Careers

[Images move through of fingers on a keyboard, a male operating a drone, a female talking on a computer screen and a male talking to the camera and text appears: App developer, Drone pilot, Youtuber]

Male 1: App developer, drone pilot, Youtuber, 

[Image changes to show Male 1 talking to the camera in a classroom]

it’s crazy how many jobs there are now that didn’t even exist when we were born.

[Images flash through of three people doing an experiment, a male talking to an audience, and then Female 1 sitting in a classroom talking to the camera]

Female 1: And smart people say there’ll be even more in the future. 

[Images flash through of a male wearing goggles and holding two sensors, and then animation images move through of a male, an explosion, a skeleton, and a magician]

Today’s jobs will go extinct and new ones will get invented. 

[Images flash through of people in various jobs and then the image changes to show Female 2 talking to the camera]

Female 2: What are they going to be, umm…?

[Image changes to show Male 1 talking to the camera]

Male 1: Well, no one knows for sure but it’s safe to say heaps of them will be digital.

[Images flash through of the students saying the word digital and text appears beneath them: Digital]

Female 3: Digital.

Female 2: Digital.

[Image changes to show Male 2 talking to the camera and text appears beneath him: Digital careers]

Male 2: Digital careers.

[Image changes to show the CSIRO logo next to text “Digital careers” and then the image changes to show Female 1 sitting in a classroom talking to the camera]

Female 1: What’s that mean?

[Image changes to show a room of people working on computers and then the camera zooms in on the computer screen displaying code]

Female 2: Well, it doesn’t just mean like writing code.

[Images flash through of a male riding an exercise bike while a trainer monitors him, a male looking at a bionic hand, and then Male 1 talking to the camera and then symbols and text appears: Human Brains + Computer Brains]

Male 1: It means jobs in the future are going to need human brains plus computer brains.

[Image changes to show a large truck and then the image changes to show Male 2 talking to the camera]

Male 2: Like a truck driver in the future won’t drive an actual truck. 

[Image changes to show a truck driver in a cab driving and then the image changes to show a female operating a bank of computers showing a truck on the road on the screen]

They’ll drive a computer that drives the truck by remote control.

[Images move through to show a view looking down on a truck moving along a road, Female 1 talking, chefs at work in a kitchen, and then Female 1 talking to the camera again]

Female 1: Chefs in the future will have more computer controlled machines doing stuff. 

[Images flash through of a person operating a video camera, a person operating a keyboard, a person dancing, and then Female 2 talking to the camera]
 
Female 2: Film makers, musicians, artists are all going to use digital technology even more than they already do.

[Images move through of a stethoscope, a flashing red light, a bell, and then Male 1 talking to the camera]

Male 1: Doctors, police, teachers, almost all careers are going to be digital careers.

[Image changes to show the Digital Careers website and the camera zooms in on Female 1 talking on the website in a video clip]

Female 1: So, that’s what digitalcareers is for. 

[Images flash through of the Digital Careers website on a Smartphone, students looking at computers, and the Smartphone again]

This website and all the stuff around it are here to help us get set for jobs of the future.

[Images flash through of an animation of a person running on a Smartphone screen, students looking at a robot, a male teacher talking to a group of students, and Male 2 talking to the camera]

Male 2: To explain how new technologies might affect us.

[Images move through to show Katrie Lowe talking on a computer screen, a finger scrolling through on a Smartphone, and Male 1 talking to the camera]

Male 1: And show us great opportunities that are opening up and how to take advantage of them.

[Images flash through of the Digital Careers website, the cursor selecting “Like” and “Subscribe”, Female 2 talking to the camera, and a surgeon putting on a set of Google glasses]

Female 2: So, for like, subscribe, and all that because a digital career is probably going to be your career.

[Music plays and images flash through of people working in various different occupations and then the image changes to show the CSIRO logo and text appears: CSIRO digital careers, digitalcareers.csiro.au]

[Image changes and the CSIRO logo and text appears: CSIRO Australia’s innovation catalyst]

[An animation image appears of a female sitting at a desk thinking and text questions appear one after the other: What do you want to be when you grow up? What problem do you want to solve?]

Narrator: What do you want to be when you grow up? 

[Animation image changes to show the female moving to the left and then a physio working on a person’s shoulders on a physio bed appears on the right]

Maybe a better question is, “What problem do you want to solve?”, because in our fast changing future careers will evolve constantly. Look at Amy, she wants to help people walk again.

[Animation image moves to the left and a new animation image appears on the right showing a male walking between parallel bars while the physio follows him]

So, Amy starts her career as a physio using her hands to help people walk better. 

[Animation images move through to show the word “Technology”, a moving arm with sensors attached, and the physio looking at a laptop and watching a male with sensors attached walking]

But then, fancy new sensors get invented, so Amy masters this new computer system to help people walk even better.

[Animation image changes to show the physio thinking and text appears above: But what about people with lost limbs?]

