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The Futures Studies Toolbox + iPod Touch: Digitally
      Enabled Futures Images for the Japanese University
                         2020 Project.


                                  Michael Vallance
                                   David L. Wright
                          Future University Hakodate, Japan




                                          1
Sunday, August 15, 2010
Appearances don't always fit with the reality.




                                                2
Sunday, August 15, 2010
Appearances don't always fit with the reality.




                                                2
Sunday, August 15, 2010
Appearances don't always fit with the reality.




                                                2
Sunday, August 15, 2010
Appearances don't always fit with the reality.




                                                2
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."




                                     3
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




                                                        4
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).




                                            5
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
            A typical university classroom       “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).

         looks like a typical High School classroom       6
Sunday, August 15, 2010
Japanese companies want reform


                              • Graduates: from
                                ‘objects of training’ to
                                ‘subjects who act
                                autonomously’
                                (Iwawaki, 2004)




                          7
Sunday, August 15, 2010
establishment informs students
                                  of their futures




                                        8
Sunday, August 15, 2010
establishment informs students
                                  of their futures




                                        8
Sunday, August 15, 2010
establishment informs students
                                  of their futures




                                        8
Sunday, August 15, 2010
establishment informs students
                                  of their futures




                                        8
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’

                                     9
Sunday, August 15, 2010
DEFI
                            DEFI:
                           Digitally
                           Enabled
                           Futures
                           Images




                                       10




Sunday, August 15, 2010
futures toolbox
                               SWOT
                               STEEPV
                 LASWELL’S COMMUNICATION FORMULA
                            BACK CASTING
                     FUTURES TRIANGLE ANALYSIS
                             SCENARIOS




                                 11
Sunday, August 15, 2010
FUN 2020
   1. Society – what will you communicate to Hakodate and the
      world?
     2. Technology – what technology should FUN use?                       FTA
     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. Mogi
      1. 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 have
      on you?/ on other people?/ on Future University?
                                                                     12
Sunday, August 15, 2010
resource examples
     futurelab, UK
           for
    implementation
          help




             WIRED
             for tech                                                                                              local trends
              visions                                                                                                for data




                           Your Future in 5 Easy Steps: Wired Guide to Personal Scenario Planning
    13                     Read More http://www.wired.com/special_multimedia/2009/ff_scenario_1708#ixzz0tREwBADR

Sunday, August 15, 2010
merge




                            14
Sunday, August 15, 2010
design and communicate DEFI with
                   iPod Touch Apps


         DEFI:
        Digitally
        Enabled
        Futures
        Images



                          15
Sunday, August 15, 2010
design and communicate DEFI with
                   iPod Touch Apps


         DEFI:
        Digitally
        Enabled
        Futures
        Images



                          15
Sunday, August 15, 2010
design and communicate DEFI with
                   iPod Touch Apps


         DEFI:
        Digitally
        Enabled
        Futures
        Images



                          15
Sunday, August 15, 2010
design and communicate DEFI with
                   iPod Touch Apps


         DEFI:
        Digitally
        Enabled
        Futures
        Images



                          15
Sunday, August 15, 2010
design and communicate DEFI with
                   iPod Touch Apps


         DEFI:
        Digitally
        Enabled
        Futures
        Images



                          15
Sunday, August 15, 2010
design and communicate DEFI with
                   iPod Touch Apps


         DEFI:
        Digitally
        Enabled
        Futures
        Images



                          15
Sunday, August 15, 2010
design and communicate DEFI with
                   iPod Touch Apps


         DEFI:
        Digitally
        Enabled
        Futures
        Images



                          15
Sunday, August 15, 2010
design and communicate DEFI with
                   iPod Touch Apps


         DEFI:
        Digitally
        Enabled
        Futures
        Images



                          15
Sunday, August 15, 2010
design and communicate DEFI with
                   iPod Touch Apps


         DEFI:
        Digitally
        Enabled
        Futures
        Images



                          15
Sunday, August 15, 2010
iterative design: communication
                              pingpong tweets




                                    16
Sunday, August 15, 2010
enhanced scenarios
                              FUN 2020 images




                                     17
Sunday, August 15, 2010
enhanced scenarios
                              FUN 2020 images




                                     17
Sunday, August 15, 2010
enhanced scenarios
                              FUN 2020 images




                                     17
Sunday, August 15, 2010
enhanced scenarios
                              FUN 2020 images




                                     17
Sunday, August 15, 2010
enhanced scenarios
                              FUN 2020 images




                                     17
Sunday, August 15, 2010
enhanced scenarios
                             FUN 2020 short iMovies




                                       18
Sunday, August 15, 2010
share FUN 2020 images
                          with local community

                                printed images




                          T shirts        iPod Touch

                                     19
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.


