Skip to main content
SpringerLink
Log in
Book cover

International Conference on Telecommunications

ICT 2018: ICT Innovations 2018. Engineering and Life Sciences pp 21–35Cite as

Foresight as a Tool for Increasing Creativity in the Age of Technology-Enhanced Learning

  • Conference paper
  • First Online:

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 940))

Abstract

The inclusion of established methodologies from the science of foresight within an ICT course structure can lead to increased levels of student creativity when these processes are learned through a multimedia enhanced learning environment.

In 2014, I was asked by the ICT Department of the Faculty of Engineering and Science at the University of Agder to design and teach a master’s course on the future of mobile learning. After examining the student cohort, department need, technology resources, etc. I decided to undertake a three-pillar approach to the course design, using the science of foresight as an overarching framework and to build out the curriculum around this future-focused platform.

This framework leveraged the unique characteristics of the science of foresight as it seeks to determine and create future opportunities in any specific domain. This provided an opportunity to involve each student in ultimately solving potential future real-life problems by learning the methodologies and techniques for alternative thinking in a plausible future landscape full of unknowns and to develop novel multimedia approaches and tools for the future of mobile learning. This placed considerable emphasis on the development of creative skills, both cognitive and physical and allowed them to experience present and emerging mobile learning challenges for themselves. Accordingly, the final project for the students involved creating a fully structured project thesis that demonstrated how emerging multimedia could deliver future content of a mobile learning course curriculum that he or she had designed and deemed would be salient in 2030. It required each student to create a future course based upon the needs of a plausible, future workforce landscape and potential future jobs incorporating critical 21st Century skills, with increased creativity as a central outcome.

Subsequent research around the question of whether or how the future of mobile learning course delivered increased creativity, established that the science of foresight elements, such as having to place oneself and think in an alternative future landscape, creating novel future scenarios and solving potential future problems of discontinuity were as important or more important for the students’ increased levels of creativity as the emerging multimedia learning approaches and tools they used or developed.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  1. Al-Huneidi, A., Schreurs, J.: Constructivism based blended learning in higher education. Int. J. Emerg. Technol. Learn. (iJET) 7(1), 4–9 (2012)

    Google Scholar 

  2. Bless, H., Fiedler, K.: Mood and the regulation of information processing and behavior. In: Forgas, J.P., Williams, K.D., van Hippel, W. (eds.) Hearts and Minds: Affective Influences on Social Cognition and Behavior, pp. 65–84. Psychology Press, New York (2006)

    Google Scholar 

  3. Bock, M.: Life worlds and information habitus. Salzburg Vis. Commun. 3(1), 281–293 (2009)

    Google Scholar 

  4. Bodenhamer, D., Corrigan, J., Harris, T.: Deep Maps and Spatial Narratives. Indiana University Press, Bloomington (2015)

    Book  Google Scholar 

  5. Chirico, A., Yaden, D., Riva, G., Gaggioli, A.: The potential of virtual reality for the investigation of awe. Front. Psychol. 7, 1766 (2016)

    Article  Google Scholar 

  6. Cigman, R., Davis, A.: New Philosophies of Learning. Wiley-Blackwell, Malden (2009)

    Google Scholar 

  7. Adler, P., Florida, R., King, K.E., Mellander, C.: Creative economies. Martin Prosperity Institute Report (2015)

    Google Scholar 

  8. Fogarty, R.: Problem-Based Learning and Other Curriculum Models for the Multiple Intelligences Classroom. IRI/Skylight Training and Publishing, Arlington Heights (1997)

    Google Scholar 

  9. Gabrielli, S., Zoels, J.C.: Creating imaginable futures: using human-centered design strategies as a foresight tool. In: Proceedings of the 2003 Conference on Designing for User Experiences, DUX 2003, San Francisco, California, 06–07 June 2003, pp. 1–14 (2003)

    Google Scholar 

  10. Garrison, D.R., Anderson, T., Archer, W.: Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet High. Educ. 2(2–3), 1–19 (2000)

    Google Scholar 

  11. Hansen, E., Lundh, L., Homman, A., Wångby-Lundh, M.: Measuring mindfulness: pilot studies with the Swedish versions of the mindful attention awareness scale and the Kentucky inventory of mindfulness skills. Cogn. Behav. Therapy 38(1), 2–15 (2009)

    Article  Google Scholar 

  12. Howland, J., Moore, J.: Student perceptions as distance learners in internet-based courses. Distance Educ. 23(2), 183–195 (2002)

    Article  Google Scholar 

  13. Intuit Inc.: Intuit 2020 Report: Twenty Trends That Will Shape The Next Decade. Intuit Inc. (2010). http://http-download.intuit.com/http.intuit/CMO/intuit/futureofsmallbusiness/intuit_2020_report.pdf. Accessed 24 May 2017

