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The impact of disruptive digital technologies on education, medicine, health and well being

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This is the keynote presentation delivered on Day 2 of the European Conference on Technology Enabled Learning (EC-TEL 2018) held at the University of Leeds on Sept 6th 2018. It looks at Technologies enhance learning in the period 1950 to 2048.

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The impact of disruptive digital technologies on education, medicine, health and well being

  1. 1. Impact of Disruptive Digital Technologies on Education, Medicine, Health & Well-Being David Wortley 360in360 Immersive Experiences
  2. 2. Presentation Objectives To make the next hour as entertaining, memorable and eye opening as possible To motivate you to want to shape the future
  3. 3. The Ghost of Wortley Taking you on a journey through the past, present and future
  4. 4. Ghosts of Learning Past, Present and Yet to Come
  5. 5. A Tale of Two Children’s Future Looking through the lens of technologies which impact learning and health 1950 2018
  6. 6. Que Sera Sera (Whatever will be, will be) Doris Day 1956 When I was just a little boy I asked my mother, what will I be Will I be handsome Will I be rich Here's what she said to me Que será, será Whatever will be, will be The future's not ours to see Que será, será What will be, will be
  7. 7. Parent Wishlist 1950s ● Primary – Grammar School – University ● Professional Career based on using my brains ● Job for Life ● Security & good income ● Good health and strong family life ● Responsible Job ● Status and respect
  8. 8. Parent Wishlist 1950s Doctor Teacher Bank Manager My parents wanted to give me the best possible chance in life and for me to have an education for a professional career
  9. 9. Professional Job Attributes ● Subject Matter Knowledge ● Responsibility ● Judgement ● Ability to analyse data ● Experience ● Sensitivity and Awareness ● Customer Centric ● Communication & Teamwork Demands years of training, dedication and skills development
  10. 10. My Dream Job 1950s ● Provided Good Training ● Career based on using my brains, judgement, experience and skills ● Job for Life ● Security & good income ● Opportunity to Travel ● Responsible Job ● Status and respect
  11. 11. Que Sera Sera 1950 – 1960 (Learning & Development Enabling Technologies) Transport Telecomms Self-directed Learning
  12. 12. Experiential Learning Enabling Technology
  13. 13. Experiential Learning Enabling Technology
  14. 14. Que Sera Sera 1950 - 1960 Mrs Derbyshire and BigglesMr Mellor the TV Repair Man
  15. 15. Que Sera Sera 1960 - 1970 Horwood House Post Office Scholarship Pre-university Training Watching the World Cup Final in Leningrad
  16. 16. Que Sera Sera 1960 - 1970 Computer Programming in FortranMoon Landing 1969
  17. 17. Que Sera Sera 1970 - 1980 QE Hospital Birmingham1971 Peritonitis
  18. 18. Que Sera Sera 1970 - 1980 IBM System/32 (32K Memory 27MB Disk)Videotape 1978
  19. 19. Que Sera Sera 1980 - 1990 IBM PC 64K Memory 2.4 MB Disk IBM 5120 64K Memory 2.4 MB Disk Prestel Viewdata 1200 bps / 75 bps
  20. 20. Que Sera Sera 1990 - 2000 Amstrad Portable 640K Amstrad PC 640K Diskfax 10MB Disk 9600 BPS
  21. 21. Que Sera Sera 1990 - 2000 Canon Ion 1992 320 x 200 Pixels Canon Ion Scanned Laser Print
  22. 22. Que Sera Sera 1990 - 2000 Intel TeamstationIntel Proshare Epilepsy Game
  23. 23. Que Sera Sera 2000-2010 Radio with Pictures Show Interactive Multimedia Virtual Conference 2002 Serious Games Institute Immersive Technologies 2007
  24. 24. Que Sera Sera 2010 - 2018 Gamification and Enabling Technologies Personal Health Management 2013 360 Degree Imaging Immersive Experiences 2017
  25. 25. How did I do vs Parent Wishlist ? ● Primary – Grammar School – University ● Professional Career based on using my brains ● Job for Life ● Security & good income ● Good health and strong family life ● Responsible Job ● Status and respect
  26. 26. How did I do vs Parent Wishlist 1950s Vice President of ISDM Keynote Speaker at EC-Tel Speaker at Banktech Asia
  27. 27. How did I do vs my Dream Job 1950s ● Provided Good Training ● Career based on using my brains, judgement, experience and skills ● Job for Life ● Security & good income ● Opportunity to Travel ● Responsible Job ● Status and respect
  28. 28. Enabling Technology Timeline 1950 - 2018 40 Years 30 Years
  29. 29. Ghosts of Learning Past and Present What can we learn from the Ghosts of Learning Past and Present?
  30. 30. Cars before Digital Technology We used our human skills to get the best from our vehicles supported by knowledge professionals
  31. 31. Breakdowns and Repair The consequence of this lack of technology in older cars was more breakdowns and a reliance on garages and mechanics to diagnose problems, maintain and repair
  32. 32. Data Measurement and Visualisation Modern cars tell us oil pressure, temperature, speed, range of petrol tank, warn us of any impending problems, tell us where we are and how to get to our destination and compute new routes if we go off track
  33. 33. What does this mean for Education? When digital technologies and artificial intelligence can diagnose and fix problems
