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Futures toolbox

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Digitally Enabled Futures Images by Michael Vallance & David L. Wright of Future University, Hakodate, Japan.

The presentation was shown at the Interdisciplinary Social Sciences conference at Cambridge University, UK in August 2010.

See Michael's website for publication reference athttp://web.mac.com/mvallance/DRVALLANCE/Publications.html

Published in: Education
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Futures toolbox

  1. 1. The Futures Studies Toolbox + iPod Touch: Digitally Enabled Futures Images for the Japanese University 2020 Project. Michael Vallance David L. Wright Future University Hakodate, Japan 1 Sunday, August 15, 2010
  2. 2. Appearances don't always fit with the reality. 2 Sunday, August 15, 2010
  3. 3. Appearances don't always fit with the reality. 2 Sunday, August 15, 2010
  4. 4. Appearances don't always fit with the reality. 2 Sunday, August 15, 2010
  5. 5. Appearances don't always fit with the reality. 2 Sunday, August 15, 2010
  6. 6. "Everybody knows about that problem. It's so visible. What people don't see, and don't know, is that there are plenty of hungry people living right here in Tokyo." 3 Sunday, August 15, 2010
  7. 7. digital homeless • Despite the country's showy internet speeds and some of the cheapest broadband around many Japanese are happier doing things the old way. Michael Fitzpatrick. BBC News 13 July 2010. http://www.bbc.co.uk/news/10543126 4 Sunday, August 15, 2010
  8. 8. education & technology • Although Japan’s image may be a nation of high-technology and robotics, the actual implementation of Information Communication Technology (ICT) for basic technology training or more informed creative media utilization at schools and universities, “remains comparatively low, and ICT does not appear as a priority in national education policy” (UNESCO, 2007). 5 Sunday, August 15, 2010
  9. 9. slow reform • “Confucian hierarchy runs deep...to the notion of teacher as knower of the right answer and the student a humble imitator of the master” (Drydan, 1998, p.101). This traditional pedagogy is making reform a slow process in an education system which A typical university classroom “puts a lot of emphasis on acquiring knowledge through memorization and repetition” (Fujitani, Bhattacharya, & Akahori, 2003, p.34) subsequently accentuating an increasing gap between the subjects taught at school and the activities of real life (Mima, 2003). looks like a typical High School classroom 6 Sunday, August 15, 2010
  10. 10. Japanese companies want reform • Graduates: from ‘objects of training’ to ‘subjects who act autonomously’ (Iwawaki, 2004) 7 Sunday, August 15, 2010
  11. 11. establishment informs students of their futures 8 Sunday, August 15, 2010
  12. 12. establishment informs students of their futures 8 Sunday, August 15, 2010
  13. 13. establishment informs students of their futures 8 Sunday, August 15, 2010
  14. 14. establishment informs students of their futures 8 Sunday, August 15, 2010
  15. 15. FUN 2010 One of our aims of Futures Communication: - shift from ‘students as consumers’ to ‘students as creators of personalised information’ 9 Sunday, August 15, 2010
  16. 16. DEFI DEFI: Digitally Enabled Futures Images 10 Sunday, August 15, 2010
  17. 17. futures toolbox SWOT STEEPV LASWELL’S COMMUNICATION FORMULA BACK CASTING FUTURES TRIANGLE ANALYSIS SCENARIOS 11 Sunday, August 15, 2010
  18. 18. FUN 2020  1. Society – what will you communicate to Hakodate and the world?  2. Technology – what technology should FUN use? FTA  3. Environment – what kinds of energy should FUN use? What should our classrooms look like? How about no classrooms?  4. Education – what is the syllabus? What subjects should be taught? What do you think?  5. People –who should be a student at FUN?  6. Values – what kind of university is FUN in 2020? Laswell’s Communication Formula - applied to Prof. Mogi 1. WHO? Who is Mogi Kenichiro? Think about this question carefully. 2. WHAT? What are his main messages in the presentation? WHAT? What does he say that is useful for the futures of FUN 2020? 3. HOW? How does he communicate his messages? With media? What style? Spoken only? With examples? 4. WHO? Who are his audiences? 5. WHAT? What effects did his presentation have on you?/ on other people?/ on Future University? 12 Sunday, August 15, 2010
  19. 19. resource examples futurelab, UK for implementation help WIRED for tech local trends visions for data Your Future in 5 Easy Steps: Wired Guide to Personal Scenario Planning 13 Read More http://www.wired.com/special_multimedia/2009/ff_scenario_1708#ixzz0tREwBADR Sunday, August 15, 2010
  20. 20. merge 14 Sunday, August 15, 2010
  21. 21. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  22. 22. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  23. 23. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  24. 24. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  25. 25. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  26. 26. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  27. 27. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  28. 28. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  29. 29. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  30. 30. iterative design: communication pingpong tweets 16 Sunday, August 15, 2010
  31. 31. enhanced scenarios FUN 2020 images 17 Sunday, August 15, 2010
  32. 32. enhanced scenarios FUN 2020 images 17 Sunday, August 15, 2010
  33. 33. enhanced scenarios FUN 2020 images 17 Sunday, August 15, 2010
  34. 34. enhanced scenarios FUN 2020 images 17 Sunday, August 15, 2010
  35. 35. enhanced scenarios FUN 2020 images 17 Sunday, August 15, 2010
  36. 36. enhanced scenarios FUN 2020 short iMovies 18 Sunday, August 15, 2010
  37. 37. share FUN 2020 images with local community printed images T shirts iPod Touch 19 Sunday, August 15, 2010
  38. 38. why Futures Communication? • We are promoting direct student engagement (confrontation even) with the futures of their current situation. Ironically Japanese companies, these bastions of corporate enslavement, also wish their new employees to communicate futures images. Yet we are certain most companies, certainly outside the Creatives Industry, do not have any true notion of what they are actually asking for and why. It is anticipated this Digitally Enabled Futures Images project will help students not necessarily re- affiliate their Japanese persona from samurai to anarchist, but become informed communicators who can autonomously strategize creative futures for self and others. 20 Sunday, August 15, 2010
  39. 39. academic value of a Futures pedagogy • previous research. projects: Futures Employment 2028 and Hakodate 2017 • generic competencies. use of prior knowledge (98%/ 67%); new ideas (78%/ 63%); analysis (86%/ 74%). • declarative competencies viewpoints (86%/ 85%); explanation (84%/ 78%); decision making (93%/ 81%). • epistemic competencies communicating different ways of knowing realized in different expressions as multimodal, multiple media artifacts (movies, voice, text, posters, images, maps). 21 Sunday, August 15, 2010
  40. 40. Acknowledgments, etc • My question to you,please: How do YOU think can we better help our students strategically think about their uncertain futures? • Funding: JST, JAIST and FUN • Reference: Vallance, M. & Wright, D.L. (2010). Japanese Students’ Digitally Enabled Futures Images: A Synergistic Approach to Developing Academic Competencies. In S. Mukerji & P. Tripathi (Eds.).  Cases on Technological Adaptability and Transnational Learning: Issues and Challenges. IGI Global: Hershey, USA. DOI: 10.4018/978-1-61520-779-4.ch009 • Thanks: Michael and David’s second year Design and Complex Systems students at FUN. • More information and this presentation at Michael’s BLOG http://tinyurl.com/ yl6yubt 22 Sunday, August 15, 2010

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