Tag Archives: digital literacy

The Royal Bank of Canada reports ‘Humans wanted’ and some thoughts on the future of work, robots, and artificial intelligence

It seems the Royal Bank of Canada ((RBC or Royal Bank) wants to weigh in and influence what is to come with regard to what new technologies will bring us and how they will affect our working lives.  (I will be offering my critiques of the whole thing.)

Launch yourself into the future (if you’re a youth)

“I’m not planning on being replaced by a robot.” That’s the first line of text you’ll see if you go to the Royal Bank of Canada’s new Future Launch web space and latest marketing campaign and investment.

This whole endeavour is aimed at ‘youth’ and represents a $500M investment. Of course, that money will be invested over a 10-year period which works out to $50M per year and doesn’t seem quite so munificent given how much money Canadian banks make (from a March 1, 2017 article by Don Pittis for the Canadian Broadcasting Corporation [CBC] news website),

Yesterday [February 28, 2017] the Bank of Montreal [BMO] said it had made about $1.5 billion in three months.

That may be hard to put in context until you hear that it is an increase in profit of nearly 40 per cent from the same period last year and dramatically higher than stock watchers had been expecting.

Not all the banks have done as well as BMO this time. The Royal Bank’s profits were up 24 per cent at $3 billion. [emphasis mine] CIBC [Canadian Imperial Bank of Commerce] profits were up 13 per cent. TD [Toronto Dominion] releases its numbers tomorrow.

Those numbers would put the RBC on track to a profit of roughly $12B n 2017. This means  $500M represents approximately 4.5% of a single year’s profits which will be disbursed over a 10 year period which makes the investment work out to approximately .45% or less than 1/2 of one percent. Paradoxically, it’s a lot of money and it’s not that much money.

Advertising awareness

First, there was some advertising (in Vancouver at least),

[downloaded from http://flinflononline.com/local-news/356505]

You’ll notice she has what could be described as a ‘halo’. Is she an angel or, perhaps, she’s an RBC angel? After all, yellow and gold are closely associated as colours and RBC sports a partially yellow logo. As well, the model is wearing a blue denim jacket, RBC’s other logo colour.

Her ‘halo’ is intact but those bands of colour bend a bit and could be described as ‘rainbow-like’ bringing to mind ‘pots of gold’ at the end of the rainbow.  Free association is great fun and allows people to ascribe multiple and/or overlapping ideas and stories to the advertising. For example, people who might not approve of imagery that hearkens to religious art might have an easier time with rainbows and pots of gold. At any rate, none of the elements in images/ads are likely to be happy accidents or coincidence. They are intended to evoke certain associations, e.g., anyone associated with RBC will be blessed with riches.

The timing is deliberate, too, just before Easter 2018 (April 1), suggesting to some us, that even when the robots arrive destroying the past, youth will rise up (resurrection) for a new future. Or, if you prefer, Passover and its attendant themes of being spared and moving to the Promised Land.

Enough with the semiotic analysis and onto campaign details.

Humans Wanted: an RBC report

It seems the precursor to Future Launch, is an RBC report, ‘Humans Wanted’, which itself is the outcome of still earlier work such as this Brookfield Institute for Innovation + Entrepreneurship (BII+E) report, Future-proof: Preparing young Canadians for the future of work, March 2017 (authors: Creig Lamb and Sarah Doyle), which features a quote from RBC’s President and CEO (Chief Executive Officer) David McKay,

“Canada’s future prosperity and success will rely on us harnessing the innovation of our entire talent pool. A huge part of our success will depend on how well we integrate this next generation of Canadians into the workforce. Their confidence, optimism and inspiration could be the key to helping us reimagine traditional business models, products and ways of working.”  David McKay, President and CEO, RBC

There are a number of major trends that have the potential to shape the future of work, from climate change and resource scarcity to demographic shifts resulting from an aging population and immigration. This report focuses on the need to prepare Canada’s youth for a future where a great number of jobs will be rapidly created, altered or made obsolete by technology.

Successive waves of technological advancements have rocked global economies for centuries, reconfiguring the labour force and giving rise to new economic opportunities with each wave. Modern advances, including artificial intelligence and robotics, once again have the potential to transform the economy, perhaps more rapidly and more dramatically than ever before. As past pillars of Canada’s economic growth become less reliable, harnessing technology and innovation will become increasingly important in driving productivity and growth. 1, 2, 3

… (p. 2 print; p. 4 PDF)

The Brookfield Institute (at Ryerson University in Toronto, Ontario, Canada) report is worth reading if for no other reason than its Endnotes. Unlike the RBC materials, you can find the source for the information in the Brookfield report.

After Brookfield, there was the RBC Future Launch Youth Forums 2017: What We Learned  document (October 13, 2017 according to ‘View Page Info’),

In this rapidly changing world, there’s a new reality when it comes to work. A degree or diploma no longer guarantees a job, and some of the positions, skills and trades of today won’t exist – or be relevant – in the future.

Through an unprecedented 10-year, $500 million commitment, RBC Future LaunchTM  is focused on driving real change and preparing today’s young people for the future world of work, helping them access the skills, job experience and networks that will enable their success.

At the beginning of this 10-year journey RBC® wanted to go beyond research and expert reports to better understand the regional issues facing youth across Canada and to hear directly from young people and organizations that work with them. From November 2016 to May 2017, the RBC Future Launch team held 15 youth forums across the country, bringing together over 430 partners, including young people, to uncover ideas and talk through solutions to address the workforce gaps Canada’s youth face today.

Finally,  a March 26, 2018 RBC news release announces the RBC report: ‘Humans Wanted – How Canadian youth can thrive in the age of disruption’,

Automation to impact at least 50% of Canadian jobs in the next decade: RBC research

Human intelligence and intuition critical for young people and jobs of the future

  • Being ‘human’ will ensure resiliency in an era of disruption and artificial intelligence
  • Skills mobility – the ability to move from one job to another – will become a new competitive advantage

TORONTO, March 26, 2018 – A new RBC research paper, Humans Wanted – How Canadian youth can thrive in the age of disruption, has revealed that 50% of Canadian jobs will be disrupted by automation in the next 10 years.

As a result of this disruption, Canada’s Gen Mobile – young people who are currently transitioning from education to employment – are unprepared for the rapidly changing workplace. With 4 million Canadian youth entering the workforce over the next decade, and the shift from a jobs economy to a skills economy, the research indicates young people will need a portfolio of “human skills” to remain competitive and resilient in the labour market.

“Canada is at a historic cross-roads – we have the largest generation of young people coming into the workforce at the very same time technology is starting to impact most jobs in the country,” said Dave McKay, President and CEO, RBC. “Canada is on the brink of a skills revolution and we have a responsibility to prepare young people for the opportunities and ambiguities of the future.”

‘There is a changing demand for skills,” said John Stackhouse, Senior Vice-President, RBC. “According to our findings, if employers and the next generation of employees focus on foundational ‘human skills’, they’ll be better able to navigate a new age of career mobility as technology continues to reshape every aspect of the world around us.”

Key Findings:

  • Canada’s economy is on target to add 2.4 million jobs over the next four years, virtually all of which will require a different mix of skills.
  • A growing demand for “human skills” will grow across all job sectors and include: critical thinking, co-ordination, social perceptiveness, active listening and complex problem solving.
  • Rather than a nation of coders, digital literacy – the ability to understand digital items, digital technologies or the Internet fluently – will be necessary for all new jobs.
  • Canada’s education system, training programs and labour market initiatives are inadequately designed to help Canadian youth navigate the new skills economy, resulting in roughly half a million 15-29 year olds who are unemployed and another quarter of a million who are working part-time involuntarily.
  • Canadian employers are generally not prepared, through hiring, training or retraining, to recruit and develop the skills needed to ensure their organizations remain competitive in the digital economy.

“As digital and machine technology advances, the next generation of Canadians will need to be more adaptive, creative and collaborative, adding and refining skills to keep pace with a world of work undergoing profound change,” said McKay. “Canada’s future prosperity depends on getting a few big things right and that’s why we’ve introduced RBC Future Launch.”

RBC Future Launch is a decade-long commitment to help Canadian youth prepare for the jobs of tomorrow. RBC is committed to acting as a catalyst for change, bringing government, educators, public sector and not-for-profits together to co-create solutions to help young people better prepare for the future of the work through “human skills” development, networking and work experience.

Top recommendations from the report include:

  • A national review of post-secondary education programs to assess their focus on “human skills” including global competencies
  • A national target of 100% work-integrated learning, to ensure every undergraduate student has the opportunity for an apprenticeship, internship, co-op placement or other meaningful experiential placement
  • Standardization of labour market information across all provinces and regions, and a partnership with the private sector to move skills and jobs information to real-time, interactive platforms
  • The introduction of a national initiative to help employers measure foundational skills and incorporate them in recruiting, hiring and training practices

Join the conversation with Dave McKay and John Stackhouse on Wednesday, March 28 [2018] at 9:00 a.m. to 10:00 a.m. EDT at RBC Disruptors on Facebook Live.

Click here to read: Humans Wanted – How Canadian youth can thrive in the age of disruption.

About the Report
RBC Economics amassed a database of 300 occupations and drilled into the skills required to perform them now and projected into the future. The study groups the Canadian economy into six major clusters based on skillsets as opposed to traditional classifications and sectors. This cluster model is designed to illustrate the ease of transition between dissimilar jobs as well as the relevance of current skills to jobs of the future.

Six Clusters
Doers: Emphasis on basic skills
Transition: Greenhouse worker to crane operator
High Probability of Disruption

Crafters: Medium technical skills; low in management skills
Transition: Farmer to plumber
Very High Probability of Disruption

Technicians: High in technical skills
Transition: Car mechanic to electrician
Moderate Probability of Disruption

Facilitators: Emphasis on emotional intelligence
Transition: Dental assistant to graphic designer
Moderate Probability of Disruption

Providers: High in Analytical Skills
Transition: Real estate agent to police officer
Low Probability of Disruption

Solvers: Emphasis on management skills and critical thinking
Transition: Mathematician to software engineer
Minimal Probability of Disruption

About RBC
Royal Bank of Canada is a global financial institution with a purpose-driven, principles-led approach to delivering leading performance. Our success comes from the 81,000+ employees who bring our vision, values and strategy to life so we can help our clients thrive and communities prosper. As Canada’s biggest bank, and one of the largest in the world based on market capitalization, we have a diversified business model with a focus on innovation and providing exceptional experiences to our 16 million clients in Canada, the U.S. and 34 other countries. Learn more at rbc.com.‎

We are proud to support a broad range of community initiatives through donations, community investments and employee volunteer activities. See how at http://www.rbc.com/community-sustainability/.

– 30 – 

The report features a lot of bulleted points, airy text (large fonts and lots of space between the lines), inoffensive graphics, and human interest stories illustrating the points made elsewhere in the text.

There is no bibliography or any form of note telling you where to find the sources for the information in the report. The 2.4M jobs mentioned in the news release are also mentioned in the report on p. 16 (PDF) and is credited in the main body of the text to the EDSC. I’m not up-to-date on my abbreviations but I’m pretty sure it does not stand for East Doncaster Secondary College or East Duplin Soccer Club. I’m betting it stands for Employment and Social Development Canada. All that led to visiting the EDSC website and trying (unsuccessfully) to find the report or data sheet used to supply the figures RBC quoted in their report and news release.

Also, I’m not sure who came up with or how they developed the ‘crafters, ‘doers’, ‘technicians’, etc. categories.

Here’s more from p. 2 of their report,

CANADA, WE HAVE A PROBLEM. [emphasis mine] We’re hurtling towards the 2020s with perfect hindsight, not seeing what’s clearly before us. The next generation is entering the workforce at a time of profound economic, social and technological change. We know it. [emphasis mine] Canada’s youth know it. And we’re not doing enough about it.

RBC wants to change the conversation, [emphasis mine] to help Canadian youth own the 2020s — and beyond. RBC Future Launch is our 10-year commitment to that cause, to help young people prepare for and navigate a new world of work that, we believe, will fundamentally reshape Canada. For the better. If we get a few big things right.

This report, based on a year-long research project, is designed to help that conversation. Our team conducted one of the biggest labour force data projects [emphasis mine] in Canada, and crisscrossed the country to speak with students and workers in their early careers, with educators and policymakers, and with employers in every sector.

We discovered a quiet crisis — of recent graduates who are overqualified for the jobs they’re in, of unemployed youth who weren’t trained for the jobs that are out there, and young Canadians everywhere who feel they aren’t ready for the future of work.

Sarcasm ahead

There’s nothing like starting your remarks with a paraphrased quote from a US movie about the Apollo 13 spacecraft crisis as in, “Houston, we have a problem.” I’ve always preferred Trudeau (senior) and his comment about ‘keeping our noses out of the nation’s bedrooms’. It’s not applicable but it’s more amusing and a Canadian quote to boot.

So, we know we’re having a crisis which we know about but RBC wants to tell us about it anyway (?) and RBC wants to ‘change the conversation’. OK. So how does presenting the RBC Future Launch change the conversation? Especially in light of the fact, that the conversation has already been held, “a year-long research project … Our team conducted one of the biggest labour force data projects [emphasis mine] in Canada, and crisscrossed the country to speak with students and workers in their early careers, with educators and policymakers, and with employers in every sector.” Is the proposed change something along the lines of ‘Don’t worry, be happy; RBC has six categories (Doers, Crafters, Technicians, Facilitators, Providers, Solvers) for you.’ (Yes, for those who recognized it, I’m referencing I’m referencing Bobby McFerrin’s hit song, Don’t Worry, Be Happy.)

Also, what data did RBC collect and how do they collect it? Could Facebook and other forms of social media have been involved? (My March 29, 2018 posting mentions the latest Facebook data scandal; scroll down about 80% of the way.)

There are the people leading the way and ‘changing the conversation’ as it were and they can’t present logical, coherent points. What kind of conversation could they possibly have with youth (or anyone else for that matter)?

And, if part of the problem is that employers are not planning for the future, how does Future Launch ‘change that part of the conversation’?

RBC Future Launch

Days after the report’s release,there’s the Future Launch announcement in an RBC March 28, 2018 news release,

TORONTO, March 28, 2017 – In an era of unprecedented economic and technological change, RBC is today unveiling its largest-ever commitment to Canada’s future. RBC Future Launch is a 10-year, $500-million initiative to help young people gain access and opportunity to the skills, job experience and career networks needed for the future world of work.

“Tomorrow’s prosperity will depend on today’s young people and their ability to take on a future that’s equally inspiring and unnerving,” said Dave McKay, RBC president and CEO. “We’re sitting at an intersection of history, as a massive generational shift and unprecedented technological revolution come together. And we need to ensure young Canadians are prepared to help take us forward.”

Future Launch is a core part of RBC’s celebration of Canada 150, and is the result of two years of conversations with young Canadians from coast to coast to coast.

“Young people – Canada’s future – have the confidence, optimism and inspiration to reimagine the way our country works,” McKay said. “They just need access to the capabilities and connections to make the 21st century, and their place in it, all it should be.”

Working together with young people, RBC will bring community leaders, industry experts, governments, educators and employers to help design solutions and harness resources for young Canadians to chart a more prosperous and inclusive future.

Over 10 years, RBC Future Launch will invest in areas that help young people learn skills, experience jobs, share knowledge and build resilience. The initiative will address the following critical gaps:

  • A lack of relevant experience. Too many young Canadians miss critical early opportunities because they’re stuck in a cycle of “no experience, no job.” According to the consulting firm McKinsey & Co., 83 per cent of educators believe youth are prepared for the workforce, but only 34 per cent of employers and 44 per cent of young people agree. RBC will continue to help educators and employers develop quality work-integrated learning programs to build a more dynamic bridge between school and work.
  • A lack of relevant skills. Increasingly, young people entering the workforce require a complex set of technical, entrepreneurial and social skills that cannot be attained solely through a formal education. A 2016 report from the World Economic Forum states that by 2020, more than a third of the desired core skill-sets of most occupations will be different from today — if that job still exists. RBC will help ensure young Canadians gain the skills, from critical thinking to coding to creative design, that will help them integrate into the workplace of today, and be more competitive for the jobs of tomorrow.
  • A lack of knowledge networks. Young people are at a disadvantage in the job market if they don’t have an opportunity to learn from others and discover the realities of jobs they’re considering. Many have told RBC that there isn’t enough information on the spectrum of jobs that are available. From social networks to mentoring programs, RBC will harness the vast knowledge and goodwill of Canadians in guiding young people to the opportunities that exist and will exist, across Canada.
  • A lack of future readiness. Many young Canadians know their future will be defined by disruption. A new report, Future-proof: Preparing young Canadians for the future of work, by the Brookfield Institute for Innovation + Entrepreneurship, found that 42 per cent of the Canadian labour force is at a high risk of being affected by automation in the next 10 to 20 years. Young Canadians are okay with that: they want to be the disruptors and make the future workforce more creative and productive. RBC will help to create opportunities, through our education system, workplaces and communities at large to help young Canadians retool, rethink and rebuild as the age of disruption takes hold.

