I investigate the lifelong and self-determined learning (heutagogy) and creative exploration through the unknown. My purpose is to I try to hack a learning process by creating a tool for helping learners can develop "their own knowledge" and "shift their view of learning framework" (from teacher-centered to learner-centered). This project's called the 'Game of Knowing'.
by: Perus Saranurak, 6 June 2014, MA Design Futures and Metadesign at Goldsmiths, University of London, London, UK. Postgraduate Dissertation work.
The workplace ecosystem of the future 24.4.2024 Fabritius_share ii.pdf
'Game of Knowing' in Design Symposium 2014
1. Game of knowing
An alternative self-directed learning approach
By Perus Saranurak | 6 June 2014
Goldsmiths, University of London
Design Symposium 2014
4. Self-learning environment
MOOC
Massive Open Online Course aims at unlimited
participation and open access via the web
SOLE
Self Organized Learning Environments (Sugata
Mitra) is a growing classroom practice to
promote independent learning.
Learning Curiosity
Technology
5. MOOC
Massive Open Online Course aims at unlimited
participation and open access via the web
SOLE
Self Organized Learning Environments (Sugata
Mitra) is a growing classroom practice to
promote independent learning.
Self-learning environment
Learning Curiosity
Technology
BIG
QUESTION
6. Learning Curiosity
My area
We are naturally curious.
Technology
Can we understand our own curiosity
and develop ourselves from it?
For developing an alternative self-directed learning approach
Learning
Learning
7. Purpose
To create an alternative self-directed learning
approach by using a computing programme to
identify and report curiosity
Learning Curiosity
TechnologyLearning
Learning
8. Example of tools:
1. Tracking curiosity - Programing for web tracking and record the journey
Tools for curiosity
9. Expected approaches
Game of knowing
An alternative self-directed learning approach.
Learning Curiosity
Technology
Tool
10. Expected approaches
Game of knowing Curiosity
(1) Identify
1. Identification of curiosity
Actions
Tracking program
11. Expected approaches
Game of knowing Curiosity
(2) Network of knowing
Curiosity
Curiosity
Curiosity
Curiosity
1. Identification of curiosity
2. Network of knowing
12. Expected approaches
Game of knowing
(3) Development of knowing
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
1. Identification of curiosity
2. Network of knowing
3. Journey of knowing
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
15. Sum up
Game of knowing
Technology
Learning Curiosity
Tool
An alternative self-directed learning approach.
Self-directed, self-developed and self-motivated
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
Curiosity
16. Game of knowing
An alternative self-directed learning approach.
Q&A
• What can guide you in developing knowledge ?
• How much curiosity impact on your learning ?
• Could you give an example of your curiosity
improves your leaning or leads to a new
unexpected area ?
17. Game of knowing
An alternative self-directed learning approach.
Further step
• Design for How People Learn by Julie Dirksen
• 21st century skills www.p21.org
• ‘Heutagogy, self-determined learning’ by Lisa Marie Blaschke
and http://heutagogycop.wordpress.com/
• ‘Gamification’ by Ben Bett
18. What is ?Curiosity
To want to know → Epistemology
Experiential Presentational Propositional Practical
Tracking curiosity
Notas del editor
I will start with the Simple Quote that would be the framework of my whole dissertation.
Internet become the suitable environment for learning
2 relevant concept of self learning
Mooc provides the space for edcuactional institutes or instructors to open their course which internet users can easy to access.
Sole provides curriculum which start from asking big question and let students work together and use internet to answer the question. - self-discovery, sharing and spontaneity
That motivates use to do
That motivates use to do
Experiential: Knowledge created by a conscious being, fully aware of and grounded in the immediacy of the direct sensory environment, while mindful of the duality of our mental imagery and the real world. Heron and Reason accept the ontology of a real world as given.
Presentational: Knowledge generated by and communicated through a variety of richly imagined artistry. This is Knowledge as metaphor as described in the Mythos vs Logos dialogue. Heron and Reason elevate the arts other than language in this section, arguing that language as tool may constrain the presentational knowledge in hierarchical ways
Propositional: Heron and Reason describe this as formal theoretical, conceptual knowledge, encoded in language. They characterize the dominant modern propositional knowledge in terms of logical positivism and Cartesian duality, and express concerns with the way it may serve to irreconcilably separate the subjective and objective. They allude to a causal argument that leads from language to subject/object dichotomy to man-made ecological disaster to highlight a problem of taking untempered formal propositional knowledge to extremes.
Practical: Heron and Reason emphasizes the AR tradition of the primacy of the practical. My sense was of a back-propagation of validity and quality from the practical which suggests we are sensible for pursuing the paths of the experiential and presentational forms of knowledge as they can be later validated through practice. This is knowledge in action that has consequences which can be compared to alternatives and then valued by human judgment. This is knowledge supported by a body of knowledge and a community of practice.
If we can see our map of interests, we can direct and design our journey of improvement
Experiential: Knowledge created by a conscious being, fully aware of and grounded in the immediacy of the direct sensory environment, while mindful of the duality of our mental imagery and the real world. Heron and Reason accept the ontology of a real world as given.
Presentational: Knowledge generated by and communicated through a variety of richly imagined artistry
Propositional: Heron and Reason describe this as formal theoretical, conceptual knowledge, encoded in language.
Practical: Heron and Reason emphasizes the AR tradition of the primacy of the practical.