https://www.refugeesrespond.org/dadaabwikimedia/api.php?action=feedcontributions&feedformat=atom&user=KthumlertDadaab Wiki - User contributions [en]2026-08-16T09:59:33ZUser contributionsMediaWiki 1.26.3https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Backup&diff=4432Backup2021-01-12T13:51:45Z<p>Kthumlert: </p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
== Production 6 ==<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'== ''// Groups //''' ==<br />
<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
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Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Speculative_fiction&diff=4431Speculative fiction2021-01-12T13:50:17Z<p>Kthumlert: Created page with " == '''EDUC 3610: Wikimedia Speculative Theory Forum''' == Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunitie..."</p>
<hr />
<div><br />
<br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
== Production 6 ==<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
== Project Groups ==<br />
<br />
[[File:Specfic.png|600px|thumb|right|Education Futures?]] <br />
<br />
<br />
<br />
[[World 1]]<br />
<br />
<br />
[[World 2]]<br />
<br />
<br />
[[World 3]]<br />
<br />
<br />
[[World 4]]<br />
<br />
<br />
[[World 5]]<br />
<br />
<br />
[[World 6]]<br />
<br />
<br />
[[World 7]]<br />
<br />
<br />
[[World 8]]<br />
<br />
<br />
[[World 9]]<br />
<br />
<br />
---<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
[[Beam my Up Scotty EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=4430Main Page2021-01-12T13:49:49Z<p>Kthumlert: </p>
<hr />
<div><br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.<br />
<br />
[[Backup]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=4429Main Page2021-01-12T13:48:55Z<p>Kthumlert: Reverted edits by Jawanir (talk) to last revision by Kthumlert</p>
<hr />
<div><br />
<br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
== Production 6 ==<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
== Project Groups ==<br />
<br />
[[File:Specfic.png|600px|thumb|right|Education Futures?]] <br />
<br />
<br />
<br />
[[World 1]]<br />
<br />
<br />
[[World 2]]<br />
<br />
<br />
[[World 3]]<br />
<br />
<br />
[[World 4]]<br />
<br />
<br />
[[World 5]]<br />
<br />
<br />
[[World 6]]<br />
<br />
<br />
[[World 7]]<br />
<br />
<br />
[[World 8]]<br />
<br />
<br />
[[World 9]]<br />
<br />
<br />
---<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
[[Beam my Up Scotty EDU]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.<br />
<br />
[[Backup]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=3893Main Page2020-11-29T18:47:35Z<p>Kthumlert: </p>
<hr />
<div><br />
<br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
== Production 6 ==<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
== Project Groups ==<br />
<br />
[[File:Specfic.png|600px|thumb|right|Education Futures?]] <br />
<br />
<br />
<br />
[[World 1]]<br />
<br />
<br />
[[World 2]]<br />
<br />
<br />
[[World 3]]<br />
<br />
<br />
[[World 4]]<br />
<br />
<br />
[[World 5]]<br />
<br />
<br />
[[World 6]]<br />
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<br />
[[World 7]]<br />
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<br />
[[World 8]]<br />
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[[World 9]]<br />
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<br />
---<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
[[Beam my Up Scotty EDU]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.<br />
<br />
[[Backup]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=3126Main Page2020-11-24T17:58:33Z<p>Kthumlert: </p>
<hr />
<div><br />
[[Media:Example.ogg]]<br />
<br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
== Production 6 ==<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
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<br />
== Project Groups ==<br />
<br />
[[File:Specfic.png|600px|thumb|right|Education Futures?]] <br />
<br />
<br />
<br />
[[World 1]]<br />
<br />
<br />
[[World 2]]<br />
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<br />
[[World 3]]<br />
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<br />
[[World 4]]<br />
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<br />
[[World 5]]<br />
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<br />
[[World 6]]<br />
<br />
<br />
[[World 7]]<br />
<br />
<br />
[[World 8]]<br />
<br />
<br />
[[World 9]]<br />
<br />
<br />
---<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
[[Beam my Up Scotty EDU]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.<br />
<br />
[[Backup]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=3120Beam Me Up Scotty EDU2020-11-24T17:56:18Z<p>Kthumlert: </p>
<hr />
<div><br />
<br />
'''Creating Beam my Up Scotty EDU'''<br />
<br />
<br />
Some ''descriptive'' text.<br />
<br />
[[http://www.startek.com Star Trek]]<br />
<br />
[[john]]<br />
<br />
[[File:Audioscript.png|450px|thumb|left|Sci Fi]]<br />
<br />
<br />
Hey look mom I made it!<br />
<br />
<br />
== Uhura ==<br />
<br />
Communications Officer<br />
<br />
== Spock ==<br />
<br />
[[File:Specfic.png|450px|thumb|left|Sci Fi]] <br />
<br />
Science Officer, XO<br />
<br />
== Kirk ==<br />
<br />
Captain<br />
<br />
== Sulu ==<br />
<br />
Conn and navigation<br />
<br />
== Sailor Moon ==<br />
<br />
Fighting evil by moonlight<br />
<br />
Sailor Moon is an offshot of BMUP Scotty EDU. <br />
<br />
<br />
<br />
[[Uhura EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=3119Beam Me Up Scotty EDU2020-11-24T17:56:04Z<p>Kthumlert: </p>
<hr />
<div><br />
<br />
'''Creating Beam my Up Scotty EDU'''<br />
<br />
<br />
Some ''descriptive'' text.<br />
<br />
[[http://www.startek.com Star Trek]]<br />
<br />
[[john]]<br />
<br />
[[File:Audioscript.png]|450px|thumb|left|Sci Fi]<br />
<br />
<br />
Hey look mom I made it!<br />
<br />
<br />
== Uhura ==<br />
<br />
Communications Officer<br />
<br />
== Spock ==<br />
<br />
[[File:Specfic.png|450px|thumb|left|Sci Fi]] <br />
<br />
Science Officer, XO<br />
<br />
== Kirk ==<br />
<br />
Captain<br />
<br />
== Sulu ==<br />
<br />
Conn and navigation<br />
<br />
== Sailor Moon ==<br />
<br />
Fighting evil by moonlight<br />
<br />
Sailor Moon is an offshot of BMUP Scotty EDU. <br />
<br />
<br />
<br />
[[Uhura EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=3118Beam Me Up Scotty EDU2020-11-24T17:55:04Z<p>Kthumlert: </p>
<hr />
<div><br />
<br />
'''Creating Beam my Up Scotty EDU'''<br />
<br />
<br />
Some ''descriptive'' text.<br />
<br />
[[http://www.startek.com Star Trek]]<br />
<br />
[[john]]<br />
<br />
[[File:Audioscript.png]]<br />
<br />
<br />
Hey look mom I made it!<br />
<br />
<br />
== Uhura ==<br />
<br />
Communications Officer<br />
<br />
== Spock ==<br />
<br />
[[File:Specfic.png|450px|thumb|left|Sci Fi]] <br />
<br />
Science Officer, XO<br />
<br />
== Kirk ==<br />
<br />
Captain<br />
<br />
== Sulu ==<br />
<br />
Conn and navigation<br />
<br />
== Sailor Moon ==<br />
<br />
Fighting evil by moonlight<br />
<br />
Sailor Moon is an offshot of BMUP Scotty EDU. <br />
<br />
<br />
<br />
[[Uhura EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=File:Audioscript.png&diff=3117File:Audioscript.png2020-11-24T17:54:23Z<p>Kthumlert: </p>
<hr />
<div></div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=3115Beam Me Up Scotty EDU2020-11-24T17:53:52Z<p>Kthumlert: </p>
<hr />
<div><br />
<br />
'''Creating Beam my Up Scotty EDU'''<br />
<br />
<br />
Some ''descriptive'' text.<br />
<br />
[[http://www.startek.com Star Trek]]<br />
<br />
[[john]]<br />
<br />
[[File:Example.jpg]]<br />
<br />
<br />
Hey look mom I made it!<br />
<br />
<br />
== Uhura ==<br />
<br />
Communications Officer<br />
<br />
== Spock ==<br />
<br />
[[File:Specfic.png|450px|thumb|left|Sci Fi]] <br />
<br />
Science Officer, XO<br />
<br />
== Kirk ==<br />
<br />
Captain<br />
<br />
== Sulu ==<br />
<br />
Conn and navigation<br />
<br />
== Sailor Moon ==<br />
<br />
Fighting evil by moonlight<br />
<br />
Sailor Moon is an offshot of BMUP Scotty EDU. <br />
<br />
<br />
<br />
[[Uhura EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_4&diff=3111World 42020-11-24T17:52:07Z<p>Kthumlert: Undo revision 3109 by Kthumlert (talk)</p>
<hr />
<div><br />
=The Virus that Changed Our History=<br />
<br />
As we look back at this grim time in America's history, we review found artifacts of personal and public accounts from the period of EDIS-3610.<br />
<br />
=Breaking News=<br />
<br />
==Elderly Degenerate Immune Syndrome (EDIS3610)==<br />
<br />
Updated on Friday, April 13, 3610 / 6:31am / US News<br />
<br />
Since the first reported case of Elderly Degenerate Immune Syndrome (EDIS3610) on January 21, 3610, the disease has spread rapidly throughout all 57 U.S. states. <br />
From January 21 through February 1, 3610, a total of 101 cases of EDIS3610 were diagnosed in six U.S. states, and by early March, transmission of EDIS3610 had accelerated exponentially. Despite strict lockdowns enforced nationwide, cases have swiftly increased, with current numbers tallying 1,130,631. Due to the rapid degeneration caused by the disease, particularly in adults over the age of 40, death tolls have been rising, with current counts topping 800,000.<br />
<br />