But what about people who’ve lost limbs? Can Amy help them walk again? 

[Animation images move through to show the word “Technology, and a computer screen showing a bone and text appears: Next generation 3D printers]

Ta da, new 3-D printer technology comes along 

[Animation image changes to show a university student reading a Product Design book and then the animation image moves left and a new image appears of the physio looking at a 3-D printed foot]

and so Amy studies design and uses these new printers to invent a foot that changes the world.

[Animation image changes to show a person on crutches, a physio holding a gold cup and a female clapping the physio on the back and the camera zooms in on the physio and text appears: But what about quadriplegics?]

But what about quadriplegics? 

[Animation image changes to show the word “Technology”, and then the image changes to show a figure with sensors attached and text appears beneath: Next robotic exoskeletons]

Amy still can’t help them until new robotic exo-skeletons might help people walk again. 

[Animation images move through of a university student reading a book, two females talking next to a diagram of a human with sensors attached, and a person standing up from a wheelchair]

So, Amy retrains and joins a robotics team that helps the first quadriplegic ever to walk unassisted.

[Music plays and cheering can be heard and the animation image shows a physio standing next to the person standing up from the wheelchair being given a gold cup while two other people watch]

See, as technology evolves so does Amy’s career. 

[Images move to the right and a new image appears of the physio walking between the parallel bars past inset images of a 3-D printed bone, a 3-D printed foot, and a figure with sensors attached]

Now she’s helping more people than ever to walk again in ways she never thought possible 

[Animation image changes to show the physio looking up]

because she was ready for a digital career.

[CSIRO logo and text appears: CSIRO digital careers, digitalcareers.csiro.au]

How will your digital career change the world?

[Music plays and image changes and the CSIRO logo and text appears: CSIRO Australia’s innovation catalyst]

[Image appears of a split circle and photographs of various CSIRO activities are shown in either side, and then the circle morphs into the CSIRO logo]

[Image changes to show Rae Johnston talking to the camera]

Rae Johnston: My name is Rae Johnston and I am a STEM journalist and broadcaster. That’s the short version.

[Laughter can be heard and the image changes to show Rae smiling, and text appears: My Digital Career, Rae Johnston]

[Images flash through of Rae working in various roles in news, radio, a website, a newssheet being printed, Rae hosting a show, Rae giving a talk, and Rae interviewing a male]

So, I work in television, radio, I make podcasts, I write for online and print, and I also give live talks and host panels.

[Image changes to show Rae talking to the camera]

So, absolutely my career is a digital career.

[Images move through of the NITV news desk, Rae having hair and makeup done, Rae talking at the SBS World News desk, Rae working on a computer, a busy highway, and a stream running over rocks]

And then moving over to NITV, and SBS I was really able to focus on Indigenous Science, and the integration of Indigenous traditional knowledge into modern science,

[Camera pans over the ferns along the stream, and then the image changes to show a small caterpillar on a tree stump]

and point out how the two belong together.

[Images move through of a view looking down on waves breaking on a rocky reef, and then Rae talking to the camera]

To be able to see yourself and your ways of learning represented in media is a luxury that we haven’t really been afforded. It means a lot.

[Images move through of Rae taking notes and working at a laptop, a close view of preserved insects, Rae working on a laptop, a close view of a microphone, and a cat resting and looking at the camera]

I was always a bit of a nerd growing up. I was never the one that was good at sport.

[Image changes to show Rae talking to the camera]

I was the one reading encyclopaedias for fun.

[Images move through of Rae on a Smartphone screen talking, Rae in the background while different nature items pop up in the foreground on Smartphone screens, and a close profile view of Rae]

So, now I’m in a position where I get to talk about all that fun, cool, nerdy stuff I was reading about all those years ago, and it’s my job somehow.

[Images move through of different social media screens popping up showing Rae, Rae talking to the camera, and then Rae walking along a footpath towards the camera]

I’d say the problem that I’m trying to solve in the world is battling that misconception that science and technology is just for super geeky, nerdy people that are incredibly smart and already understand it all.

[Images move through of a close view and then side view of Rae walking along the footpath, and then Rae talking while holding up a Smartphone to record herself]

And it’s important that we be aware of advances that are happening in these areas and that we are able to understand them.

[Images move through of a satellite orbiting the Earth, a close view of a pelican, and camels resting on a clifftop]

They’re not boring topics, they’re exciting topics.

[Images move through of different views of Rae recording herself on a Smartphone, a facing view of Rae talking to the camera, and then a rear view of Rae recording herself, and Rae looking up]

And I may be a little bit biased but, you know, STEM communication is always an option as well to be able to communicate to the world the cool things that are happening in science. That’s always available to you as well.

[Images move through of Rae recording herself and then smiling at the camera]

I think that the limit is only where your imagination is. And I don’t think we’re confined to those traditional media outlets anymore.

[Image changes to show Rae wearing a headset and talking into a microphone, and then the image changes to show Rae sitting at the desk]

I think podcasting allows you to tell stories in a completely different way.

[Images move through of Rae talking to the camera, a close view of text on a laptop screen, and then different views of Rae talking into a microphone and recording]

I know I have listeners that will listen to me while they’re going on a run or while they’re driving to work, and just knowing in the back of mind that I’m part of their daily routine is, is really lovely.

[Image changes to show Rae talking to the camera]

So, now I make as many podcasts as humanly possible.

[Image changes to show webpages flicking through of different podcasts, and text headings appear on the pages: Fierce Girls, Hear+Beyond, Look at Me, Queens of the Drone Age]

I think I’ve got four out at once right now.

[Image shows the Queens of the Drone Age webpage flicking through]

Queens of the Drone Age is an absolute passion project.

[Images move through to show Rae and other tech journalists posing for various photos]

I make it with three other female tech journalists.

[Image shows the group posing for a photo with a dog in the front, and then images move through of Rae talking to the camera, and then various tech journalists at work recording]

I think means we’re like a quarter of all the female tech journalists in the country because we are so underrepresented.

[Image changes to show Rae talking to the camera]

The representation of women in tech journalism in particular has improved dramatically over the last ten years.

[Image changes to show a view through lush bushland, and then the image changes to show a hand pulling a frond from a fern]

When I started I could count us all on one hand basically.

[Images move through of Rae and her colleagues walking through the bushland, their legs walking along a path, Rae talking to the camera, and Rae and her colleagues having a coffee in the bush]

And I think it’s incredibly important to address this because the more diverse your teams are, the better the end product is going to be, not just through university learning,

[Image changes to show Rae talking to the camera]

but also traditional Indigenous knowledge as well.

[Camera zooms in on Rae talking to the camera, and then the camera zooms out slightly as Rae talks, and then images flash through of different people at work in different environments]

So, we really need to see workplaces ensuring that they provide safe, and supportive environments, and that they appoint those underrepresented people in power positions, decision making decisions, not just at the bottom rungs.

[Image changes to show the CSIRO logo on a white screen, and text appears: Digital Careers, digitalcareers.csiro.au]

[Image appears of a split circle and photographs of various CSIRO activities are shown in either side, and then the circle morphs into the CSIRO logo]

[Images move through to show a side view of Rhett Loban looking through goggles, and Rhett smiling at the camera, and text appears: My Digital Career, Rhett Loban]

Rhett Loban: My name is Rhett Loban and I’m a lecturer at Macquarie University.

[Images move through of Rhett smiling, Rhett giving a lecture, and then Rhett talking to the camera]

I teach in Indigenous Education, Information Technology, a little bit of History and Geography, and also Research as well.

[Images move through of Rhett talking to an older couple, a close view of a laptop, a close view of a camera, and Rhett talking with a female and looking at a VR pair of goggles]

My career is a digital career because I’m involved in a lot of production of different kinds of digital media.

[Images move through of Rhett talking to the camera, a hand picking up a game controller, and Rhett talking to the camera]

So, I’m creating and designing games, creating different digital media to use in my classes.

[Images move through of Rhett talking to his students and showing them a remote, students working on computers, and an elderly female wearing VR goggles next to Rhett]

It’s also a digital career because a lot of my classes engage in some form of digital media in their own learning.

[Images move through of Rhett talking to the camera, a photograph of Rhett as a child, Rhett talking to the camera, and Rhett as a child playing a computer game]

My childhood influenced my line of work because I was interested in a lot of games, and I played a lot of games when I was smaller.

[Images move through of Rhett talking to the camera, Rhett standing outside a building, and then Rhett talking to the camera again]

And when I was going to university I became interested in that and I decided to pursue a career down that path as well.

[Image changes to show a rear view of Rhett walking along a path, and then the image changes to show Rhett placing VR goggles on]

I like the interaction and I like being immersed in the different space.

[Images move through of different scenes from games, and then the image changes to show Rhett sitting in front of a laptop looking at the screen]

If it’s a narrative game, in different stories as well and it takes you to a very different place.

[Images move through to show Rhett talking to the camera, Rhett in conversation with three others at an outdoor table, Rhett talking with students, and a student working on a laptop]

The problem I guess I’m trying to solve or engage with is how we can be more responsive to communities and different cultural groups when we’re designing games,

[Images move through of a student wearing a VR headset while another student looks on, a view of a game on a laptop screen, and a group of students watching one wearing a VR headset]

so that when we’re designing games we’re engaging and we’re involving the groups that are being depicted in the game, and they’re a part of the process in order to produce a more authentic product,

[Images move through of Rhett talking to the camera, hands operating a game controller, an older female wearing a VR headset, Rhett talking to the camera, and a view of a game in the VR headset]

and overall a more culturally sound product, but also in a way that we can, we can use games as a way to advocate for authentic perspectives of those people as well.

[Images move through to show Rhett talking to the camera, hands operating a game controller, students looking at a game on a laptop, Rhett talking to the camera, and a ruined church building]

I chose games based learning because I felt that by playing games myself I had learnt about history and other topics, compared to say what I had learnt in my own class, or in my own say high school classes about history.

[Images move through of Rhett talking to the camera, a female watching a person running on a computer screen, two animated figures moving, Rhett talking, and a hand operating a controller]

A lot of games do have a very Euro-centric world view and that’s really based on the experiences and the lens of the developer themselves, so, unwittingly or not, whether they know that.

[Images move through of Rhett talking, an older female wearing a VR headset, a display on a computer screen, and Rhett talking with three others]

Digital skills helped advance my career because it opened a lot more doors and opportunities to communicate different things.

[Image changes to show the sunset over the sea, and then the image changes to show a view of tropical fish swimming over coral, and then the image changes to show Rhett talking]

So, for example like my game about the Torres Straits, there wasn’t really any games, or even that much digital media about the Torres Straits out there per se.

[Images move through to show an animation of a boat in the water, and then the image shows the boat moving through the water towards an island, and then a coral reef underwater]

So, this was another opportunity for me to communicate what I knew and my experience and my understanding of the Torres Straits in my culture.

[Images move through to show Rhett talking, a close view of a VR headset, Rhett talking, a side view of Rhett looking to the right, Rhett talking, and a teacher showing children something on a computer]

Digital skills are important in my field, not only as an education background because you have to train the students, and the teachers who are going to teach the students digital skills for when they go into the classroom.

[Image changes to show a girl working on a computer, and then the image changes to show Rhett talking to the camera, and then the image changes to show a male and female working on games]

There are a lot of exciting job opportunities within the game design and game development field.

[Images move through of people working on designing games, a drawing of an eye, a person operating an audio system, Rhett talking, and then different people doing game designing aspects]

Whether you’re designing games or you’re coding, or whether you’re making the art assets for the games, or the sound of the music, there’s a whole variety of different ways that you can enter the field and be involved in game development.

[Music plays and the image changes to show a black screen, and text flashes on and off: Game Over]

[Image changes to show the CSIRO logo on a white screen, and text appears: Digital Careers, digitalcareers.csiro.au]

 

[Music plays and a split circle appears with photos in each half of the circle flashing through of various CSIRO activities and the circle then morphs into the CSIRO logo]

[Image changes to show world globe slowly rotating and then the image changes to show a photo of the surface of the Earth from Space]

Professor Paulo de Souza: Are we alone with the universe? What are the conditions that we have to sustain life on earth?

[Image changes to show the planet Mars in Space]

What happened on Mars that was different?

[Image changes to show Paulo de Souza watching a Spaceship video]

Since a young age I was fascinated about Space.

[Image changes to show Paulo’s hand picking up a very tiny circuit board and the camera zooms in on the board]

I had a chance to be part of a team that was developing Space technologies so I jumped in.

[Image changes to show Paulo talking to the camera and the camera zooms in as he talks]

Two years after I was already seeing my instrument landing on the surface of Mars with the Mars exploration rovers.

[Image changes to show Paulo looking up and the colour of the screen gradually turns to blue and text appears: My Digital Career, Prof Paulo de Souza]

My name is Paulo de Souza.

[Images move through of Paulo giving a lecture in an auditorium, the audience listening, a close view of Paulo giving the lecture, and then Paulo talking to the camera]

I am a Professor at Griffith University. So, I love science so much.

[Camera zooms in on Paulo talking, and the image changes to show Paulo in conversation, and then the image changes to show Paulo holding a metal object and turning it around]

I’m a physicist by training, but I did a lot of courses in engineering, computer science, chemistry.

[Image changes to show Paulo talking to the camera]

So, it’s difficult to put me in a box.

[Images move through of Paulo using a microscope, Paulo standing at a podium, and then Paulo talking to the camera]

STEM for me was like a passport and I travelled the whole world.

[Images move through of a female sitting on a rock using a laptop, beekeepers looking at hives, a close view of a male looking at a bee frame with bees, a male with an AUV, Paulo next to a Rover]

Your office, it will be out there in the forest, in the parks, in the ocean.

[Images move through to show a rocket blasting off, then a piece of equipment on the surface of Mars, and then a microchip strapped to a bee’s back]

You can build instruments that will work on the surface of Mars, or will be working on the back of a small bee.

[Image changes to show Paulo talking to the camera and then images flash through of various scientists at work in different situations]

Science can take you anywhere and that’s the beauty of what we’re doing.

[Music plays and images continues to flash through of scientists at work, and then the image changes to show an astronaut, and then images move through of the surface of Mars]

Mars is a place that is rich in iron, has eight times more iron than we have here on Earth.

[Image changes to show Paulo talking to the camera and then the image changes to show the planet Mars in Space]

The objective of our mission was to discover if Mars was once wet.

[Image changes to show a slide showing three views of Mars in Space and text appears: Water on Mars, Past, Present, Future]

Were there oceans on Mars?

[Image changes to show a landscape on Mars and then the image changes to show a Rover moving over the surface of Mars]

Well I can’t go physically to Mars but I can send a sensor.

[Image changes to show Paulo looking at a tiny instrument, and the camera zooms in on the instrument in his hands, and then the image changes to show Paulo talking to the camera]

My instrument is an instrument that allows you to see those minerals that contain iron.

[Image changes to show the Curiosity Rover on Mars, and then the image changes to show a split screen with the Rover in operation on the right, and a digital image of Mars’ surface on the left]

So, it’s like an iron special glasses that you have and it was able to be sitting on the robotic arm of a rover and select targets where we could analyse those rocks

[Image changes to show Paulo talking to the camera, and the camera zooms in and then the image changes to show Mars in Space, and then the image changes to show a planet surrounded by rings]

and through that process understand the evolution of that planet, and understand evolution of our solar system.

[Music plays and images move through of a female looking at a diagram of a piece of equipment on a screen, Paulo looking at a 3D model on a computer screen, and Paulo talking to the camera]

My career is a digital career.

[Images flash through of digital images, Paulo looking through a circuit board, Paulo watching a male use a laser measuring device, the Rover on Mars, and Paulo talking to the camera]

Digital has enabled me to do so much, getting data from spacecraft sitting somewhere in another planet,

[Image changes to show a close view of a male looking at a bee, and then the image changes to show Paulo looking at beehives with a colleague]

or looking at data coming from insects in the forest.

[Image changes to show Paulo and colleagues looking at a 3D model and talking together and then the image changes to show Paulo talking to the camera]

Without digital technologies I would be not the scientist that I am today.

[Images flash through of Paulo giving a presentation, and then the audience listening]

Digital skills are incredibly important for any professional.

[Image changes to show Paulo talking, and then the image changes to show a close view of a small circuit board, and then the camera zooms out to show Paulo and a female in conversation]

Everything you do today depends on digital world.

[Image changes to show a close view of Paulo looking at the small circuit board, and then the image changes to show Paulo talking to the camera]

The digital technology is the tool that enabled me to do great things.

[Image changes to show Paulo looking up, and then the image changes to show the planet Mars in Space]

It is an awesome feeling I would say to look at the sky and find Mars in the sky and say, “I have instruments that I have built right there”.

[Music plays and image changes to show the CSIRO logo and text: CSIRO digital careers, digitalcareers.csiro.au]

[Music plays and the CSIRO logo appears on a blue screen]

[Images flash through of robotic vehicles, Sue Keay talking to the camera, Sue at a podium, Sue sitting on a Panel talking, Sue’s photo on a book cover, and Sue pointing to a Data 61 sign above her]

Dr Sue Keay: My name’s Sue Keay and I’m the Research Director for Cyber Physical Systems with CSIRO’s Data 61.

[Image changes to show Sue smiling at the camera and the camera zooms in and text appears: My Digital Career, Dr Sue Keay] 

[Images flash through of Sue walking into a building and through an office, Sue working with students on a Smart display, and then Sue talking to the camera]

I have a digital career because Cyber Physical Systems is fundamentally how we get the digital world to interact with the physical world. 

[Images flash through of people working in a workshop on various types of robots, a close view of a Hexapod, a sensor, a track robot, a robot moving through a tunnel, and Sue talking and text appears: Physical + digital + biological]

We can get information about the world using things like robots, sensing systems, computer vision and even cybernetics which is where we combine the physical, digital and the biological 

[Images move through of Sue and some students working around a Smart display, Sue’s hands on the display, her face as she looks down, and then Sue talking to the camera again]

and use that information and actually take action in the world so that we can solve some of the great challenges that are facing the human race.

[Images move through of a close view of an eye and then of a sensor camera and then the image changes to show Sue and some students operating various robots on a workshop floor]

The term robotic vision is how you apply computer vision to robotics. 

[Images move through of Sue and the students looking down at the robots, the robot on the floor, Sue controlling the robot, the hexapod moving, and Sue and the students looking down]

It enables computers to be able to recognise information from either images or videos without having a person actually say what is going on in those images. 

[Images move through of Sue on a tour wearing a hard hat, Sue sitting on a rock looking at the view, Sue on the beach writing in a notebook, and Sue standing by a lake looking at the camera]

When I was an undergraduate I studied earth sciences and I specialised in isotope geochemistry. 

[Image changes to show Sue talking to the camera and then the camera zooms in on Sue’s face as she talks]

I moved gradually from being a Research Scientist more into research management and research commercialisation.

[Camera zooms out on Sue talking and then images move through of Sue working on a robot]
Eventually when an opportunity came up for me to apply my skills in the area of robotics was something that I, I latched onto with both hands.

