Categories
Digital

[GUEST BLOG] Stimulating the Next Generation of Digital Creatives with #DigiLeaders

Since I’ve moved to Manchester, I’ve been fortunate to attend a number of #DigiLeaders events, and volunteered to provide the write-up for the most recent one, held at the BBC in MediaCity. The blog starts: 2016-07-28 16.10.49

Around 20 creatives, academics, recruiters and business leaders met on 28th July at the BBC, MediaCity in Salford, in response to a statement produced by Digital Leaders Chair Rachel Neaman, that young “digital natives” are not as savvy as we think. This discussion was one of several had recently, concerned to address a large skills gap, with a fear that up to 80% of digital creative jobs required by 2017 will be unable to be filled by those coming through the education system.

Read the full article at digileaders.com: Stimulating the Next Generation of Digital Creatives http://digileaders.com/stimulating-next-generation-digital-creatives/

Categories
History

History and Educational Technology (@oliverquinlan)

As someone who works in educational technology, and with a first degree/PhD in history, very interesting blog post:

People I meet in education are often surprised to learn that my undergraduate degree was not in technology, or anything related to ICT. In fact, I spent three years at Sheffield University studying History, particularly early modern social history. Having moved into a career based on education and technology, it would be easy for me to dismiss the importance of this part of my learning. However, I have recently realised that the study of History has shaped my thinking more deeply than I sometimes think.

I always think the importance of History is contrast. Learning about the past gives a different perspective, one which makes us question the way things are today, and how they might be. It is a bit more complex than simply ‘learning from our mistakes’, or even some notion of progress towards some greater, more developed state. What I think it does is provide a mirror we can hold up to our selves; to see what has changed, what has remained the same, and why that is. It helps us to see the constants of being human.

Read full article.

Categories
Academic

“Not by skills alone” @timeshighered

http://www.sxc.hu/photo/1222377

In their haste to prepare students for a career, universities have lost sight of the true meaning of education, argues Steven Schwartz

“I don’t think it would have all got me quite so down if just once in a while – just once in a while – there was at least some polite little perfunctory implication that knowledge should lead to wisdom, and that if it doesn’t, it’s just a disgusting waste of time! But there never is! You never even hear any hints dropped on a campus that wisdom is supposed to be the goal of knowledge. You hardly ever even hear the word ‘wisdom’ mentioned!”

– J.D. Salinger, Franny and Zooey

Let’s face it, wisdom has an image problem. As far as the popular media are concerned, it is the province of ghost whisperers, extraterrestrials – think Mr Spock, the Vulcan – and wizened kung fu sages (“The body is the arrow, the spirit is the bow, Grasshopper”).

Wise people are not only portrayed as old, alien and weird but also bookish, risk averse and unemotional. No wonder their pearls of wisdom are routinely ignored by the impetuous young. Young people thirst for new experiences; it’s in their nature to take chances and follow their hearts. Wisdom just gets in the way. “Fools rush in, where wise men never go,” sang Elvis. “But wise men never fall in love, so how are they to know?”

You might think that universities would hold a different view; after all, they are in the wisdom business. Well, you might think this but you would be wrong. Every type of knowledge – massage therapy, homeopathy and circus-performing – is represented on campus, but the word “wisdom”, as Salinger has Franny say, is rarely mentioned.

It was not always like this. Wisdom, at least in its religious version, was central to the medieval university, and its importance persisted right down to John Henry Newman’s day. But wisdom is no longer on the curriculum; it has been replaced with skills. Today’s universities are mainly concerned with preparing students for a career. Newman called such practical learning “a deal of trash”, but surely he was wrong. There is nothing wrong with vocational training; a fulfilling career is an important part of a good life.

Read full story.

 

Categories
Academic

Google leads search for humanities PhD graduates

Will Silicon Valley be calling in the long run? My humanities PhD is leading me in all kinds of interesting directions!

Those worried about the value of studying the arts and humanities, particularly at the postgraduate level, take heart: Google wants you.In a boldly titled talk at a conference at Stanford University last week, Damon Horowitz, director of engineering – and in-house philosopher – at Google, discussed the question of “Why you should quit your technology job and get a humanities PhD”.

Dr Horowitz was one of several Silicon Valley executives exploring the theme at the BiblioTech conference, an event that united academics with entrepreneurs and senior managers from some of the world’s leading high-tech companies.

For Marissa Mayer, who was the 20th employee taken on by Google and is now its vice-president of consumer products, the situation was clear: “We are going through a period of unbelievable growth and will be hiring about 6,000 people this year – and probably 4,000-5,000 from the humanities or liberal arts.”

Companies such as Google were looking for “people who are smart and get things done” from every possible background, she said, yet the humanities had a particular relevance.

Developing user interfaces, for example, was at least as much about knowing how to observe and understand people as about pure technological skill, she added.

Read full story in the Times Higher… and another bit I particularly love:

Others speakers developed similar themes. For June Cohen, executive producer of TED Media, anyone who had studied for a PhD, however seemingly irrelevant the topic, had “learned stamina and focus and how to listen” – and those skills would always be valuable to employers.

As long as PhDs were regarded as essentially academic qualifications, commented another speaker, many people were likely to feel like failures because there were never going to be enough academic jobs, particularly tenure-track ones at elite universities, to go around. Yet the reality was that PhDs offered transferable skills, that many people with doctorates went into business, and that universities needed to acknowledge and celebrate this.