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(Created page with ""Futures studies is the systematic study of '''possible''', '''probable''' and '''preferable''' futures." == Introduction == This week we shift to a collaborative storytelling project using MediaWiki (the same basic coding platform as Wikipedia). There are a lots of wikis out there, and your school board tech should be able to set you up (or even install) one of these free systems on the server. Our collective goal is to create a kind of storytelling ecology and t...") |
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This week we shift to a collaborative storytelling project using MediaWiki (the same basic coding platform as Wikipedia). There are a lots of wikis out there, and your school board tech should be able to set you up (or even install) one of these free systems on the server. | This week we shift to a collaborative storytelling project using MediaWiki (the same basic coding platform as Wikipedia). There are a lots of wikis out there, and your school board tech should be able to set you up (or even install) one of these free systems on the server. | ||
Revision as of 06:45, 26 November 2024
"Futures studies is the systematic study of possible, probable and preferable futures."
Style and Affect
This week we shift to a collaborative storytelling project using MediaWiki (the same basic coding platform as Wikipedia). There are a lots of wikis out there, and your school board tech should be able to set you up (or even install) one of these free systems on the server.
Our collective goal is to create a kind of storytelling ecology and to create, in groups, possible future worlds of education. In thinking about the future of education and learning, we also need to consider transformations in technology, culture, and (bio)physical environments.
These are the major questions at hand:
- As things are now, what might the future of education look like? (If we 'extrapolate' - or say 'what if?')
- Why is the work of looking forward and imagining possibility important for us, both in and beyond school contexts?
- Does considering possible futures help us think critically about the present, past and future? Does, and how does, mapping possibility contribute to confidence and teacher agency, with regard to present and future challenges?