Game of Knowing: couriosity-lead learning method -> Metalearning by Perus Saranurak

Metalearning
Meta-
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guidebook
Writer:
Perus Saranurak
Futuring your futures
Design Dissertation
MA Design Futures and Metadesign, Goldsmiths, University of London, UK
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Game of Knowing
Writer:
Perus Saranurak
Personalise learning process and
motivation for designing futures.
Design Dissertation

Design Dissertation
MA Design Futures and Metadesign, Goldsmiths, university of London, UK
Cover image:
Landscape of Learning
by Perus Saranurak and Yu Hsiang Chen (Anderson Chen)
“How can you know what you don’t know?”

Metalearning
Meta-
learner
guidebook
Writer:
Perus Saranurak
Design Dissertation
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Metalearning
Game of knowing
Personalise learning process and
motivation for designing futures.
Writer:
Perus Saranurak
MA Design Futures student
[Product designer and Metadesigner]
Cognitive designer
Readers:
Self-learners
Educational Designers
MA Design Futures
Goldsmiths, university of London
1nd
edition

Abstract
In 1970, the futurist Alvin Toffler said “today’s fact becomes tomorrow’s
misinformation”. Over 40 years later, the changes are accelerating even
faster than expected, due to developments in technology. The
connectivity has many influences in learning. How can designers help to
develop new methods for learning within these times of rapid change? It
is my belief that today’s learners need to become more active and
responsive rather than passive. In the past people could rely upon
knowledge for longer periods of time. This research studied about the
concept of “Metalearning”; leaning methods for the future; focusing on
the aspect of self-learning and collaborative learning. Then it provided
the materials for designing the metalearning tools.
MA Design Futures and Metadesign, Department of Design, Goldsmiths,
University of London, United Kingdom
http://www.gold.ac.uk/pg/ma-design-futures/
Perus Saranurak, 2014
First edition printed on 15th
September 2014
Design by Perus Saranurak
Printed and bound in London by Perus Saranurak

To Hannah Jones, Mathilda Tham, John Backwell and John Wood,
who extend my perspective of futures and design possibilities
To my family,
who give me the freedom to think, and always support
To you,
who think life can be re-designed.

Content
Introduction: .......................................................................................................... viii
Glossary .................................................................................................................... xii
Chapter 1: Future - Futuring Your Futures..........................................................2
Chapter 2: As a designer,......................................................................................... 6
Chapter 3: Understand Learning..........................................................................12
Chapter 4: Metalearning........................................................................................ 26
Chapter 5: Motivation of learning....................................................................... 36
Chapter 6: Game of Knowing ...............................................................................46
Chapter 7: Conclusion............................................................................................ 59
Chapter 8: Self-reflection..................................................................................... 61
Appendix 1: Metalearning Tools .......................................................................... 65
Appendix 2: the results of the interview............................................................75
Appendix 3: Recommended learning environments........................................77
Appendix 4: Finding what is learning? ............................................................... 79
Reference ................................................................................................................. 82
Bibliography.............................................................................................................84
Image reference...................................................................................................... 85

vii
FIGURE 1: FUTURES ARE CONNECTED

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ix
My Learning Journey
From my first essay ‘Hacking Happiness’ which I develop my skills,
knowledge and understanding about sustainability. That essay brought
the sustainability to touch with the individual’s now. From the idea that
provides the mindset which everyone can access to happiness. To raise
their awareness that sustainability always engage with their life(style).
FIGURE 3: PREVIOUS RESEARCH IN MA DESIGN FUTURES
Also, my next essays are about designer role involving with community
and empowering learning experience. For this dissertation, I would like to
develop my view of the awareness of sustainability further. To support
the diversity in society, Game of knowing tries to develop the concept of
sustainability to engage with individual’s futures. I believe that today’s
technology is ready to support diversity in society, but people are not
ready. They only need a spark to activate and motivate them. Game of
Knowing is the platform for re-conceptualizing the understanding of
knowledge.

x
FIGURE 4: ONE OF METALEARNING TOOLS - LEARNING JOURNEY

xi
I appreciate to exchange ideas, experiences and opinions with you about
this topic Hacking Happiness.
Contract:
Perus Saranurak
MA Design Futures + Metadesign (2013-2014)
http://designfutures2013.tumblr.com
Email: more.openmore@gmail.com
https://www.linkedin.com/in/perus
https://goldsmiths.academia.edu/PerusSaranurak/
http://cargocollective.com/monkix

xii
Glossary
Metadesign – a designing process to re-frame paradigms, perceptions and
the design process itself to be more holistic.
Prosumer – an active consumer who not only wait and take from the
market, but also takes a role to produce, predict or improve their own
life.
Learner – it is not the student, learner is one who passions in developing
one’s self and can motivate oneself to learn. The learner is a type of
future human.
Metalearning – a process when learners are learning and designing how
they learn.
Epistemology – a branch of philosophy study about the nature of
knowing.
Motivation – the inherent energy drives people into actions.

MA Design Futures, Goldsmiths, University of London
1
If you can fast forward your life to
preview your future and if you don’t
like that future, what will you do?
FIGURE 5: RELATIONS IN CHAPTER 1

Game of Knowing: from earning to Metalearning
2
Chapter 1: Future - Futuring Your Futures
FIGURE 6: NOT THIS - CHANGE YOUR FUTURE
“Would everyone be able to design their own future?” This idea had
been developed from the ontological concept of being and life; from
Michael Foucault (1972) “Power/knowledge”, which answers what
articulates our thinking that we think following the way we educated and
informed; and Scott Adams (2011) said "You are what you learn. […] If you
don’t like who you are, you have the option of learning until you become
someone else. There's almost nothing you can't learn your way out of”.
Learning can articulate the learner’s future.
According to the futurist Alvin Toffler (1970), he explained effects of
technology will lead to an information overload and the acceleration of
pace of information. He said “Today’s fact becomes tomorrow’s
misinformation” in 1970, when personal computers and internet weren’t
available, and now the rapid development of technology keeps
accelerating the change. Moreover, the connectivity from the 21st
century
technology has influential impacts on the reliability, functionality and
essence of information and knowledge. To solve this situation, he
suggested people should develop their learning skills for living in the
future.