In light of the high death toll among adults over 40, hundreds of thousands of children and youth have been left parentless, and are being housed in government funded facilities. These facilities, many of which reside on former military bases, are compromised of boarding and educational facilities. <br />
<br />
In addition to the concerns of youth, issues have arisen within countless industries. In a report filed on April 11, 3610 by the CDC, approximately 19 percent of the workforce, mostly comprised of those aged 40+, EDIS3610s most susceptible victims, has been eradicated by the disease. <br />
Kamika Martin, a health care worker in New York State, one of the disease hotspots, spoke to US News. “It has been unbelievably difficult, and there are fewer of us [doctors and nurses] every day. Some of the most experienced members of our team are gone.” When asked what advice she has for the public, Martin responded, “Stay home, if you can. Wash your hands. Remain in your personal pods. Please – our system cannot keep up the way things are going now.”<br />
<br />
From the steady decline of healthcare workers, to the falling number of food production employees, countless worries are plaguing the country. In response to these concerns, the President spoke to the country on Thursday. “We are aware of all the hardships you, as Americans, are facing in this country today. Know that we are developing a plan to get through this unprecedented time, and come out the other side stronger than ever. God bless America.”<br />
<br />
<br />
<br />
==SAPS==<br />
<br />
Updated on Monday, December 8, 3610 / 1:18pm / US News<br />
<br />
[[File:mri.jpg|300px|thumb|right|Skills Application Placement Scan (SAPS)]]<br />
<br />
Since entering the second wave in October, EDIS3610 cases throughout the US have skyrocketed, reaching heights not seen during the initial onset of the pandemic. With deaths cresting 7 million, the majority occurring for those over 40, EDIS3610 has left tremendous gaps in the workforce that urgently need to be filled. As of 12:43pm today, leading scientists have announced a solution for this seemingly insurmountable issue. <br />
<br />
The country’s leading scientists have created a magnetic resonance imaging (MRI) machine that they have named the Skills Application Placement Scan (SAPS). This machine is specialized to scan an individual’s brain and determine their greatest academic and/or applied strengths. It also scans an individual's physical, as well as developmental, ability level. The SAPS test, to be enacted across the country immediately, will stream youth into the following employment categories: agriculture, construction, education, health care, military, transportation, and manual labour. All students will be taught fundamental literacy and mathematical skills up until the eighth grade, and then be streamed according to SAPS upon entering high school. As a student’s education progresses, the streaming will become more specialized within each field. <br />
<br />
Tim Blackworth, a neuroscientist and member of the team who worked to develop SAPS spoke to the press. “We have decided that this was the most effective solution to our problems. With so many kids already in government care and schooling, this will help focus their studies and fast track them into their respective industries.”<br />
<br />
Once again, the president spoke on the matter. “I am thrilled to announce this new breakthrough, and am confident that it will remedy many of the ailments we, as a country, have been facing. With your energy and zeal, we are counting on you, the young people of America, to help us build a better, stronger economy.”<br />
<br />
=Government=<br />
<br />
<br />
<audio controls><br />
<br />
<br />
On December 1st 3610, President Beta held a hologramed address to the nation about a new nation-wide educational program called the Skill Application Placement Scan (SAPS).<br />
<br />
The following is a transcript of her address: <br />
<br />
[[File:female politician.jpg|300px|thumb|right|President Beta addressing the nation on December 1st, 3610]]<br />
<br />
<br />
My fellow Americans, <br />
<br />
For many months our country has been facing the spread of EDIS3610 virus- Elderly Degenerate Immune Syndrome. It has infected and killed a large portion of our middle age and elder citizens. This evening, my thoughts go out to all of you who have lost parents, family and friends to this virus. Though we are still morning the passing of our loved ones, it is our now duty to rebuild this great country. We must all unite and work harder than never before to bring greatness and prosperity back to our beautiful land. As you know, since our elders, and work force were mercilessly killed by this terrible virus, the fate of this country is now placed in your hands. We need you to replace those that we lost and we need you NOW! You must rise from the ashes and make your country proud. <br />
<br />
Therefore, it is with great pride that I introduce to you the Skill Application Placement Scan (SAPS)! Thanks to the actions of this government over the past few months, we have put in place the best school system this world has ever seen. With the use of innovative technology and […] <br />
<br />
SAPS is a brain scan placement test conducted on students before entering high school. The scan will assess each individual student and place them in the division they are best suited for based on their skills, brain functions and genetic composition. Upon graduation, students shall work immediately in their designated fields. This excessive and strict form of streaming is necessary in order to fill the empty jobs and rebuild our society. Each individual no matter the age has a duty to this country and there shall be no unproductivity nor inefficiency. <br />
<br />
[[File:Hologram Student.jpg|300px|thumb|right|The first analytical process of the SAPS Machine]]<br />
<br />
We have put in place 8 different essential divisions that need attention. Agriculture, Construction, Education, Health Care, Manual labour, Technology, Transportation and Military. Once students are placed in their respective divisions they will spend the next few years learning in-depth about their sector. By the time they leave high school they will be experts in the field. <br />
With the Skill Application Placement Scan, you will no longer have to worry how you will serve your country. Instead, your country, through the use of SAPS, will determine the future best suited for you. It is a marvelous innovation! You owe a great deal to this government and to the committee that worked tirelessly to design and create the Skill Application Placement Scan.<br />
<br />
=Journal Accounts=<br />
<br />
<br />
==Teacher's Journal==<br />
The account of a caucasian teacher, age unknown, assumed to be late thirties:<br />
<br />
My students have mixed feelings about SAPS. This happens every year. Some, like I was years ago, are excited about the prospect of knowing their place amongst the working adults. Others… Well, they’re worried about being separated from their friends, their families. They worry that they won’t like the stream they’re placed in. I don’t blame them though. The thoughts had crossed my mind as well when I had the SAPS. I sometimes wonder if I would have liked a different job…<br />
<br />
But I do enjoy my job! I have no complaints about my placement. The year of SAPS? It’s a cakewalk as far as work goes. All we have to do ease any concerns about the SAPS. Course content is intentionally easy for the students to reduce the stress before the SAPS. They tell us that high stress levels can throw off the scan. I can’t say how true that is, but I won’t argue with the higher ups. Personally, I’m not too sure about the SAPS. Not that I can complain too much. Without it, I’d probably be working some minimum wage job flippin’ burgers or something. <br />
<br />
It’s hard to believe how much the world has changed in such a short time. I don’t remember what it was like before EDIS, I was too young. But they say I only have a few years left until the virus catches me, so now’s as good a time as any to get sentimental. My students don’t know anything other than this system. They don’t know what it’s like to dream… to have goals… to strive for something. The careers they want as children remain as childhood fantasy. I wish there were something I could do for them, but I wasn’t cut out to be a researcher. According to SAPS that is… I wonder if they’ll go back to the way things were before EDIS once we find a cure… If we find a cure. By that time no one will remember how things were before SAPS. Even my memories are twisted with childhood whimsy and unreliable. <br />
<br />
But maybe SAPS does make things better for the kiddos. They don’t have to spend their days worrying about their future. They can put more energy into their friends and hobbies… Maybe this group will be the ones to change the world for the better. I won’t be around to find out I guess, but maybe in a generation or two SAPS will be on its way out. Ha… I guess childhood fantasy never really dies.<br />
<br />
<br />
==Student A - Barry B. Benson's Journal ==<br />
<br />
[[File:Ai.jpg|300px|thumb|right|Barry B. Benson's journal]]<br />
<br />
The account of a caucasian fourteen-year-old heterosexual male, from a middle-class family in the city of Boston, United States of America.<br />
<br />
As demonstrated throughout each journal entry, the knowledge and skills taught through the SAPS-oriented class to become an educator created a massive change in the level of communication that the student is able to demonstrate in his journal entries.<br />
<br />
==Journal Account #1 ==<br />
<br />
Wednesday, October 27, 3610<br />
<br />
Dear Journal,<br />
<br />
My life has been flipped upside down from this new global pandemic “ EDIS-3610 “. I am so afraid and lost without my parents because apparently this disease only targets older adults. I don’t understand why age matters, but I am safe and living with my older cousins, Bart and Ben, that are under the age of the targeting age of the virus, which is forty. It gets real crazy at times with them, but I do miss having a real adult taking care of me at times. I didn’t know that I would really miss being told what to do, and to have a responsible adult around to take care of things that I could have never imagined I would need to know about. I wish this Pandemic never happened, I miss you Mom and Dad.<br />
<br />
==Journal Account #2==<br />
<br />
Sunday, December 18, 3610<br />
<br />
Dear Journal,<br />
<br />
I can’t believe that schools are back opened during this pandemic. I have to worry about homework and survival now? But at least they introduced this cool machine called “SAPS”, the Skills Application Placement Scanner that reads our minds and tells us what type of career would best suit us. I think its pretty cool that a machine could do this, this saves me sooooo much time on deciding what I wanted to be in the near future. Now that I think about it, who will teach us? All the older teachers are probably dead from the pandemic, will we have robots teaching us or will we have young teachers within the classroom? I guess I will find out tomorrow then.<br />
<br />
==Journal Account #3==<br />
<br />
Monday, December 22, 3610<br />
<br />
Dear Journal,<br />
<br />
[[File:Future.jpg|300px|thumb|right| Barry B. Benson's School]]<br />
<br />
I was shocked to see that the classrooms were filled with all of my classmates and have my old teacher that I don’t like come back, “Mr. Wasp”. I swear he should have stayed home, he looks like he is seventy, you could just tell by how he dresses every day. But besides that, I had a blast returning back to school, being taught useless information that I probably will not need to remember. After the SAPS activity in school, It turns out that I would be an excellent educator in the near future, which I find quite interesting based on my personality to tell the brutal truth all the time, I would think that an educator would not be the best career path to chase with such personality trait. But who knows, if the SAPS tells me I will be a good educator, it wouldn’t hurt to try and become a teacher then.<br />
<br />
==Journal Account #4==<br />
<br />
Tuesday, June 27, 3611<br />
<br />
Dear Journal,<br />
<br />
It was a while since I wrote anything in my journal but here I am back at it again. It was a hectic school year, with assignments and tests that were tough. Looking at the school year as a whole, being told what you needed to do and remember was a lot easier for me to understand than the critical reflections that my previous teachers would encourage all the time in class. I found that having a list of expected concepts and theories to learn in class was really enjoyable for me, maybe I like the rigid structure of being taught in Mr. Wasp’s class. I feel as though my vocabulary has tremendously improved, even my older cousins picked up on this change. I hate it that I have to tutor them now. Our classes before were truly hectic, and the structure allowed the class to be more tamed and created a quiet and peaceful environment that allowed me to concentrate on the task in front of me. It could be just me, but I enjoyed the strictness in the class, it reminded me of how my parents treated me before they passed away, with a lot of tough love. <br />
<br />
<br />
==Student B - Megan's Journal==</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_4&diff=3109World 42020-11-24T17:50:55Z<p>Kthumlert: Reverted edits by Michal (talk) to last revision by KyleC</p>
<hr />
<div><br />
=The Virus that Changed Our History=<br />
<br />
As we look back at this grim time in America's history, we review found artifacts of personal and public accounts from the period of EDIS-3610.<br />
<br />
=Breaking News=<br />
<br />
==Elderly Degenerate Immune Syndrome (EDIS3610)==<br />
<br />
Updated on Friday, April 13, 3610 / 6:31am / US News<br />
<br />
Since the first reported case of Elderly Degenerate Immune Syndrome (EDIS3610) on January 21, 3610, the disease has spread rapidly throughout all 57 U.S. states. <br />
From January 21 through February 1, 3610, a total of 101 cases of EDIS3610 were diagnosed in six U.S. states, and by early March, transmission of EDIS3610 had accelerated exponentially. Despite strict lockdowns enforced nationwide, cases have swiftly increased, with current numbers tallying 1,130,631. Due to the rapid degeneration caused by the disease, particularly in adults over the age of 40, death tolls have been rising, with current counts topping 800,000.<br />
<br />
In light of the high death toll among adults over 40, hundreds of thousands of children and youth have been left parentless, and are being housed in government funded facilities. These facilities, many of which reside on former military bases, are compromised of boarding and educational facilities. <br />
<br />
In addition to the concerns of youth, issues have arisen within countless industries. In a report filed on April 11, 3610 by the CDC, approximately 19 percent of the workforce, mostly comprised of those aged 40+, EDIS3610s most susceptible victims, has been eradicated by the disease. <br />
Kamika Martin, a health care worker in New York State, one of the disease hotspots, spoke to US News. “It has been unbelievably difficult, and there are fewer of us [doctors and nurses] every day. Some of the most experienced members of our team are gone.” When asked what advice she has for the public, Martin responded, “Stay home, if you can. Wash your hands. Remain in your personal pods. Please – our system cannot keep up the way things are going now.”<br />
<br />
From the steady decline of healthcare workers, to the falling number of food production employees, countless worries are plaguing the country. In response to these concerns, the President spoke to the country on Thursday. “We are aware of all the hardships you, as Americans, are facing in this country today. Know that we are developing a plan to get through this unprecedented time, and come out the other side stronger than ever. God bless America.”<br />
<br />
<br />
<br />
==SAPS==<br />
<br />
Updated on Monday, December 8, 3610 / 1:18pm / US News<br />
<br />
[[File:mri.jpg|300px|thumb|right|Skills Application Placement Scan (SAPS)]]<br />
<br />
Since entering the second wave in October, EDIS3610 cases throughout the US have skyrocketed, reaching heights not seen during the initial onset of the pandemic. With deaths cresting 7 million, the majority occurring for those over 40, EDIS3610 has left tremendous gaps in the workforce that urgently need to be filled. As of 12:43pm today, leading scientists have announced a solution for this seemingly insurmountable issue. <br />
<br />
The country’s leading scientists have created a magnetic resonance imaging (MRI) machine that they have named the Skills Application Placement Scan (SAPS). This machine is specialized to scan an individual’s brain and determine their greatest academic and/or applied strengths. It also scans an individual's physical, as well as developmental, ability level. The SAPS test, to be enacted across the country immediately, will stream youth into the following employment categories: agriculture, construction, education, health care, military, transportation, and manual labour. All students will be taught fundamental literacy and mathematical skills up until the eighth grade, and then be streamed according to SAPS upon entering high school. As a student’s education progresses, the streaming will become more specialized within each field. <br />
<br />
Tim Blackworth, a neuroscientist and member of the team who worked to develop SAPS spoke to the press. “We have decided that this was the most effective solution to our problems. With so many kids already in government care and schooling, this will help focus their studies and fast track them into their respective industries.”<br />
<br />
Once again, the president spoke on the matter. “I am thrilled to announce this new breakthrough, and am confident that it will remedy many of the ailments we, as a country, have been facing. With your energy and zeal, we are counting on you, the young people of America, to help us build a better, stronger economy.”<br />
<br />
=Government=<br />
<br />
<br />
<audio controls><br />
<br />
<br />
On December 1st 3610, President Beta held a hologramed address to the nation about a new nation-wide educational program called the Skill Application Placement Scan (SAPS).<br />
<br />
The following is a transcript of her address: <br />
<br />
[[File:female politician.jpg|300px|thumb|right|President Beta addressing the nation on December 1st, 3610]]<br />
<br />
<br />
My fellow Americans, <br />
<br />