  14. Isen, A.M., Daubman, K.A.: The influence of affect on categorization. J. Pers. Soc. Psychol. 47, 1206–1217 (1984)

    Article  Google Scholar 

  15. Lankshear, C., Knobel, M.: Digital literacy and digital literacies: policy, pedagogy and research considerations for education. Nord. J. Dig. Lit. 9(4), 8–20 (2015)

    Google Scholar 

  16. McRobert, L.: Char Davies’ Immersive Virtual Art and the Essence of Spatiality. University of Toronto Press, Toronto (2007)

    Book  Google Scholar 

  17. Miliszewska, I., Horwood, J.: Engagement theory. ACM SIGCSE Bull. 38(1), 158 (2006)

    Article  Google Scholar 

  18. Nber.org: December 2016 NBER Digest (2018). http://www.nber.org/digest/dec16/w22667.html. Accessed 25 July 2018

  19. Oganisjana, K., Laizans, T.: Opportunity–oriented problem–based learning for enhancing entrepreneurship of university students. In: Proceedings of Procedia - Social and Behavioral Sciences, vol. 213, pp. 135–141 (2018)

    Google Scholar 

  20. Pearce, J., Ainley, M., Howard, S.: The ebb and flow of online learning. Comput. Hum. Behav. 21(5), 745–771 (2005)

    Article  Google Scholar 

  21. Rose, N., Aicardi, C., Reinsborough, M.: Foresight report on future neuroscience and the human brain project (2015)

    Google Scholar 

  22. Rossin, D., Ro, Y.K., Klein, B.D., Guo, Y.: The effects of flow on learning outcomes in an online information management course. J. Inf. Syst. Educ. 20, 87–98 (2009)

    Google Scholar 

  23. Rotherham, A.J., Willingham, D.T.: “21st-century” skills. Am. Educ. 34, 17–20 (2010)

    Google Scholar 

  24. Semega, J.L., Fontenot, K.R., Kollar, M.A.: Income and Poverty in the United States: 2016. US Census Bureau, US Department of Commerce, 12 September 2017. https://www.census.gov/library/publications/2017/demo/p60-259.html

  25. The Government Office for Science: Foresight Mental Capital and Wellbeing Project. Final Project report, pp. 20–21. The Government Office for Science, London (2008). https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/292450/mental-capital-wellbeing-report.pdf. Accessed 3 June 2018

  26. Tittenberger, P., Siemens, G.: Handbook of Emerging Technologies for Learning. University of Manitoba, Winnipeg (2009)

    Google Scholar 

  27. Wankel, L., Blessinger, P.: Increasing Student Engagement and Retention Using Multimedia Technologies. Emerald, Bingley (2013)

    Google Scholar 

  28. Woodgate, D., Isabwe, G.: Developing future vision landscape and models of technology enhanced learning. In: INTED 2018 Proceedings, pp. 6824–6835 (2018)

    Google Scholar 

  29. Woodgate, D.: The “sense event” – from sensation to imagination. Comput. Entertain. 10, 3:1–3:33 (2012)

    Google Scholar 

  30. Woodgate, D.: Future Frequencies. Fringecore Publishing, Austin (2004)

    Google Scholar 

  31. Woodgate, D.: Optimizing student interaction, engagement and collaboration through blended learning (keynote presentation). In: Adila Conference, Kristiansand, 8–9 December 2016 (2016)

    Google Scholar 

  32. World Economic Forum: The Future of Jobs Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, 1st edn. World Economic Forum (2016). http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf. Accessed 22 May 2017

Download references

Author information

Authors and Affiliations

  1. University of Agder, Grimstad, Norway

    Derek Woodgate

Authors
  1. Derek Woodgate
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Derek Woodgate .

Editor information

Editors and Affiliations

  1. Faculty of Computer Science and Engineering, Saints Cyril and Methodius University of Skopje, Skopje, Macedonia

    Slobodan Kalajdziski

  2. Faculty of Computer Science and Engineering, Saints Cyril and Methodius University of Skopje, Skopje, Macedonia

    Nevena Ackovska

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Woodgate, D. (2018). Foresight as a Tool for Increasing Creativity in the Age of Technology-Enhanced Learning. In: Kalajdziski, S., Ackovska, N. (eds) ICT Innovations 2018. Engineering and Life Sciences. ICT 2018. Communications in Computer and Information Science, vol 940. Springer, Cham. https://doi.org/10.1007/978-3-030-00825-3_3

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-00825-3_3

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-00824-6

  • Online ISBN: 978-3-030-00825-3

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation