrazell@ventureramp.com
132. The Future is Here
Linking CTE, STEM and
College & Career Readiness
AZ CTE, Prescott, AZ
February 7, 2013
JIM BRAZELL
jimbrazell@ventureramp.com
Editor's Notes
An economic vitality formula of success can be accomplished by creating partnerships between local career and technical education (CTE), workforce development and economic development entities.Student industry certifications; dynamic partnerships; programs and projects focused on science, technology, engineering and mathematics (STEM); and shared talent among agencies can also be a part of the success formula. REFERENCE:Konopnicki, P.M. The Economic Vitality Formula of Success. Techniques. September 2012 (37-39).
SAY: The answer is career pathways.Present the definition of career pathways.Switch to the next slide and continue presenting the definition of career pathways. (NOTE: There are 3 more bullets on the next slide.)
Trainer Notes:Stress that this is the most visible representation of a career pathway or POS, but that it is a system.A program of study is a structured sequence of academic and career and technical education courses that lead to a postsecondary-level credential.
SAY: So, here we are – the six elements of an effective career pathway system:Cross-agency partnershipsEmployer engagementAdult-centered program designIdentified funding needs and sourcesAligned policies and programsMeasurement of system change and performance evaluationSwitch to the next slide.