3
"The illiterate will not be those who cannot read and write,
but those who cannot learn, unlearn, and relearn."
- Herbert Gerjuoy (cite by Alvin Toffler, 1970)
From Toffler’s learning skills, reading is different from learning. Someone
is good at reading, but they possibly cannot learn. This dissertation would
like to develop the Toffler’s notion about the learning skill further. This
research will introduce ‘metalearning skills’, which is a learning skill how
to develop one’s own learning skills.
Future scenario:
The future of this research is where everyone is able to design their own
futures, following individual interest. Future community would be seen as
one unit of many independent. This diversity in society would be emerged
by a social value, which becomes stronger by the impacts of connectivity.
It supports the collaboration to become the fundamental way of living.
Future people are willing to involve and support each other more. Also, it
is possible to see that the social connection becomes more valuable than
money. It is because the synergistic values of a social connection can
create change and it grows holistically by use. In contrast, the value of
money is for transferring and it cannot grow from itself.
To answer “Would everyone be able to design their own future?”
Yes, from this place of the world spinning, everyone has to be
metalearner to remain their authority of being (learning wisdoms) in this
collaborative world. This research focuses on how to assist learners to
be able to create their own learning style and motivate themselves in
learning.

4
FIGURE 7: DESIGN FUTURES

5
"The future is not something we enter.
The future is something we create."
-Leonard I. Sweet.

6
Chapter 2: As a designer,
In the future world learners (future human) would be able to create their
own learning style and motivate themselves. How can a designer create
this world? Beforehand, this chapter would like to introduce what are the
roles of designers, and it would explain the design proposal for futuring
the future.
The Roles of (Futuring) designers:
Generally in the world driven by economics, the roles of designers have
been seen as a technology-driven, utility-driven, aesthetics and
storytellers. However, from studying in the MA Design Futures
programme, the roles of designers could be more related to society and
change. For this research objective, this chapter will describe the
designer’s roles, in terms of the development of community and
humanity.
Designer as a Facilitator or a Co-creator
Dott (2007 cited by ICSID) brought design to contribute to societal
challenges (health, education, food and energy). The role of a designer will
be seen as Facilitator and Co-creator. Designers work with community
and use design-led tools to lead communities to be actively involved in
issues.
Designer as a Capability builder
Tan (2014) introduced this role as building design-led skills among people
to address challenges themselves. In the same way, the research from
Northumbria Design (Yee, Joyce, Tan, Lauren and Meredith, Philip, 2009)
introduced this role in term of e-learning service. Design role could be a
‘conduit’ of knowledge.
As tutorial with John Backwell (13 Aug 2014), in the development of a
novice to an expert, designer can design the training devices to support

7
the different levels of learners and motivate them further. For instance, a
mitre block for a carpenter and train wheels of a bicycle are made for
increasing the rate of success.
Designer as a Liberator
In Design Futuring, Tony Fry (2009) indicated the role of designer in the
scope of humanity. “It is not just that we are born into a designed world
but that our interaction with the world is designed” (Fry 2009, 25). And in
Design as Politic, design creates the understanding of the world, as
world-making, and our existing (Fry 2011, 234). And engagement with the
design is the gate to freedom (Fry 2011, 209). So the role of designers
could be the one who reveals the new opportunity to the world and free
the freedom. It is because design can turn unused things into functional
materials that will change the perception of the world. Like before the
Thomas Edison’s light bulb was created, no one understands how
functional of the electricity.
In terms of education, Carl Rogers (1994, 304) defined the freedom is not
only the determined sequence of cause and effect. The freedom of
learning is able to bring the learner to the existing in a different
dimension.
Designer as an Activist or a Change Agent
“Design Activism” was coined by Flua-luke (2009). In this role, designer’s
capabilities are able to create a counter-narrative, “aimed at generating
and balancing positive social, institutional, environmental and/or
economic change”. Also, MA Design Future programme (2013) introduced
a change agent, who organizes and/or facilitates the change to happen in
society.
From these definitions, Designers are who not can create products,
objects or things, but designers are who can create changes in
humanity. From a design perspective, Thomas Edison invented a light bulb
that revealed a usable function of electricity. The light bulb is a tool for

8
delivering the value of new function (Cheek, 2014). Even now LED could
replace the light bulb from its efficiency, but the function that Edison’s
light bulb performed still remained. It is because the world had been
changed since the first light bulb was created.
This designed research tended to reveal the function of self-learning as
the ‘futuring your future’. If there is a tool to personalise learning
process, everyone possibly design their own future. For this research, the
responsibility of a designer is to design the mobility of learning mindset.
The Design Proposal
Knowledge and education become commodities. Students are consumers
that pay money to the academic education system. Then it provides them
learning materials, it standardizes them and it gives them a new status
called a graduated certification. In the 21st century, technology enables
the new dimension in learning (freely access, interact and track activities).
However, most of learning methods (including self-learning and self-
determined) still require and be controlled from an educator’s role.
Perhaps it is because the learning methods were written from educators,
what if a designer designs tools to free learning method from the
academic authorities?
From design perspectives and the concept of prosumer, design is able to
motivate a passive consumer to be an active consumer’s community. “Can
learning happen without a teacher?” likewise the learner can DIY their
knowledge.
Moreover, this research tended to enrich the “future with diversity and
freedom of being”. It reduces the monopoly of the possible futures, in
terms of academic education. As a design piece, this research will
communicate the concept of a metalearning, which potentially lead to
“futuring your future” and enrich self-authority in future.

9
Methodology
This research itself is a metadesign tool, as a guidebook of futuring, which
provided metalearning materials (as its contents and its reading
experiences). For creating metalearning tools, there are 2 steps to be a
metalearner:
(1) Tool for being Active learning
 Provide the fundamental material for understanding learning and
metalearning
 Motivation and mindset for growability: step to unknown and new
things
(2) Tool for Collaborative learning
 Tools - Platform or environment for collaborative learning
FIGURE 9: 2 STEPS TO BECOME METALEARNERS
(This diagram, develop from collaborative with my classmate from writing a co-
dissertation)
From these 2 steps, readers could understand the diversity of learning
potentials and views. This research will provide the diverse reviews of
learning theories for an extensive understanding about capability

10
improvement. To simplify the complex data, this research chooses
visualisation methods to explain and compare between different learning
concepts.
Also, it will introduce some technology-support learning approaches
which help learners to be able to personalize and DIY their own self-
learning style.
For interviewing, this research chose MA design students at Goldsmiths,
University of London as a sample group because the design programmes
here uses a teaching style in the same direction as andragogy (an adult-
learning style). So the students have to choose their learning topics.
Moreover, MA Design Futures programme’s teaching style is same as
heutagogy, which stimulates students to review their learning process
and learn from it.
The methods of self-developing and making decisions are useful for
designing metalearning tools further. Also, this research did not design
“How can learning experience be fun?” In the other ways, this research
tends to explore “How can a fun experience be a learning material?”