For many months our country has been facing the spread of EDIS3610 virus- Elderly Degenerate Immune Syndrome. It has infected and killed a large portion of our middle age and elder citizens. This evening, my thoughts go out to all of you who have lost parents, family and friends to this virus. Though we are still morning the passing of our loved ones, it is our now duty to rebuild this great country. We must all unite and work harder than never before to bring greatness and prosperity back to our beautiful land. As you know, since our elders, and work force were mercilessly killed by this terrible virus, the fate of this country is now placed in your hands. We need you to replace those that we lost and we need you NOW! You must rise from the ashes and make your country proud. <br />
<br />
Therefore, it is with great pride that I introduce to you the Skill Application Placement Scan (SAPS)! Thanks to the actions of this government over the past few months, we have put in place the best school system this world has ever seen. With the use of innovative technology and […] <br />
<br />
SAPS is a brain scan placement test conducted on students before entering high school. The scan will assess each individual student and place them in the division they are best suited for based on their skills, brain functions and genetic composition. Upon graduation, students shall work immediately in their designated fields. This excessive and strict form of streaming is necessary in order to fill the empty jobs and rebuild our society. Each individual no matter the age has a duty to this country and there shall be no unproductivity nor inefficiency. <br />
<br />
[[File:Hologram Student.jpg|300px|thumb|right|The first analytical process of the SAPS Machine]]<br />
<br />
We have put in place 8 different essential divisions that need attention. Agriculture, Construction, Education, Health Care, Manual labour, Technology, Transportation and Military. Once students are placed in their respective divisions they will spend the next few years learning in-depth about their sector. By the time they leave high school they will be experts in the field. <br />
With the Skill Application Placement Scan, you will no longer have to worry how you will serve your country. Instead, your country, through the use of SAPS, will determine the future best suited for you. It is a marvelous innovation! You owe a great deal to this government and to the committee that worked tirelessly to design and create the Skill Application Placement Scan.<br />
<br />
=Journal Accounts=<br />
<br />
<br />
==Teacher's Journal==<br />
The account of a caucasian teacher, age unknown, assumed to be late thirties:<br />
<br />
My students have mixed feelings about SAPS. This happens every year. Some, like I was years ago, are excited about the prospect of knowing their place amongst the working adults. Others… Well, they’re worried about being separated from their friends, their families. They worry that they won’t like the stream they’re placed in. I don’t blame them though. The thoughts had crossed my mind as well when I had the SAPS. I sometimes wonder if I would have liked a different job…<br />
<br />
But I do enjoy my job! I have no complaints about my placement. The year of SAPS? It’s a cakewalk as far as work goes. All we have to do ease any concerns about the SAPS. Course content is intentionally easy for the students to reduce the stress before the SAPS. They tell us that high stress levels can throw off the scan. I can’t say how true that is, but I won’t argue with the higher ups. Personally, I’m not too sure about the SAPS. Not that I can complain too much. Without it, I’d probably be working some minimum wage job flippin’ burgers or something. <br />
<br />
It’s hard to believe how much the world has changed in such a short time. I don’t remember what it was like before EDIS, I was too young. But they say I only have a few years left until the virus catches me, so now’s as good a time as any to get sentimental. My students don’t know anything other than this system. They don’t know what it’s like to dream… to have goals… to strive for something. The careers they want as children remain as childhood fantasy. I wish there were something I could do for them, but I wasn’t cut out to be a researcher. According to SAPS that is… I wonder if they’ll go back to the way things were before EDIS once we find a cure… If we find a cure. By that time no one will remember how things were before SAPS. Even my memories are twisted with childhood whimsy and unreliable. <br />
<br />
But maybe SAPS does make things better for the kiddos. They don’t have to spend their days worrying about their future. They can put more energy into their friends and hobbies… Maybe this group will be the ones to change the world for the better. I won’t be around to find out I guess, but maybe in a generation or two SAPS will be on its way out. Ha… I guess childhood fantasy never really dies.<br />
<br />
<br />
==Student A - Barry B. Benson's Journal ==<br />
<br />
[[File:Future.jpg|300px|thumb|right|Barry B. Benson's journal]]<br />
<br />
The account of a caucasian fourteen-year-old heterosexual male, from a middle-class family in the city of Boston, United States of America.<br />
<br />
As demonstrated throughout each journal entry, the knowledge and skills taught through the SAPS-oriented class to become an educator created a massive change in the level of communication that the student is able to demonstrate in his journal entries.<br />
<br />
==Journal Account #1 ==<br />
<br />
Wednesday, October 27, 3610<br />
<br />
Dear Journal,<br />
<br />
My life has been flipped upside down from this new global pandemic “ EDIS-3610 “. I am so afraid and lost without my parents because apparently this disease only targets older adults. I don’t understand why age matters, but I am safe and living with my older cousins, Bart and Ben, that are under the age of the targeting age of the virus, which is forty. It gets real crazy at times with them, but I do miss having a real adult taking care of me at times. I didn’t know that I would really miss being told what to do, and to have a responsible adult around to take care of things that I could have never imagined I would need to know about. I wish this Pandemic never happened, I miss you Mom and Dad.<br />
<br />
==Journal Account #2==<br />
<br />
Sunday, December 18, 3610<br />
<br />
Dear Journal,<br />
<br />
I can’t believe that schools are back opened during this pandemic. I have to worry about homework and survival now? But at least they introduced this cool machine called “SAPS”, the Skills Application Placement Scanner that reads our minds and tells us what type of career would best suit us. I think its pretty cool that a machine could do this, this saves me sooooo much time on deciding what I wanted to be in the near future. Now that I think about it, who will teach us? All the older teachers are probably dead from the pandemic, will we have robots teaching us or will we have young teachers within the classroom? I guess I will find out tomorrow then.<br />
<br />
==Journal Account #3==<br />
<br />
Monday, December 22, 3610<br />
<br />
Dear Journal,<br />
<br />
[[File:Future.jpg|300px|thumb|right| Barry B. Benson's School]]<br />
<br />
I was shocked to see that the classrooms were filled with all of my classmates and have my old teacher that I don’t like come back, “Mr. Wasp”. I swear he should have stayed home, he looks like he is seventy, you could just tell by how he dresses every day. But besides that, I had a blast returning back to school, being taught useless information that I probably will not need to remember. After the SAPS activity in school, It turns out that I would be an excellent educator in the near future, which I find quite interesting based on my personality to tell the brutal truth all the time, I would think that an educator would not be the best career path to chase with such personality trait. But who knows, if the SAPS tells me I will be a good educator, it wouldn’t hurt to try and become a teacher then.<br />
<br />
==Journal Account #4==<br />
<br />
Tuesday, June 27, 3611<br />
<br />
Dear Journal,<br />
<br />
It was a while since I wrote anything in my journal but here I am back at it again. It was a hectic school year, with assignments and tests that were tough. Looking at the school year as a whole, being told what you needed to do and remember was a lot easier for me to understand than the critical reflections that my previous teachers would encourage all the time in class. I found that having a list of expected concepts and theories to learn in class was really enjoyable for me, maybe I like the rigid structure of being taught in Mr. Wasp’s class. I feel as though my vocabulary has tremendously improved, even my older cousins picked up on this change. I hate it that I have to tutor them now. Our classes before were truly hectic, and the structure allowed the class to be more tamed and created a quiet and peaceful environment that allowed me to concentrate on the task in front of me. It could be just me, but I enjoyed the strictness in the class, it reminded me of how my parents treated me before they passed away, with a lot of tough love. <br />
<br />
<br />
==Student B - Megan's Journal==</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2584Main Page2020-11-04T14:10:59Z<p>Kthumlert: /* Project Groups */</p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
== Production 6 ==<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
== Project Groups ==<br />
<br />
[[File:Specfic.png|600px|thumb|right|Education Futures?]] <br />
<br />
<br />
<br />
[[World 1]]<br />
<br />
<br />
[[World 2]]<br />
<br />
<br />
[[World 3]]<br />