[Image changes to show Sue and some students working on the robot and talking and then the image changes to show Sue talking to the camera]

I think many people have non-linear career paths nowadays. 

[Image changes to show Sue standing next to an AUV robot and talking to some students while looking at the AUV]

While my background is in science I’ve always been fascinated by technology and the things that it can enable us to do. 

[Image changes to show Sue talking to the camera, and then the image changes to show R2D2 and C3PO, and then the image changes to show a photo of Sue as a young child]

The thing that fascinated me about the field of robotics was watching the Star Wars movie when I was a child. 

[Images move through of a comic animation of a robot, a male operating a machine, a flying saucer, a comic picture of a female and a robot in a vehicle, and then a small robot]

Science fiction can open your mind to the range of possibilities that might be available in the future. 

[Images move through of various hexapod type robots walking on various surfaces including carpet, cement, dry leaves and dirt, and then boards]

The robots that we specialise in this lab are robots that walk on legs. 

[Image changes to show Sue talking to the camera again]

We call them legged robots. 

[Image changes to show a four legged robot moving up a vertical surface and then the image changes to show a spider]

They resemble insects or spiders.

[Images move through of a hexapod moving across a surface, a spider moving, the hexapod moving again, and then the spider moving again]

The movement of our robots is actually very similar to the way that a spider moves. 

[Image changes to show Sue holding a hexapod and the camera zooms right in and text appears: Hexapod]

This robot is called a Hexapod because it has six legs. 

[Image changes to show Sue and the students watching the hexapod move over the floor and the camera zooms in on the hexapod and then the image changes to show an aircraft in the sky]

It was originally designed so that it could inspect small confined spaces like the inside of an aircraft wing.

[Images move through of an AUV moving through the water in a pool, Pepper the robot, and then Sue posing with a small human like robot] 


We use different designs for robots. In some instances we might have robots that look very much like humans. 

[Image changes to show a tracked robot moving over stony terrain, various wheeled robotic vehicles, and then a view from the inside of a driverless car as it moves down the road]

You might have a robot that is on tracks, and commonly we see robots on wheels, and the most common example of that is a Tesla. 

[Images move through of Sue and the students talking and looking at a robot, a thunderstorm in the sky, a plastic bottle floating in the water, a robot climbing a vertical surface, and a computer screen]

I believe that robots can help us tackle some of the biggest problems that face us our society 

[Images flash through of two robots communicating via two tins and a wire]

because once you train a robot and it knows how to do something it can share that information with all other robots. 

[Images move through to show Sue talking to the camera, brightly coloured tropical fish swimming over the coral on the Reef, Sue talking to the camera, and then Crown of Thorns starfish on the Reef]

If we can train robots that might help to protect the Great Barrier Reef, they can do things like help to plant new coral to help rejuvenate parts of the Reef or clear it of all the Crown of Thorns Starfish that are eating the Reef.

[Image changes to show Sue talking to the camera]

We have the potential to do that at scale and do something that we just simply can’t do with humans alone.

[Images move through to show students watching a hexapod, students working on a larger robot, Sue working on the Smart display with some students, and then the camera zooms in on Sue’s face]

Digital skills are fundamental to designing all of our technologies and having a STEM background is, I believe, one of the key ways that you can make a difference.

[Music plays and image changes to show a CSIRO logo and text on a white screen: CSIRO digital careers, digitalcareers.csiro.au]

[Image changes to show the CSIRO logo and text: CSIRO Australia’s National Science Agency]

[An image appears of Katrie Lowe talking to the camera and a cityscape can be seen in the background and then the camera zooms in on her face as she talks]

Katrie Lowe: My name is Katrie Lowe and what do I call myself? I am an urban explorer. That’s my name on my business card.

[Image changes to show a black and white photo of Katrie and text appears: My Digital Career, Katrie Lowe, curiocity kate]

[Images flash through of Katrie talking, Katrie going up an escalator in an airport, Katrie on a train, and Katrie looking up at a building]

So, I’m actually travelling around the world at the moment exploring different cities to see urban developments up close. 

[Image changes to show Katrie talking to the camera and on her left inset photographs of Katrie in various cities flash through and then the image changes to show her blog on a computer screen]

So, I meet locals, I talk to experts, I see what works, what doesn’t work, and I blog about it.

[Music plays and images move through of Katrie wearing a hard hat and hi-vis vest talking to a colleague, Katrie talking to the camera, and then Katrie working on a computer]

Well, I started my career as an engineer working in water infrastructure and that was pretty digital using things like CAD and modelling software and engineering programmes.

[Image changes to show Katrie talking to the camera and then the image changes to show various 3-D models of cities and buildings and text appears: How can we make cities more sustainable, How can we make cities more affordable?]

But I became more interested in big questions like, how can we make cities more sustainable, and how can we make cities more affordable?

