Those with the most optimism expect great progress will be made in augmented reality (ar virtual reality (VR) and. While some say 2026 will still be early days for this tech, many are excited about its prospects for enhancing learning in the next decade. Already, today there are quite effective online training and education systems, but they are not being implemented to their full potential. Edward Friedman Edward Friedman, professor emeritus of technology management at the Stevens Institute of Technology, wrote, already, today there are quite effective online training and education systems, but they are not being implemented to their full potential. These applications will become more widely used with familiarity that is gained during the next decade. Also, populations will be more tech-savvy and be able to make use of these systems with greater personal ease. In addition, the development of virtual reality, ai assistants and other technological advances will add to the effectiveness of these systems.
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Barry Chudakov, founder and principal at Sertain Research and Streamfuzion Corp., says education has been liberated because, thanks to revere digital innovation, everyone can embed learning continuously in their everyday lives. He wrote, the key to education in the next 10 years will be the understanding that we now live in a world without walls and so the walls of the school (physical and conceptual) need to shatter and never go up again. In the (hopefully near) future, we will not segregate schooling from work and real-world thinking and development. They will seamlessly weave into a braid of learning, realization, exposure, hands-on experience and integration into students own lives. And, again, the experience of being a student, now confined to grade school, secondary school and university, will expand to include workers, those looking for work, and those who want or need to retrain as well as what we now think of as conventional education. One way we will break down these walls we are already doing so will be to create digital learning spaces to rival classrooms as places where learning happens. Via simulation, gaming, digital presentations combined with hands-on, real-world experience learning and re-education will move out of books and into the world. The more likely enhancement will be to take digital enhancements out into the world again, breaking down the walls of the classroom and school to inform and enhance experience. An anonymous respondent echoed the sentiment of quite a few others who do not think it is possible to advance and enhance online education and training much in the next decade, writing, These programs have a cost, and too few are willing to sacrifice for. More such arguments are included in later sections of this report. Online courses will get a big boost from advances in augmented reality (ar virtual reality (VR) and artificial intelligence (AI) Some respondents expressed confidence in the best of current online education and training options, saying online course options are cost-effective, evolving for the better, and.
Online teaching will increase the reach of the top universities, which will put pressure on lesser universities to demonstrate value. One potential future would be for those universities to abandon the idea that they have faculty teaching their own courses and paper instead consist entirely of a cadre of (less well paid) teaching assistants who provide support for the students who are taking courses online. A few respondents said already established institutions cannot be as fully successful as new initiatives. Jerry michalski, founder at rex, commented, todays educational and training institutions are a shambles. They take too long to teach impractical skills and knowledge not connected to the real world, and when they try to tackle critical thinking for a longer time scale, they mostly fail. The sprouts of the next generation of learning tools are already visible. Within the decade, the new shoots will overtake the wilting vines, and we will see all sorts of new initiatives, mostly outside these schooling, academic and training institutions, which are mostly beyond repair. People will shift to them because they work, because they are far less expensive and because they are always available.
The confidence in your own self and your abilities cannot be learned in a short course. It takes life experience, or four years at thesis a tough college. At a good college, you are challenged to be your best this is very resource-intensive and cannot be scaled at this time. Justin reich, executive director supermarket at the massachusetts Institute of Technology (MIT) teaching Systems Lab, observed, Educators have always found new ways of training the next generation of students for the jobs of the future, and this generation will be no different. Our established systems of job training, primarily community colleges and state universities, will continue to play a crucial role, though catastrophically declining public support for these institutions will raise serious challenges. David Karger, a professor of computer science at mit, wrote, most of what we now call online learning is little more than glorified textbooks, but the future is very promising. no matter how good our online teaching systems become, the current four-year college model will remain dominant for quite some time.
Workers will be expected to learn continuously most experts seem to have faith that rapid technological development and a rising wariness of coming impacts of the ai/robotics revolution are going to spur the public, private and governmental actions needed for education and training systems. Educators have always found new ways of training the next generation of students for the jobs of the future, and this generation will be no different. Justin reich Jim Hendler, a professor of computer science at Rensselaer Polytechnic Institute, predicted, The nature of education will change to a mix of models. College education (which will still favor multi-year, residential education) will need to be more focused on teaching students to be lifelong learners, followed by more online content, in situ training, and other such elements to increase skills in a rapidly changing information world. As automation puts increasing numbers of low- and middle-skill workers out of work, these models will also provide for certifications and training needs to function in an increasingly automated service sector. Michael Wollowski, an associate professor of computer science at the rose-hulman Institute of Technology, commented, we will definitely see a vast increase in educational and training programs. We will also see what might be called on-demand or on-the-job kind of training programs. (we kind of have to, as with continued automation, we will need to retrain a large portion of the workforce.) I strongly believe employers will subscribe to this idea wholeheartedly; it increases the overall education of their workforce, which benefits their bottom line. Nevertheless, i am a big believer in the college experience, which I see as a way to learn what you are all about, as a person and in your field of study.
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Their well-considered comments provide insights about hopeful and concerning trends. These findings do not represent all possible points of view, but they do reveal a wide range of striking observations. Respondents collectively articulated five major themes that are introduced and briefly explained in the 29-page section below and then expanded upon in more-detailed sections. Some responses are lightly edited for style or due to length. The following section presents a brief overview of the most evident themes extracted from the written responses, including a small selection of representative"s supporting each point.
Theme 1: The training ecosystem will graham evolve, with a mix of innovation in all education formats These experts envision that the next decade will plan bring a more widely diversified world of education and training options in which various entities design and deliver different services. They expect that some innovation will be aimed at emphasizing the development of human talents that machines cannot match and at helping humans partner with technology. They say some parts of the ecosystem will concentrate on delivering real-time learning to workers, often in formats that are self-taught. Commonly occurring ideas among the responses in this category are collected below under headings reflecting subthemes. More learning systems will migrate online. Some will be self-directed and some offered or required by employers; others will be hybrid online/real-world classes.
Youre asking about the workforce of the future? As if theres going to be one? Anonymous scientific editor About a third of respondents expressed no confidence in training and education evolving quickly enough to match demands by 2026. Some of the bleakest answers came from some of the most respected technology analysts. For instance, jason Hong, an associate professor at Carnegie mellon University, wrote, there are two major components needed for a new kind of training program at this scale: political will and a proven technology platform. Even assuming that the political will (and budget) existed, theres no platform today that can successfully train large numbers of people.
Moocs massive open Online courses have a high dropout rate and have serious questions about quality of instruction. They are also struggling with basic issues like identification of individuals taking the courses. So in short, we can train small numbers of individuals (tens of thousands) per year using todays community colleges and university systems, but probably not more. Several respondents argued that job training is not a primary concern at a time when accelerating change in market economies is creating massive economic divides that seem likely to leave many people behind. An anonymous scientific editor commented, seriously? Employers either run sweatshops abroad or hire people in the first world to do jobs that they hate, while more and more unskilled and skilled people end up permanently on welfare or zero-hour contracts. And the relatively job-secure qualified people who work in the professions are probably a lot closer than they think they are to going over that same cliff. The details of how they earn their credentials arent going to be an issue. Most participants in this canvassing wrote detailed elaborations explaining their positions, though they were allowed to respond anonymously.
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Accordingly, some say alternative credentialing mechanisms will arise to assess and vouch for the skills people acquire along the way. A focus on nurturing unique human skills that artificial intelligence (AI) and machines seem unable to replicate : Many of these experts discussed in their responses the human talents they believe machines and automation may not be able to duplicate, noting that these should. These respondents suggest that workers of the future will learn to deeply cultivate and exploit creativity, collaborative activity, abstract and systems thinking, complex communication, and the ability to thrive in diverse environments. One such comment came from Simon Gottschalk, a professor in the department of sociology at the University of nevada, las Vegas: The skills necessary at the higher echelons will include especially the ability to efficiently network, manage public relations, display intercultural sensitivity, marketing, and generally. This also includes creativity, and just enough critical thinking to move outside the box. Another example is the response of Fredric Litto, a professor emeritus of communications and longtime distance-learning expert from the University of são paulo: we are now in the transitional stage of employers gradually reducing their prejudice in the hiring of those who studied. Other respondents mentioned traits including leadership, design thinking, human meta communication, deliberation, conflict resolution, and the capacity to motivate, mobilize and innovate. Still others spoke of more practical needs that could business help workers in the medium term to work with data and algorithms, to implement 3-D modeling and work with 3-D printers, or to implement the newly emerging capabilities in artificial intelligence and augmented and virtual reality. Jonathan Grudin, principal researcher at Microsoft, commented, people will create the jobs of the future, not simply train for them, and technology is already central.
