Category

Create a Social Future
Criteria:  

1. Select a target level of social life at the meso or macro level. That is, meso  neighborhood, community, region, or macro societal, cultural, global.

2. Select three points in future time. The first point in time must be at least 10 years from now, the remaining two points must be a minimum of 10 years (it may be more) beyond the point preceding it (hence, if you start in 2050, the second point must be at least 2060, and the next at least 2070). For each point in time write a  scenario which depicts population, organization, environment, technological and culture (the way of life) characteristics at each time. 

3.  You must  use scenario building models that you've learned and integrate the information that you have gathered in this course to support your scenario.  The form that this takes is flexible.  For example, you may wish to  create a game, or other means of portraying this.  Of course, written work is always accepted!

  Total: 100

Construct the Future

Create Your Personal Future.
Read and study Personal futuring: a step-by-step guide; A professional futurist explains how to blaze your own path to success. Verne Wheelwright. The Futurist 40.3 (May-June 2006): p22(8). 

This article is copyright protected. You may make one copy for reference.
 
Personal futuring: a step-by-step guide; A professional futurist explains how to blaze your own path to success. Verne Wheelwright. The Futurist 40.3 (May-June 2006): p22(8). 


Select a point in time at least 10 years from now. Assume that you will be alive then. Write four personal scenarios that depict your life then (read Wheelwright to understand these):

1) Normative,
2) Optimistic,
3) Pessimistic,
4) Wild Card.

Use the strategy outlined in Wheelwright's article. In addition, you must use the tools you are learning in the course and integrate the information that you have gathered in this course to support your scenarios.  Total: 100

How: This is a 5+ electronic-page paper that must include the following:

1) A personal life vision statement (where do you want to go?) for a stated date at least 10 years from now (state the year in the vision statement for clarity).
2) Selection, discussion and application "events" in Wheelwright's article.
3) Present and use the probability-impact matrix in Wheelwright's article.  Apply it to your envisioned life.
4) Present the four scenarios, discuss each in cogent paragraphs explaining the events, forces and factors that produced these.
5) Backcast. Select one of the scenarios and list the steps that you will need to take to get there.

Opening Exercise

Break into groups of 3-4 people. View the abstract pictures provided.  Take about 10-15 minutes to generate ideas as to what you think the paintings represent. Choose a secretary and write the group’s ideas on a sheet of paper.  Write down all ideas no matter how silly they seem.   Discuss each group’s findings with the rest of the class.

Brainstorming Exercise

Stay in your same group and choose a note card with an open-ended question.  Take about 20-25 minutes to develop solutions to the problem and also plans for implementation of your solutions.   Each group should record their ideas on a sheet of paper to be posted in the front of the classroom.  When each group is ready then discuss their solutions with the rest of the class.  Remember no negative feedback!!

Ideas for Note Cards in Exercise #1

1.   How do we keep teenagers from dropping out of high school?  How would you implement your ideas?

2.   How do we keep the Chesapeake Bay clean and safe for boaters and swimmers? How would you implement your ideas?

3.   How do we keep our neighborhoods safe?  How would you implement these ideas?

4.   How do we get people more involved in volunteer activities?  How would you implement these ideas?

5.   Build the perfect world.  What would you have in it and why?

6.   How do we deal with the energy shortage?  How would you implement your ideas?

Figure 1:  Modern Art

Visualize the Future

Overview

In this discussion posting we need to start thinking “like a futurist…”

Please post the following:

Using the information that you have gained in this module-

1)  Add five years to today. Write a brief paragraph about a few things that might be

happening that day. 

2) Add ten years to today.  Write the top news story for that day (assuming that there

will be ‘news!’). 

3) Now, reflecting on the material in this module (brief statements) list the top 5-6 things

that you learned from this module.

4) After you’ve posted your response, respond to another learner’s posting. Your goal is

to “add value” to our colleague in learning’s work.  

