Computers have already drastically changed the way we commute, work and communicate every day. The evolution is constant and quick So what else is possible?
Packback has noticed Information Technology (I.T.) students at DePaul University pondering the future of tech.
We’ve seen computing take off and provide the means to solve many of the world’s problems. Many of these changes are thanks to the entrepreneurs and creators who dared pursue their curiosity.
But the question of what problems are next for computers to solve has this DePaul student curious:
“With technology advancing so rapidly over the last few years, it seems like technology is due for another dramatic shift in how we use it. First there was the change from computers the size of a small house to personal desktops, then to laptops, then smartphones. We’re only just starting to dip our toes into virtual/augmented reality, and artificial intelligence and machine learning are gaining strides faster than we could have expected even 5 years ago.
“Where do you see this leading? What problems will it solve, and what problems might it create?”
As young adults, these are exactly the type of questions that help them understand the present moment and analyze the trends of today. In doing so, they can predict and perhaps create the change for the future.
But even if these students aren’t interested in creating new technology, it can still be a thought-provoking exercise that stimulates the mind and gets them to think about the world in ways they never thought about.
It was interesting to see how students would approach the question. In what areas of life did technical advancements prove to be most interesting to them?
Some students answered about how they want to see computing improve healthcare. Others, like this student, were excited about the possibilities in the transportation industry:
This student goes further, talking about the manufacturing industry and the industrial sector in general:
“Having grown up in the Rust Belt, I also find it incredibly fascinating how the manufacturing industry and industrial sector is becoming more and more high-tech. Many people still see this industry as it once was in the previous century – a dangerous, hazardous work environment in which you’re stuck on an assembly line all day. But that is rapidly changing.”
Another student responds when he talks about Augmented Reality (AR) in the industrial space:
“An example of how AR can be used to improve working environments is DAQRI. The problem with the construction industry is the safety hazards and remembering safety regulations and codes. ’The Daqri helmet transforms what is normally just a safety tool into a super-powered helmet that has the potential to change industries from oil and gas to aeronautics.’”
These students are creating a shared pool of knowledge using information they’ve learned from class, online and in life.
It’s amazing to see how just one question can start a chain of so many new ideas. Some professors are shocked to see the high levels of excitement and thinking in an introductory level course in college.
But we know that this potential lies in all students — it just needs to be brought out.
That’s how high levels of critical thought are built using Packback Questions.
When students answer questions so willingly and openly, other students get to analyze and evaluate multiple viewpoints and make their own judgments.
Additionally, by asking questions that invite challenging, interesting discussion, the students create a community of curiosity around marketing that is both engaging and fun.
We believe that with Packback Questions, these students will carry more curiosity and higher critical thinking skills into whatever they choose to pursue outside of the classroom.
Want to see a live Packback community and learn how you can increase student engagement and critical thinking in your course?