<br />
<br />
[[World 4]]<br />
<br />
<br />
[[World 5]]<br />
<br />
<br />
[[World 6]]<br />
<br />
<br />
[[World 7]]<br />
<br />
<br />
[[World 8]]<br />
<br />
<br />
[[World 9]]<br />
<br />
<br />
---<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
[[Beam my Up Scotty EDU]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.<br />
<br />
[[Backup]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2583Main Page2020-11-04T14:10:39Z<p>Kthumlert: /* Formal Expectations */</p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
== Production 6 ==<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
== Project Groups ==<br />
<br />
[[File:Specfic.png|600px|thumb|left|Education Futures?]] <br />
<br />
<br />
<br />
[[World 1]]<br />
<br />
<br />
[[World 2]]<br />
<br />
<br />
[[World 3]]<br />
<br />
<br />
[[World 4]]<br />
<br />
<br />
[[World 5]]<br />
<br />
<br />
[[World 6]]<br />
<br />
<br />
[[World 7]]<br />
<br />
<br />
[[World 8]]<br />
<br />
<br />
[[World 9]]<br />
<br />
<br />
---<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
[[Beam my Up Scotty EDU]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.<br />
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[[Backup]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2582Main Page2020-11-04T14:10:08Z<p>Kthumlert: /* Formal Expectations */</p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
== Production 6 ==<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'== ''// Groups //''' ==<br />
<br />
[[File:Specfic.png|400px|thumb|left|Education Futures?]] <br />
<br />
<br />
<br />
[[World 1]]<br />
<br />
<br />
[[World 2]]<br />
<br />
<br />
[[World 3]]<br />
<br />
<br />
[[World 4]]<br />
<br />
<br />
[[World 5]]<br />
<br />
<br />
[[World 6]]<br />
<br />
<br />
[[World 7]]<br />
<br />
<br />
[[World 8]]<br />
<br />
<br />
[[World 9]]<br />
<br />
<br />
---<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
[[Beam my Up Scotty EDU]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.<br />
<br />
[[Backup]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2581Main Page2020-11-04T14:09:52Z<p>Kthumlert: /* Formal Expectations */</p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
== Production 6 ==<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'== ''// Groups //''' ==<br />
<br />
[[File:Specfic.png|400px|thumb|left|Education Futures?]] <br />
<br />
<br />
[[World 1]]<br />
<br />
<br />
[[World 2]]<br />
<br />
<br />
[[World 3]]<br />
<br />
<br />
[[World 4]]<br />
<br />
<br />
[[World 5]]<br />
<br />
<br />
[[World 6]]<br />
<br />
<br />
[[World 7]]<br />
<br />
<br />
[[World 8]]<br />
<br />
<br />
[[World 9]]<br />
<br />
<br />
---<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
[[Beam my Up Scotty EDU]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.<br />
<br />
[[Backup]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2580Main Page2020-11-04T14:08:49Z<p>Kthumlert: /* Formal Expectations */</p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
== Production 6 ==<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'== ''// Groups //''' ==<br />
<br />
[[World 1]]<br />
<br />
<br />
[[World 2]]<br />
<br />
<br />
[[World 3]]<br />
<br />
<br />
[[World 4]]<br />
<br />
<br />
[[World 5]]<br />
<br />
<br />
[[World 6]]<br />
<br />
<br />
[[World 7]]<br />
<br />
<br />
[[World 8]]<br />
<br />
<br />
[[World 9]]<br />
<br />
<br />
---<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
[[Beam my Up Scotty EDU]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.<br />
<br />
[[Backup]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2579Main Page2020-11-04T14:08:09Z<p>Kthumlert: </p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
== Production 6 ==<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'== ''// Groups //''' ==<br />
<br />
[[World 1]]<br />
<br />
[[World 2]]<br />
<br />
[[World 3]]<br />
<br />
[[World 4]]<br />
<br />
[[World 5]]<br />
<br />
[[World 6]]<br />
<br />
[[World 7]]<br />
<br />
[[World 8]]<br />
<br />
[[World 9]]<br />
<br />
---<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
[[Beam my Up Scotty EDU]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.<br />
<br />
[[Backup]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=2577Beam Me Up Scotty EDU2020-11-03T19:23:12Z<p>Kthumlert: </p>
<hr />
<div><br />
<br />
'''Creating Beam my Up Scotty EDU'''<br />
<br />
<br />
Some ''descriptive'' text.<br />
<br />
[[http://www.startek.com Star Trek]]<br />
<br />
[[john]]<br />
<br />
<br />
<br />
<br />
text text text<br />
<br />
<br />
== Uhura ==<br />
<br />
Communications Officer<br />
<br />
== Spock ==<br />
<br />
[[File:Specfic.png|450px|thumb|left|Sci Fi]] <br />
<br />
Science Officer, XO<br />
<br />
== Kirk ==<br />
<br />
Captain<br />
<br />
== Sulu ==<br />
<br />
Conn and navigation<br />
<br />
== Sailor Moon ==<br />
<br />
Fighting evil by moonlight<br />
<br />
Sailor Moon is an offshot of BMUP Scotty EDU. <br />
<br />
<br />
<br />
[[Uhura EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=2576Beam Me Up Scotty EDU2020-11-03T19:19:11Z<p>Kthumlert: </p>
<hr />
<div><br />
<br />
'''Creating Beam my Up Scotty EDU'''<br />
<br />
<br />
Some ''descriptive'' text.<br />
<br />
[[http://www.startek.com Star Trek]]<br />
<br />
<br />
<br />
<br />
text text text<br />
<br />
<br />
== Uhura ==<br />
<br />
Communications Officer<br />
<br />
== Spock ==<br />
<br />
[[File:Specfic.png|450px|thumb|left|Sci Fi]] <br />
<br />
Science Officer, XO<br />
<br />
== Kirk ==<br />
<br />
Captain<br />
<br />
== Sulu ==<br />
<br />
Conn and navigation<br />
<br />
== Sailor Moon ==<br />
<br />
Fighting evil by moonlight<br />
<br />
Sailor Moon is an offshot of BMUP Scotty EDU. <br />
<br />
<br />
<br />
[[Uhura EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=2575Beam Me Up Scotty EDU2020-11-03T19:18:43Z<p>Kthumlert: </p>
<hr />
<div><br />
<br />
'''Creating Beam my Up Scotty EDU'''<br />
<br />
<br />
Some ''descriptive'' text.<br />
<br />
[[http://www.startek.com Star Trek]]<br />
<br />
<br />
<br />
[[File:Specfic.png|450px|thumb|left|Sci Fi]] <br />
<br />
<br />
text text text<br />
<br />
----<br />
<br />
== Uhura ==<br />
<br />
Communications Officer<br />
<br />
== Spock ==<br />
<br />
Science Officer, XO<br />
<br />
== Kirk ==<br />
<br />
Captain<br />
<br />
== Sulu ==<br />
<br />
Conn and navigation<br />
<br />
== Sailor Moon ==<br />
<br />
Fighting evil by moonlight<br />
<br />
Sailor Moon is an offshot of BMUP Scotty EDU. <br />
<br />
<br />
<br />
[[Uhura EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=2573Beam Me Up Scotty EDU2020-11-03T19:18:05Z<p>Kthumlert: </p>
<hr />
<div><br />
<br />
'''Creating Beam my Up Scotty EDU'''<br />
Hello :)<br />
<br />
Some ''descriptive'' text.<br />
<br />
[[http://www.startek.com Star Trek]]<br />
<br />
<br />
<br />
<br />
[[File:Specfic.png|300px|thumb|right|Sci Fi]] <br />
<br />
<br />
text text text<br />
<br />
----<br />
<br />
== Uhura ==<br />
<br />
Communications Officer<br />
<br />
== Spock ==<br />
<br />
Science Officer, XO<br />
<br />
== Kirk ==<br />
<br />
Captain<br />
<br />
== Sulu ==<br />
<br />
Conn and navigation<br />
<br />
== Sailor Moon ==<br />
<br />
Fighting evil by moonlight<br />
<br />
Sailor Moon is an offshot of BMUP Scotty EDU. <br />
<br />
<br />
<br />
[[Uhura EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=2570Beam Me Up Scotty EDU2020-11-03T19:16:50Z<p>Kthumlert: </p>
<hr />
<div><br />
<br />
'''Creating Beam my Up Scotty EDU'''<br />
<br />
<br />
Some ''descriptive'' text.<br />
<br />
[[http://www.startek.com Star Trek]]<br />
<br />
<br />
[[File:Specfic.png]]<br />
<br />
<br />
text text text<br />
<br />
----<br />
<br />
== Uhura ==<br />
<br />
Communications Officer<br />
<br />
== Spock ==<br />
<br />
Science Officer, XO<br />
<br />
== Kirk ==<br />
<br />
Captain<br />
<br />
== Sulu ==<br />
<br />
Conn and navigation<br />
<br />
== Sailor Moon ==<br />
<br />
Fighting evil by moonlight<br />
<br />
Sailor Moon is an offshot of BMUP Scotty EDU. <br />
<br />
<br />
<br />
[[Uhura EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=File:Specfic.png&diff=2569File:Specfic.png2020-11-03T19:16:27Z<p>Kthumlert: </p>
<hr />
<div></div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=2563Beam Me Up Scotty EDU2020-11-03T19:13:52Z<p>Kthumlert: </p>
<hr />
<div><br />
<br />
'''Creating Beam my Up Scotty EDU'''<br />
<br />
<br />
Some ''descriptive'' text.<br />
<br />
[[http://www.startek.com Star Trek]]<br />
<br />
<br />
[[File:Example.jpg]]<br />
<br />
<br />
text text text<br />
<br />
----<br />
<br />
== Uhura ==<br />
<br />
<br />
== Spock ==<br />
<br />
<br />
== Kirk ==<br />
<br />
== Sulu ==<br />
<br />
== Sailor Moon ==<br />
<br />
Sailor Moon is an offshot of BMUP Scotty EDU. <br />
<br />
<br />
<br />
[[Uhura EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=2562Beam Me Up Scotty EDU2020-11-03T19:12:07Z<p>Kthumlert: </p>
<hr />
<div><br />
<br />
'''Creating Beam my Up Scotty EDU'''<br />
<br />
<br />
Some ''descriptive'' text.<br />
<br />
[[http://www.startek.com Star Trek]]<br />
<br />
text text text<br />
<br />
----<br />
<br />
== Uhura ==<br />
<br />
<br />
== Spock ==<br />
<br />
<br />
== Kirk ==<br />
<br />
== Sulu ==<br />
<br />
== Sailor Moon ==<br />
<br />
Sailor Moon is an offshot of BMUP Scotty EDU. <br />
<br />
<br />
<br />