By helping young people unlock their potential and launch their careers, RBC can assist them with building a stronger future for themselves, and a more prosperous Canada for all. RBC created The Launching Careers Playbook, an interactive, digital resource focused on enabling young people to reach their full potential through three distinct modules: I am starting my career; I manage interns and I create internship programs. The Playbook shares the design principles, practices, and learnings captured from the RBC Career Launch Program over three years, as well as the research and feedback RBC has received from young people and their managers.

More information on RBC Future Launch can be found at www.rbc.com/futurelaunch.

Weirdly, this news release is the only document which gives you sources for some of RBC’s information. If you should be inclined, you can check the original reports as cited in the news release and determine if you agree with the conclusions the RBC people drew from them.

Cynicism ahead

They are planning to change the conversation, are they? I can’t help wondering what return they’re (RBC)  expecting to make on their investment ($500M over10 years). The RBC is prominently displayed not only on the launch page but in several of the subtopics listed on the page.

There appears to be some very good and helpful information although much of it leads you to using a bank for one reason or another. For example, if you’re planning to become an entrepreneur (and there is serious pressure from the government of Canada on this generation to become precisely that), then it’s very handy that you have easy access to RBC from any of the Future Launch pages. As well, you can easily apply for a job at or get a loan from RBC after you’ve done some of the exercises on the website and possibly given RBC a lot of data about yourself.

For anyone who believes I’m being harsh about the bank, you might want to check out a March 15, 2017 article by Erica Johnson for the Canadian Broadcasting Corporation’s Go Public website. It highlights just how ruthless Canadian banks can be,

Employees from all five of Canada’s big banks have flooded Go Public with stories of how they feel pressured to upsell, trick and even lie to customers to meet unrealistic sales targets and keep their jobs.

The deluge is fuelling multiple calls for a parliamentary inquiry, even as the banks claim they’re acting in customers’ best interests.

In nearly 1,000 emails, employees from RBC, BMO, CIBC, TD and Scotiabank locations across Canada describe the pressures to hit targets that are monitored weekly, daily and in some cases hourly.

“Management is down your throat all the time,” said a Scotiabank financial adviser. “They want you to hit your numbers and it doesn’t matter how.”

CBC has agreed to protect their identities because the workers are concerned about current and future employment.

An RBC teller from Thunder Bay, Ont., said even when customers don’t need or want anything, “we need to upgrade their Visa card, increase their Visa limits or get them to open up a credit line.”

“It’s not what’s important to our clients anymore,” she said. “The bank wants more and more money. And it’s leading everyone into debt.”

A CIBC teller said, “I am expected to aggressively sell products, especially Visa. Hit those targets, who cares if it’s hurting customers.”

….

Many bank employees described pressure tactics used by managers to try to increase sales.

An RBC certified financial planner in Guelph, Ont., said she’s been threatened with pay cuts and losing her job if she doesn’t upsell enough customers.

“Managers belittle you,” she said. “We get weekly emails that highlight in red the people who are not hitting those sales targets. It’s bullying.”

Some TD Bank employees told CBC’s Go Public they felt they had to break the law to keep their jobs. (Aaron Harris/Reuters)

Employees at several RBC branches in Calgary said there are white boards posted in the staff room that list which financial advisers are meeting their sales targets and which advisers are coming up short.

A CIBC small business associate who quit in January after nine years on the job said her district branch manager wasn’t pleased with her sales results when she was pregnant.

While working in Waterloo, Ont., she says her manager also instructed staff to tell all new international students looking to open a chequing account that they had to open a “student package,” which also included a savings account, credit card and overdraft.

“That is unfair and not the law, but we were told to do it for all of them.”

Go Public requested interviews with the CEOs of the five big banks — BMO, CIBC, RBC, Scotiabank and TD — but all declined.

If you have the time, it’s worth reading Johnson’s article in its entirety as it provides some fascinating insight into Canadian banking practices.

Final comments and an actual ‘conversation’ about the future of work

I’m torn, It’s good to see an attempt to grapple with the extraordinary changes we are likely to see in the not so distant future. It’s hard to believe that this Future Launch initiative is anything other than a self-interested means of profiting from fears about the future and a massive public relations campaign designed to engender good will. Doubly so since the very bad publicity the banks including RBC garnered last year (2017), as mentioned in the Johnson article.

Also, RBC and who knows how many other vested interests appear to have gathered data and information which they’ve used to draw any number of conclusions. First, I can’t find any information about what data RBC is gathering, who else might have access, and what plans, if any, they have to use it. Second, RBC seems to have predetermined how this ‘future of work’ conversation needs to be changed.

I suggest treading as lightly as possible and keeping in mind other ‘conversations’ are possible. For example, Mike Masnick at Techdirt has an April 3, 2018 posting about a new ‘future of work’ initiative,

For the past few years, there have been plenty of discussions about “the future of work,” but they tend to fall into one of two camps. You have the pessimists, who insist that the coming changes wrought by automation and artificial intelligence will lead to fewer and fewer jobs, as all of the jobs of today are automated out of existence. Then, there are the optimists who point to basically every single past similar prediction of doom and gloom due to innovation, which have always turned out to be incorrect. People in this camp point out that technology is more likely to augment than replace human-based work, and vaguely insist that “the jobs will come.” Whether you fall into one of those two camps — or somewhere in between or somewhere else entirely — one thing I’d hope most people can agree on is that the future of work will be… different.

Separately, we’re also living in an age where it is increasingly clear that those in and around the technology industry must take more responsibility in thinking through the possible consequences of the innovations they’re bringing to life, and exploring ways to minimize the harmful results (and hopefully maximizing the beneficial ones).

That brings us to the project we’re announcing today, Working Futures, which is an attempt to explore what the future of work might really look like in the next ten to fifteen years. We’re doing this project in partnership with two organizations that we’ve worked with multiples times in the past: Scout.ai and R Street.

….

The key point of this project: rather than just worry about the bad stuff or hand-wave around the idea of good stuff magically appearing, we want to really dig in — figure out what new jobs may actually appear, look into what benefits may accrue as well as what harms may be dished out — and see if there are ways to minimize the negative consequences, while pushing the world towards the beneficial consequences.

To do that, we’re kicking off a variation on the classic concept of scenario planning, bringing together a wide variety of individuals with different backgrounds, perspectives and ideas to run through a fun and creative exercise to imagine the future, while staying based in reality. We’re adding in some fun game-like mechanisms to push people to think about where the future might head. We’re also updating the output side of traditional scenario planning by involving science fiction authors, who obviously have a long history of thinking up the future, and who will participate in this process and help to craft short stories out of the scenarios we build, making them entertaining, readable and perhaps a little less “wonky” than the output of more traditional scenario plans.

There you have it; the Royal Bank is changing the conversation and Techdirt is inviting you to join in scenario planning and more.

Canadian children to learn computer coding from kindergarten through to high school

Government officials are calling the new $50M programme to teach computer coding skills to approximately 500,000 Canadian children from kindergarten to grade 12, CanCode (h/t June 14, 2017 news item on phys.org). Here’s more from the June 14, 2017 Innovation, Science and Economic Development Canada news release,,

Young Canadians will get the skills they need for the well-paying jobs of the future as a result of a $50-million program that gives them the opportunity to learn coding and other digital skills.

The Honourable Navdeep Bains, Minister of Innovation, Science and Economic Development, together with the Honourable Kirsty Duncan, Minister of Science, today launched CanCode, a new program that, over the next two years, will give 500,000 students from kindergarten to grade 12 the opportunity to learn the in-demand skills that will prepare them for future jobs.

The program also aims to encourage more young women, Indigenous Canadians and other under-represented groups to pursue careers in science, technology, engineering and math. In addition, it will equip 500 teachers across the country with the training and tools to teach digital skills and coding.

Many jobs today rely on the ability of Canadian workers to solve problems using digital skills. The demand for such skills will only intensify as the number of software and data companies increases—whether they sell music online or design self-driving cars, for example. That’s why the government is investing in the skills that prepare young Canadians for the jobs of tomorrow.

This program is part of the Innovation and Skills Plan, a multi-year strategy to create well-paying jobs for the middle class and those working hard to join it.

 

Quotes

“Our government is investing in a program that will equip young Canadians with the skills they need for a future in which every job will require some level of digital ability. Coding teaches our young people how to work as a team to solve difficult problems in creative ways. That’s how they will become the next great innovators and entrepreneurs that Canada needs to succeed.”

– The Honourable Navdeep Bains, Minister of Innovation, Science and Economic Development

“Coding skills are highly relevant in today’s scientific and technological careers, and they will only become more important in the future. That’s why it is essential that we teach these skills to young Canadians today so they have an advantage when they choose to pursue a career as a scientist, researcher or engineer. Our government is proud to support their curiosity, their ambition and their desire to build a bolder, brighter future for all Canadians.”

– The Honourable Kirsty Duncan, Minister of Science

Quick Facts

  • Funding applicants must be not-for-profit organizations incorporated in Canada. They must have a minimum of three years of experience delivering education-related programs to young Canadians.
  • The deadline for applications for project funding is July 26, 2017 [emphasis mine].

Associated Links

Exciting stuff, eh?

I was a bit curious about how the initiative will be executed since education is a provincial responsibility. The answers are on the ‘CanCode funding application‘ page,

The CanCode program aims to provide coding and digital skills learning opportunities to a diverse set of participants, principally students from kindergarten to grade 12 (K-12) across Canada, including traditionally underrepresented groups, as well as their teachers. The program will consider proposals for initiatives that run until the program end date of March 31, 2019.

Funding

Maximum contribution funding to any one recipient cannot exceed $5 million per year, and the need for the contribution must be clearly demonstrated by the applicant. The level of funding provided by the program will be contingent upon the assessment of the proposal and the availability of program funds.

Proposals may include funding from other levels of government, private sector or non-profit partners, however, total funding from all federal, provincial/territorial and municipal sources cannot exceed 100%.

Eligible costs

Eligible costs are the costs directly related to the proposal that respect all conditions and limitations of the program and that will be eligible for claim as set out in the Contribution Agreement (CA) if the proposal is approved for funding.

Eligible costs include:

  • Administrative operating costs, including travel related to delivery of training (limited to no more than 10% of total eligible costs except for approved recipients delivering initiatives in Canada’s Far North due to high costs associated with travel, inclement weather, costs of accommodation and food)
  • Direct costs to deliver training (including for training delivery personnel, space rental, materials, etc.)
  • Costs for required equipment limited to no more than 20% of total eligible costs
  • Costs to develop and administer online training

Eligibility details

Essential criteria for assessment

To qualify for funding, your organization:

  • Must be a not-for-profit organization incorporated in Canada; and
  • Must have a minimum of three years’ experience in the delivery of coding and digital education programs to K-12 youth and/or their teachers.

Your funding proposal must also clearly demonstrate that:

  • Your proposed initiative meets the objectives of the program in terms of target participants and content (e.g. computational thinking, coding concepts, programming robotics, internet safety, teacher training);
  • Your initiative will be delivered at no cost to participants;
  • With program funding, your organization will have the resource capacity and expertise, either internally or through partnerships, to successfully deliver the proposed initiative; and
  • You can deliver the proposed initiative within the program timeframe.

Asset criteria for assessment

While not essential requirements, proposals will also be assessed on the degree to which they include one or more of the following elements:

  • Content that maps to provincial/territorial educational curricula (e.g. lessons for teachers on how to integrate coding/digital skills into the classroom; topics/content that support current curricula);
  • Development of tools and resources that will be made available to students and teachers following a learning opportunity, and which could reinforce or continue learning, and/or reach a broader audience;
  • Partnerships with other organizations, such as school boards, teacher associations, community organizations, and other organizations delivering coding/digital skills;
  • Private sector funding or partnerships that can leverage federal contributions to deliver programming to a wider audience or to enhance or expand initiatives and content;
  • A demonstrated ability to reach traditionally underrepresented groups such as girls, Indigenous youth, disabled, and at-risk youth;
  • A demonstrated ability to deliver services on First Nations Reserves; or
  • A demonstrated ability to reach underserved locations in Canada, such as rural, remote and northern communities.

Eligibility self-assessment

Before you get started, take the following self-assessment to ensure your proposed initiative/project is eligible for funding. If you answer yes to all of the questions below, you are eligible to apply:

  • Are you a not-for-profit organization incorporated in Canada? Are you able to provide articles of incorporation?
  • Has your organization been delivering coding/digital skills education to youth within the range of kindergarten to grade 12 and/or teachers for at least three years?
  • Can your proposed initiative/project be delivered by March 31, 2019?
  • Does your proposed initiative/project provide any of the following: development and delivery of training and educational initiatives for K-12 students to learn digital skills, coding and related concepts (e.g. in-class instruction, after-school programs, summer camps, etc.); development and delivery of training and professional development initiatives for teacher to develop the skills and confidence to introduce digital skills, coding and related concepts into the classroom (e.g. teacher training courses, workshops, etc.); development of online resources/tools to support and enhance coding and digital skills learning initiatives for youth and/or teachers.

How to apply

When you click “Apply now”, you will be prompted to submit a basic form to collect your contact information. We will then contact you to provide you with the application package.

[Go here to Apply now]

Contact information

For general questions and comments, please contact the CanCode program.

Telephone (toll-free in Canada): 1-800-328-6189
Telephone (Ottawa): 613-954-5031
Fax: 343-291-1913
TTY (for hearing-impaired): 1-866-694-8389
By email
Chat now
Business hours: 8:30 a.m. to 5:00 p.m. (Eastern Time)
By mail: CanCode
C.D. Howe Building
235 Queen Street, 1st floor, West Tower
Ottawa, ON  K1A 0H5
Canada

For anyone curious about just how much work is involved (from the Apply for CanCode funding page;Note: contact form not included),

Please complete and submit the form below and we will contact you within 2 business days to provide you with an application package.

Application package

A complete application package, consisting of a completed Application Form, a Project Work Plan, a Budget, and such additional supporting documentation as required by the program to fully assess the proposal’s merit to be funded, must be submitted on or before July 26, 2017 to be considered.

Supporting documentation includes, but is not limited to, the following:

  • Corporate documents, e.g. articles of corporation;
  • Financial statements from the last three years;
  • Information on any contributors/partners and their roles and resources in support of the project;
  • A detailed budget outlining forecasted total costs and per participant cost of delivering the proposed initiative;
  • A detailed work plan providing a description of all project activities and timelines, as well as overall expected results and benefits;
  • Information on experience/skills of key personnel;
  • Copies of any funding or partnership agreements relevant to the proposal;
  • Letters of support from partners, previous clientele, other relevant stakeholders;

Application intake

The program will accept proposals until July 26, 2017 [emphasis mine], whereupon the call for proposals will be closed. Should funding remain available following the assessment and funding decisions regarding proposals received during this intake period, further calls for proposals may be issued.

If you keep scrolling down you’ll find the contact form.

Applicants sure don’t much time to prepare their submissions from which I infer that interested parties have already been contacted or apprised that this programme was in the works.

Also, for those of us in British Columbia, this is not the first government initiative directed at children’s computer coding skills. In January 2016, Premier Christy Clark* announced a provincial programme  (my Jan. 19, 2016 posting; scroll down about 55% of the way for the discussion about ‘talent’ and several months later announced there would be funding for the programme (June 10, 2016 Office of the Premier news release about funding). i wonder if these federal and provincial efforts are going to be coordinated?

For more insight into the BC government’s funding, there’s Tracy Sherlock’s Sept. 3, 2016 article for the Vancouver Sun.

For anyone wanting to keep up with Canadian government science-related announcements, there are the two minister’s separate twitter feeds:

@ministerISED

@ScienceMin

*As of June 16, 2017, Premier Clark appears to be on her way out of government after her party failed by one seat to win a majority in the Legislative Assembly. However, there is a great deal of wrangling. Presumably the funding for computer coding programmes in the schools was locked in.

The insanity of Canadian science outreach (Science Odyssey, May 12 – 21, 2017 and Science RendezVous on May 13, 2017)

When was the last time you saw a six-year old or a twelve-year old attend a political candidates’ meeting or vote in an election? Sadly, most creative science outreach in Canada is aimed at children and teenagers in the misbegotten belief that adults don’t matter and ‘youth are the future’. There are three adult science outreach scenarios although they didn’t tend to be particularly creative. (1) Should scientists feel hard done by elected representatives, they reach out to other adults for support. (2) Should those other adults become disturbed by any scientific or technological ‘advance’ then scientific experts will arrive to explain why that’s wrong. (3) Should the science enterprise want money, then a call goes out (see my May 12, 2017 posting about the Canada Science and Technology Museums Corporation gala and, yes, they were a bit creative about it).

I am oversimplifying the situation but not by much especially if one considers two upcoming national Canadian science events: Science Rendezvous which is a day-long (May 13, 2017) cross country science event taking place during while the Science Odyssey holds a 10-day (May 12 – 2017) cross country science event. The two groups arranged their events separately and then decided to coordinate their efforts. Science Odyssey is a rebranding of the Canada Science and Technology Week organized by the federal government for at least two decades and which was held (until 2016) in the fall of each year. Science Rendezvous (About page) was launched in Toronto in 2008 (University of Toronto, Ryerson University, York University and the University of Ontario Institute of Technology (UOIT)).

Regardless, both events are clearly aimed at children (and families).

I’m not suggesting that exciting science outreach for children should be curtailed. Let’s expand the efforts to9 include the adult and senior populations too.

In all the talk about Canada’s adult and ageing populations, perhaps we could approach it all more creatively. For example, there’s this (from an April 18, 2017 University of California at San Diego University news release (also on EurekAlert) by Inga Kiderra,

Philip Guo caught the coding bug in high school, at a fairly typical age for a Millennial. Less typical is that the UC San Diego cognitive scientist is now eager to share his passion for programming with a different demographic. And it’s not one you’re thinking of – it’s not elementary or middle school-aged kids. Guo wants to get adults age 60 and up.

In the first known study of older adults learning computer programming, Guo outlines his reasons: People are living and working longer. This is a growing segment of the population, and it’s severely underserved by learn-to-code intiatives, which usually target college students and younger. Guo wants to change that. He would like this in-demand skill to become more broadly accessible.

“Computers are everywhere, and digital literacy is becoming more and more important,” said Guo, assistant professor in the Department of Cognitive Science, who is also affiliated with UC San Diego’s Design Lab and its Department of Computer Science and Engineering. “At one time, 1,000 years ago, most people didn’t read or write – just some monks and select professionals could do it. I think in the future people will need to read and write in computer language as well. In the meantime, more could benefit from learning how to code.”

Guo’s study was recently awarded honorable mention by the world’s leading organization in human-computer interaction, ACM SIGCHI. Guo will present his findings at the group’s premier international conference, CHI, in May [2017].

When prior human-computer interaction studies have focused on older adults at all, Guo said, it has been mostly as consumers of new technology, of social networking sites like Facebook, say, or ride-sharing services. While a few have investigated the creation of content, like blogging or making digital music, these have involved the use of existing apps. None, to his knowledge, have looked at older adults as makers of entirely new software applications, so he set out to learn about their motivations, their frustrations and if these provided clues to design opportunities.

The Study

For his study, Guo surveyed users of pythontutor.com. A web-based education tool that Guo started in 2010, Python Tutor helps those learning to program visualize their work. Step by step, it displays what a computer is doing with each line of code that it runs. More than 3.5 million people in more than 180 countries have now used Python Tutor, including those around the world taking MOOCs (massive open online courses). Despite its legacy name, the tool helps people supplement their studies not only of the Python programming language but also Java, JavaScript, Ruby, C and C++, all of which are commonly used to teach programing. The users of Python Tutor represent a wide range of demographic groups.

Guo’s survey included 504 people between the ages of 60 and 85, from 52 different countries. Some were retired and semi-retired while others were still working.

What Guo discovered: Older adults are motivated to learn programming for a number of reasons. Some are age-related. They want to make up for missed opportunities during youth (22 percent) and keep their brains “challenged, fresh and sharp” as they age (19 percent). A few (5 percent) want to connect with younger family members.

Reasons not related to age include seeking continuing education for a current job (14 percent) and wanting to improve future job prospects (9 percent). A substantial group is in it just for personal enrichment: 19 percent to implement a specific hobby project idea, 15 percent for fun and entertainment, and 10 percent out of general interest.

Interestingly, 8 percent said they wanted to learn to teach others.

Topping the list of frustrations for older students of coding was bad pedagogy. It was mentioned by 21 percent of the respondents and ranged from the use of jargon to sudden spikes in difficulty levels. Lack of real-world relevance came up 6 percent of the time. A 74-year-old retired physician wrote: “Most [tutorials] are offered by people who must know how to program but don’t seem to have much training in teaching.”

Other frustrations included a perceived decline in cognitive abilities (12 percent) and no human contact with tutors and peers (10 percent).

The study’s limitations are tied in part to the instrument – self-reporting on an online survey – and in part to the survey respondents themselves. Most hailed from North America and other English-speaking nations. Most, 84 percent, identified themselves as male; this stat is consistent with other surveys of online learning, especially in math and science topics. There was a diverse array of occupations reported, but the majority of those surveyed were STEM professionals, managers and technicians. These learners, Guo said, likely represent “early adopters” and “the more technology-literate and self-motivated end of the general population.” He suggests future studies look both at in-person learning and at a broader swath of the public. But he expects the lessons learned from this group will generalize.

The Implications

Based on this first set of findings and using a learner-centered design approach, Guo proposes tailoring computer-programming tools and curricula specifically for older learners. He notes, for example, that many of his respondents seemed to take pride in their years and in their tech-savvy, so while it may be good to advertise products as targeting this age group, they should not appear patronizing. It might make sense to reframe lessons as brain-training games, like Lumosity, now popular among the older set.

Just as it’s key to understand who the learners are so is understanding where they have trouble. Repetition and frequent examples might be good to implement, as well as more in-person courses or video-chat-based workshops, Guo said, which may lead to improvements in the teaching of programming not just for older adults but across the board.

Context matters, too. Lessons are more compelling when they are put into domains that people personally care about. And Guo recommends coding curricula that enable older adults to tell their life stories or family histories, for example, or write software that organizes health information or assists care-givers.

Guo, who is currently working on studies to extend coding education to other underrepresented groups, advocates a computing future that is fully inclusive of all ages.

“There are a number of social implications when older adults have access to computer programming – not merely computer literacy,” he said. “These range from providing engaging mental stimulation to greater gainful employment from the comfort of one’s home.”

By moving the tech industry away from its current focus on youth, Guo argues, we all stand to gain. [emphasis mine]

Guo joined the UC San Diego cognitive science faculty in 2016 after two years as an assistant professor at the University of Rochester. He received his bachelor’s and master’s degrees in computer science from MIT in 2006 and his Ph.D. from Stanford in 2012. Before becoming a professor, he built online learning tools as a software engineer at Google and a research scientist at edX. He also blogs, vlogs and podcasts at http://pgbovine.net/

When was the last time you heard about a ‘coding’ camp for adults and seniors in Canada? Also,, ask yourself if after you’d reached a certain age (40? 50? more? less?) you’d feel welcome at the Science Rendezvous events (without a child in tow), Science Odyssey events (without a child in tow), or the May 17, 2017 National Science and Innovation Gala in Ottawa (from my May 12, 2017 posting “It would seem the only person over the age of 30 who’s expected to attend is the CBC host, Heather Hiscox.”)?

Let’s open the door a bit wider, eh?

Digital literacy in higher education: the Guardian’s live chat Mar.2.12

For those of us on the west coast of North America, the Guardian’s digital literacy chat started at 4 am PST (12 GMT) on March 2, 2012. My apologies for not posting this ahead of time but I’m hoping the fact that you can read the comments afterwards will make up for it somewhat. First, here’s a definition of what they mean by the term ‘digital literacy’, from the Guardian’s Higher Education Network blog,

Digital literacy is vital for both education and life but it’s often taken simply to mean computer skills. On Friday 2 March, we’ll explore what digital literacy is and why it matters in HE [higher education].

So what is digital literacy? In a blog for us, JISC InfoNet researcher Doug Belshaw, describes the digitally literate as knowing how the web works, understanding how ideas spread through networks and able to use digital tools to work purposefully towards a pre-specified goal.

But he then laments that digital literacy goes beyond mere computing skills such as using a word-processor or a database: “The digital world is not a single, homogeneous space and, as a result, the literacies we require to traverse and interact in this space vary enormously. The digital landscape changes rapidly meaning that young people require not a static functional literacy, but a critical and creative set of attributes that help them to navigate various networks.”

The panel they’ve assembled to discuss digital literacy includes,

Josie Fraser, social and educational technologist, Leicester City Council

Josie promotes and develops the effective and innovative use of ICT and e-learning policy and practice in the UK and internationally.She’s active in online community research and development, have served on several national and international advisory boards. Working across the broad field of educational technology, she’s primarily interested in digital literacy, and in how social technologies can be used to support learning and community development. @josiefraser

Elizabeth Losh, director, Culture, Art, and Technology program, Sixth College, University of California, San Diego

Elizabeth writes about digital literacy, distance learning, and the politics of Internet culture. She has published articles about videogames for the military and emergency first-responders, government websites and YouTube channels, state-funded distance learning efforts, national digital libraries, political blogging, and congressional hearings on the Internet. She is also the author of Virtualpolitik. @lizlosh

David White, researcher, University of Oxford

David runs an online learning group (TALL) at the University of Oxford. He developed the ‘Visitors and Residents’ continuum of online engagement which he uses as a framework to map the ways in which learners are using the web. Currently running the JISC funded Digital Visitors and Residents project and a public engagement in science project with Marcus du Sautoy called ‘Maths in the City’ @daveowhite

Helen Beetham, consultant, JISC

Helen is an adviser to the JISC Developing Digital Literacies programme and works with a number of UK Universities on strategic approaches to digital capability. She was previously principle investigator on the Learning Literacies for a Digital Age study (2009-2011) and co-holder of an ESRC seminar series on Literacies in the Digital University. As a member of the Beyond Current Horizons programme she was responsible for advising the last Government on a range of future scenarios for education. @helenbeetham

Abhay Adhikari, digital strategist, Digital Footprints

Abhay develops digital engagement strategies for the arts, culture and education sectors. He has worked on a range of global web based projects with private, public and voluntary sector organizations including BBC World Service Trust, British Council and Zubaan. He has hosted Social Media Surgeries in both the UK and India, and has developed undergraduate enterprise development programmes for institutions such as the University of York. Abhay recently spoke at TEDxYork. @gopaldass

Sue Thomas, professor of new media, De Montfort University

Sue has pioneered the concept of transliteracy which unifies literacies across time and culture and can be defined as ‘the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks.’ She is currently writing ‘Technobiophilia: nature and cyberspace’, forthcoming in 2013 with Bloomsbury Academic. @suethomas

Chris Meade, director, if:book UK

Chris is a writer, speaker, blogger and director of think and do tank exploring digital possibilities for literature, linked to the Institute for the Future of the Book, USA. if:book uk projects include immersive transmedia stories for schools, (e.g. Hotbook); collaborative writing (24 hour book); curated learning events (How Power Corrupts). Chris was previously Director of Booktrust (2000-7) and The Poetry Society (1994 – 2000). @ifbook

Alison Mackenzie, dean of Learning Services, Edge Hill University

Alison manages a broad range of academic services, extending beyond library, information and research support services to include learning, media and classroom technologies. This mix of activities, services and technologies characterize much of what features in the digital university and one measure of success is that my Service provides the right kind of support to staff and students to be able to gain the expertise they need to in turn be successful in their academic pursuits.

Tristram Hooley, head, International Centre for Guidance Studies

Tristram is responsible for overseeing the development of the research and education programmes run by the Centre. He has been involved in research, teaching and education in and around higher education for most of his career and has particular interests in careers, doctoral education, social capital and the role of technology in research, teaching and guidance. He also writes the Adventure in Career Development blog. @pigironjoe

Sarah Knight, programme manager, e-Learning, JISC

Sarah currently co-ordinates JISC’s work on Developing Digital Literacies which includes a programme of 12 institutional projects undertaking a holistic approach to developing digital literacies for all their staff and students. She has managed the production of numerous of internationally acclaimed e-Learning Programme publications including the recently launched Emerging practice in a digital age and Effective assessment in a digital age. @sarahknight

I’d like to note that Sue Thomas was one of my teachers and co-leader of the master’s programme (Creative Writing and New Media) at De Montfort University and Chris Meade was a member of my cohort.