Day 3

Disruptive Technologies

"Disruptive technologies typically demonstrate a rapid rate of change in capabilities in terms of price / performance relative to substitutes and alternative approaches, or they experience breakthroughs that drive accelerated rates of change” (Manyika, et al. 2013).

"The more overdue a disruption is, the more sudden it is when it finally occurs, and the more off-guard the incumbents are caught"...“eliminating the bottom 99% of workers in [the teaching] professions” (Gade, 2014)

One of the world's largest...

• ...taxi companies owns no taxis (Uber)
• ...accommodation providers owns no real estate (AirBnB)
• ...phone companies owns no telecom infrastructure (Skype)
• ...retailers has no inventory (Alibaba)
• ...movie houses owns no cinemas or physical stores (Netflix)
• ...media companies owns no content (Facebook)
• ...software vendors doesn’t write the apps (Apple / Google)

Which careers are a safe bet?

In 2015 the BBC set up a web page entitled "Will a robot take your job?" Try typing in job titles into the search box to find out the likelihood that they could be automated within the next two decades.

http://tinyurl.com/willarobottakeyourjob (in class)

WHAT THE EXPERTS THINK ABOUT JOB CREATION AND DESTRUCTION [Excerpt from the PDF document online]

The speed of technological and social change is increasing. This raises the divisive question: could the costs of change outweigh the benefits for extended periods? In a 2014 survey of 1,896 experts conducted in the US, around half envision a future where robots and digital agents displace significant numbers of blue and white collar jobs. The other half expect that technology will create more jobs than it displaces. The survey identified key themes with reasons to be hopeful and reasons to be concerned:

REASONS TO BE HOPEFUL

• While advances in technology may displace certain types of jobs, historically they have also resulted in net job increases

We adapt to changes by inventing entirely new types of work, and by taking advantage of uniquely human capabilities

• Technology will continue to free us from day-to-day drudgery, and allow us to define our relationship with ‘work’ in a more positive and socially beneficial way

• Ultimately, as a society we control our own destiny through the choices we make.

REASONS TO BE CONCERNED

So far automation has impacted most on blue-collar employment. However, the coming wave of innovation threatens to upend white-collar work as well • Certain highly skilled workers will prosper in this new environment but far more may be displaced into lower paying service industry jobs at best, or permanent unemployment at worst

Many educational systems may not be adequately preparing us for the work of the future, and some political and economic institutions appear to be poorly equipped to adjust.

The Reality Continuum

From Milgram, Takemura, Utsumi & Kishino (1994). Between the two extremes of the real environment and a completely virtual one, the continuum goes from overlaying reality with a few additional elements on the left, to the occasional introduction of real elements into a digital environment (e.g. the user’s hand) on the right

Virtual Reality

• Creates immersive, computer generated environments which replaces the real world
• The user is completely immersed in an artificial world and cut off from the real world
• Senses are mediated by the virtual world

Popular VR headsets include Oculus Rift and Google Cardboard. Google Expeditions, which you can use with Cardboard, is a virtual reality teaching tool that lets you lead or join immersive virtual trips all over the world — get up close with historical landmarks, dive underwater with sharks, even visit outer space! It was released free to the public on 27 June 2016 but is not totally free, especially for the whole class and with full features. Google Tilt Brush is another recent VR application that supports the creation of 3D virtual art..

Augmented Reality

• Closer to the real world
• Adds graphics, sounds and smells to the natural world as it exists
• User can interact with the real world, and at the same time can see both, the real and the virtual co-existing
• User is not cut off from reality
• Sense of presence in real world is maintained

AR Terminology

Overlay: An image or graphic superimposed over an Image Target

Image Target (also: trackable, trigger, marker, AR target): The image recognized by the App, which launches the AR experience. Images with high contrast and unique features with sharp edges are key pillars in supporting image recognition.

Individual task with Aurasma

Create an ‘aura’ with your mobile device. There are some instructions on the portal if you find it hard to work out how to get going (Android and iOS versions are rather different)

1. Create a video - 3 seconds talking about yourself
2. Create a trigger image by drawing a detailed picture of your face
3. Use the image to trigger the video

OR

If you are already an Aurasma expert, work with Aurasma Studio with your Laptop. Use Firefox, not Chrome, since many of the features do not work in Chrome.

Ideas for using AR 

• A Student Photo Wall: Set up a display of student photos in the classroom linked to a personal student videos about the individual student that can be shared with parents and visitors.
• Book Reviews: Have students record a video of themselves giving an review of a book. The trigger image to launch the video review could be the book cover, a picture of the student or an image they have drawn. Afterward, other students/teachers can scan the cover of the book and instantly access the review.
• Parent or Inspiring Role message: Source a recording from an inspirational speaker or record a message from a parent/friend of the student that provides words of encouragement to the student. Attach a trigger image to student desks or cover of their books.
• Year books/School magazines: Add an AR to printed school publications and include video profiles from sports events, school plays or award ceremonies as a rich memory of school activities.
• Word Definition Walls: Students can record themselves providing the definitions to different vocabulary words on a word wall.
• Lab Safety/Safety Messages: Put trigger images linked to safety videos around a science laboratory/workshop so that when students scan them, they can learn the different safety procedures and protocols within the learning environment.

References

Chartered Accountants Australia and New Zealand. (2015). Disruptive Technologies: Risks, Opportunities. Retrieved from: https://nzier.org.nz/static/media/filer_public/6d/...

Gada, K. (2014). The Education Disruption : 2015, Retrieved from http://www.singularity2050.com/2014/07/the-educati...

Manyika, M. et al. (2013). Disruptive technologies: Advances that will transform life, business, and the global economy. McKinsey & Company.

Milgram, P., Takemura, H., Utsumi,A. & Kishino, F. (1994). Augmented Reality: A class of displays on the reality-virtuality continuum. In Proceedings SPIE 2351, 282-292.

Adaptive Competence

Adaptive competence fits with workers in the knowledge economy who are able to innovate to meet necessary outcomes. Artists (generative competence) are not necessarily working to outcomes or a client's brief but it is easier to move from delivered competence to adaptive competence if we have some creativity. This is why art is more important than ever, since to make this move we need to have creative thinkers who are able to adapt. At the moment, many educational settings still sit at the delivered competence level. 

You can find some more detail at Adaptive Competence - The dominant space for human action in the age of knowledge-work

Modelling Innovation

Two simple models, used by many teachers, can help us to plan and analyse our digital classroom innovations. Substitution Augmentation Modification Redefinition (SAMR) supports the design and development of learning experiences that utilize technology. Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching.

SAMR

The SAMR model was developed by Ruben Puentedura and disseminated through Apple education initiatives. It is a very simple layered model of ways that technology can be integrated into teaching and learning. For further information see Puentedura's Weblog and the TKI page on Using the SAMR model. Mark Anderson provides a very similar 4 layer model that focuses more on teacher confidence in delivering digital learning

TPACK

Technological Pedagogical Content Knowledge. TPACK is a framework developed by Punya Mishra and Matthew Koehler that identifies the knowledge teachers need to teach effectively with technology.The TPACK framework is somewhat more academic that SAMR and extends Shulman’s idea of Pedagogical Content Knowledge.

For further information see the tpack.org web site

You may find this TPACK and SAMR assessment rubric useful when assessing classroom activities against these frameworks.

Google Maps and Google Earth group task

Create a Google Doc where you design a learning activity to last 20 minutes using either Google Earth / Maps or Tour Builder and informed by SAMR and/or TPACK. Make sure that your group members can edit the document and anyone ‘Can comment’ on your document. Once done, link your learning activity document onto the Google+ community (session uploads) and ask others to critique it.

If you want, you can look at Thom Cochrane’s guide to creating a custom map http://tinyurl.com/tmlmaphowto or consider tour builder https://tourbuilder.withgoogle.com/

Conditions for Classroom Technology Innovations

To what extent do you think the homework reading, a research article from 2002, is still relevant?

Creativity and Innovation

According to Tucker (2008), there is a relationship between being creative and innovative. Creativity helps coming up with ideas and being innovative means bringing them to life. Hatching ideas is the ‘creative’ part; bringing them to life successfully in the form of a new product or service or management method is what makes a raw idea an innovation.

Warlow (2007) defines the following attributes of an innovator:

1. Curious; constantly questioning things
2. Open to new ideas; putting oneself in situations where one can receive stimulation
3. Dare to be different; being prepared to act against accepted or conventional wisdom and challenge the unchallengeable
4. Be ready; as innovative ideas can strike at any time, there is a need to capture them before they disappear from the mind
5. Persistent; time is needed in finding the solutions which are innovative
6. Collaborative; ideas can be thought of when working with others 

The World Economic Forum (2016) in analysing 21st century skills, identified creativity and collaboration as competences, but curiosity is a character quality, as is initiative. To be innovative, we need not only competencies but also character qualities.

References

Tucker, R. B. (2008). Driving growth through innovation. San Francisco: Berrett-Koehler.

Warlow, R. (2007). Being an innovative entrepreneur. Retrieved April 2, 2010 from http://ezinearticles.com/?Being-an-InnovativeEntre...

World Economic Forum. (2016). New Vision for Education: Fostering Social and Emotional Learning through Technology. Retrieved from http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf