'Game of Knowing' in Design Symposium 2014

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I investigate the lifelong and self-determined learning (heutagogy) and creative exploration through the unknown. My purpose is to I try to hack a learning process by creating a tool for helping learners can develop "their own knowledge" and "shift their view of learning framework" (from teacher-centered to learner-centered). This project's called the 'Game of Knowing'.

by: Perus Saranurak, 6 June 2014, MA Design Futures and Metadesign at Goldsmiths, University of London, London, UK. Postgraduate Dissertation work.

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  • I will start with the Simple Quote that would be the framework of my whole dissertation.
  • Internet become the suitable environment for learning
  • 2 relevant concept of self learning
    Mooc provides the space for edcuactional institutes or instructors to open their course which internet users can easy to access.
    Sole provides curriculum which start from asking big question and let students work together and use internet to answer the question. - self-discovery, sharing and spontaneity
  • That motivates use to do
  • That motivates use to do
  • Experiential:  Knowledge created by a conscious being, fully aware of and grounded in the immediacy of the direct sensory environment, while mindful of the duality of our mental imagery and the real world. Heron and Reason accept the ontology of a real world as given.   
     
                Presentational: Knowledge generated by and communicated through a variety of richly imagined artistry. This is Knowledge as metaphor as described in the Mythos vs Logos dialogue. Heron and Reason elevate the arts other than language in this section, arguing that language as tool may constrain the presentational knowledge in hierarchical ways   
     
                Propositional: Heron and Reason describe this as formal theoretical, conceptual knowledge, encoded in language.  They characterize the dominant modern propositional knowledge in terms of logical positivism and Cartesian duality, and express concerns with the way it may serve to irreconcilably separate the subjective and objective. They allude to a causal argument that leads from language to subject/object dichotomy to man-made ecological disaster to highlight a problem of taking untempered formal propositional knowledge to extremes.   
               
            Practical: Heron and Reason emphasizes the AR tradition of the primacy of the practical. My sense was of a back-propagation of validity and quality from the practical which suggests we are sensible for pursuing the paths of the experiential and presentational forms of knowledge as they can be later validated through practice. This is knowledge in action that has consequences which can be compared to alternatives and then valued by human judgment. This is knowledge supported by a body of knowledge and a community of practice.  
  • If we can see our map of interests, we can direct and design our journey of improvement
  • Experiential:  Knowledge created by a conscious being, fully aware of and grounded in the immediacy of the direct sensory environment, while mindful of the duality of our mental imagery and the real world. Heron and Reason accept the ontology of a real world as given.   
     
                Presentational: Knowledge generated by and communicated through a variety of richly imagined artistry
           Propositional: Heron and Reason describe this as formal theoretical, conceptual knowledge, encoded in language.             
            Practical: Heron and Reason emphasizes the AR tradition of the primacy of the practical.
  • 'Game of Knowing' in Design Symposium 2014

    1. 1. Game of knowing An alternative self-directed learning approach By Perus Saranurak | 6 June 2014 Goldsmiths, University of London Design Symposium 2014
    2. 2. Tool Framework Learning Curiosity Technology Main areas For developing an alternative self-directed learning approach “If children have interest, education happens”– Sir Arthur C. Clark in Sugata Mitra’s TED talk
    3. 3. Self-learning environment http://en.wikipedia.org/wiki/Massive_open_online_course Learning Curiosity Technology Internet influences
    4. 4. Self-learning environment MOOC Massive Open Online Course aims at unlimited participation and open access via the web SOLE Self Organized Learning Environments (Sugata Mitra) is a growing classroom practice to promote independent learning. Learning Curiosity Technology
    5. 5. MOOC Massive Open Online Course aims at unlimited participation and open access via the web SOLE Self Organized Learning Environments (Sugata Mitra) is a growing classroom practice to promote independent learning. Self-learning environment Learning Curiosity Technology BIG QUESTION
    6. 6. Learning Curiosity My area We are naturally curious. Technology Can we understand our own curiosity and develop ourselves from it? For developing an alternative self-directed learning approach Learning Learning
    7. 7. Purpose To create an alternative self-directed learning approach by using a computing programme to identify and report curiosity Learning Curiosity TechnologyLearning Learning
    8. 8. Example of tools: 1. Tracking curiosity - Programing for web tracking and record the journey Tools for curiosity
    9. 9. Expected approaches Game of knowing An alternative self-directed learning approach. Learning Curiosity Technology Tool
    10. 10. Expected approaches Game of knowing Curiosity (1) Identify 1. Identification of curiosity Actions Tracking program
    11. 11. Expected approaches Game of knowing Curiosity (2) Network of knowing Curiosity Curiosity Curiosity Curiosity 1. Identification of curiosity 2. Network of knowing
    12. 12. Expected approaches Game of knowing (3) Development of knowing Curiosity Curiosity Curiosity Curiosity Curiosity 1. Identification of curiosity 2. Network of knowing 3. Journey of knowing Curiosity Curiosity Curiosity Curiosity Curiosity
    13. 13. Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity 300 hours 1 hour 1,000 hours Expected approaches Game of knowing 1. Identification of curiosity 2. Network of knowing 3. Journey of knowing 4. Landscape of knowing (4) Progress of knowing
    14. 14. Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Expected approaches Game of knowing 1. Identification of curiosity 2. Network of knowing 3. Journey of knowing 4. Landscape of knowing 5. Co-learning environment (5) companion
    15. 15. Sum up Game of knowing Technology Learning Curiosity Tool An alternative self-directed learning approach. Self-directed, self-developed and self-motivated Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity Curiosity
    16. 16. Game of knowing An alternative self-directed learning approach. Q&A • What can guide you in developing knowledge ? • How much curiosity impact on your learning ? • Could you give an example of your curiosity improves your leaning or leads to a new unexpected area ?
    17. 17. Game of knowing An alternative self-directed learning approach. Further step • Design for How People Learn by Julie Dirksen • 21st century skills www.p21.org • ‘Heutagogy, self-determined learning’ by Lisa Marie Blaschke and http://heutagogycop.wordpress.com/ • ‘Gamification’ by Ben Bett
    18. 18. What is ?Curiosity To want to know → Epistemology Experiential Presentational Propositional Practical Tracking curiosity

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