Monday, June 7, 2010
Does technology make all jobs accessible to everyone?
This video provides a glimpse of a research project being conducted by BMW, demonstrating how the automotive industry might operate in a few year's time. This teaching strategy might even be adopted to train mechanical/electrical engineering students at MCAST.
Technology makes all learning seem foolproof and accessible to everyone. After I watched this video, I felt that even I would be able to manoeuvre around my car (despite the fact that currently I consider myself lucky to be able to locate the windscreen water tank). Similarly, today everyone can be a music composer or a designer with the aid of computer software... and you don't even need to know the theory or the science behind anything! Technology enables everyone to be a jack of all trades. Is there any role for in-depth learning and specialisation any longer?
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Rachel has argued that "technology makes all learning seem foolproof and accessible to everyone". But I ask, is this real learning? I feel that what we are seeing in the video is not actually learning. I agree that it is a very efficient way of showing a user how to do something. But the process is being followed in a robotic kind of way, with the user not understanding why he is doing a particular action. This presents no challenge to the user, it is just making him a machine following a program of instructions. It has taken the reflection and critical analysis out of the problem-solving situation.
ReplyDeleteLet us now present a different scenario. After the user has followed the procedure several times with the information goggles on, he knows how to change the part. If we remove the goggles and present him with a similar but not identical problem in another car, would he be able to solve the problem? If yes, then he has learnt what he had to learn. If no, then he is still very far from saying that he has knowledge of car repair.
For me knowledge is all about the student developing analytical and problem solving skills. If he masters these skills, then he is prepared for life.
I agree with Doreen. What the video is showing can be a very good tool for a machine operator working several hours per day on the same machine. However, technicians and engineers need to learn how to work on different systems and technologies. They must be able to think according to the problem they have.
ReplyDeleteRachel mentioned that today everyone can be a music composer with the software that is available for anyone. I'm not 100% whether we have several music composers or "music composers". Just listen to some crap on the radio and decide this yourself :)
I totally agree with Doreen. I do not think that one can conclude being knowledgeable in the subject, if simply capable of following a procedure. The problem is that most of our students have a tendency to look out for such procedures rather than think on the concepts required to perform certain tasks. I can see this clearly in my maths classes. Students simply learn how to solve problems by heart and if a question is altered slightly, they are not capable of applying the theory learnt to the new problem. In such cases I can tell whether students have actually learnt the mathematical concepts or are simply reproducing my own working. Not knowing the theory might have negative consequences if no software is available to provide the solution! So technology might enable us to be “jack of all trades,” but being totally dependent on it would only make us master of none.
ReplyDeleteI agree with Doreen and Kenny that this does not seem like learning at a high level. At a higher level you need to master skills such as analyses, problem solving, critical and lateral thinking; basically thinking outside the box. In industry many a situation occurs were the equipment is old, obsolete, parts are no longer being manufactured. Devising ways to make a replacement or fix it is the only option. All workers should aim to think critically to whatever extent is possible. It has to do with job satisfaction and pride.
ReplyDeleteLooking at the video from the simulation of processes point of view, in manufacturing such tools are extensively used and highly beneficial. They can highlight problem areas, bottlenecks, project feasibility and best practice in process management and reduce costing significantly by eliminating certain waste which would otherwise result do to initial (erroneous) assumptions.
I agree with all my colleagues above, that being able to repeat a number of tasks does not necessarily mean that you are familiar with the particular subject.
ReplyDeleteTo continue on what Victoria said regarding teaching Mathematics in class, in my experience students manage to perform tasks easily when following a set of procedures however they tend to find some difficulty if the question is in some way altered and they have to apply the concepts they are taught in class. I believe that someone experiences true learning when he/she is able to apply learned concepts to different situations, without the need to follow concrete steps.
Having seen this video, my first thoughts are obviously in line with what Rachel have stated – ‘Technology makes all learning seem foolproof and accessible to everyone’. What Rachel wanted to say, in my opinion, is that technology is making our life much, much, easier and efficient. In fact, if technology is adopted more widely to the curricula or the teaching techniques, I also believe that teaching students becomes easier and somehow better.
ReplyDeleteHowever, I have my reservations on certain statements put forward by Rachel, and therefore must agree with the comments of Doreen and Kenny. Although all of us would be pleased to learn how to do something which seemed very difficult, it is very dangerous to consider everyone to know the subject matter. How could everyone become a ‘mechanic’, ‘composer’, etc… by simply being able to follow simple steps on any technological device? How could we say that a student knows the subject without knowing the theory or science behind it? Imagine what Albert Einstein or Alfred Nobel would say about this!! In other words, yes, I do believe that nowadays, even though we have such technological facilities, there is still a huge need for specialization and in-depth learning.
I would feel very sorry for our society if I could just talk about anything with people, but only up to a certain extent!! We need students that graduate with high potential in both theory and practice, being technical, analytical and able to discuss the subject matter inside out. We do not want robots, as then the concept of boredom arises once again – reflect upon the critics of Henry Ford’s division of labour!!
Then is technology creating new robots? Are we simply creating the new operator? An alienated worker equipped with trendy sunglasses and cool gadgets? A mind that is unable to think independently? Lifeless, unemotional and mechanical products?
ReplyDeleteP.S. In my original post I simply wanted to instigate discussion through a series of questions. Discovering what colleagues think on any given subject helps me to develop my own train of thought and I need to thank all the people who are contributing to this blog for this. However, I just want to clarify that I did not express any opinion at any point in my original post.
