Day 16 M 21 Oct – DEBRIEF FROM CRITIQUE, DISCUSSION FOR NEXT STEPS + FUTURE PATHWAY MAPS v. 1.0

DAY 16 M 21 OCT                                  AW V. 1.0, 073013

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DEBRIEF FROM CRITIQUE, DISCUSSION FOR NEXT STEPS + FUTURE PATHWAY MAPS V. 1.0

“Debrief from a critique to know what your next steps are.”          

– Design wisdom

DRIVING QUESTIONS: DEBRIEF FROM CRITIQUE

1. Where is your project today?

2. What do others see in your project?

3. Where would you like your project to be?

4. What is your plan to getting there?

DRIVING QUESTIONS: FUTURE PATHWAY MAPS  v. 1.0

1. What pathways is your team working on? What barriers do you anticipate?

2. What are your research findings? What driving forces do you anticipate will help shape your normative future scenario?

3. What is your theory of change? Your theory of action?

4. What design/innovation directions are you proposing?

SCHEDULE

4:30-5:00pm: TEAM 1 discussion

5:00 – 5:30pm:  TEAM 2 discussion

5:30 – 6:00pm : TEAM 3 discussion

6:00-6:10pm:  break

6:10-7:000pm: All general discussion about the course, student expectations, questions, concerns

7:00-7:20pm: Assignment 16 discussed

ASSIGNMENT 16

A Refine the future pathways map.

B Describe the scenarios for each persona as they relate to the pathways map.

7:20pm EST CLASS ENDS

REFLECTION 35

2013 Early Signals/Future Signs (ES/FS) of Forces of Change Pathways (FCP) Leading to 2050 Benchmark Goals (BG)

 deXigners: I’m going to bug the LEARNLAB team here, but my point is relevant to SHARELAB & OPPORTUNITYLAB as well.
I notice in LEARNLAB’s presentation that you don’t show advances in Neuroscience as a key ES/FS and Learning Science as a key FCP.
This is a major area where the application in educational design and practice has seriously lagged advances in the neuroscience of learning that have emerged over the past 20 years. Surely A BG for LEARNING in LIFE2050 will be widespread adoption of this still-emerging body of scientific knowledge  !?  And how would that play out in the life of a 2050 persona?
Plus, what about the work being done at CMUs Eberly Center for Teaching Excellence & Educational Innovation, where our observer Judy Brooks comes from? And what about CMUs Open Learning Initiative? And where are the ES/FSs pointing to FCPs from these and other CMU, PITT and myriad other PGH area learning initiatives that are absolutely going to reshape learning in PGH and beyond between now and 2050?
And what about the initiatives for teaching programming to kids that we saw at CREATE LAB? How will those ES/FSs, play out by 2050? And where is the wonderful CMU ALICE 3-D programming environment created to entice kids to learn programming (especially girls! Hey Kate!)?
ALICE has been around for at least 15 years. It needs some external VISION PULL – like your 2050 scenarios – to get it into the mainstream.
Here is where my question applies to all three LAB teams:
Up to now Prof. Scupelli and I have led you by the hand and pointed you to sources for INSIGHT (i.e.: PLANGH, Neighborhood Development Plans, Exploratory Treks, etc.), FARSIGHT (i.e.: CREATE LAB, HCII, IDEATE, many PGH initiatives, the whole METROPOLITAN REVOLUTION movement, etc.) and FORESIGHT (i.e.: WBCSD, IFTF, Green Denmark and many other 2050 future scenarios)
The purpose of this was as “training wheels” to get you into scanning a number of domains that you might not otherwise be familiar with.
Now it is up to you to explore those domains deeply enough and widely enough on your own. In order to produce a truly inspiring Call to Action final presentation you are going to have to probe significantly beyond these general overviews to find the good stuff most potentially rich for your FOCUS FIELD; i.e.: LEARN, SHARE, OPPORTUNITY.
What about all the other INITIATIVES, CENTERS, LABS, CONSORTIA and GROUPS humming around CMU, between CMU and PITT and between CMU and greater PGH? I can find them on Google. So can you.
And of course the field of future studies is much broader than the few representative examples we have introduced you to. You can probe that further too to find material more closely relevant to your FOCUS FIELD.
So the question to ask yourselves is: Are you pushing your INSIGHT, FARSIGHT and FORESIGHT thinking far enough so that when you begin to bring to life your BENCHMARK GOALS as scenarios narrated by your first-person personas – the vision stories are not only aspirational, motivating and inspiring enough to make us want to create and live in that 2050 world, but also are plausible outcomes of FCPs grounded in evidence that you can observe at ground level today as ES/FSs.
Got it?

REFERENCE & RESOURCES  For further exploration TBD

STUDENT-CENTERED OUTCOMES:

Measurable or Observable Knowledge, Skills, Attributes, Ability to Apply, Interpret, Create, Design, Explain, etc. TBD

 

 NOTES

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