Why CLASSROOMS need to change? The CLASSROOM - as we know it today - has changed little since the Stone Age. Till now the Socratic method of teaching was adequate but now, we have entered the digital age. Technology proliferates quickly and by end-2014 there will be ~2.5 billion smart mobile devices. If we look at the workplace there has been a constant and an increasing shift towards knowledge based jobs in a high tech global economy. The classroom needs to adapt to the changes in the workplace and to prepare the students for future jobs in a new high-tech global economy. This requires development of critical skills for future jobs. Classrooms need to gear up for this change.
14. Lets look at the Great Workplace Shift
Cave
Farm
Factory
Virtual
Towards a knowledge-based Workplace
in a high-tech Global Economy
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15. Jobs of the Stone Age
Primary Occupation: Hunters and Gatherers
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16. Primary Occupations:
Locksmiths, blacksmiths, carpenters, cabinet-makers, coopers, bricklayers,
drapers, weavers, hatters, tailors, shoemakers, bakers, gingerbread-makers,
butchers, chimney-cleaners, ropers, soap-makers…
Jobs of the 18th Century
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18. Jobs of the 20th Century
Doctors, Engineers, Builders, Architects, Lawyers,
Bankers, Designers, Coach, Pharmacist…
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19. The top jobs in the future don't exist today.
Students should be prepared for:
- jobs that don't yet exist,
- using technologies that haven't been
invented,
- in order to solve problems we don't even
know are problems yet.
Richard Riley (former U.S. Education Secretary)
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Jobs of the Future?
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20. Jobs of the Future
Circulation Engineers
Traffic Transitionists
Inflectionists
Sharability Auditors
Bio-Waste Optimizers
Data Contexualists
Simulation Specialists
Data Actuaries
3Dimensionalists
Locationists
Augmented Reality Architects
Crypto Currency Specialists
Gene Sequencers
Molecular Gastronomists
Extinction Revivalists
Vertical Farmers
Climate Change Reversal Specialist
Nano-Medic
Organ & Tissue Engineer
Memory Augmentation Surgeon
Virtual Teachers
Weather Police
Impact Minimizers
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