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Which clippings match '21st Century Skills' keyword pg.1 of 1
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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TAGS

202021st Century skills • advanced materials • advanced robotics • artificial intelligence • autonomous transport • biotechnologycareer futurescognitive abilitiescognitive flexibilitycomplex 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 • future-proof • genomicsgrowth needsincreasingly complex opportunitiesindustrial revolutionjobsmachine learningnegotiation • people management • predicting the futureproblem-solvingreportroboticsservice design • service orientation • skilled workforceskills for the futuresound judgmentsustaining innovationstransformational innovation • World Economic Forum

CONTRIBUTOR

Simon Perkins
05 JANUARY 2016

The Most Important Design Jobs Of The Future

"Design has matured from a largely stylistic endeavor to a field tasked with solving thorny technological and social problems, an evolution that will accelerate as companies enlist designers for increasingly complex opportunities, from self-driving cars to human biology. 'Over the next five years, design as a profession will continue to evolve into a hybrid industry that is considered as much technical as it is creative,' says Dave Miller, a recruiter at the design consultancy Artefact. 'A new wave of designers formally educated in human-centered design—taught to weave together research, interaction, visual and code to solve incredibly gnarly 21st-century problems—will move into leadership positions. They will push the industry to new heights of sophistication.'"

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21st Century skillscareercritical skillsexponentially advancing technologiesfuture careerfuture castingfuture of design • gnarly problems • human biologyhuman-centred design • hybrid industry • increasingly complex opportunities • maturing discipline • predicting the futurepredictions • self-driving car • skills for the future • technical and creative • technological progress • thorny problems • thorny social problems • thorny technological problems

CONTRIBUTOR

Simon Perkins
23 DECEMBER 2015

The Future of Learning

"Technological progress and innovation is shaping the world of learning and, in turn, the future we will create."

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201521st Century pedagogies21st Century skills • Beth Kuenstler • challenges and changeschallenges and opportunities • change-makers • cognitive computing • critical skills • disruptive thinking • education • evolving landscape of education • exponential growth • exponential learning experiences • exponential technologies • exponentially advancing technologies • exponentially growing technologies • flexibility and innovation • functionally obsolete • future careerfuture of educationfuture of learning • grand challenges • groundbreaking thinking • InnovatiBA conference • interdisciplinary university • mindset • NASA Research Park • Nicole Wilson • pressing challenges • Shlomy Kattan • Silicon Valley • Singularity University • suffusiontechnological progress • Tina Davar

CONTRIBUTOR

Simon Perkins
15 SEPTEMBER 2015

OECD report: school technology struggles to make an impact

"Another interpretation is that schools have not yet become good enough at the kind of pedagogies that make the most of technology; that adding 21st-Century technologies to 20th-Century teaching practices will just dilute the effectiveness of teaching.

If students use smartphones to copy and paste prefabricated answers to questions, it is unlikely to help them to become smarter. Educators who want to ensure that students become smarter than a smartphone need to think harder about the pedagogies they are using to teach them.

Technology can amplify great teaching but it seems technology cannot replace poor teaching.

The impact of technology on education delivery remains sub-optimal, because we may over-estimate the digital skills of both teachers and students, because of naive policy design and implementation strategies, because of a poor understanding of pedagogy, or because of the generally poor quality of educational software and courseware.

The results suggest that the connections among students, computers and learning are neither simple nor hard-wired; and the real contributions ICT can make to teaching and learning have yet to be fully realised and exploited.

But the findings must not lead to despair. School systems need to get the digital agenda right in order to provide educators with learning environments that support 21st Century pedagogies and provide children with the 21st Century skills they need to succeed in tomorrow's world."

(Andreas Schleicher, 15 September 2015, BBC News)

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2015 • 20th Century teaching practices • 21st century literacies21st Century pedagogies21st Century skills • 21st Century technologies • Andreas Schleicher • challenges and opportunities • computers and learning • copy and paste literacycopy-and-paste culturecoursewarecurriculum delivery • digital agenda • digital literaciesdigital skills • educational software • educators • impact of technology on education delivery • learning environmentsOECDpedagogy • policy design and implementation strategies • prefabricated answers to questions • Programme for International Student Assessment (PISA) • school curriculum • school systems • teaching effectiveness • technology use in education

CONTRIBUTOR

Simon Perkins
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