Which skills will be most difficult to teach at scale? Will employers be accepting of applicants who rely on new types of credentialing systems, resume or will they be viewed as less qualified than those who have attended traditional four-year and graduate programs? Several common expectations were evident in these respondents answers, no matter how hopeful or fretful they were about the future of skills- and capabilities-training efforts. (It is important to note that many respondents listed human behaviors, attributes and competencies in describing desirable work skills. Although these aspects of psychology cannot be classified as skills and perhaps cannot be directly taught in any sort of training environment, we include these answers under the general heading of skills, capabilities and attributes.) A diversifying education and credentialing ecosystem : Most of these. Some predict employers will step up their own efforts to train and retrain workers. Many foresee a significant number of self-teaching efforts by jobholders themselves as they take advantage of proliferating online opportunities. Respondents see a new education and training ecosystem emerging in which some job preparation functions are performed by formal educational institutions in fairly traditional classroom settings, some elements are offered online, some are created by for-profit firms, some are free, some exploit augmented and virtual. A considerable number of respondents to this canvassing focused on the likelihood that the best education programs will teach people how to be lifelong learners.
believe it will be essential for them to get training and develop new job skills throughout their work life in order to keep. This survey noted that employment is much higher among jobs that require an average or above-average level of preparation (including education, experience and job training average or above-average interpersonal, management and communication skills; and higher levels of analytical skills, such as critical thinking and computer. A central question about the future, then, is whether formal and informal learning structures will evolve to meet the changing needs of people who wish to fulfill the workplace expectations of the future. Pew Research Center and Elons Imagining the Internet Center conducted a large-scale canvassing of technologists, scholars, practitioners, strategic thinkers and education leaders in the summer of 2016, asking them to weigh in on the likely future of workplace training. Some 1,408 responded to the following question, sharing their expectations about what is likely to evolve by 2026: In the next 10 years, do you think we will see the emergence of new educational and training programs that can successfully train large numbers of workers. The nonscientific canvassing found that 70 of these particular respondents said yes such programs would emerge and be successful. A majority among the 30 who said no generally do not believe adaptation in teaching environments will be sufficient to teach new skills at the scale that is necessary to help workers keep abreast of the tech changes that will upend millions of jobs. (see about this canvassing of experts for further details about the limits of this sample.) Participants were asked to explain their answers and offered the following prompts to consider: What are the most important skills needed to succeed in the workforce of the future? Which of these skills can be taught effectively via online systems especially those that are self-directed and other nontraditional settings?
Multiple studies have documented that massive numbers of jobs are at risk as programmed devices many of them smart, autonomous systems continue their march into workplaces. A recent study by labor economists found that one more robot per thousand workers reduces the employment to population ratio by about.18-0.34 percentage points and wages.25-0.5 percent. When Pew Research Center and Elon Universitys Imagining the Internet Center asked experts in 2014 whether ai and robotics would create more jobs than they would destroy, the verdict was evenly split : 48 of the respondents envisioned a future where more jobs are lost. Since that expert canvassing, the future of jobs has been at the top of the agenda at many major conferences globally. Several policy and market-based solutions have been promoted to address the loss of employment and wages forecast by technologists and economists. A key idea emerging from many conversations, including one of the lynchpin discussions at the world Economic Forum supermarket in 2016, is that changes in educational and learning environments are necessary to help people stay employable in the labor force of the future. Among the six overall findings in a new 184-page report from the national Academies of Sciences, the experts recommended: The education system will need to adapt to prepare individuals for the changing labor market.
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As robots, automation and artificial intelligence perform more tasks and there is massive disruption of jobs, experts say a wider array of education and skills-building programs will be created to meet new demands. There are two uncertainties: Will well-prepared workers be able to keep up in the race with ai tools? And will market capitalism survive? (Bill oleary/The washington Post machines are eating humans jobs talents. And its not just about jobs that are repetitive and low-skill. Automation, robotics, algorithms and artificial intelligence (AI) in recent times have shown they can do equal or sometimes even better work than humans who are dermatologists, insurance claims adjusters, lawyers, seismic testers in oil fields, sports journalists and financial reporters, crew members on guided-missile destroyers. Moreover, there is growing anxiety that technology developments on the near horizon will crush the jobs of the millions who drive cars and trucks, analyze medical tests and data, perform middle management chores, dispense medicine, trade stocks and evaluate markets, fight on battlefields, perform government. People will create the jobs of the future, not simply train for them, and technology is already central. It will undoubtedly play a greater role in the years ahead.essay