5) You may want to print and post hard copies of 1-4 and keep them in your notebook.

Perspectives on the Future – post here

Overview

In this discussion posting we’re thinking about some of the ways to think about the

future. 

Please post the following:

1)  Select some physical object, personal or social thing.  Identify if for the rest of us.

View it as a system and explain how you envision it as a system.

2) Add ten years to today.  Select any perspective from the module, identify it and write

a brief perspective on something that would be happening in light of this perspective. 

3) Now, reflecting on the material in this module (brief statements) list the top 5-6 things

that you learned from this module. 

4) After you’ve posted your response, please respond to another learner’s posting. Your

goal is to “add value” to our colleague in learning’s work.  

5) Print and post hard copies of 1-4 in your notebook.

Individuals and groups maintain differing views of the future. For this post you’ll need to

explore these differences.

Select one person from the following age groups (they can be friends, family members,

etc):

18 -30

31- 50

50-65

Over 65

Ask this person: “What will life be like in 2025?”  If they say they don’t know, probe, ask

again indicating that you need to know for a college exercise. 

For this post -

1) Indicate the age and gender of each person (NO names or other identifying

characteristics). Then, provide a brief 2-3 sentence overview of the key things that this

person expected to happen in 2025.

2) Write a paragraph that compares and contrasts the four AND your view of 2025. How

are they similar? How different? 

Post and respond to others.

Driving Forces

Overview

In this discussion posting we need to think about the major forces that may be shaping

our future. 

Please post the following:

1)   Review the “driving” forces from the futurists in this module.  Create a composite

list (if things are listed twice, just include them once) of driving forces. Then, draw a line

and type “My forces” and list of at least 2  forces that you think are missing.

2) Add ten years to today.   Select two driving forces and write a brief paragraph

imagining what might be the outcome of these two forces at that point in time. 

What impact will they have on humankind?

What impact will they have on you personally?

3) Now, reflecting on the material in this module (brief statements) list the top 5-6 things

that you learned from this module. 

4) After you’ve posted your response, respond to another learner’s posting. Your goal is

to “add value” to your colleague in learning’s work.  

5) You may want to print and post hard copies of 1-4 and keep them in your notebook.

Dealing with Change

Overview

In this discussion posting we need to think about how things change.

Please post the following:

1)    Identify something (physical, personal or social) and change it.  Tell us, what you

started out with, the time elapsed for the change, what it looked like after you changed

it, and what you did to make the change.  Then, write your own definition of human

change, i.e, “human change is…”

What is the impact of this change?

2)  List four ways that some of the futurists and thinkers in this module view change.

Select one of these ways, select something (physical, personal or social) and predict

what it might look like in the future applying this view of change. 

3) Now, reflecting on the material in this module (brief statements) list the top 5-6 things

that you learned from this module. 

4) After you’ve posted your response, respond to another learner’s posting. Your goal is

to “add value” to our colleague-in-learning’s work.  

5) You may want to print and post hard copies of 1-4 and keep them in your notebook.

Basic Futures Tools

Overview

In this discussion posting we need to think about the basic tools for addressing the

future.

Please post the following:

1)    Review the tools from the futurists and websites in this module.  Create a

composite list (if things are listed twice, just include them once) of futures tools (just list

them, no discussion needed). Then, draw a line and type “My tools” and list at least 2 

tools that you think are missing.

2)  Select one tool. Use it.  Then tell us:

a. Which tool did you use?

b. How did you use it and with whom?

c. What happened? “bad news” is as welcome as “good news!” 

3) Now, reflecting on the material in this module (brief statements) list the top 5-6 things

that you learned from this module.

4) After you’ve posted your response, respond to another learner’s posting. Your goal is

to “add value” to our colleague in learning’s work.

Creativity and Problem solving

Overview

In this discussion posting we need to think about the basic ways to use creativity to think

of the future. 

