A workshop presentation developed for the It Takes a Spark STEM conference Fremantle Nov 15, 2019

1. 2019 Kim Flintoff
Designing for Global Equity
RealLives is a gamified simulation that brings home the challenge of life in its many splendors and complexities.
During this problem solver session you will experience life as someone born elsewhere in the world. The challenge
you will face will be drawn from analysing the life you experience in the simulation and deciding on a factor that
might improve the quality of life for the person in that situation. Learn what it really could take to make a difference
to another person in the world.

2. The rules of the game
15/11/2019 Designing for Global Equiy 2
• I am going to talk too much
• You are going to think about design process
• You are going to play a game called RealLives
• You cannot start your design process until the life has been
played to its conclusion
• You must set out to improve the life you played
• You must define the problem
• You must research the problem
• You must generate a proposal for a viable solution
• You must elevator pitch your problem and solution if called upon

4. https://www.un.org/sustainabledevelopment/sustainable-development-goals/

6. https://sdg-tracker.org/

7. http://datatopics.worldbank.org/sdgatlas/

8. DESIGN
THINKING
APPROACH

11. Sessions 2 and 3
Defining a
Problem

12. • Locally
• Nationally
• Internationally
Where are you going to look for a problem to solve?
The RealLives Game has provided the context

13. How can you
show us who is
affected and
how?
Who is affected?

14. Why does this
problem exist?
What does it look
like?
What happens if it
isn’t solved?
Causes and consequences

15. What has already been done
to try to solve the problem?
What is the result of those
attempts?
What else could be done?
What could be done
differently?
Attempts to date

16. Sessions 4 and 5
Considering
Solutions

17. How do you include
these factors in your
process?

18. • TECHNICAL
• ENGINEERING
• INVENTION
• PLANNING AND SYSTEMS
• POLICY AND GOVERNANCE
• SOCIAL ACTION - AWARENESS
• GRASS ROOTS ACTION
• EDUCATION
• COMBINATION / HYBRID / OTHER
What kind of solution is most suitable?

19. • What do you need to do?
• What others need to do?
• What limitations need to be overcome?
• What resources are required?
• What additional learning is needed?
• What time frames are in play?
Dependencies

20. • Social
• Economic
• Environmental
What impacts will your solution have?
What is your evidence?

21. • What opportunities exist that improve the
viability of your proposed solution
• What opportunities will arise that will support
your proposed solution
Opportunities

22. Ecology check
• Think as if you are in the future (future pace)
• What are the wider consequences of my solution?
• What will I lose if I deploy this solution?
• What extra will I have to do?
• Is it worth it?
• What will I gain if I make this change?
• What is the price of making this change and am I willing to pay it?
• What are the good aspects of the present state?
• How can I keep those good aspects while making the change that I want?
• How will my change affect others?
• Does it go against any of their values?
• Does this matter?
• How will they react?
• What is the cost of NOT making this change?

23. Presentation Showcase
Presentati
on

24. Make your audience car
Then make them believe!

25. You will
have 60
seconds
to pitch

26. IT’S TIME TO PLAY A GAME
http://RealLivesWorld.com

27. The Learning Futures Network aims to create the social infrastructure, resources and context to develop more authentic
and future-aware processes to support transformation and collaboration across student learning, school and staff
development, and connections between and across higher education, industry, cultural and community organisations and
the public sector.
The Learning Futures Network is a network of
forward-thinking organisations, of both school and
non-schools, whose thought leaders who are working
together to:
• Improve outcomes for students and solving the
challenges facing a future of life-long learning;
• Use their collective voice to advance positive
change across all sectors of education;
• Collaborate with businesses, community,
government, entrepreneurs, researchers, and
leading education thinkers and to advocate, test
and assess new future-focussed approaches to
teaching and learning.http://LearningFuturesNetwork.org

28. Free creative templates,
charts, diagrams and maps
for your outstanding
presentationsshoweet@ymail.com
@kimbowa
https://www.facebook.com/kimfutures
http://learningfuturesnetwork.org
k.flintoff@curtin.edu.au