{"id":324,"date":"2017-11-28T11:20:36","date_gmt":"2017-11-28T01:20:36","guid":{"rendered":"https:\/\/www.productdesignsoftware.com.au\/?p=324"},"modified":"2024-05-06T14:39:55","modified_gmt":"2024-05-06T03:39:55","slug":"guest-blog-rmit-train-next-generation-workforce","status":"publish","type":"post","link":"https:\/\/www.leapaust.com.au\/blog\/dx\/guest-blog-rmit-train-next-generation-workforce\/","title":{"rendered":"Guest Blog by RMIT: \u201cHow to Train the Next Generation Workforce?\u201d"},"content":{"rendered":"
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In this guest post, Mark Raphael, Industry Engagement Manager at RMIT University, provides his insights from the AMTIL 2017 National Conference – “Manufacturing\u2019s Future in a Digital Age\u201d.<\/em><\/strong><\/p>\n

\"\"On Tuesday 14 November I took part in a panel session at the AMTIL 2017 National Conference to respond to the question: \u201cHow to Train the Next Generation Workforce?\u201d. Understanding the characteristics of the Next Generation Workforce is of course crucial in answering this question.<\/p>\n

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The Next Generation Workforce will be made up of post-millennials or \u201cLinksters\u201d; those born after 2002. The Linkster Generation (so called because they are linked into technology from day they are born) have grown up with social media, smart phones, apps and pervasive wi-fi. Video games have introduced the Linksters to the visual language of three dimensional digital technologies that have changed the way that humans interact with computer systems.<\/p>\n

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Mark Raphael presenting at the AMTIL National Conference 2017<\/figcaption><\/figure>\n

To converse with a Linkster workforce, we are going to have to engage them by speaking their language. At RMIT University<\/a>, we are going to train the Next Generation Workforce using Next Generation instructional tools like PTC\u2019s ThingWorx Studio Augmented Reality (AR)<\/strong> authoring software<\/a>, supplied and supported by our valued partner, LEAP Australia<\/a>.<\/p>\n

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AR has three core characteristics that we at RMIT are keen to harness:<\/strong><\/h3>\n
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    to visualize, <\/strong><\/h3>\n<\/li>\n
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    to instruct & guide, and <\/strong><\/h3>\n<\/li>\n
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    to interact.<\/strong><\/h3>\n<\/li>\n<\/ul>\n<\/blockquote>\n

     <\/p>\n

    At its core, the power of AR as a training tool grows out of the way humans process information. 80% to 90% of the information humans get is accessed through vision. AR provides in context, real-time, step-by-step, visual guidance to learners. Complicated 2-D schematics in a training manual become interactive 3-D holograms that walk the learner through the training process.<\/strong> AR takes the user interface to a whole new level. A virtual control panel can be superimposed directly on the device being explored and operated using an AR headset, hand gestures and voice commands.<\/p>\n