Please post the following:

1)    Review the tools for creativity from the futurists and websites in this module. 

Create a composite list (if things are listed twice, just include them once) of tools for

creativity (just list them, no discussion needed). Then, draw a line and type “My tools”

and list at least 2 tools  that you think are missing.

2)  Select one creativity tool or method. Create something.  Then tell us:

a. Which creativity tool or method did you use?

b. How did you use it and with whom?

c. What happened? “bad news” is as welcome as “good news!”

3) What is the relationship among the future, creativity and problem solving?

4) Now, reflecting on the material in this module (brief statements) list the top 5-6 things

that you learned from this module. 

5) After you’ve posted your response, respond to another learner’s posting. Your goal is

to “add value” to our colleague in learning’s work. 

6) You may want to print and post hard copies of 1-4 and keep them in your notebook.

Who has responsibility for the future?

In this post, answer this question at each level below and provide your reasoning for

your answer:

1) An individual level.. does each person have responsibility for the future?

2) Group and societal levels… do social groups, institutions( families,  governments, 

education, etc), societies have responsibility for the future?

3) Global level.. who or what has responsibility here?

If you answer “NO” responsibility is attributed to a level you must still indicate your

reasoning.

Post this and respond to others.

Constructing a future – building a time capsule.

1) Create a vision for the future in 2050. Then, create a time capsule ( a container

virtual or material) that can hold things that you expect to find in world at that time.  

Tell us about your vision.

2) What is the nature of your “capsule?”  What is it?

3) Now list all the things that you plan to put in it and why they will be there.

4) You may attach pictures or drawings in addition to text here.

5) Leave a message “inside” that will tell the “opener” (you or someone else) what, why

and who created this capsule and its contents.

Post your responses to the above items… seal your capsule and put it away until 2050!

Open it then (or have someone open it then).

Completion of an Exit Essay
Criteria: Create a brief 1-2 page paper which includes at least three parts:  

Criteria: Create a brief 1-2 page electronic "paper" that includes at least three parts: 

1) A discussion of the degree that you have achieved your learning goals for this course (What did you personally learn?) (10 points).

 2) A discussion of the degree that you have achieved  personal goals for this course (What did you personally "get out of this course."
 For example: self improvement, new skills, etc. Be specific.
(10 points).

3) A discussion of your assessment of the future now, at the
end of the course                                   (10 points).

4) Provide at least one thing that can be done to improve this course. (10 points).

Completion of an Entrance Essay 
Criteria: Create a brief 1-2 page  electronic "paper" that includes at least three parts: 

1) A discussion of your learning goals for this course
(What do you, personally want to learn?) (15 points)

 2) A discussion of your personal goals for this course
(What do you personally expect to "get out of this course."
 For example: self improvement, new skills, etc. Be specific.
(15 points)

3) A discussion of your assessment of the future now, at the
beginning of the course                           (10 points).

Thinking Outside of the Box

Explore ideas by writing them inside of the box. Then try exploring the same idea outside of the box. Post your results on the Discussion Board and reply to at least two of your classmates.

DEGEST Categories Pyramid

Now explain how your idea is effected by the following DEGEST categories. Most effected at the bottom of the pyramid and why, least effected at the top.

Demography

Economy

Government
Environment

Society/Culture

Technology

Opening Exercise:

Choose a partner and discuss the following scenario:  You have been shipwrecked on a deserted island and there are three other people with you. Discuss with your partner who would you like these people to be and why?  Write your answers down on paper and then discuss your answers with the rest of the class.

Scenario Exercise

Choose one of the following scenarios and develop a plan with your partner to solve the problem presented.  Allow about 20 minutes to come up with solutions.