[[Uhura EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=2561Beam Me Up Scotty EDU2020-11-03T19:11:48Z<p>Kthumlert: /* Sailor Moon */</p>
<hr />
<div><br />
<br />
'''Creating Beam my Up Scotty EDU'''<br />
<br />
Some ''descriptive'' text.<br />
<br />
[[http://www.startek.com Star Trek]]<br />
<br />
text text text<br />
<br />
----<br />
<br />
<br />
== Uhura ==<br />
<br />
<br />
== Spock ==<br />
<br />
<br />
== Kirk ==<br />
<br />
== Sulu ==<br />
<br />
== Sailor Moon ==<br />
<br />
Sailor Moon is an offshot of BMUP Scotty EDU. <br />
<br />
<br />
<br />
[[Uhura EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=2560Beam Me Up Scotty EDU2020-11-03T19:11:06Z<p>Kthumlert: </p>
<hr />
<div><br />
<br />
'''Creating Beam my Up Scotty EDU'''<br />
<br />
Some ''descriptive'' text.<br />
<br />
[[http://www.startek.com Star Trek]]<br />
<br />
text text text<br />
<br />
----<br />
<br />
<br />
== Uhura ==<br />
<br />
<br />
== Spock ==<br />
<br />
<br />
== Kirk ==<br />
<br />
== Sulu ==<br />
<br />
== Sailor Moon ==<br />
<br />
<br />
<br />
<br />
<br />
[[Uhura EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=2559Beam Me Up Scotty EDU2020-11-03T19:10:28Z<p>Kthumlert: </p>
<hr />
<div><br />
<br />
'''Creating Beam my Up Scotty EDU'''<br />
<br />
Some ''descriptive'' text.<br />
<br />
[[http://www.startek.com Star Trek]]<br />
<br />
text text text<br />
<br />
----<br />
<br />
<br />
== Uhura ==<br />
<br />
<br />
== Spock ==<br />
<br />
<br />
== Kirk ==<br />
<br />
<br />
<br />
<br />
<br />
[[Uhura EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=2558Beam Me Up Scotty EDU2020-11-03T19:09:14Z<p>Kthumlert: </p>
<hr />
<div><br />
<br />
'''Creating Beam my Up Scotty EDU'''<br />
<br />
Some ''descriptive'' text.<br />
<br />
[[http://www.startek.com Star Trek]]<br />
<br />
text text text<br />
<br />
----<br />
<br />
<br />
[[Uhura EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Uhura_EDU&diff=2557Uhura EDU2020-11-03T19:07:28Z<p>Kthumlert: </p>
<hr />
<div>z<br />
<br />
[[Beam my up Scotty Edu]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Uhura_EDU&diff=2556Uhura EDU2020-11-03T19:06:54Z<p>Kthumlert: Created page with "z"</p>
<hr />
<div>z</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=2555Beam Me Up Scotty EDU2020-11-03T19:06:48Z<p>Kthumlert: </p>
<hr />
<div>Creating Beam my Up Scotty EDU<br />
<br />
[[Uhura EDU]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Beam_Me_Up_Scotty_EDU&diff=2554Beam Me Up Scotty EDU2020-11-03T19:05:31Z<p>Kthumlert: Created page with "Creating Beam my Up Scotty EDU"</p>
<hr />
<div>Creating Beam my Up Scotty EDU</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2553Main Page2020-11-03T19:05:03Z<p>Kthumlert: /* Formal Expectations */</p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
== Production 6 ==<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'== ''// Groups //''' ==<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
[[Beam my Up Scotty EDU]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.<br />
<br />
[[Backup]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Backup&diff=2552Backup2020-11-03T17:47:20Z<p>Kthumlert: Created page with " == '''EDUC 3610: Wikimedia Speculative Theory Forum''' == Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities..."</p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
== Production 6 ==<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'== ''// Groups //''' ==<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2551Main Page2020-11-03T17:47:12Z<p>Kthumlert: </p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
== Production 6 ==<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'== ''// Groups //''' ==<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.<br />
<br />
[[Backup]]</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2550Main Page2020-11-03T15:35:27Z<p>Kthumlert: /* Formal Expectations */</p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
== Production 6 ==<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'== ''// Groups //''' ==<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2549Main Page2020-11-03T15:34:58Z<p>Kthumlert: /* 'What if…? What might the future of education and learning' look like? */</p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
== Production 6 ==<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'''// Groups //'''<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2548Main Page2020-11-03T15:34:10Z<p>Kthumlert: /* 'What if…? What might the future of education and learning' look like? */</p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
----<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
== Formal Expectations ==<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'''// Groups //'''<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2547Main Page2020-11-02T21:15:34Z<p>Kthumlert: </p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
----<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What will contemporary phenomena look like in the future - given the pace of technological, social, and political change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
'''Formal Expectations'''<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'''// Groups //'''<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2546Main Page2020-11-02T19:36:32Z<p>Kthumlert: /* 'What if…? What might the future of education and learning' look like? */</p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
----<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like Extrapolation, Novum, and Intensification -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What if things stay the same? What will contemporary phenomena look like in the future at an expected rate of change?<br />
<br />
'''Intensification''': What if [x] gets worse/better or becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through the residential schooling systems?) <br />
<br />
----<br />
<br />
'''Formal Expectations'''<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'''// Groups //'''<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2545Main Page2020-11-02T19:35:03Z<p>Kthumlert: </p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
----<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like ‘Extrapolation’,'Novum', and Intensification-- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Extrapolation''': What if things stay the same? What will contemporary phenomena look like in the future at an expected rate of change?<br />
'''Intensification''': What if [x] gets worse/becomes drastically more intense?<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through residential schooling systems?) <br />
<br />
----<br />
<br />
'''Formal Expectations'''<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g., cautions us to perils embedded in our present world/system, and/or invites readers to speculate on what needs to be done in the present to arrive at a better (ethical) possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'''// Groups //'''<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2544Main Page2020-11-02T18:50:17Z<p>Kthumlert: /* 'What if…? What might the future of education and learning' look like? */</p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
----<br />
<br />
'''In small groups (4-5 people)''', use the models/resources from class to imagine a future or alternative world via 'science fiction' world building. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future “state of affairs” in relation to current problems, challenges, or opportunities.<br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like ‘Extrapolation’ and 'Novum' -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through residential schooling systems?) <br />
<br />
----<br />
<br />
'''Formal Expectations'''<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g.,cautions us to (dystopiann) perils embedded in our present world/system, and/or invite readers to speculate on what needs to be done in the present to arrive at a better possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'''// Groups //'''<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2543Main Page2020-11-02T18:47:16Z<p>Kthumlert: /* What if…? What might the future of 'education' and 'learning' look like? */</p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of education and learning' look like?'' ==<br />
<br />
The aim of this collaborative project is to, in small groups, to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible future educational 'realities'? How does 'speculative' educational theorizing ''help us think critically about the present''? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning? What will be the fate of (current) institutions and professional roles? How might innovations in AI (artificial intelligence), virtual reality (VR), or other tools reshape schooling and/or learning outside of schools. <br />
<br />
----<br />
<br />
<br />
'''In small groups (4-5people)''', use the models/resources from class to imagine a future of (or alternative world/history) via 'science fiction' world building. . <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future condition or “state of affairs” in relation to the challenges or current problems, challenges, or opportunities – be them, sociocultural, ecological, institutional (schools, politics, workplaces), pedagogical and/or technological. <br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like ‘Extrapolation’ and the Novum -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
