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31 JANUARY 2016

The 10 skills you need to thrive in the Fourth Industrial Revolution

"By 2020, the Fourth Industrial Revolution will have brought us advanced robotics and autonomous transport, artificial intelligence and machine learning, advanced materials, biotechnology and genomics.

These developments will transform the way we live, and the way we work. Some jobs will disappear, others will grow and jobs that don't even exist today will become commonplace. What is certain is that the future workforce will need to align its skillset to keep pace.

A new Forum report, The Future of Jobs, looks at the employment, skills and workforce strategy for the future."

(Alex Gray, 19 January 2016, World Economic Forum)

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202021st Century skills • advanced materials • advanced robotics • artificial intelligence • autonomous transport • biotechnologycareer futurescognitive abilities • cognitive flexibility • complex problem-solving • coordinating with others • creativity skillscritical skillscritical thinkingdecision-making capabilitiesdisruptive innovationeconomic change • emotional intelligence • employment opportunitiesexponentially advancing technologiesflexibility and innovation • fourth industrial revolution • future careerfuture casting • future of jobs • genomicsgrowth needsincreasingly complex opportunitiesindustrial revolutionjobsmachine learningnegotiation • people management • predicting the futureproblem-solvingreportroboticsservice design • service orientation • skilled workforce • sound judgment • sustaining innovationstransformational innovation • World Economic Forum

CONTRIBUTOR

Simon Perkins
19 NOVEMBER 2013

TechNyou: Critical Thinking

"The resource covers basic logic and faulty arguments, developing student's critical thinking skills. Suitable for year 8–10, focused on science issues, the module can be adapted to suit classroom plans."

"TechNyou was established to meet a growing community need for balanced and factual information on emerging technologies. We are funded by the Australian Government Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE). We operate in partnership with the University of Melbourne, where our office is based."

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2011animated presentationAustralian Government • betting system • biasBlaise PascalBridge8 • broken logic • causal modes of comprehensioncausation • certainty • coincidenceconfidenceconsequences • counter-argument • critical thinkingdeceptiondecision makingDepartment of Industry Innovation Science Research and Tertiary Education (DIISRTE) • does not follow • emerging technologiesevidence-based argumentexpert advice • factual information • fallacious arguments • fallacy • false dilemma • faulty arguments • formal fallacy • forms of logic • gamblers fallacy • gamblinggullibility • head scratching questions • human behaviour • identify patterns • inference • informal fallacy • irrefutable data • James Hutson • logical argument • logical fallacylogical rationalitylogical rules of inferencelogical structurelogical-analytical paradigm • logically impossible • logically true • mathematical conceptsmathematical patternmathematicsmental tricksMike Mcraemisleadingmisunderstandingnon sequituropinionoversimplificationpatternspatterns of meaning • Pierre de Fermat • play the ball not the player • precautionary principle • precautionary tale • predictions • premise • probabilistic outcomes • probability • public informationreckon • repeated observations • risk • rules of logic • science issuessensemaking • straw-man arguments • TechNyou • tertiary education • theoriesthinking skillstrustunethical behaviourUniversity of Melbourne

CONTRIBUTOR

Liam Birtles
14 DECEMBER 2012

Thought Maybe: a video resource to inform and inspire action

"This is a website that aims to provoke your thoughts not only about these important issues, but many other pertinent topics relevant to modern society, industrial civilisation and globalised dominant culture.

There's already a lot of information on the Internet, so our goal is to cut through the noise and garbage, to present credible information in a clear way, so it's accessible, useful and easily digested. This still may not be an easy undertaking though, and we can understand that – especially considering the complexity and interconnectedness of the topics, as well as the crossing over of sources; but also for the fact that the information here can be incomplete, sometimes contradictory or even controversial. But this is the point. It's all part of what we're trying to do: provoke critical thinking, questioning... and doing.

We've fundamentally built this resource to inform and inspire action – and no, we're not talking about clicking the stupid 'Like' button on Facebook, signing online petitions or letter writing – we mean informing and inspiring real–world action; taking this information away from the computer to rejuvenate the strong networks with the people around you in the real world, to discuss, plan, act. This is not a symbolic action or clicktivism website, it's a resource to inform, inspire and provoke.

We aim to generate a multitude of responses, reactions and methods to the work we're doing, because that's what is needed to solve the plethora of puzzles and problems addressed in the information we publish. Some of these puzzles are big, some are small, but everywhere you look, there's good work to be done."