11
Everything could be changed when you
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13
individual competence, and it can be divided into three phases: outcome,
process, material.
Different scopes of learning
According to Harris and Schwahn (1961, cited by Knowles), learning could
be distinguished into 3 different scales:
● Learning as product - the end-result or outcome of the learning
experience.
● Learning as process - to attain a given learning product or
outcome.
● Learning as function - the critical aspects to make learning
possible, such as motivation, retention, and transfer
These definitions see the previous scale as the material of the next scale,
such as the learning as process is the learning material of learning as
function. For metalearners, to know one learning process could be adapt
for getting knowledge or skills from different ways. And, in the function
scale, it could be used to compare and develop the other learning
processes.
FIGURE 12: LEARNING IS DIFFERENT SCOPES

14
Epistemology
It is the processes to transform and interpret experiences into functional
or usable competences. In MA Design Future class, Mathilda’s lecture (27
May 2014) introduced the idea of “epistemology”, the branch of
philosophy study about the nature of knowing. From studying this, it
could be seen as the similar process of learning (the individual
interpretation and understanding). According to Reason and Bradbury
(2008), there are 4 types of knowing in epistemology:
● Experiential: knowledge is from conscious being as the ontology of
a real world as given
● Presentational: languages and arts are the communication tools. By
using for articulating, encoding and decoding an idea, it also benefit
the learner’s self.
● Propositional (theory): decoding from other people’s experience
or knowledge, such as book and lecture.
● Practical: learning by body, feelings and senses, tacit knowing
These 4 types of knowing can be seen that learning has various ways. This
could lead to the diversity of learning styles, but the traditional education
puts the value on propositional knowing much more than the other types,
which learner can learn from their actions. So, if the learners understand
and be able to choose, they can create their own learning styles, which
could be much more effective and motivated than the universal style
because everyone is different.

15
FIGURE 13: LEARNING IS DIVERSE
Instructional Continuum
As the epistemology holding the principle of learning, moreover, there are
instructional continuums (Rogers, 1994), which exposed the different
strategies of learning (from a teacher-focused to a student-focused):
● Lecture
● Questioning
● Drill and practice
● Demonstration
● Discussion
● Cooperative groups
● Guided discovery
● Contracts
● Role-play
● Projects
● Inquiry
● Self-assessment

16
From the diagram, it could help to clarify the elements and the diversity in
learning process. By understanding these, the learner could be able to try,
create, and evaluate individual learning styles that suit with the learner’s
self.
What could we develop from learning?
The learning outcome could be seen generally as personal knowledge or
skills. Moreover,
Learning processes propose to improve the learner’s capabilities, which
could be distinguished in many directions. According to Knowles (1990),
he provided various definitions of learning outcome from many theorists
in his book ‘Adult learning’:
● Motor skills - Gagne (1972)
● Verbal information - Gagne (1972)
● Intellectual skills - Gagne (1972)
● Cognitive Strategies - Gagne (1972)
● New behaviour - Crow and Crow (1963), Haggard (1963)
● Habit - Crow and Crow (1963)
● Attitude - Gagne (1972), Crow and Crow (1963)
● Personal adjustment - Crow and Crow (1963)
● Social adjustment - Crow and Crow (1963)
● Autonomous - Jourard (1972)
● Self-actualization - Maslow (1970)

17
FIGURE 14: WHAT CAN LEARNING DO?
These learning outcomes could affect the learner differently, that could
be grouped into 2 directions: ‘learning as change to control behaviours’
(like Skinner in 1968, Haggard in 1963 and Cronbach in 1963), and ‘learning
as a growth of personal potential’ (likes Gagne in 1972 and Rogers).
By understanding different dimensions of learning outcome, there are
many potential in learning, which learners gain a freedom to develop
themselves. These outcomes are only the sample of many capabilities,
which depended on the learner’s mindset (in page 44)

18
Where is learning from?
How is knowledge made from? According to "From Data to Wisdom" by
Ackoff’ (1989 cited by Bellinger, G., Castro, D. and Mills, A., 2004), he
classified the information into 5 levels:
● Data - a raw thing has no meaning by itself. It represents only its
existence.
● Information - a data which has been given a meaning (from rational
connection)
● Knowledge - the collection of information, it could create by a
synergy of many information
● Understand - the process of synthesising new knowledge from old
knowledge, like learning, not memorizing
● Wisdom - the explorative mindset to the unknown area
From this development [data → information → knowledge →
understanding → wisdom], it could give the idea that learning has
different levels and each level use different material.
For example, John Wood (2013) introduced the word “synergy” to the
Design Futures class. From the word itself, “synergy” could be data. When
John Wood explained the meaning that “synergy is the greater effect
from an interaction between 2 different things” - now the student
understand ‘synergy’ as the information and the explanation as the
knowledge. When Hannah suggested students to do the workshop of
bisociation, creating of new keyword from synergy 2 keywords, it brings
the ‘synergy’ to the level of understanding. After students tried this
concept in different contexts or different purposes, that would create a
unique wisdom about ‘synergy’
From DIKW, It could be seen in the same diagram of Harris and Schwahn
(1961) classification.

19
FIGURE 15: LEARNING FOR WISDOM
Futuring is a Learning for Wisdoms: Changing World views
From my experience of learning new things, it possibly changes the
learner’s world view. For example, Learning can change the world views
from my experiences if we see learning as a function that we can choose
the future abilities;
● Learning metadesign - it extended my design perspective;
● Studying product design - it gave me the eye of producer. When I
see a plastic product, I will see the detail to understand how it was
produced automatically.

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24
Summary of learning
Learning changes the way of living and interpreting the world. Hopefully,
this chapter can help you to see different views and scopes of learning
and understand them, thus it possibly form a new value of learning that
relates to your personality. According to Rogers (1994, 286), the adult
learning is based on personal understanding of the meaningful and
valuing process. And the next chapter will introduce you about
understand your own learning process, ‘metalearning’.

25
Impossible is a state of your mind.

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URE 24: LEONA
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RE 25: METALEA
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29
FIGURE 26: UNDERSTAND THE PROBLEMS IN LEARNING
The 5 Learning Gaps
The gaps make the learning process unsuccessful. Through the process of
learning, there are many problems which make the learning process
unsuccessful, ineffective, difficult or unsatisfied for learners. Julia Dirksen
(2012) provided the very simple and clear explanation of how people learn
in her book ‘Design for how people learn’. She addressed the 5 key
aspects, called gaps of learning, which is very important to understand to
design a learning platform.

