(draft)Game of Knowing: couriosity-lead learning method -> Metalearning by Perus Saranurak

Metalearning

Meta-learnerguidebook

Writer:Perus Saranurak

Futuring your futures

Design DissertationMA Design Futures and Metadesign, Goldsmiths, University of London, UK

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Game of Knowing


Personalise learning process and motivation for designing futures.


Design Dissertation MA Design Futures and Metadesign, Goldsmiths, university of London, UK

Cover image: Landscape of Learning by Perus Saranurak and Yu Hsiang Chen (Anderson Chen) “How can you know what you don’t know?”

Metalearning





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Game of Knowing




Metalearning Futuring your futures

Game of knowing Personalise learning process and motivation for designing futures.

Writer:

Perus Saranurak

MA Design Futures student [Product designer and Metadesigner]

Cognitive designer

Readers:

Self-learners

Educational Designers

MA Design Futures

Goldsmiths, university of London

1nd edition

Abstract

In 1970, the futurist Alvin Toffler said “today’s fact becomes tomorrow’s

misinformation”. Over 40 years later, the changes are accelerating even

faster than expected, due to developments in technology. The connectivity has many influences in learning. How can designers help to

develop new methods for learning within these times of rapid change? It

is my belief that today’s learners need to become more active and responsive rather than passive. In the past people could rely upon

knowledge for longer periods of time. This research studied about the

concept of “Metalearning”; leaning methods for the future; focusing on the aspect of self-learning and collaborative learning. Then it provided

the materials for designing the matalearning tools.

MA Design Futures and Metadesign, Department of Design, Goldsmiths,

University of London, United Kingdom

http://www.gold.ac.uk/pg/ma-design-futures/

Perus Saranurak, 2014

First edition printed on 21st November 2013

Revised and updated edition printed on 17th July 2014

Design by Perus Saranurak Printed and bound in London by Perus Saranurak

To Hannah Jones, Mathilda Tham, John Backwell and John Wood,

who extend my perspective of futures and design possibilities

To my family,

who give me the freedom to think, and always support

To you,

who think life can be re-designed.

Content

Introduction: .......................................................................................................... viii

Glossary .................................................................................................................... xii

Chapter 1: Future - Futuring Your Futures .......................................................... 2

Chapter 2: As a designer, ......................................................................................... 6

Chapter 3: Understand Learning .......................................................................... 12

Chapter 4: Metalearning........................................................................................ 26

Chapter 5: Motivation of learning ....................................................................... 36

Chapter 6: Game of Knowing ............................................................................... 46

Chapter 7: Conclusion ............................................................................................ 59

Chapter 8: Self-reflection ..................................................................................... 61

Appendix 1: Metalearning Tools .......................................................................... 65

Appendix 2: the results of the interview ............................................................ 75

Appendix 3: Recommended learning environments ........................................ 77

Appendix 4: Finding what is learning? ............................................................... 79

Reference ................................................................................................................. 82

Bibliography ............................................................................................................. 84

Image reference ...................................................................................................... 85

vii

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ix

My Learning Journey

From my first essay ‘Hacking Happiness’ which I develop my skills, knowledge and understanding about sustainability. That essay brought

the sustainability to touch with the individual’s now. From the idea that

provides the mindset which everyone can access to happiness. To raise their awareness that sustainability always engage with their life(style).

FIGURE 3: PREVIOUS RESEARCH IN MA DESIGN FUTURES

Also, my next essays are about designer role involving with community

and empowering learning experience. For this dissertation, I would like to

develop my view of the awareness of sustainability further. To support the diversity in society, Game of knowing tries to develop the concept of

sustainability to engage with individual’s futures. I believe that today’s

technology is ready to support diversity in society, but people are not ready. They only need a spark to activate and motivate them. Game of

Knowing is the platform for re-conceptualizing the understanding of

knowledge.

x

FIGURE 4: ONE OF METALEARNING TOOLS - LEARNING JOURNEY

xi

I appreciate to exchange ideas, experiences and opinions with you about

this topic Hacking Happiness.