Students achieve new skills through e-technology, primarily multitasking, efficiency in repetitive tasks when using the computer, mobile phones etc but they lose out on other skills such as their thinking and analyses because the technology is doing it for them. One case in point is the use of the calculator. We have students using the calculator to make simple summations, multiplications even times 10.These should be mental, it is simply ridiculous. A simple division of two numbers is just an answer and they are not able to estimate let alone deduce that the answer is correct or not. A fictitious example: say 59.25÷375.348 = 1.483837. They don’t realise it is wrong! The surprising thing is that if we are making complex calculations using the calculator (example operations using complex numbers) then they will remember exactly the procedure to each particular case. This is a robotic action to me!
ReplyDeleteDuring class work the lecturer can observe and monitor each student closely, thus giving better feedback according to his needs. Some students will do things differently or find an easier method. It’s very rewarding. That is one nice thing about face to face interactive versus e-learning. When someone says you are acting like a robot it usually means something is missing: it’s the human aspect.
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ReplyDelete“Does technology make all jobs accessible to everyone?"... jack of all trades...
ReplyDeleteTechnology may address various ways to express and help the end user. The video presents how to accomplish a task and in detail simulates the step by step procedure.
These systems are useful for knowledge based learning, especially for training. They can reach superb levels and exceed barriers, bringing the work or practice in class and even any other location.
It is ideal for routine tasks and following predetermined steps of executions, based on expectancy. These methods are excellent for knowledge acquisition.
In some circumstances, there is the need of individually ability to comprehend and adjust him to the various situations; the expertise and specialisation. The missing human factors involved are the intuition, comprehension and synthesis.
The new generation technology has moved from instructive, to cooperative.
The missing human factor involved is the intuition, comprehension and synthesis. In arts the lacuna is termed “artistic licence”, or personal touch. Not all people may claim to be artists.
Back years ago I was trained on CBT, simulating aircraft systems, mode of operation and typical malfunctions. The purpose was to enrich the knowledge on the system and concept of operation. The CBT modelled situation is an ideal situation where the systems and faults are isolated, in real life the situation is a result of additional extrinsic influences and combined events (probably not considered in the simulated model).
The next generation technology will move from instructive and cooperative sharing knowledge, to self-learning semantic inference engine. This development will be advanced enough to address situations more realistic as described here above.
Rachel I guess you are right when you're saying that technology is creating new robots. We are also experiencing the fact that due to advancement in technology, it is also overtaking the human need as well.
ReplyDeleteHowever I don't think that a car will be assembled in such a way. As some of my colleagues commented, we still need the element of the human factor. I would more use such clips to help customers to understand how to work on their car and fix any uncomplicated matters.
I believe that this is where technology is leading us to. The difficulty is that if viewers have any questions, they cannot interfere during the presentation. Any questions might be left unanswered.
This interesting video gives one great food for thought. However interesting and informative it is, I personally do not think it will in any way be a substitute for in-depth learning and hands-on experience. It is one thing to watch someone or a video clip carrying out a particular task and a very different piece of cake when you have to carry out the task yourself.
ReplyDeleteI agree wholeheartedly with the comments that most students often learn in a robotic way. In my experience they often study theory off by heart and just reproduce it as such in their tests/exams or assignments. Give them the same question in a slightly different format and they are completely lost! Is this learning?? In my books definitely not! Learning in a robotic way completely kills analytical and imaginative skills – skills which make us different from our animal friends.
The challenge here is to incorporate technology with the actual hands-on approach to the teaching and learning of a subject. I feel that technology on its own will possibly make us "jack of all trades and master of none" but coupled with personal feedback and the human touch it can be of tremendous value. Using technology to stimulate our creative skills on the other hand will be to our great advantage.
The idea of technology acting as a gatekeeper to workers gives me shivers. Although I might agree with certain of the arguments above, I do think that one crucial point is being missed here.
ReplyDeleteWho is behind technology? Who creates it? Who develops it? It is us in the industry that make this technological infrastructure a reality. Therefore, the argument here should be not whether technology is hindering access to certain jobs but the way we are taking the opportunity to create more opportunities in the creation of technology.
It's a matter of bringing about a shift in mentality, to one where people specialise to be the ones pushing technological advancement, that brings further efficiency in several working sectors. If technological advancement is coupled with investment in people training and education, we can only become better, meaning that the quality of working opportunities for all would be much better.
Technology is a major factor in productivity. If we manage to harness ourselves to boost productivity through technology, we will be indirectly stimulating the chances of expansion, creating the need for further technological development and therefore creating more work opportunities.
It's not a matter of technology replacing people, but how good are we to be the people behind it!
Mariella
I believe that this kind of learning is indeed very effective. A person can learn a mecahnical job just by observing let alone with hands on practice. The answer is yes, if the student is presented with a new machine next time, he might not know exactly how to dismount it (no-one would), but he will have a good idea of where to search for the screws, how much strength should be used to pull out things, and after all, it would not be the first time for him to use a screwdriver in tight positions.
ReplyDeleteAnalytical and critical skills might not be very challenged in this way, but who says that this method is used alone? Different tools are blended together to obtain a holistic method of taught and in a vocational school where practice is given a lot of importance over theory, I would dare say that such tools would be of utmost importance.