The
is lik
●
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30
EARNING GAPS
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gaps:
er in
eling

31
● Communication gaps - even everything is ready, the
miscommunication can lead you to the wrong journey: the feeling
of communication gap is “why? , it could be misunderstood”
Relation between the Gaps
Skills and Knowledge fulfil each other
Learning is like to improve capability and understanding. Also, by
improving knowledge, it will improve the learner’s skills and vice versa.
Skills → knowledge
For example, to improve a carpenter capability, the learner has to improve
his cutting skill from practicing. While practicing, he also improves his
knowledge, understanding the movement and wood texture. His body and
his brain remember practicing experience to improve his carpenter
capability.
Knowledge → skills
On the other hands, in learning other languages, the learner is able to
start from the fundamental knowledge, such as alphabets and greeting
sentences. Then the learner is able to practice writing skills, reading skills,
speaking skills and listening skills. Also, in each skill
From self-reviewing on my learning experience in MA Design Futures
programme, an autoethnography, the relations between skills and
knowledge:
● Knowledge for accessing skills and knowledge
● Skills for accessing knowledge and skills
● Skills for using knowledge
● Knowledge for sharpening skills
● Knowledge for extending skills
● Knowledge for synergizing skills
● Skills for synergizing knowledge

So,
inte
and
dive
Env
To s
lear
und
knowledg
errelated.
skills into
ersity in ou
vironment
succeed in
rner. The
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FIGURE 28
ge and s
The last
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8: INTERRELAT
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32
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34
Motivation drives action.
Even the learner has basic knowledge and skills in the best learning
environment, but the learning process, capability development, won’t
happen if the learner doesn’t take an action. Motivation is like a fuel for
the learning process.
In general education, we are motivated by teacher, grade and level to
move the learning process. However, for self-learning, There are no
score, no tutor, and no classroom. The learner has to motivate one’s self.
So the learning motivation could be seen as the most important element.
This research will describe about it in the next chapter.
FIGURE 31: SYSTEMS BETWEEN THE LEARNING GAPS

35
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38
(1:30), tutoring (1:1), and mastery learning (1:30) - the ratio of teacher and
student. That research tried to develop the teaching strategy to improve
the achievement of the group study (1:30) to be same as tutoring (1:1).
The key of teaching strategy is the Higher Mental Processes (HMP) making
learning material be more engaged with the learner’s behaviour and living.
It could be seen the performance of student relates to the way of
teaching. Ben Bett (2013) said in his TED talk that we can succeed in
learning if we have been taught in the right way. He introduced the
learning should be personalized to match with each individual learner, and
he developed the learning strategy with gamification, game-like
mechanics in non-game environments. Also, gamification could be seen in
many e-learning systems and many applications nowadays.
From his experiment about the gamification in learning, Gamification can:
● Increase the participation of students: from anywhere, also it’s
fun-based
● Predict grades: by analysing student’s progress and plot their
possible
● Highlight ‘at risk’ students: to diagnose them, develop learning
environments for their better perform.
It could increase the number of participants but it has a limit that it
cannot control the quality of the participation, 70% of the participants
only gave a useless answer “yes, I agree” for getting a point. So he
suggested the gamification should reward at competence, not
completion.
Play is misunderstood
For some “work is productive, play is frivolous” this message may be
useful for unifying workers during the Industrial Revolution. According to
Aaron Dignan (2011), now Digital Revolution, play is an energy source. We
are born curious. Children always play, fun and curiosity motivate them to
learn to explore new thing.

39
A play is also the key of learning and creativity. Tim Brown (2008) said in
Ted that, to form the design team, friendship is the shortcut to play and
trust allows creating the risks, which is a spark of creative ideas.
In my view, “play”, “work”, “train”, “try”, “against”,… are the same in term
of doing a task, but they merely contain different motivations in the
processes. Without any motivation would lead to laziness, which is most
of the interviewees mention it as a distraction of the learning process.
Motivation in learning (from extrinsic to intrinsic)
From my studying, I found the relative topics about motivation for
learning. Daniel H. Pink (2009) explains about the 2 types of motivation in
‘Drive: the surprising truth about what motivates us’:
● Extrinsic motivation
● Intrinsic motivation
Extrinsic motivation is the problem in lifelong learning
Extrinsic motivation has been used generally for driving people to
complete tasks. Grade, score, reward, bonus, punishment or blame is the
traditional treatment in education and workspace to motivate students
or workers to improve their performance. However, in terms of learning,
Daniel Pink (2009, 59) mentioned that extrinsic motivation will reduce
learner’s performance and creativity. Moreover, the learner prefers to
cheat, use a shortcut or focus in the short-term. Moreover, it can be
addictive and kill individual intrinsic motivation too.
From Pink’s many experiments, extrinsic motivation is good when the
task is boring, meaningless and routine. Including it will affect the
learner’s mindset to get addicted to the lure. The learner should be more

40
concern in their process than the outcome. So if the learning style is
boring or meaningless for students, it should adjust itself, not turn
student’s attention to extrinsic motivation because
Intrinsic motivation for learning
In ‘Drive’ Pink (2009) showed the 3 remarkable elements for supporting
intrinsic motivation, which have been used further in developing learning
method and the gamification:
Autonomy
Autonomy means acting with choice; it is different from independence
(90)
- Type I behaviour emerges when people have autonomy over the 4 T’s
(94):
● Task - what people do
● Time - when they do it
● Technique - how they do it
● Team - whom they do it with
Mastery
Pink defined mastery as “the desire to get better and better at something
that matters”. Autonomy leads the learner to engagement, which is
required for solving complex problems or improving learner’s self-
capabilities through the task. Mastery is the satisfaction through the
process, which requires the understanding of 3 laws of mastery (Pink,
2009, 120):
● Mastery is a mindset (from Dweck’s ‘growth mindset’)
● Mastery is a pain (as Grit)
● Mastery is an Asymptote, feel close but never reach it.
Purpose
As human, we have been purpose seekers. Psychologist Mihaly
Csikszentmihalyi (cited by Pink, 2009, 134) said “purpose provides the

41
activation energy for living” and he thinks that “evolution has had a hand
in selecting people who had a sense of doing something beyond
themselves.” According to Pink, purpose motive created by 3
organizational ingredients:
● Goals
● Words
● Policies
Intrinsic motivation tends to give the meaningful and sustainability in
improvement. In contrast, the system in academic education is set from
the principle of extrinsic motivation-driven. It should be re-balanced the
weight between intrinsic.
FIGURE 35: WHAT IS INTRINSIC MOTIVATION?
Furthermore, in terms of learner itself, Pink (2009, 77) gave a clear
comparison between extrinsic-motivated learner (Type X) and intrinsic-
motivated learner (Type I). The intrinsic-motivated learner tends to be
more sustainable and greater in physical and mental well-being.
Pink suggested Type I mindset is trainable, fortunately. No one is born
with this mindset. And it does not depend on age, gender or nationality.

