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Assessing Future Skills Through the General Capabilities
Trent Ray – Collective Education Australia @ray_trent #WAES
Assessing Future Skills Through the General Capabilities Trent Ray - - PowerPoint PPT Presentation
Assessing Future Skills Through the General Capabilities Trent Ray - - PowerPoint PPT Presentation
Assessing Future Skills Through the General Capabilities Trent Ray Collective Education Australia @ray_trent #WAES The internet of things Industry 4.0 The age of automation Digital disruption Automation Robots ots already ady doing g
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The internet of things The age of automation Digital disruption
Industry 4.0
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Automation
▪ Financial and Sports Reporters ▪ Online Marketers ▪ Anesthesiologists, Surgeons, and Diagnosticians ▪ E-Discovery Lawyers and Law Firm Associates ▪ Financial Analysts and Advisors
Robots
- ts already
ady doing g it better: er:
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Digital disruption
No content No cars No stock No property
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The Internet of Things
Image Source: ttps://www.i-scoop.eu/internet-of-things-guide/ SLIDE 7
World Economic Forum 2018 Jack Ma – Co-Founder of Alibaba Group
“
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where & how we work
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what we learn
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Less about jobs
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More about skills
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What value is it to be human in 4.0?
Industry 4.0
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human skills economy
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What are the futur
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What are the futur
creativity
creativity
creativity
character creativity
resilience
resilience resilience
resilience
Critical thinking
Critical thinking
Critical thinking
Self-regulation
Self-regulation
Self-regulation collaboration
citizenship
collaboration
collaboration
creativity
creativity
character Problem solving Problem solving
Problem solving
empathy empathy
empathy digital
digital
digital digital flexibility
flexibility flexibility flexibility
digital citizenship
citizenship
collaboration
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6000 websites Relevant to young people 4.2 million unique job ads (2012 – 2015) 0-5 years work experience
What employers want from Young People?
Source: www.fya.org.au
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now valued in the curriculum
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What.
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the multitude of frameworks
Visible le Learni rning ng 5 ( (or
- r now 6) Cs
21CLD Framewor work NDPL
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1. 3. 4. 2.
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- 1. Design
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When COLLABORATION is the focus… What do we do?
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We’ll put them in groups!
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What does effective collaboration look like?
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and give them roles & responsibilities
Time Manager ger
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SAMPLE: OLYMPIC SITE SELECTION
Student Age: Approx. 13 Science / Language Arts Task Requires students to work in groups to propose a possible site for the 2030 Winter Olympics 21CLD Collaboration: 4
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21CLD [2] – Equal roles & responsibilities
economist Geologist Volcanologist
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21CLD [3] – Substantive decision making
Evaluate 3 possible locations for the 2030 Winter Olympics
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21CLD [4] – Work is interdependent
Write a letter er to the IOC C recommen endin ing g the most suitable le location ion based d on all considere ered factors
- rs.
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Design or redesign a high level collaboration task
10 minutes
http://tiny.cc/AFSwaes
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- 2. Evidence
How do you know has:
- Contributed to substantive decision making?
- Been able to effectively collaborate to make
a substantive decision with their peer?
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COULD WE NOW ASSESS COLLABORATION SKILLS?
(based on the design of this task)
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- 3. Assess
Does your task design allow you to assess individual students?
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How will you report and provide feedback to about their achievement, growth and where to next?
- 4. Report
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2 Day Workshop - Melbourne & Perth August 2018
www.collectiveeducation.com.au