                                                     20
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 competencies
               communicating different ways of knowing realized in different expressions as
               multimodal, multiple media artifacts (movies, voice, text, posters, images, maps).

                                                      21
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/       yl6yubt
                                                                        22
Sunday, August 15, 2010

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Futures toolbox

  • 1. The Futures Studies Toolbox + iPod Touch: Digitally Enabled Futures Images for the Japanese University 2020 Project. Michael Vallance David L. Wright Future University Hakodate, Japan 1 Sunday, August 15, 2010
  • 2. Appearances don't always fit with the reality. 2 Sunday, August 15, 2010
  • 3. Appearances don't always fit with the reality. 2 Sunday, August 15, 2010
  • 4. Appearances don't always fit with the reality. 2 Sunday, August 15, 2010
  • 5. Appearances don't always fit with the reality. 2 Sunday, August 15, 2010
  • 6. "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." 3 Sunday, August 15, 2010
  • 7. 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 4 Sunday, August 15, 2010
  • 8. 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). 5 Sunday, August 15, 2010
  • 9. 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 A typical university classroom “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). looks like a typical High School classroom 6 Sunday, August 15, 2010
  • 10. Japanese companies want reform • Graduates: from ‘objects of training’ to ‘subjects who act autonomously’ (Iwawaki, 2004) 7 Sunday, August 15, 2010
  • 11. establishment informs students of their futures 8 Sunday, August 15, 2010
  • 12. establishment informs students of their futures 8 Sunday, August 15, 2010
  • 13. establishment informs students of their futures 8 Sunday, August 15, 2010
  • 14. establishment informs students of their futures 8 Sunday, August 15, 2010
  • 15. FUN 2010 One of our aims of Futures Communication: - shift from ‘students as consumers’ to ‘students as creators of personalised information’ 9 Sunday, August 15, 2010
  • 16. DEFI DEFI: Digitally Enabled Futures Images 10 Sunday, August 15, 2010
  • 17. futures toolbox SWOT STEEPV LASWELL’S COMMUNICATION FORMULA BACK CASTING FUTURES TRIANGLE ANALYSIS SCENARIOS 11 Sunday, August 15, 2010
  • 18. FUN 2020  1. Society – what will you communicate to Hakodate and the world?  2. Technology – what technology should FUN use? FTA  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. Mogi 1. 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 have on you?/ on other people?/ on Future University? 12 Sunday, August 15, 2010
  • 19. resource examples futurelab, UK for implementation help WIRED for tech local trends visions for data Your Future in 5 Easy Steps: Wired Guide to Personal Scenario Planning 13 Read More http://www.wired.com/special_multimedia/2009/ff_scenario_1708#ixzz0tREwBADR Sunday, August 15, 2010
  • 20. merge 14 Sunday, August 15, 2010
  • 21. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  • 22. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  • 23. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  • 24. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  • 25. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  • 26. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  • 27. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  • 28. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  • 29. design and communicate DEFI with iPod Touch Apps DEFI: Digitally Enabled Futures Images 15 Sunday, August 15, 2010
  • 30. iterative design: communication pingpong tweets 16 Sunday, August 15, 2010
  • 31. enhanced scenarios FUN 2020 images 17 Sunday, August 15, 2010
  • 32. enhanced scenarios FUN 2020 images 17 Sunday, August 15, 2010
  • 33. enhanced scenarios FUN 2020 images 17 Sunday, August 15, 2010
  • 34. enhanced scenarios FUN 2020 images 17 Sunday, August 15, 2010
  • 35. enhanced scenarios FUN 2020 images 17 Sunday, August 15, 2010
  • 36. enhanced scenarios FUN 2020 short iMovies 18 Sunday, August 15, 2010
  • 37. share FUN 2020 images with local community printed images T shirts iPod Touch 19 Sunday, August 15, 2010
  • 38. 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. 20 Sunday, August 15, 2010
  • 39. 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 competencies communicating different ways of knowing realized in different expressions as multimodal, multiple media artifacts (movies, voice, text, posters, images, maps). 21 Sunday, August 15, 2010
  • 40. 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/ yl6yubt 22 Sunday, August 15, 2010