42
More you exercise, more your mindset improves, and you could become
the ‘growth mindset’ learner.
FIGURE 36: INTERVIEW ABOUT SELF-MOTIVATING
How to drive yourself
Jonathan Haidt (cited by Dirksen, 2012) explains about the brain being like
a rider and an elephant in his book The Happiness Hypothesis.
FIGURE 37: ELEPHANT AND RIDER
Learning is like to control an elephant, learner self. This is the hard work
to drag an elephant if it doesn’t want to. Also, self-control is limited to
how long the learner can force themselves to pay attention, Dirksen
(2012, 131). Instead of dragging the elephant, she suggested to ‘attract

43
the elephant’ by making the learning experience engage with your
interest and curiosity. She suggested ways to engage the elephant:
● Tell it stories
● Surprise it
● Show it shiny things
● Tell it all the other elephants are doing it
● Leverage the elephant’s habits
From Dirksen’s idea, it could be found the intrinsic motivation (rewarding
intrinsically) is not from only self-understanding. It could be effected
from social proof, which Robert Cialdini described in ‘Influence: The
Psychology of Persuasion’ (cited by Dirksen, 2012, 147) that an activity is
worthwhile if other people are doing it.
From studying Dirksen’s ‘Design for How People Learn’ and Pink’s ‘Drive’,
this research tries to map these 2 concepts together. And it could be seen
as the intrinsic drive could be from 2 sides’ self-understanding and social
proof.
FIGURE 38: MAP OF DIVERSE TYPE OF SELF-MOTIVATION

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46
Chapter 6: Game of Knowing
From learning experience in MA Design Futures programme, I have tried
and created some metalearning tools. It is because the programme is
open for exploring ideas and I generally feel a lack of motivation, it is
quite hard to motivate myself in learning. So ‘Game of knowing’ is the
metalearning tools have been developed for motivating and supporting
different learning processes from myself and some interviewed students.
It could be categorized into 3 levels:
 Game of Knowing: Individual
 Game of Knowing: Collaboration
 Game of Knowing: System
From the interview, the useful factor in learning could be seen as
teachers, books and online resource. However, the most satisfied factors
are friends and classmates. What if the learners are able to learn from
their friends more, such as similar epistemological approach with
teachers or online resources? The learning experiences would be more
motivated and fun.
FIGURE 41: ANALYSE LEARNING RESOURCES

47
This research is not designed “How can learning experience be fun?”. In
the other ways, this research tends to explore “How can a fun
experience be a learning material?”
FIGURE 42: PRINCIPLE OF METALEARNING TOOLS
Metalearning methods
Self-understanding
Before a journey begins, you need to know where you are now. There is
the simple method from Alan Webber (cited by Pink, 2009, 160) to
understand your driving force. First, answer 2 questions in each single
sentence: “what gets you up in the morning?” and “what keeps you up at
night?”, then change until you like them. Both of your answers could be
used as life compass, which relate to individual intrinsic motivation,
whether autonomy, mastery, and purpose.
As in the MA Design Futures class, we have to design our own role for
each project. This method helps to understand our capability and goals.

48
Learn from learning experience: Self-reviewing and Sharing
Motivation or mindset is like a muscle. We can exercise to improve them
or challenge to do difficult tasks to see the improvement over time.
Blaschke (2012, 65) suggested that by documenting the learning journey,
it can develop cognitive and metacognitive skill. Also, Pink (2009) stated
that to improve yourself, you have to be honest to yourself. This method
is self-review.
 Check the goal of the task
 Check the aspect of your work
 Which moments produced a feeling of “flow”?
 How to make it better next time.
According to Rogers (1994, 206), he forms the group of students and let
them analyse their personal strengths and weaknesses with others. As
the result, “when the individual has to take the responsibility for deciding
what criteria are important to him, what goals must be achieved, and the
extent to which he has achieved those goals, then he has truly learned to
take responsibility for himself and his directions.” This process could fulfil
the learner’s intrinsic motivation as autonomy and a purpose (in page 40).
The self-assessment will be effective by conferring with others.
From Pink and Rogers, It requires the environment, where people freely
to analyse themselves and share their successes, failures and the
experiences through the learning process with the group. According to
growth mindset (Dweck, 2013), the learner should consider on their
development processes more than the end result.
Enriching collaborative process and its assessment
From many workshops about collaborative in Design Futures class, it
could prove that we can learn from classmate, other students or peers; by
explaining ideas (presenting, sharing), it is the practices of theory; by
discussing with friends, help me to articulate and visualize my ideas. Also
swapping and sharing different experiences and resources of learning.

49
FIGURE 43: COLLABORATIVE AND PEER LEARNING
From this experience, in my views, it could build up self-efficiency and
autonomy in their ideas. Also, it makes students have to understand can
clarify their project - learning by presenting in epistemology.
Rogers (1994, 201) found the ‘peer-teaching’ has many benefits for
students. As one of his experiments, he made a classroom that students
were taught by the selected previous students, not by a teacher. He
found that the student who learned showed greater confidence and more
motivation to work and an improved attitude. Moreover, the students,
who taught, gain in their own self-assurance and their willingness to
assume responsibility. Several of them worked hard to extend and
improve their own knowledge.
In my opinion, ‘peer-teaching’ has a potential to solve the 2 sigma
problem (Bloom, 1984). The learning efficiency will drop by the ratio
between a teacher and a student is 1:30. If the student can teach and

50
learn from other students the ratio that would be 31:30, including
oneself, the class could be more efficient and more motivating.
The concept of collaborative learning (Blaschke, 2012, 66) is to encourage
students to share experiences and knowledge. For me, it could be seen as
the whole classroom becomes one unit of learning.
Kelly McGonigal (2013), health psychologist, said in her TED talk ‘How to
make stress your friend’ that by contacting and helping friends make
stress become healthier.
Engaging community
For the previous projects, Clara and I introduced and designed the
alternative learning platform to bring local community and education
systems are able to engage more. Practical experience will benefit the
students to develop their creativity in adapting theoretical knowledge to
practical skill. Also the engagement will make the learning project would
be more meaningful (see appendix 4).
According to Rogers (1994, 194), he gave examples that the learning
direction involves with the existing local issues, such as homeless or smog
problem. As learning from a real situation, the learner will learn how to
approach people in the community and how to listen. Further, the
learning experience is more valuable than in the classroom.
Right feedback and Assessment in collaborative activities
“To improve an activity, people need a right feedback” Bill Gate said in his
TED talk about improving a teacher’s quality. To support the learning
motivation, the learners should know how to self-reward (Pink 2009). The
reward should not be the “if-then” reward - like “if I do this, then I will
do that” because it will reduce your purpose of the first task, in the same
way as extrinsic motivation. Pink suggested that a better way to reward is
the “now that” reward - like “now I did it, it could be that”. It grows an
autonomy, mastery and purpose.