Contract: Perus Saranurak MA Design Futures + Metadesign (2013-2014) http://designfutures2013.tumblr.com Email: [email protected] https://www.linkedin.com/in/perus https://goldsmiths.academia.edu/PerusSaranurak/ http://cargocollective.com/monkix

xii

Glossary

Metadesign – a designing process to re-frame paradigms, perceptions and

the design process itself to be more holistic.

Prosumer – an active consumer who not only wait and take from the

market, but also takes a role to produce, predict or improve their own

life.

Learner – it is not the student, learner is one who passions in developing

one’s self and can motivate oneself to learn. The learner is a type of

future human.

Metalearning – a process when learners are learning and designing how

they learn.

Epistemology – a branch of philosophy study about the nature of

knowing.

Motivation – the inherent energy drives people into actions.

MA Design Futures, Goldsmiths, University of London 1

If you can fast forward your life to preview your future and if you don’t like that future, what will you do?

FIGURE 5: RELATIONS IN CHAPTER 1

Game of Knowing: from earning to Metalearning 2

Chapter 1: Future - Futuring Your Futures

FIGURE 6: NOT THIS - CHANGE YOUR FUTURE

“Would everyone be able to design their own future?” This idea had

been developed from the ontological concept of being and life; from Michael Foucault (1972) “Power/knowledge”, which answers what

articulates our thinking that we think following the way we educated and

informed; and Scott Adams (2011) said "You are what you learn. […] If you don’t like who you are, you have the option of learning until you become

someone else. There's almost nothing you can't learn your way out of”. Learning can articulate the learner’s future.

According to the futurist Alvin Toffler (1970), he explained effects of

technology will lead to an information overload and the acceleration of pace of information. He said “Today’s fact becomes tomorrow’s

misinformation” in 1970, when personal computers and internet weren’t

available, and now the rapid development of technology keeps accelerating the change. Moreover, the connectivity from the 21st century

technology has influential impacts on the reliability, functionality and

essence of information and knowledge. To cope this situation, he suggested people should develop their learning skills for living in the

future.


"The illiterate will not be those who cannot read and write,

but those who cannot learn, unlearn, and relearn." - Herbert Gerjuoy (cite by Alvin Toffler, 1970)

From Toffler’s learning skills, reading is different from learning. Someone

is good at reading, but they possibly cannot learn. This dissertation would like to develop the Toffler’s notion about the learning skill further. This

research will introduce ‘metalearning skills’, which is a learning skill how

to develop one’s own learning skills.

Future scenario:

The future of this research is where everyone is able to design their own futures, following individual interest. Future community would be seen as

one unit of many independent. This diversity in society would be emerged

by a social value, which becomes stronger by the impacts of connectivity. It supports the collaboration to become the fundamental way of living.

Future people are willing to involve and support each other more. Also, it

is possible to see that the social connection becomes more valuable than money. It is because the synergistic values of a social connection can

create change and it grows holistically by use. In contrast, the value of

money is for transferring and it cannot grow from itself.

To answer “Would everyone be able to design their own future?”

Yes, from this place of the world spinning, everyone has to be metalearner to remain their authority of being (learning wisdoms) in this

collaborative world. This research focuses on how to assist learners to be able to create their own learning style and motivate themselves in

learning.


FIGURE 7: DESIGN FUTURES


"The future is not something we enter. The future is something we create."

-Leonard I. Sweet.

FIGURE 8:RELATIONS IN CHAPTER 2


Chapter 2: As a designer,

In the future world learners (future human) would be able to create their

own learning style and motivate themselves. How can a designer create

this world? Beforehand, this chapter would like to introduce what are the roles of designers, and it would explain the design proposal for futuring

the future.

The Roles of (Futuring) designers:

Generally in the world driven by economics, the roles of designers have

been seen as a technology-driven, utility-driven, aesthetics and

storytellers. However, from studying in the MA Design Futures programme, the roles of designers could be more related to society and

change. For this research objective, this chapter will describe the

designer’s roles, in terms of the development of community and humanity.

Designer as a Facilitator or a Co-creator

Dott (2007 cited by ICSID) brought design to contribute to societal

challenges (health, education, food and energy). The role of a designer will be seen as Facilitator and Co-creator. Designers work with community

and use design-led tools to lead communities to be actively involved in

issues.

Designer as a Capability builder

Tan (2014) introduced this role as building design-led skills among people

to address challenges themselves. In the same way, the research from

Northumbria Design (Yee, Joyce, Tan, Lauren and Meredith, Philip, 2009) introduced this role in term of e-learning service. Design role could be a

‘conduit’ of knowledge.

As tutorial with John Backwell (13 Aug 2014), in the development of a novice to an expert, designer can design the training devices to support


the different levels of learners and motivate them further. For instance, a

mitre block for a carpenter and train wheels of a bicycle are made for increasing the rate of success.

Designer as a Liberator

In Design Futuring, Tony Fry (2009) indicated the role of designer in the

scope of humanity. “It is not just that we are born into a designed world but that our interaction with the world is designed” (Fry 2009, 25). And in

Design as Politic, design creates the understanding of the world, as world-making, and our existing (Fry 2011, 234). And engagement with the

design is the gate to freedom (Fry 2011, 209). So the role of designers

could be the one who reveals the new opportunity to the world and free the freedom. It is because design can turn unused things into functional

materials that will change the perception of the world. Like before the

Thomas Edison’s light bulb was created, no one understands how functional of the electricity.

In terms of education, Carl Rogers (1994, 304) defined the freedom is not

only the determined sequence of cause and effect. The freedom of learning is able to bring the learner to the existing in a different

dimension.

Designer as an Activist or a Change Agent

“Design Activism” was coined by Flua-luke (2009). In this role, designer’s capabilities are able to create a counter-narrative, “aimed at generating

and balancing positive social, institutional, environmental and/or economic change”. Also, MA Design Future programme (2013) introduced

a change agent, who organizes and/or facilitates the change to happen in

society.

From these definitions, Designers are who not can create products,

objects or things, but designers are who can create changes in humanity. From a design perspective, Thomas Edison invented a light bulb

that revealed a usable function of electricity. The light bulb is a tool for


delivering the value of new function (Cheek, 2014). Even now LED could

replace the light bulb from its efficiency, but the function that Edison’s light bulb performed still remained. It is because the world had been

changed since the first light bulb was created.

This designed research tended to reveal the function of self-learning as the ‘futuring your future’. If there is a tool to personalise learning

process, everyone possibly design their own future. For this research, the

responsibility of a designer is to design the mobility of learning mindset.

The Design Proposal

Knowledge and education become commodities. Students are consumers that pay money to the academic education system. Then it provides them

learning materials, it standardizes them and it gives them a new status

called a graduated certification. In the 21st century, technology enables the new dimension in learning (freely access, interact and track activities).

However, most of learning methods (including self-learning and self-

determined) still require and be controlled from an educator’s role. Perhaps it is because the learning methods were written from educators,

what if a designer designs tools to free learning method from the

academic authorities?

From design perspectives and the concept of prosumer, design is able to

motivate a passive consumer to be an active consumer’s community. “Can learning happen without a teacher?” likewise the learner can DIY their

knowledge.

Moreover, this research tended to enrich the “future with diversity and freedom of being”. It reduces the monopoly of the possible futures, in

terms of academic education. As a design piece, this research will

communicate the concept of a metalearning, which potentially lead to “futuring your future” and enrich self-authority in future.


