seda workshop - exploring the future
TRANSCRIPT
Exploring the future Ethnographic Futures ResearchFlorence Dujardin (EDU/CSED, University of East Anglia) May 2017
Overview
Potential
Practical
© Salvatore Vastano via Flickr
Ethnographic Futures Research
© Salvatore Vastano via Flickr
Why capture visions of the future?
Why capture visions of the future?
“A community or society without a clear image of what it wants to get is hardly likely to end up wanting what it gets”
(Dator 2002)
Principles Design elements Scenarios
Principles
1. Avoid a technologically deterministic approach
2. Challenge assumptions rather than predict
3. Recognise how values and politics shape visions of the future
4. Acknowledge that HE has responsibilities that need to be reflected in these visions
(Facer & Sandford 2010)
Ethnographic orientation
Five design elements
1. Population and culture whose future is explored
2. Domain of culture
3. Horizon date
4. Forces driving cultural change
5. Underlying assumptions
(Textor 1980, 1990)
Example: UEA’s SEDA projectEFR design elements UEA project details
1. Population and culture • UEA context: four faculties and support depts• ‘digital pedagogues’ (Bennett 2014)
2. Domain of culture • Digital pedagogical practice
3. Horizon date • 5-10 years in the future
4. Forces driving change • Co-evolutionary view on technology and society• Disciplinary and departmental considerations
5. Underlying assumptions • Education plays a role in creating a fairer society• ‘Edtech’ is a key component of pedagogical practice
The fun bit
“Stories we tell about the future are powerful resources for shaping our sense of possibilities and readiness to fight for change”
(Facer 2011)
EFR’s ‘fundamental building blocks’
Optimistic scenario
Pessimistic scenario
Probable scenario
(Textor 1980)
Optimistic scenarioIf you could get all the technology you would wish to support students, what would the future look like?
How do you see your (digital) practice developing?
What supports your uses of educational technology?
In your university setting, what are the trends and projects for TEL?
Pessimistic scenarioIn a least favourable scenario, what would the future look like? What would impact your practice the most?
In your university setting, what are the challenges for TEL?
How do you see your (digital) practice being affected?
What are the barriers?
Most probable scenarioStep back from the optimistic and pessimistic scenarios
What are the most probable developments?
How would your (digital) practice look like in this version of the future?
Look at other people’s contributions
Reflections & commentsBenefits, issues, future use
References Bennett, L., 2014. Learning from the early adopters: developing the digital practitioner. Research in Learning
Technology, 22 (July), 1–11.
Clegg, S., Konrad, J. and Tan, J. (2000), Preparing academic staff to use ICTs in support of student learning, International Journal for Academic Development, 5 (2): 138–148.
Dator, J.A., 2002. Advancing Futures: Futures Studies in Higher Education. Westport, CT: Greenwood Publishing Group.
Facer, K., 2011. Learning Futures: Education, Technology and Social Change. Abingdon: Routledge.
Facer, K. & Sandford, R. (2010) The next 25 years? Future scenarios and future directions for education and technology. Journal of Computer Assisted Learning. 26 (1), 74–93.
Textor, R. B. (1980) A Handbook on Ethnographic Futures Research. 3rd ed. Stanford, CA: Cultural and Futures Research Project, School of Education and Dept. of Anthropology, Stanford University.
Textor, R.B., Ladavalya, B.M.L. and Prabudhanitisarn, S. (1984), Alternative Sociocultural Futures for Thailand: A Pilot Inquiry Among Academics, Faculty of the Social Sciences, Chiang Mai University, Chiang Mai, Thailand.
Textor, R. B. (1990) ‘Methodological appendix’, in Sippanondha Ketudat (ed.) The Middle Path for the Future of Thailand: Technology in Harmony with Culture and Environment. Honolulu, HI: Institute for Culture and Communication, East-West Center. pp. 194–212.