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52
FIGURE 46: ‘PROJECT DIARY’ SEE APPENDIX 1
Game of knowing tries to use a visualization process follow the principle
of the growth mindset (Dweck, 2013). The learner is possible to see the
direction of self-development of each learner’s curiosity.

53
FIGURE 47: PERSONAL LEARNING JOURNEY’ FROM QUESTIONNAIRES SEE APPENDIX 1
Moreover, the visualization of the learning process can be used to
support the collaborative learning by connecting each learning journey
together. As the concept of social proof (Dirksen, 2012), people always
compare with others that motivate learning process.
FIGURE 48: COLLECTING DATA FROM THE SURVEY

54
FIGURE 49: CONNECT LEARNING JOURNEYS SHOW SIMILAR VALUE
Further by mapping all learning journeys from everyone in the
community, which could see the landscape of knowledge. This creates the
privileged opportunity “to know what you don’t know”. Unknown thing
is curious, it is passionate. The journey to an unknown could be felt
difficult, dangerous and uncontrollable. And most people, when they
become adult, afraid to fail. They don’t want to challenge themselves, and
fix their capability steady.
This tool will facilitate people could have their journey into the unknown
safely, fun, and meaningful. To prepare people to get ready to be the
metalearner, who could survive in the future.

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55
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56
compare with the writers. By connectivity, sharing experiences can
support the learning method to be beyond the individual levels.
 Motivate as a social proof (in page 43)
 Valuing personal experiences
 Open-source of learning experience: from to do list -> to challenge
or how to list
 Environment for knowledge Prosumer: Being a producer, not only
be passive.
 Creating supportive community: sharing and teaching each other
 The gate to a diversity of ecology by opening the possibility to
compare and review different views.
 Know what you don’t know and see the route to there.
Game of knowing: system
 Assessment of metalearning - experience-base, process-based
 Platform for show the process, not only for the outcome
 Real time feedback - Agile working method
 Personalize
Learning Landscape
FIGURE 51: CREATE LEARNING LANDSCAPE FROM THE SURVEY DATA

57
Yu Hsiang Chen (Anderson Chen) and I created the ‘Learning Landscape’. It
is a sample tool of ‘Game of Knowing’. It is because the knowledge is
subjective. By detecting and joining all the learning journeys together, it
can be plotted onto a map, which is a useful material for the metalearners
to create their own possible journey later.
Learning Landscape used data from a survey of each MA design student
about their project name and keywords of each work. It can reflect each
student journey and see how related and different in each student and
their programme.
This research saw the potential of peer-teaching and created the
prototype to experiment and express this concept. After interviewing the
sample group, they thought it would be useful and encourage student to
interact with others.
Further step:
The way to assess the process and collaboration should be educated and
promote to be functional for learners, teacher and communities. When I
experimented on the ‘Real-time dissertation’ (in appendix 1) – open the
project for others can visit and comment, I invited teachers and friends.
Even some of them visited and looked at my work, but they did not
participate at all.
For celebrating the collaboration and working process, the assessment is
the learners’ feedback, which can encourage the collaborative activities
happened. It should be developed for future education.
How to enrich the value of collaborative learning?

58

59
Chapter 7: Conclusion
Can people create their own futures?
Learning, the process of self-development, is not only the achievement of
knowledge. It could be seen as a process of creating individual future.
An academic education seems as a monopoly of a knowledge industry, and
a learner is a consumer, who pays for receiving a pack of knowledge and
certificate. For more powerful of academic authority, the certification
tends to be more important than the knowledge (as in Thailand, my
hometown). As a designer, I would like to create an alternative future for
people by designing metalearning tools; to create the freedom to learn;
and possibility for people to design their own futures.
How to create metalearing tools
There are too many ways in learning methods. This research puts them in
the same wardrobe and encourage learners to mix and match by
themselves. It is able to make unique learning styles, which suit with the
learners or to challenge ourselves by trying a new style. Consequently,
the exploration in self-learning could enrich the large opportunity to
develop the learning method and challenge the limit of the potential of
self-learning with teacher and without. From challenges, both would
develop, not like a monopoly.
In 2014, there are many kid inventors. Some of them invent the world
changing invention, such as cheapest cancel detector, energy from
touching. With the internet technology, no one can prove traditional
learning style is absolutely the best way to learn, on the other hands; it
could not be sure for self-learning style. However, self-learning is free.
And the accessibility, which reduce the authority for academic, is
increasing freedom of self-learning, which is a key for future.
Metalearning, self-taught, is not only to understand self-learning method.
It needs to understand how to self-motivate through learning process.
The motivation relates to the learner’s mindset, which can be trained. The

60
mindset develops learner’s experience to be more meaningful as the
learning experience. For me, this could be the key for a sustainable
development.
The learning process is possible to come from the experience of the
learner oneself or others. The connectivity could enable people to share
their knowledge and learning processes, then learning from others as a
Collaborative learning environment. Personal view, the experiences form
each individual could be the meaningful learning material.
Questioning on ethic
This research tends to enrich the individual freedom of being in the
future. In terms of ethic, some people believe too much freedom could
lead to improper directions, develop bad habits or ruin the unity.
On the other hands, from my basic understanding of Nietzsche’s
Existentialism, people should have a right to develop the things that they
want. That would be developed diversity. In my opinion, I agreed with
both ideas. Each person should be equal in designing their own future,
and the frame of ethic should be seen as the commitment to a global-
scale community: be honest and take a responsibility in their behaviours.
This research would like to question why the knowledge, the thing that
should develops humanity, becomes a commodity and only authorize to
the academia, in term of status.
In terms of collaborative learning,
As my previous research about money from Technonature class ‘Money to
tiny big journey’, it explained the essential of money and how to fulfil this
meaningless object. Extending from this topic, What if we can use the
knowledge as the currency, instead of money, the meaning-given
object?