(Thought Maybe)

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clicktivismcomplexitycontradictioncontradiction and changecontroversial • controversial information • credible informationcritical thinking • crossing over of sources • globalised culture • incite • incomplete information • industrial civilisation • inform and inspire • information • inspire action • interconnectednessmodern societyonline resource • pertinent topics • provocationquestioning • real-world action • rejuvenate networks • strong networks • symbolic action • Thought Maybe • video libraryvideo publishingvideo repositoryvideo resources

CONTRIBUTOR

Simon Perkins
23 MARCH 2012

Autumn 2012: Design and Social Innovation

"There is a growing interest in the role that design can play in catalysing, harnessing, spreading and scaling social innovation around the world. This is expressed in two key ways:

> by a growing number of professional designers and design disciplines applying their skills to addressing social issues; and

> by the adoption of design tools, techniques and methods by a growing number of other disciplines focused on developing social innovation.

Perhaps the most recognisable facet of this interest has been the rise of 'design thinking' not only in business, but increasingly in public service and policy fields. Fuelled by design agencies such as IDEO in the US, non–profit bodies such as the Design Council in the UK, and education institutions such as Stanford's 'd.school', design thinking has begun to be recognised as a key ingredient underpinning innovation (whether that be social innovation or not). Indeed, according to Sir George Cox, past chairman of the Design Council, design is what bridges creativity (the generation of new ideas) and innovation (the successful implementation of new ideas). In other words, design could be described as:

'the human power to conceive, plan, and realize products that serve human beings in the accomplishment of any individual or collective purpose' (Richard Buchanan, 2001)."

(Ingrid Burkett, Knowledge Connect)

Fig.1 AT.AW [http://www.at–aw.com]

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2012action learning • catalysing social innovation • change observercitizenshipcivil societyclients • collective purpose • community services • conceive ideas • constituents • consumersCourtney Drake • critical insight • critical literature • critical thinking • cross-sector • d.school • deign approaches • design agenciesdesign approaches • design bridges creativity and innovation • Design Council (UK)design disciplinesdesign fielddesign innovationdesign methodsDesign Observer (magazine)design techniquesdesign thinkingdesign toolsdesignersdifferent perspectives • diversity of disciplines • education institutions • George Cox • harnessing social innovation • idea generationIDEO • individual purpose • Jacqueline Wechsler • Joanne Hutchinson • logframe • logframe analysis • long-term change • NESTAnew ideas • Open Book of Social Innovation • plan ideas • political reactionism • previous learning • professional designersprototypingpublic policy • public service • public services • real change • realise products • Richard Buchanan • scaling social innovation • School of Management • School of Visual Arts in New York • service implementation • serving human beings • significant change • social design • social ills • social innovation • Social Innovation Branch in DEEWR • social interventionsocial issuessocial policysocial sciencesocial sector • spreading social innovation • Stanford Universitystrategic planning • strategy and planning • successful implementation • the role that design • underpinning innovation • User-Centred Design (UCD)users • Vera Sacchetti • William DrenttelYale University • Young Foundation

CONTRIBUTOR

Simon Perkins
18 MARCH 2012

Integrating the process of design thinking into the classroom

"When you think of design thinking, think of innovative outcomes – like the iPod, or that perfect peeler that both cuts well and has an amazing grip, or the Aravind Eye Care system that allows for thousands of underresourced families in India to address cataract issues.

Pioneers of design thinking called it the process of 'a practical, creative resolution of problems or issues that looks for an improved future result' (Simon, 1969). Recently, educational researchers have been asking what happens when educators integrate the process of design thinking into the classroom. Their findings include numerous examples of enhanced student learning."

(Mount Vernon Institute for Innovation, Mount Vernon Presbyterian School, Atlanta)

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21st centurybetter-functioning productschildrenclassroomcollaborationcomplexity • constructivist theories of learning • convergent thinking • creative resolution of problems • creativitycreativity skillscritical thinking • D.E.E.P. • design approach • design innovationdesign responsibilitydesign thinking • design thinking approach • design thinking in classroomdesign-based learningdesign-oriented thinking • deviate from facts • Discover Empathise Experiment Produce • divergent thinkingeducationeducatoreffective communication • enhanced student learning • experimentation • exploring possibilities • hands on • Herbert Simon • innovative outcomes • K-4 • know-how • learning as a social activity • multidisciplinary teams • MVPS • pedagogyproblem-oriented thinkingproblem-solvingproduct design • science concepts • science lab • scripted approach to enquiry • socio-technological dimensionssolving problemsspeculative designstudent achievementteaching science • traditional learning frameworks

CONTRIBUTOR

Simon Perkins
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