'''Tip''' Have fun with genre conventions like time travel or counter-factual history (alternative pasts). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through residential schooling systems?) <br />
<br />
----<br />
<br />
'''Formal Expectations'''<br />
<br />
Use the world-building techniques (extrapolation, Novum, etc, covered in class) to help you imagine a future/alternative world of education and learning.<br />
<br />
• Genre: See above. ''Up to you as a group to use one or more genres - or decide on how to mix up genres''.<br />
<br />
• Length: 600 words/ish per person. Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, ''or extrapolating on'', course educational theory is useful, then please use readings to inform your vision. <br />
<br />
• Ensure that your world-building also helps us think critically about the present, e.g.,cautions us to (dystopiann) perils embedded in our present world/system, and/or invite readers to speculate on what needs to be done in the present to arrive at a better possible future. <br />
<br />
• Have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'''// Groups //'''<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2542Main Page2020-11-02T18:38:00Z<p>Kthumlert: /* What if…? What might the future of 'education' and 'learning' look like? */</p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of 'education' and 'learning' look like?''' ==<br />
<br />
The aim of this collaborative project is to, in small groups, engage speculative (educational) theory in order to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible futures, and educational realities? How does a 'speculative' educational theory help us imagine futures and think critically about the present? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning – in relation to pedagogy? What will be the fate of (current) institutions and roles? How might innovations in AI (artificial intelligence), virtual reality, or other media tools reshape schools or learning outside of schools. <br />
<br />
----<br />
<br />
'''In small groups (4 people)''', using the models/resources from class, you will be imagining a possible future of (or alternative world) for via 'science fiction' storytelling. <br />
<br />
Expectations: Use the world-building techniques, extrapolation, and Novum, etc, (covered in class) to imagine some future world of education and or learning. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future condition or “state of affairs” in relation to the challenges or current problems, challenges, or opportunities – be them, sociocultural, ecological, institutional (schools, politics, workplaces), pedagogical and/or technological. <br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like ‘Extrapolation’ and the Novum -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
'''Tip''' Have fun with genre conventions like time travel or counter-factual history (alternative pasts). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
----<br />
<br />
'''Optional Genres''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through residential schooling systems?) <br />
<br />
----<br />
<br />
'''Formal Expectations:'''<br />
<br />
• Genre: See above. Up to you as a group to use one or more genres - or decide on how to mix up genres.<br />
<br />
• Length: ! (for a four person group). Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, or extrapolating on, course theory is useful, then please us readings to inform your vision. <br />
<br />
• Ensure that your world-building either ‘extrapolates' in ways that help us think critically about the present; cautions us to (dystopain) perils embedded in our present world/system, and/or 'invite readers to speculate on what needs to be done in the present to arrive at an alternative future'. <br />
<br />
• Try to have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'''// Groups //'''<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2541Main Page2020-11-02T18:24:32Z<p>Kthumlert: </p>
<hr />
<div><br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of 'speculative fiction' for collaborative world-building - and for developing critical literacies while re/imagining educational 'realities' and futures.<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of 'education' and 'learning' look like?''' ==<br />
<br />
The aim of this collaborative project is to, in small groups, engage speculative (educational) theory in order to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other social events. <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current trends in education, teaching/learning, pedagogy, policy, technology use, and media culture - and then 'extrapolate' to imagine possible futures, and educational realities? How does a 'speculative' educational theory help us imagine futures and think critically about the present? <br />
<br />
What will ‘teaching’, ‘schooling’ or ‘learning’ look like? What will be the role of technology in learning – in relation to pedagogy? What will be the fate of (current) institutions and roles? How might innovations in AI (artificial intelligence), virtual reality, or other media tools reshape schools or learning outside of schools. <br />
<br />
----<br />
<br />
'''In small groups (4 people)''', using the models/resources from class, you will be imagining a possible future of (or alternative world) for via 'science fiction' storytelling. <br />
<br />
Expectations: Use the world-building techniques, extrapolation, and Novum, etc, (covered in class) to imagine some future world of education and or learning. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future condition or “state of affairs” in relation to the challenges or current problems, challenges, or opportunities – be them, sociocultural, ecological, institutional (schools, politics, workplaces), pedagogical and/or technological. <br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like ‘Extrapolation’ and the Novum -- and think about how these ideas work in film or literature (e.g., Handmaids Tale, Matrix, Black Mirror, etc).<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, AI, social media, algorithmic culture, Mars colonization, etc) - or you can start with significant pedagogical and social justice challenges (diversity, inclusion, equity, and so on). <br />
<br />
'''Tip''' Have fun with genre conventions like time travel or counter-factual history (alternative pasts). <br />
<br />
Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
<br />
Be sure to include contextualizing details for your world-building (Where/when is this imagined world taking place).<br />
<br />
'''Optional Genres or Narrative Conceits:''' In constructing your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through residential schooling systems?) <br />
<br />
----<br />
<br />
'''Formal Expectations:'''<br />
<br />
• Genre: See above. Up to you as a group to use one or more genres - or decide on how to mix up genres.<br />
<br />
• Length: Minimum 2500 MAX! (for a four person group). Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
<br />
• If connecting with, or extrapolating on, course theory is useful, then please us readings to inform your vision. <br />
<br />
• Ensure that your world-building either ‘extrapolates' in ways that help us think critically about the present; cautions us to (dystopain) perils embedded in our present world/system, and/or 'invite readers to speculate on what needs to be done in the present to arrive at an alternative future'. <br />
<br />
• Try to have some fun! And don't worry if it gets weird, out there, that is fine. <br />
<br />
----<br />
----<br />
<br />
'''// Groups //'''<br />
<br />
[[The Teacher Proof Curriculum]]<br />
<br />
[[Embedded Rapid Learning]]<br />
<br />
[[The Gatekeeper]]<br />
<br />
[[Quantum Technology]]<br />
<br />
[[QBots]]<br />
<br />
<br />
To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
<br />
But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
<br />
----<br />
<br />
----<br />
<br />
Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
<br />
5863: Digital Games and Learning: Course Archived<br />
<br />
5855: Cultural Studies of Technology for Education: Course Archived<br />
<br />
----<br />
<br />
----<br />
<br />
----<br />
<br />
<br />
[[Back Up Home Page]]<br />
<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
<br />
Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Main_Page&diff=2540Main Page2020-11-02T18:05:19Z<p>Kthumlert: /* EDUC 5860: Wikimedia Speculative Fabulation/Theory Forum */</p>
<hr />
<div>'''Building Heterotopias''' / Rather than read about conventional ways of using wikimedia in education, we are going to look to the opportunities of speculative fiction for collaborative world-building - and for developing critical literacies (by exploring the opportunities wikimedia tools while also leveraging speculative fabulation for a re/imagining of educational 'realities' and futures, or for creating encyclopedias of an alternative world).<br />
<br />
== '''EDUC 3610: Wikimedia Speculative Theory Forum''' ==<br />
<br />
----<br />
<br />
[[File:worldbuilding.png]]<br />
<br />
== '''What if…? What might the future of 'education' and 'learning' look like?''' ==<br />
<br />