61

62
Chapter 8: Self-reflection
For my profession, this research provides the different level ideas for
changing behaviour and cleared my view for my future design role.
Reflect on background
The problems from my hometown, Thailand, lead me to form this topic.
While I was studying in MA Design Futures (2013-2014), there were many
conflicts in Thailand about politic views, corruption, ethics,
monopolization, human rights, inequality, status racism, fallacies and also
ignorance.
For me, the authority of thinking is controlled, according to Foucault’s
‘Power/Knowledge’. To de-authorize, I started to study from the general
method of an individual development, which call ‘learning’. And I tried to
develop it to be an alternative learning approach ‘metalearning’ - self-
taught, self-motivated and independent from a teacher. This research
could one direction to solve the problems in my hometown.
Whilst studying in goldsmiths, I understand how important of it. And my
design vision had been changed through this course. And for this research
topic, this is quite challenging for me because I don’t have any
background about this before. On the other hands, this made this
research as a representative of my self-learning process about learning.
In my opinion, this is a perfect situation of writing about metalearning.
I had experienced many paradoxes of the education system. For example,
design programmes tended to develop student’s creativity, but design
students had to think and develop their ideas follow the teacher view.
From researching, there is a paradox of some self-learning methods that
teacher give an order to students to learn by themselves and the teacher
will check the learning outcome. In my opinion, to be forced to learn and
to learn by themselves are very different in terms of motivation. Even
self-learning method in education system tend to improve the learning

63
skills, it also requires the self-motivated skills and the mindset of
learners.
Reflect on the project itself
By studying in MA Design Futures and Researching in this area, it helped
me to answer myself. Metadesign could bring the design perspective to be
broader and help to address the problem of the problem.
A paradox of Andragogy
Also from interviewing some design students at Goldsmiths, I found the
paradox of andragogy learning style. It is a paradox of learning mindset
between tutors and students. As andragogy, the teacher will focus on the
learning process of students, but the students, who used to study in
pedagogy for more than 10 years, will expect the teacher to consider on
their project’s outcomes as well. The paradox of learning mindset could
not be solved only by a written description in a programme handbook
because it is not easy and it takes time to understand the new paradigm.
Students also had to adapt ourselves to think and behave following the
new belief.
From interview with students in MA Design Futures, most of students feel
confused about the course objective, and some of them feel that tutors
should pay more consideration on the student’s projects. In my opinion, it
is possible to be fixed by role-play workshop, let students experience
with all senses.
Reflect on the process
The driving forces for this project are my curiosity and the how I see the
potential of this project in the future. These are like the meaningful
energy to drive me researching.
Following the curiosity that would very fun, however, that require to
articulate and present the idea to the listener too. It is because only doing
the process of collecting data cannot make learner understand. Also,

64
presenting ideas to others is the process to logically construct an
understanding, which is the self-learning in the free-interpreted
environment. This dissertation is also the part of my self-learning
process.
By doing this research, sometimes I feel that I am too much controlled on
myself and a bit confuse about my direction that is my willing or I only
force myself to willing this way.
Reflect on my future
This research seeks the opportunity to improve the capability of self-
directed learning. This could be the one of many movements to enrich
diversity in future society. For my long term goal, I would like to develop
the tool to encourage individuals to form their own knowledge
consciously and unconsciously (from any activities, experiences of
themselves or their community). This would be my further profession
This could be the specific study of design for disabling authority, which is
the role of my design futures.

65
Appendix 1: Metalearning Tools
This part will show the experiments for this project - Game of Knowing
and other approaches.
Time Colour Coding
From/Inspired: Creative Routines created by INFO WE TRUST, which use data
from Mason Currey’s Daily Rituals: How Artists Work
[http://infowetrust.com/2014/03/26/creative-routines/]
What is it: Tracking myself daily activities and report it.
After this I found there is an application “RescueTime” which
can track every activity used in devices (laptop and mobile)
and represent daily activities in one bar graph.
Expect: Self-understanding and comparing for self-improvement
Feedback: When colouring by myself, it encourages self-awareness.
Tt can reflect to see the difference of personal time spending
could lead to different productivity.

66
Self-Reviewing On Self-Learning
From/inspired: MA Design Futures class
What is it Writing piece is very useful for self-learning because the
learners have to articulate and reflect what they gain. This
process recalled the memory and crystallizes the personal
understanding. By continuously writing a self-review, it can
be seen as a journey.
The digital native in these days would be familiar with RPG
game which let the player can create their own journey and
practice the skill as they want.
Expect: Fun of gain – growth mindset
Self-awareness of time spends
Feedback:

Cur
Trac
and
acti
I ha
func





We
From
Wha
riosity S
cking the
unconsci
vities.
ave deve
ctions.
 Web hi
 Library
 Project
 Self-re
 Landsc
collabo
eb histor
m/inspired
at is it:
MA Desi
Seeker
learning
ous). I trie
loped thi
story reco
y record
t diary
flecting S
ape from
oration – (
(Try usin
ry recor
d: 


Many
and
activ
Crea
web
gn Futures, G
processe
ed to deve
is concep
ord
urvey
m group
learning t
ng web hist
rding
Self-rev
Best fri
you
Recordin
y people s
phone. In t
vity could b
te a progr
browser.
Goldsmiths,
67
es reveals
elop the t
pt in diff
exploring
together a
story to ana
view
ends who
ng sound w
spend mos
terms of s
be seen as
ram to trac
Then ana
University of
learner’s
tracking sy
ferent co
g journey
as a one un
alyse my cu
are stayin
while tutor
st of the d
earching a
a learning
ck my inte
alyse and
f London
curiositi
ystems fo
ntexts an
y – deve
nit)
uriosity.)
ng beside
ring (with p
day with t
nd explori
process.
ernet activi
synthesise
es (consc
or the inte
nd scope
elopments
and revie
permission
their comp
ng, an inte
ities throu
e the dat
cious
ernet
s of
s in
wing
)
puter
ernet
ugh a
ta to

68
become a mapping of knowing. Growing the tree of your
curiosity
Expect: Autonomy - by revealing interesting keywords through
internet activity with unconsciously or consciously.
Feedback: However, it is not accurate enough to represent my
curiosity because, the limit of my knowledge and skill in
programming, it is difficult to use computer to form the
accurate keywords from using the website’s addresses or
web titles.
Also by using data from internet activities, it should be
concerned about the privacy issue of the users.
Library record
From/inspired: Developing from ‘web history record’ to be more accurate
in learning activities
What is it Each book has different interesting topic inside. I call this
project ‘Bibliography Farm’ – the place to cultivate your
knowledge.
I will use the library book-borrowing database as the
curiosity data. It is also the same principle.
I planned to use library record from each student, and link
the data with a reading list from each programme
handbook, as suggestion for students. On the other hands,
the library record from students could be the optional
reading list for tutors and new students.
Expect: The tracking curiosity system would be more precise by
using a small and specific data
Feedback:

69
From a project diary to journey
Project diary
From/inspired: Learning journals
What is it From the personal project diary which is more precise to
address the interest
Expect:
Feedback: However, it still needs to develop to make it more useful in
understanding the area of interest and direction of learning
development.