1.   You have just been promoted to be the supervisor for about 15 people.  The prior supervisor was known to very aloof and totally unavailable to his staff.  This caused the office to very dysfunctional and to operate in a very inefficient manner because the staff did not know what was expected of them. You have been asked to get the office operating efficiently again. This, of course, will require work because people are late to work, do not complete projects on time, spend a lot of time on the phone for personal reasons, etc. Discuss how you would go about changing the office’s environment.  In addition you are younger than all of the people in the office and you are the only one with a college degree.

2.   Your employer used to have a tuition reimbursement plan for employees.  The plan was discontinued due to lack of interest.  You would like to continue your education and would like your employer to pay for some of it.  What steps would you take to persuade the employer to bring back the tuition plan?  (Hint: You may use some of the other employees to help you.)

3.   You have been asked to start a youth program in your neighborhood. You have background in youth counseling, but are not quite sure how to organize such a program.  How would you go about setting up the program?  There is money available for the program, but a formal document must be submitted to get the money.

Once you and your partner have come up with a solution, present your results to the class.  Discuss in a positive manner with the class which solutions seem viable and which ones may need to be adjusted.

Imagine what you would like your life to be like in several years.  Write down all the details of what you have imagined – your job, your family, your home, etc.  Now step by step, work backward from that time to the present and write down the steps you think you’d need to take to get to that point in your life.  Not everything you envision is possible, so as you begin to backcast, remove the unrealistic portions of your original scenario.   Share your thoughts with a partner or group and discuss how you came to your conclusions.

Goal Setting:  We suggest you use brainstorming to come up with a list of personal goals.  Remember that as you brainstorm, you are to work quickly without regard to the feasibility or other obstacle that may prevent you from achieving the goals you list.  You may work in a small group, or with a partner, or alone to brainstorm your list.  Once you have your list, go over each goal and eliminate those goals that are not obtainable.  Prioritize the remaining goals.  

Planning:  Choose one of your higher priority goals and develop a plan to achieve this goal.  Remember that you can use one or more of the planning tools to help you develop this plan.  The planning tools should be used to develop a rough “plan” or outline of the steps needed to achieve your goal.  Again, work quickly and be non-judgmental in outlining possible steps to your plan.  Once you have some of the plan in a rough format, then refine it by eliminating the “impossible and improbable” steps and fill in new ideas that you think of as you rework the plan. 

Final Plan:  Your final plan should be in written format with figures to illustrate steps, if necessary (for example:  if you used mind-mapping, you might want to draw in your mind map).  The plan should include all steps needed to achieve the goal and descriptions of each step.  If you choose, you can present your plan to your group and ask for comments or suggestions. 

Living in 2050: Nine trips to the future and back.

Criteria: When you complete each module in the course (there are a total of nine) you will be asked to travel to 2050 and join the rest of your learning colleagues to your experience of life in 2050.  Here’s the situation and what you need to do –

By traveling faster than the speed of light and slipping through a wormhole (all possible according to physicists – at least the wormhole) you are able to travel between today and 2050, visit and return.  You are able to do this such that you remain the same chronological age that you are now (if you’re 25, you’re 25 in 2050; if 18, you’re 18 in 2050).   Your goal is to “think and act like you are there, with all the social changes that you are coming to expect through your experience, reading, innovating and exploring.” Put yourself in 2050! Then come back…

Go to the discussion board on the home page; enter the discussion entitled Living in 2050 - Daily Post.

The first time (only the first time) 

When you enter the discussion board topic Living in 2050 - Daily Post post YOUR OWN unique response to the opening item. 

For your 2^nd time. Select the response of any other learner (not yourself) and “continue the story” by adding to living in 2050. Your addition should include the following criteria:

For your 3^rd time. Select the response of a learner different than 2^nd   learner and “continue the story” by adding to living in 2050. Your addition should include all the criteria listed above.

For your 4^th – 9^th times. Select the response of any learner (you can return to one that you’ve worked with before or move on to another) and “continue the story” by adding to living in 2050. Your addition should include all the criteria listed above.

Assessment: 10 points will be added for an adequate response (criteria met above)   Total =90 points