The aim of this collaborative project is to, in small groups, engage speculative (educational) theory in order to think about possible 'educational futures’ and/or the impacts of technology, ecology, and/or other events (see the concept of the Novum, the Black Swan event, or just look at Covid19). <br />
<br />
How might we examine current trends or states-of-affairs in the world today (technology-driven, political, environmental, etc) and take a look at current states of affairs in schools, teaching/learning, pedagogy, educational policy, technology use, and media culture - and then 'extrapolate' to imagine possible impacts, future events, and future states of affairs? Why is the work of looking forward and imagining possibility and 'theorizing' important? Most importantly, how does a 'speculative' educational theory help us imagine possible futures (to cautiously avoid... or eventuate: 'inspire readers to speculate on what needs to be done in the present to arrive at an alternative future’). <br />
<br />
What do you imagine it will feel like to learn in the future? What will ‘teaching’, ‘schooling’ or ‘learning’ look like (if current challenges and problems are not deal with, or if radical 'innovations' or technologies or pedagogies applied? For example, will we learn alone, in a community, in what contexts/roles? What will be the role of technology in learning – in relation to pedagogy? What will be the fate of (current) institutions? What are the 'ecological' or systemic relations between educational/learning worlds and events/innovations/states of affairs in the world? <br />
<br />
----<br />
<br />
'''In small groups (3-4 people)''', using the models/resources from class as a starting point, you will be imagining a possible future of (or alternative world) for via 'science fiction' storytelling. <br />
<br />
Expectations: Use science/speculative fiction world-building techniques and processes of extrapolation, etc, (covered in class) to imagine some future of education and or learning. <br />
<br />
To begin, you need to identify the larger/over-reaching problems facing education, schools and youth today – and then consider a future condition or “state of affairs” in relation to the challenges or current problems, challenges, or opportunities – be them, sociocultural, ecological, institutional (schools, politics, workplaces), pedagogical and/or technological. <br />
<br />
'''Tip:''' Consider the conditional term: '''“What if …?”''' <br />
<br />
'''Tip:''' Revisit concepts like ‘Extrapolation’ and the Novum -- and feel free to explore the specific critical affordances of both dystopian and utopian and [https://en.wikipedia.org/wiki/Heterotopia_(space) heterotopian] modes of art/storytelling (to make critical points about learning, schooling, education, and technology today, through looking into the ‘mirror’ of possible futures).<br />
<br />
'''Tip:''' You can start anywhere or with anything: with a technology (e.g., VR, Siri, 'robots', surveillance, bio-genetics, and other 'usual suspects' of our post-humanist era) - or you can start with significant pedagogical and social justice challenges (disability, inclusion, in/equity, and so n). <br />
<br />
'''Tip''' Have fun with genre conventions like time travel or counter-factual history or things like the Novum. Consider critical literary tools that have been used throughout the history of utopian/dystopian art and literature: satire and irony. <br />
<br />
<br />
Be sure to include contextualizing details for your world-building (Where/when is this imagined world taking place).<br />
<br />
'''Optional Genres or Narrative Conceits:''' In constructng your alternative or future world, consider using – or mixing – genres like: <br />
<br />
• Wikipedia ‘encyclopedic’ mode for telling your story through Wiki discourse conventions. <br />
<br />
• A wiki museum of ‘found artefacts' (e.g., present documents like memoir/diary, maps, photos, news-clippings, text messages, social media posts, etc ‘taken’ from that alternative history/future).<br />
<br />
• Literary Modes: Third Person or embodied First-Person narrative accounts (e.g., through ‘the eyes’ of people living in this imagined world). <br />
<br />
• Mix up these genres – or devise variations – or figure out a new way to present your world/story. <br />
<br />
'''Counterfactual History Option:''' A historical ‘what if’ (twisting the past) that changes our present (= we live in an alternative timeline in the present). The most famous counterfactual historical point of departure: “What if Nazi Germany won WWII”? Consider an educational counterfactual (e.g., What if Edgerton Ryerson opposed, instead of promoted, cultural genocide through residential schooling systems?) <br />
<br />
----<br />
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'''Formal Expectations:'''<br />
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• Genre: See above. Up to you as a group to use one or more genres - or decide on how to mix up genres.<br />
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• Length: Minimum 1750-2000 words / 3000 MAX! (for a three person group). Add some images that show aspects of the world, or reflect key themes, technologies, ideas, etc. <br />
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• Truman states: SFs offer us generative practices for imagining a different future, but they must be grounded in ''''response-ability'''' for the worlds we inherit and create. Just keep this in mind as you being to speculate and do world-building. <br />
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• Ensure that your alter/future world-building either ‘extrapolates' in ways that help us thinking critically about the present and the future, cautions us to (dystopain) perils embedded in our present world/system, and/or 'invite readers to speculate on what needs to be done in the present to arrive at an alternative future' (author) <br />
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• Try to have some fun! And don't worry if it gets weird, out there, that is fine. <br />
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'''For class discussion''', at some point (last day of class, possibly), I will ask you to be able to reflect and evaluate on this project: was it valuable? What process did you go through to arrive at your 'problematic' and then create your world? What extra-course literary/film or theory resources did you use? Did/how did the project connect to any course themes (e.g., technology-pedagogy)? <br />
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'''// Groups //'''<br />
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[[The Teacher Proof Curriculum]]<br />
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[[Embedded Rapid Learning]]<br />
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[[The Gatekeeper]]<br />
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[[Quantum Technology]]<br />
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[[QBots]]<br />
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To start editing this wiki, just login and hit "edit". Here is a [https://vimeo.com/200086367 Video Wikimedia Tutorial] that can help you: https://vimeo.com/200086367 <br />
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But basically, to create a new page, you just use the two brackets [[example]] and click "save page". <br />
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Return to '''RefugeesRespond.org''' : [https://www.refugeesrespond.org/ Refugees Respond]<br />
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5863: Digital Games and Learning: Course Archived<br />
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5855: Cultural Studies of Technology for Education: Course Archived<br />
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[[Back Up Home Page]]<br />
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* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:Configuration_settings Configuration settings list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Manual:FAQ MediaWiki FAQ]<br />
* [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]<br />
* [//www.mediawiki.org/wiki/Special:MyLanguage/Localisation#Translation_resources Localise MediaWiki for your language]<br />
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Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.</div>Kthumlerthttps://www.refugeesrespond.org/dadaabwikimedia/index.php?title=Embedded_Rapid_Learning&diff=2310Embedded Rapid Learning2020-05-27T23:45:18Z<p>Kthumlert: </p>
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<div>'''What is ''embedded'' rapid learning?''' <br />
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[[File:Retrowave.png|300px|thumb|right|Master Control System for the ERL Chip]]<br />
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== Chip History Background ==<br />
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The ''ERL'' was created in 2024 by [[Samantha Smithers]] <br />
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'''Content...''' <br />
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[[New Link]]<br />
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== Impacts on Education ==<br />
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== Impacts on Community and Politics == <br />
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== Blowback ==<br />
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[https://seriousplaylab.com/courses/7001/calendar/ Impacts of EPL on Cognitive Function]</div>Kthumlert