  34. 34. What does this mean for Health? When digital technologies and artificial intelligence can diagnose and fix problems better than humans and robots can operate more precisely than surgeons
  35. 35. What does this mean for Health? When digital technologies, gamification and artificial intelligence can enable untrained people to operate as precisely as a trainee surgeon
  36. 36. What does this mean for Education? When self-directed and peer to peer learning on demand can be personalised to the needs and interests of the learner through artificial intelligence
  37. 37. Ghost of Learning Yet to Come
  38. 38. Technology Timeline 1988 - 2048 30 Years 30 Years
  39. 39. 21st Century Skills ● Subject Matter Knowledge ● Responsibility ● Judgement ● Ability to analyse data ● Experience ● Sensitivity and Awareness ● Customer Centric ● Communications & Teamwork Demands years of training, dedication and skills development ?????
  40. 40. The Education Challenges The Next Generation have very different expectations. Are we preparing students for jobs that will not exist? Should we focus on vocational skills where humans still excel?
  41. 41. Graduate Employment Will we have a massive problem with graduate unemployment?
  42. 42. Graduate Employment Should education focus on human skills and good citizenship?
  43. 43. Gamification and Immersive Technologies A combination of human skills and immersive technologies that enable experiential and problem based learning in ways which develop humanity and preserve our cultural heritage
  44. 44. The Maker Education Mindset A case for back to the future?
  45. 45. Disruptive Digital Technologies Impact on Medicine, Health & Well-Being What challenges will these technologies create for future generations?
  46. 46. Technology-Driven Health Challenges Is convenient and on- demand access to our daily wants and needs leading to a decline in the physical and mental challenges necessary for our lifelong development and health maintenance ?
  47. 47. Technology-Driven Health Challenges Modern Lifestyle consequences include many negative effects which place increasing demands on available resources and threaten the sustainability of public services for future generations
  48. 48. Obesity, Diabetes, Cancer & Cardiovascular Problems ● Sedentary lifestyle ● Convenience foods ● Comfort eating ● Inadequate exercise ● Couch potato syndrome ● Spectator society
  49. 49. Ageing Society – Cognitive and Physical Decline ● Declining working population ● Longer life expectancy ● Middle Age skills “scrap heap” ● Shift from families to care homes ● Rising costs of elderly care
  50. 50. What can be Done ? The consequences of a failure to address these challenges are unthinkable.
  51. 51. Who should be responsible for Health? 51
  52. 52. Clinical Solutions 52
  53. 53. Public Policy Interventions Taxes & Legislation 53
  54. 54. Public Policy Interventions Awareness and Education 54
  55. 55. Better Personal Health Management 55
  56. 56. Which is the Best Solution? Who will Provide the Solution? 56 Medical Professionals or Politicians or Citizens?
  57. 57. The Transition from Cure to Prevention It’s quite clear that the best chance we have for increasing our life spans and overall improving our health is to adjust our personal behaviours and to do so at an early age. 57
  58. 58. Serious Games and Health Leveraging Consumer Technology to Address Global Challenges
  59. 59. The Same but Different ! My Body is not a Temple it is a Car
  60. 60. Navigating Life’s Journey Life is like a journey from the cradle to the grave. We know the starting point and the final destination and we are aware of the places en route but we have little idea of how long the journey will last and whether the route will be easy or difficult
  61. 61. Our Body is our Journey Vehicle Our body is the vehicle that will take us to our final destination and its condition determines where we are on that journey, the nature of the journey and how long it will last. Most of us do not know or monitor our body’s condition or properly maintain it
  62. 62. Lifestyle Technology Transforming Health Management Wearable and embedded technologies change the dynamics of our management like the dynamics of car health management
  63. 63. Where are We and Where can we Go? Wearable and embedded lifestyle technologies can provide the tools to manage our health
  64. 64. Shifting Responsibilities Who is responsible for the future of education and health?
  65. 65. Conclusions ● Artificial Intelligence and enabling technologies have the potential to decimate professional jobs ● Creative and vocational skills including crafts are likely to command better job opportunities ● We are in danger of losing control and responsibility for our futures ● We need to use technology to harness our humanity and not destroy it.
  66. 66. Technology and Society 1949 Human Intelligence Controls Machines 2018….. Machine Intelligence Controls Humans
  67. 67. The Ghost of Wortley We must not let technology become the chains that bind future generations

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