70
Self-reflecting Survey
From/inspired: Learning journals
What is it ‘The Personal Learning Journey’. Creating the self-reflecting survey
form. Gathering information.
[https://docs.google.com/forms/d/1OUbcfSuGcgrXIYKAnu4WLDKx
M6Mn-tdU75G4NsMDv3Q/viewform?usp=send_form]
Expect:
Feedback:

Dev
We
exp
othe
veloping
cannot
erience. S
er people
MA Desi
g for co
know wh
So we nee
experienc
gn Futures, G
llaborat
hat we d
ed others
ce?
Goldsmiths,
71
tive app
don’t kno
s to comp
University of
roaches
ow by o
pare. Wha
f London
s
nly reflec
t if we ca
cting on
an learn f
our
from

72
Landscape from group exploring journey
From/inspired: Pinterest/Pearltree
By exploring the different of knowing and experience people
can learn from others which I hope it can reduce boundary
and increase empathy between people.
What is it: The journey to know the new adventure.
Moreover, ‘Design how people learn’ Visualizing progress can
be compared with colleagues for
Making the connected lines from the same keyword or the
user can decide. Also, it can be suggested by other students.
Expect: [ ] Comparing make learner know new things because we
cannot know what we don’t know.
[ ] Show the student who has already studied on the
interesting topic as the teacher. And the teaching process
empowers the understanding of both students (presenting
and listening)
[ ] Encouraging learners like the leader board system in games.
Feedback: Would be easier if the participant can fill their keywords while
they were working on each of their projects. From interviews,
I highly agreed that when approach a new project, if the
student can inform their keyword for their project.
(The platform not only for searching, but matching.)
The abstract of each project should be informed, it would be
better for a primitive study from different views.

Ass
From
Wha
Expe
Feed
sessmen
m/inspired
at is it
ect:
dback:
MA Desi
nt of me
d: 

Asses
spend
Partic
writin
qualif
It can
and in
involv
home
Becau
learni
learni
proble
should
Sampl
gn Futures, G
etalearn
Epistemo
RescueTi
sment no
ding)
cipation w
ng, discuss,
fy the know
be seen a
nteracting
ve with co
town’s kno
use the tim
ng proces
ng style
em. Ken R
d be to dia
le concept
Goldsmiths,
73
ing
ology
me applica
ot outcom
with friend
, debate, t
wledge.
as a game
with oth
ommunitie
owledge or
me that lea
ss. This all
and more
Robinson s
gnose, not
to reveal d
University of
ation
me, but
ds, others
teach) cou
which got
er users;
es or othe
r culture.
rner spend
lows teach
e easily d
said that t
t only stan
diverse wa
f London
from pro
or even
uld use to
t the level
exchange
er departm
ds on any t
her can an
diagnose
the purpos
dardize.
ys of learn
ocesses (
self (suc
be the aim
l up by he
diverse id
ments, sha
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nalyse stu
the stude
se of the
ning
(time
h as
m to
lping
deas,
aring
e the
dent
ent’s
test

74
Real-time dissertation
From/inspired:  Agile working style,
 GitHub – the online open space for collaborative
programming.
 Co-writing experience with Ryan
The co-writing experiences in MA Design Future. Those
experiences could be a bit stress in negotiating ideas
between partners, however, working with a partner motivate
myself in working.
What is it: Bring social network experience into an academic
environment
Expect: [ ] Process as the learning outcome, tutors could be able to
access to Student working process. That student could get a
diagnose or advices
[ ] Motivate student by the involvement
[ ] Getting a feedback review quicker, and develop quicker
[ ] Present the work could increase the feeling of authority.
Feedback: However, in this experiment, I found it is not helpful for
motivating because there is no meaningful interaction, such
as an opinion or a question. According to intrinsic motivation
from Pink, the meaningful feedback can support the purpose

75
Appendix 2: the results of the interview
The result of interviews from a sample group showed that the Design
Department at Goldsmiths seems successful in motivating student in self-
learning. The sample group rarely lack of interest, “it is boring / I don’t
want to do it”.
However, the obstructed feelings are gradually increased through the
study time. Especially, they feel lack of help.

76
The most useful learning resource is the online resource and teacher,
following by course curriculum and reading material.

77
Appendix 3: Recommended learning
environments
For the concept of ‘learning environment 2.0’, there are many different
places, which match with different level of leaner’s skills and styles. This
part collected some examples for further studying on self-learning
environment.
MOOC
http://www.slideshare.net/fredgarnett/moocs-equity-inclusion
Self-Organised Learning Environments (SOLEs)
https://www.theschoolinthecloud.org/library/resources/choosing-the-right-
big-question
To create the classroom follows the condition of curiosity. The student will be
free to learn – from them self.
Self-Organised Learning Environments (SOLEs) in an English School: an example
of transformative pedagogy?
http://www.oerj.org/View?action=viewPDF&paper=109 (pdf)
Environment that user internet for growth a self-learning capacity
Kahn academy
https://www.youtube.com/watch?v=gM95HHI4gLk
Khan Academy showed the potential of online video course.
 Control speed (pause and repeat) without feeling like wasting teacher
time. Review the old lecture.
 Autism can learn
 Own time own place
 Get brain around the concept (not force to understand)
 Can move forward faster by seeing the next step – when learners know
how to ride bicycles (passing a first level) then showing them a unicycle,
if they want to go further they will learn.

78
 See the tree of other students should develop student’s curiosity
Code school
The outstanding thing is that it allows users to create courses and the course is
like practical project.
Pearltrees / Biblio / blackboard:
After the Design futures symposium, Denis O’brien suggests me to try the
“Pearltrees” application – the online storage for growing personal knowledge
and sharing. Through my experience, it is like a bookmark which easy to
organize the knowing resources. And the most significant feature is every user
can look to other user Pearltrees that is the chance to explore the unknown.
So by creating/collecting their own learning material, it reflects what students
have learned and also it facilitate other students.
Bibblio enable learners to create learning materials, forming a community
following interest and sharing content http://bibblio.org/concept
https://www.youtube.com/watch?v=x-k3AJlKs8c
https://www.youtube.com/watch?v=a3BbmX-
idsM&list=PLontYaReEU1uzg9FcSX8FxFdRBH1Z2j6J
About personalize, a group could be seen as information, and the collection of
group is knowledge that represents the user. To reach the level of
understanding that user requires an interaction with that user.

79
Appendix 4: Finding what is learning?
#1 Methodology for understanding “Learning”

80

A proto
MA Desi
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Goldsmiths,
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tivation on
endix 1)
f London
n learning aactivities

82
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