Methodology

This research itself is a metadesign tool, as a guidebook of futuring, which

provided metalearning materials (as its contents and its reading experiences). For creating metalearning tools, there are 2 steps to be a

metalearner:

(1) Tool for being Active learning

Provide the fundamental material for understanding learning and metalearning

Motivation and mindset for growablility: step to unknown and new things

(2) Tool for Collaborative learning

Tools - Platform or environment for collaborative learning

FIGURE 9: 2 STEPS TO BECOME METALEARNERS

(This diagram, develop from collaborative with my classmate from writing a co-dissertation)

From these 2 steps, readers could understand the diversity of learning potentials and views. This research will provide the diverse reviews of

learning theories for an extensive understanding about capability


improvement. To simplify the complex data, this research chooses

visualisation methods to explain and compare between different learning concepts.

Also, it will introduce some technology-support learning approaches

which help learners to be able to personalize and DIY their own self-learning style.

For interviewing, this research chose MA design students at Goldsmiths,

University of London as a sample group because the design programmes here uses a teaching style in the same direction as andragogy (an adult-

learning style). So the students have to choose their learning topics. Moreover, MA Design Futures programme’s teaching style is same as

heutagogy, which stimulates students to review their learning process

and learn from it.

The methods of self-developing and making decisions are useful for

designing metalearning tools further. Also, this research did not design

“How can learning experience be fun?” In the other ways, this research tends to explore “How can a fun experience be a learning material?”


Everything could be changed when you know how to see it from different angles.


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individual competence, and it can be divided into three phases: outcome,

process, material.

Different scopes of learning

According to Harris and Schwahn (1961, cited by Knowles), learning could be distinguished into 3 different scales:

● Learning as product - the end-result or outcome of the learning

experience. ● Learning as process - to attain a given learning product or

outcome. ● Learning as function - the critical aspects to make learning

possible, such as motivation, retention, and transfer

These definitions see the previous scale as the material of the next scale, such as the learning as process is the learning material of learning as

function. For metalearners, to know one learning process could be adapt

for getting knowledge or skills from different ways. And, in the function scale, it could be used to compare and develop the other learning

processes.

FIGURE 12: LEARNING IS DIFFERENT SCOPES


Epistemology

It is the processes to transform and interpret experiences into functional

or usable competences. In MA Design Future class, Mathilda’s lecture (27 May 2014) introduced the idea of “epistemology”, the branch of philosophy study about the nature of knowing. From studying this, it

could be seen as the similar process of learning (the individual

interpretation and understanding). According to Reason and Bradbury (2008), there are 4 types of knowing in epistemology:

● Experiential: knowledge is from conscious being as the ontology of a real world as given

● Presentational: languages and arts are the communication tools. By

using for articulating, encoding and decoding an idea, it also benefit the learner’s self.

● Propositional (theory): decoding from other people’s experience

or knowledge, such as book and lecture. ● Practical: learning by body, feelings and senses, tatic knowing

These 4 types of knowing can be seen that learning has various ways. This

could lead to the diversity of learning styles, but the traditional education puts the value on propositional knowing much more than the other types,

which learner can learn from their actions. So, If the learners understand

and be able to choose, they can create their own learning styles, which could be much more effective and motivated than the universal style

because everyone is different.


FIGURE 13: LEARNING IS DIVERSE

Instructional Continuum

As the epistemology holding the principle of learning, moreover, there are

instructional continuums (Rogers, 1994), which exposed the different

strategies of learning (from a teacher-focused to a student-focused):

● Lecture

● Questioning ● Drill and practice

● Demonstration

● Discussion ● Cooperative groups

● Guided discovery

● Contracts ● Role-play

● Projects

● Inquiry ● Self-assessment


From the diagram, it could help to clarify the elements and the diversity in

learning process. By understanding these, the learner could be able to try, create, and evaluate individual learning styles that suit with the learner’s

self.

What could we develop from learning?

