Exposing Core Competencies for Future Creative Technologists

Abstract

This chapter suggests that in terms of preparing creative technologies graduates it is better to define what skill sets will be in the future rather than attempting to define either what creative technologies is now or what a current creative technologist should be capable of. The chapter is a collaborative attempt to explore the future definition of a creative technologist through a form of creative expression. The chapter utilizes a combination of self-reflective narrative and performative writing to develop position descriptions for jobs that may exist in the future, where each job is an extension of an author's life trajectory. A cluster analysis is undertaken to identify common themes that define the possible characteristics and attributes of future graduates that can be used to design the curricula for creative technologies programmes to meet the needs of the changing world.

Distance Learning—Predictions and Possibilities

“…This purpose is clearly utilitarian, objective and quantifiable, but even if accepted as the main or sole purpose of education, it is problematic. There is an increasingly consumerist orientation to higher education, driven by the rhetoric of neo-liberalism and marketization, which responds to a call for job-ready graduates [19,20], coming from both employers and the debt-laden graduates but this purpose is potentially at odds with the future-proof graduates (and lifelong learners) depicted in the more utilitarian aspects of digital literacy [21,22]. Higher education institutions are under continued pressure to produce job-ready graduates [23][24][25] and this drives soft skills [26], digital literacy and problem-based learning inter alia into the curriculum, and some of these may be more challenging to deliver at a distance.…”

The A-Z of Creative Technologies

“…However, unlike design, there is a current lack of critical analysis on the * Corresponding author. Email:andrew.connor@aut.ac.nz nature of creative technologies with only a few attempts to explore the "nature of the beast" [1,[4][5][6]. An opportunity therefore exists to formulate a dialogue amongst educators, practitioners and researchers in this field to support such critical analysis.…”