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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
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The Futures Studies Toolbox + iPod Touch: Digitally Enabled Futures Images for the Japanese University
2020 Project.
Michael VallanceDavid L. Wright
Future University Hakodate, Japan
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Sunday, August 15, 2010
Appearances don't always fit with the reality.
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Sunday, August 15, 2010
Appearances don't always fit with the reality.
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Sunday, August 15, 2010
Appearances don't always fit with the reality.
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Sunday, August 15, 2010
Appearances don't always fit with the reality.
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Sunday, August 15, 2010
"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."
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Sunday, August 15, 2010
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
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Sunday, August 15, 2010
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).
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Sunday, August 15, 2010
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 “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).
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A typical university classroom
looks like a typical High School classroom
Sunday, August 15, 2010
Japanese companies want reform
• Graduates: from ‘objects of training’ to ‘subjects who act autonomously’ (Iwawaki, 2004)
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Sunday, August 15, 2010
establishment informs students of their futures
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Sunday, August 15, 2010
establishment informs students of their futures
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Sunday, August 15, 2010
establishment informs students of their futures
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Sunday, August 15, 2010
establishment informs students of their futures
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Sunday, August 15, 2010
FUN 2010
One of our aims of Futures Communication:- shift from ‘students as consumers’ to ‘students as creators of personalised information’
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Sunday, August 15, 2010
DEFI
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DEFI: Digitally Enabled Futures Images
Sunday, August 15, 2010
futures toolboxSWOTSTEEPV
LASWELL’S COMMUNICATION FORMULABACK CASTING
FUTURES TRIANGLE ANALYSISSCENARIOS
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Sunday, August 15, 2010
FUN 2020 1. Society – what will you communicate to Hakodate and the
world? 2. Technology – what technology should FUN use? 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. Mogi1. 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 haveon you?/ on other people?/ on Future University?
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FTA
Sunday, August 15, 2010
resource examples
Your Future in 5 Easy Steps: Wired Guide to Personal Scenario Planning
Read More http://www.wired.com/special_multimedia/2009/ff_scenario_1708#ixzz0tREwBADR13
futurelab, UKfor
implementation help
WIREDfor tech visions
local trendsfor data
Sunday, August 15, 2010
merge
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Sunday, August 15, 2010
design and communicate DEFI with iPod Touch Apps
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DEFI: Digitally Enabled Futures Images
Sunday, August 15, 2010
design and communicate DEFI with iPod Touch Apps
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DEFI: Digitally Enabled Futures Images
Sunday, August 15, 2010
design and communicate DEFI with iPod Touch Apps
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DEFI: Digitally Enabled Futures Images
Sunday, August 15, 2010
design and communicate DEFI with iPod Touch Apps
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DEFI: Digitally Enabled Futures Images
Sunday, August 15, 2010
design and communicate DEFI with iPod Touch Apps
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DEFI: Digitally Enabled Futures Images
Sunday, August 15, 2010
design and communicate DEFI with iPod Touch Apps
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DEFI: Digitally Enabled Futures Images
Sunday, August 15, 2010
design and communicate DEFI with iPod Touch Apps
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DEFI: Digitally Enabled Futures Images
Sunday, August 15, 2010
design and communicate DEFI with iPod Touch Apps
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DEFI: Digitally Enabled Futures Images
Sunday, August 15, 2010
design and communicate DEFI with iPod Touch Apps
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DEFI: Digitally Enabled Futures Images
Sunday, August 15, 2010
iterative design: communication pingpong tweets
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Sunday, August 15, 2010
enhanced scenarios
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FUN 2020 images
Sunday, August 15, 2010
enhanced scenarios
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FUN 2020 images
Sunday, August 15, 2010
enhanced scenarios
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FUN 2020 images
Sunday, August 15, 2010
enhanced scenarios
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FUN 2020 images
Sunday, August 15, 2010
enhanced scenarios
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FUN 2020 images
Sunday, August 15, 2010
enhanced scenarios
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FUN 2020 short iMovies
Sunday, August 15, 2010
share FUN 2020 images
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with local community
T shirts
printed images
iPod Touch
Sunday, August 15, 2010
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.
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Sunday, August 15, 2010
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 competenciescommunicating different ways of knowing realized in different expressions as multimodal, multiple media artifacts (movies, voice, text, posters, images, maps).
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Sunday, August 15, 2010
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/yl6yubt22
Sunday, August 15, 2010