Category Archives: DQ #9
DQ 9
The article states, “In time, these amazing machines may be able to make almost anything, anywhere – from your garage to an African village.” What kind of assumptions are being made here? How does this tie back to our previous conversations about what might be appropriate from developed versus developing countries?
The articles suggests that the job market is changing, which means that education will need to change as well. What are some ways, besides what has already been discussed in class, that this might happen? Will we move from smaller classrooms and more focused degrees, just as companies/factories are moving to more focused and customized work?
There is a reference to government protecting traditional industries. Will we see this (a government reluctant to progress) mirrored in education? In what ways do we already see this?
DQ9: The Third Industrial Revolution
Q1: With the upcoming (or already happening) third industrial revolution in mind, what role should education play?
Q2: What is your take on the position of the manufacturing industry?
Q3: Not everybody can become Newton or Einstein, what jobs remain left for those who cannot master the advanced technology?
DQ #9 Third Industrial Revolution
How much should a company be expected to invest in the education and training of its own employees? If our current educational system is having trouble creating people with the specific skills needed by a company, should that company be responsible for building those skills? Is it possible that we will see more education or training being done by companies rather than in traditional institutions of education?
What are the ethical or moral considerations of this national competitiveness when it comes to jobs? So many articles seem to focus on how to make America more competitive or how to get America the best jobs. Rather than focusing on how to improve one country relative to others, should people be more focused on the world as a whole? Should people be more concerned with improving education, jobs and quality of life in general than with how America competes with China? Am I being dramatic?
DQ #9 World Englishes
English has now acquired the title of the world’s leading “global language” (Crystal 2003, 1) because it is used for business, science, and politics. The term Standard English suggests that we all share a similar understanding of exactly what this means. However, the issue is not as straightforward as we may think it is. There is neither an agreed upon definition of Standard English, and there is no agreement on what students of ESL need or want to learn. So the question remains what English should teachers teach ESL students?
In addition to exposing learners to different varieties of English, what else should teachers focus on teaching in order to prepare students to have the competent skills, which will help learners adjust their speech to interlocutors from a wide range of backgrounds? How can teachers effectively do this?
Crystal, D. 2003. English as a global language. 2nd ed. Cambridge: Cambridge University Press.
I found this video and thought I should post it. I will post some questions soon 🙂
http://www.youtube.com/watch?v=rexKqvgPVuA&feature=related
Discussion #9: A third industrial revolution
How could teachers incorporate social manufacturing, like Quirky and Shapeways, when teaching STEM in the classroom in order to engage students and develop their 21st century skills? How could they use these programs to create a cross-disciplinary connection between STEM and business/entrepreneurship?
Tony Hsieh, founder of Zappos, says that by making “…their employees happiest they will attract the best people.” Corporations in Silicon Valley have also realized how important it is to make work a happy culture, by offering trainings like The Energy Project and 20% of their paid work time to complete any project they’d like. How can educational administrators incorporate similar techniques in keeping talented teachers happy and motivated in order to maintain high-quality teachers in the field?
DQ #9 A Third Industrial Revolution & Englishes
A Third Industrial Revolution:
The article had some key points and an interesting perspective on the “digital revolution” stating that “governments should stick to the basics: better schools for a skilled workforce, clear rules and a level playing field for enterprises of all kinds. Leave the rest to the revolutionaries.”
There are some aspects to consider by leaving “the rest to the revolutionaries”. What is the limit we put for ourselves as human beings and completely replace work performed by humans? How much do certain technologies such as the 3D printer help man kind, when there are still towns and villages without infrastructure and running water? Does using the 3D printer take away the value and human creation behind design? What about project buy-in and ownership?
Englishes:
Regarding the topic on Englishes, how does the implicit role of arts, sports and music effect the internationalization of education? How will these be incorporated into education at low costs and low resources? Using what methods?
DQ #9 A Third Industrial Revolution
3D printers are changing the way that items are made. The article mentions that objects made from metals, plastics, ceramics and rubber-like substances. It also mentions foods. If you are interested in learning more about foods that have been printed, check out this article: http://money.cnn.com/2011/01/24/technology/3D_food_printer/index.htm 3D printers are becoming more available and affordable. If a school was able to afford and provide a 3D printer to their students, what classes could benefit from the use of this technology? If you had access to a 3D printer, what would you want to make?
With the next industrial revolution focused on technology, which of 21st Century skills that we have spoken about would beneficial for a new worker to possess? Of the skills, is there one that you think would be most valuable to have?