[Music plays and images flash through of photographs of various cities in the world ending with Sydney and then the image changes to show Katrie talking to the camera]

Cities are fascinating because big cities are the future. 

[Images flash through in fast motion of people walking down a city street, cars moving along a road, and people crossing a city intersection]

Billions of people are pouring into them creating these new challenges that no one’s ever faced before.

[Images move through to show Katrie talking to the camera, Katrie turning and walking along a street, and then her blog on a computer screen showing videos and photos of Katrie in different cities]

There’s experiments all over the world trying to solve these problems so for the last two years I’ve gone on this crazy adventure visiting cities from Europe to North America and South America just learning and posting online.

[Images move through to show Katrie talking to the camera, Katrie taking a photo with a Smartphone, Katrie walking along a street, and Katrie working on a computer and then a Smartphone]

So, I guess now my career is digital in a whole different way because I’m researching and writing and connecting with people through the internet and that’s creating real life work opportunities.

[Image changes to show a photograph of Berlin and then the image changes to show people working on computers and text appears: Berlin]

Next, I’m going to work with these programmers in Berlin 

[Image changes to show Katrie talking to the camera]

and we’re using Blockchain technology to try to make housing prices more fair and transparent. 

[Camera zooms in a little on Katrie as she talks]

And so, it’s a really cool idea.

Isn’t it weird if I’m saying it’s a really cool idea?

[Image shows Katrie listening and smiling]

Male: No, not at all.

[Image shows Katrie pumping her fists and smiling]

Katrie Lowe: Great.

[Music plays and an image of a city flashes through and then the CSIRO logo and text appears: CSIRO digital careers, digitalcareers.csiro.au]

[Image changes and the CSIRO logo and text appears: CSIRO Australia’s innovation catalyst]

[Image appears of Kate Patterson looking up and then images flash through of Kate talking to the camera, a camera light, various 3-D images on a computer screen, and then Kate talking again]

Kate Patterson: I’m Kate and I bring complex scientific concepts to life. 

[Image changes to show Kate smiling and then the image changes to show a profile view of Kate talking to the camera and text appears: My Digital Career, Kate Patterson]

I didn’t always do this. 

[Image changes to show a facing view of Kate talking to the camera]

So, once upon a time I was a vet. 

[Images flash through of Kate with a labrador dog, Kate with another dog, Kate stitching up a dog, a dog on the operating table and then a facing view of Kate talking to the camera]

I worked with animals and everything and after a while working with cancer in animals it made me want to study oncology. 

[Image changes to show a profile view of Kate talking and then images flash through of Kate working on a computer, text on the computer screen, Kate talking, and Kate writing and drawing diagrams]
 
So, I did a PhD and for that I created all these visualisations to explain my research. 

[Images move through to show a diagram on the computer screen, Kate talking to the camera and Kate showing diagrams on a data screen and the camera zooms in on her and then the screen]

I guess I’d always really been interested in art and design and it was just a natural sort of progression from what I was doing. 

[Image changes to show Kate talking and then images move through of a male looking, Kate talking and pointing to diagrams on a screen, Kate talking, and then a male talking to Kate]

Other people, other scientists really liked them as well and they started asking me to make illustrations for them. 

[Images flash through to show various diagrams on a computer screen and then the image changes to show Kate talking]

So, you know, like Figure 1, Figure 2 in your textbook, well I started designing those. 

[Images flash through of Kate’s hand on a computer mouse, diagrams on the computer screen, and then Kate talking to the camera again]

And that actually turned into a whole new career. 

[Images move through of Kate walking with a colleague, Kate walking through an office, Kate working on the computer, Kate’s hand on the mouse, and then Kate talking to the camera]

First, I was making still images, 

[Images flash through of diagrams on the screen, Kate talking to the camera, a 3D design on a computer screen, Kate and a colleague looking at the design, and then Kate talking]

then that moved into animations and now finally I’m making 3D designs for virtual reality.

[Images flash through of a headset, the image view on the headset screen, Kate talking to the camera, a male wearing the headset, and the view of the cells on the headset screen]

When you put on a headset you are inside a cell 

[Images flash through of Kate standing next to the male wearing the headset, the molecule diagram in the headset screen, a profile and then facing view of Kate talking, and the headset controllers]

and you can see these molecules and you can actually interact with those as well almost like a game. 

[Images flash through of Kate next to the male wearing the headset, the molecules on the headset screen, and then Kate talking to the camera again]

And it really helps people understand biology and disease in a way that’s immersive and it’s really powerful.

[Images flash through of various 3D image views from the headset, the male wearing the headset and Kate looking up, and then Kate talking to the camera]

I never planned on working in VR. 

[Images flash through several times of Kate wearing the headset and holding the controllers, and then Kate talking to the camera]

VR wasn’t really accessible when I was in school but I’m really glad that it came along because it’s really important. 

[Image changes to show Kate talking to the camera and then the image changes to show two males looking up and then the image changes to show Kate and two males looking at a tablet]

The more complicated science gets and the more people want to understand 

[Image changes to show Kate and the two males looking up and then the image changes to show Kate talking to the camera]

the more important it becomes to find new ways and better ways of explaining it. 

[Camera zooms in on Kate talking to the camera]

So, I love it.

[Music plays and the CSIRO logo and text appears: CSIRO digital careers, digitalcareers.csiro.au

[Music plays and an image appears of Michael Seo holding up a sample of GraphAir and the camera zooms in on the sample and then out to show Michael talking again and text appears: Graphair, Nano-material, H-2-CCC-H-Y2-C-H]

Michael Seo: This is GraphAir, a nano-material that I’ve developed that hopefully if we are lucky this will allow everyone to drink their own sewerage.

[Laughter can be heard and the image changes to show a toilet flushing and then the water moving through various stages of sewerage, a bottle of water, and Michael laughing and text appears: My Digital Career, Michael Seo]

[Images move through of a view looking down on populated area, water flowing through rubbish piles, Michael Seo talking, a dry lakebed, a high-rise building, and a bushfire and text appears: Population growth, climate change]

Two billion people don’t have safe drinking water today and the rest of us are certain to run out of water soon because of population growth and climate change. 

[Image changes to show Michael talking to the camera]

If you want to survive in future we are going to have to recycle water or desalinate the oceans. 

[Camera zooms in on Michael’s face as he talks]

GraphAir can do both. 

[Image changes to show a model of the molecular structure of Graphair and text appears: Graphair, Graphene]

GraphAir is a kind of Graphene. 

[Image changes to show Michael talking to the camera and then the image changes to show three small coloured bottles of gases and then the image changes to show an explosion]

But to make Graphene you need these expensive and dangerous gases.

[Image changes to show Michael talking to the camera and then the image changes to show Michael looking at a laptop]

So, one day I wondered, can we use something else. 

[Image changes to show diagrams of molecular structures of different liquids on the computer screen and then the image changes to show Michael holding up a bottle of cooking oil and text appears: Cooking oil]

So, I did some research and I realised, hey you know what this looks like, cooking oil.

[Music plays and images flash through of Michael performing an experiment in the laboratory and then the image changes to show Michael talking to the camera]

So, I bought in some used cooking oil and it made Graphene. 

[Image changes to show Michael holding up a small sample sheet of Graphene to show a colleague and then the image changes to show Michael talking to the camera]

It worked. 

[Image changes to show Michael pouring liquid from a beaker to a test tube and then the image changes to show Michael holding up the sample of Graphair again]

But normal Graphene is waterproof and this isn’t.

[Images move through of liquid dripping from a tube, researchers looking at the liquid, and Michael talking and the honeycomb pattern with water dripping through appears in the foreground]

Our honeycombs let through the water but nothing else. 

[Images move through of the honeycomb pattern with the gap, Michael talking, and the honeycomb pattern with the gap and salt, lead, germs and poo particles unable to fit through the gap]

Water is smaller than this gap but salt, lead, germs and even poo are larger than the gap. So nothing can pass through except water.

[Image changes to show Michael talking to the camera and then images move through of sea water, water in large tanks and Michael talking again and text appears: Sea water, Recycled water, Sewerage]

This is huge, a huge change. This could let us drink sea water, recycled water, even sewerage, over and over, 

[Images move through of different types of water and text appears: Safe, Sustainable, Unlimited, Fresh water]

giving us safe, sustainable, unlimited, fresh water.

[Image changes to show Michael listening and text appears: Is your career a digital career?]

Male: Is your career a digital career?

[Image shows Michael talking to the camera and then the image changes to show Michael and a colleague working on an experiment]

Michael Seo: My career is not digital like computers. 

[Image changes to show Michael talking to the camera and then images move through of Michael working with colleagues in a lab and then the image changes to show Michael talking again]

I don’t use computers a lot. I spend most of my time talking, thinking crazy things and getting my hands dirty. 

[Images move through of Michael writing with his finger on a Smart board and then Michael talking with colleagues]

But I couldn’t do my job without technology either. 

[Images move through of Michael talking to the camera, Michael working with colleagues, Michael pointing to a Smart screen, and Michael talking into a microphone]

We use it for testing, for learning and communicating with other scientists. 

[Image changes to show Michael talking to the camera and then the image changes to show Michael working on a laptop]

So, I guess technology is like a glue. It connects all parts of my work.

[Images move through of various views of Michael talking and then the image changes to show Michael talking to the camera and holding up a bottle of cooking oil and smiling]

So, it is very important for my career but probably not as important as cooking oil.

[Music plays and the CSIRO logo and text appears: CSIRO digital careers, digitalcareers.csiro.au]

[Image changes and the CSIRO logo and text appears: CSIRO Australia’s innovation catalyst]