The learning outcome could be seen generally as personal knowledge or

skills. Moreover,

Learning processes propose to improve the learner’s capabilities, which

could be distinguished in many directions. According to Knowles (1990), he provided various definitions of learning outcome from many theorists

in his book ‘Adult learning’:

● Motor skills - Gagne (1972) ● Verbal information - Gagne (1972) ● Intellectual skills - Gagne (1972) ● Cognitive Strategies - Gagne (1972) ● New behaviour - Crow and Crow (1963), Haggard (1963) ● Habit - Crow and Crow (1963) ● Attitude - Gagne (1972), Crow and Crow (1963) ● Personal adjustment - Crow and Crow (1963) ● Social adjustment - Crow and Crow (1963) ● Autonomous - Jourard (1972) ● Self-actualization - Maslow (1970)


FIGURE 14: WHAT CAN LEARNING DO?

These learning outcomes could affect the learner differently, that could be grouped into 2 directions: ‘learning as change to control behaviours’ (like Skinner in 1968, Haggard in 1963 and Cronbach in 1963), and ‘learning as a growth of personal potential’ (likes Gagne in 1972 and Rogers).

By understanding different dimensions of learning outcome, there are

many potential in learning, which learners gain a freedom to develop themselves. These outcomes are only the sample of many capabilities,

which depended on the learner’s mindset (in page 44)


Where is learning from?

How is knowledge made from? According to "From Data to Wisdom" by Ackoff’ (1989 cited by Bellinger, G., Castro, D. and Mills, A., 2004), he

classified the information into 5 levels:

● Data - a raw thing has no meaning by itself. It represents only its existence.

● Information - a data which has been given a meaning (from rational

connection) ● Knowledge - the collection of information, it could create by a

synergy of many information ● Understand - the process of synthesising new knowledge from old

knowledge, like learning, not memorizing

● Wisdom - the explorative mindset to the unknown area From this development [data → information → knowledge →

understanding → wisdom], it could give the idea that learning has

different levels and each level use different material.

For example, John Wood (2013) introduced the word “synergy” to the

Design Futures class. From the word itself, “synergy” could be data. When

John Wood explained the meaning that “synergy is the greater effect from an interaction between 2 different things” - now the student

understand ‘synergy’ as the information and the explanation as the

knowledge. When Hannah suggested students to do the workshop of bisociation, creating of new keyword from synergy 2 keywords, it brings

the ‘synergy’ to the level of understanding. After students tried this concept in different contexts or different purposes, that would create a

unique wisdom about ‘synergy’

From DIKW, It could be seen in the same diagram of Harris and Schwahn (1961) classification.


FIGURE 15: LEARNING FOR WISDOM

Futuring is Learning for Wisdoms: Changing World views

From my experience of learning new things, it possibly changes the

learner’s world view. For example, Learning can change the world views from my experiences If we see learning as a function that we can choose

the future abilities;

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see a plastic product, I will see the detail to understand how it was

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Summary of learning

Learning changes the way of living and interpreting the world. Hopefully,

this chapter can help you to see different views and scopes of learning

and understand them, thus it possibly form a new value of learning that relates to your personality. According to Rogers (1994, 286), the adult

learning is based on personal understanding of the meaningful and

valuing process. And the next chapter will introduce you about understand your own learning process, ‘metalearning’.


Impossible is a state of your mind.


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FIGURE 26: UNDERSTAND THE PROBLEMS IN LEARNING

The 5 Learning Gaps

The gaps make the learning process unsuccessful. Through the process of

learning, there are many problems which make the learning process

unsuccessful, ineffective, difficult or unsatisfied for learners. Julia Dirksen (2012) provided the very simple and clear explanation of how people learn

in her book ‘Design for how people learn’. She addressed the 5 key aspects, called gaps of learning, which is very important to understand to

design a learning platform.

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● Communication gaps - even everything is ready, the

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Relation between the Gaps

Skills and Knowledge fulfil each other

Learning is like to improve capability and understanding. Also, by

improving knowledge, it will improve the learner’s skills and vice versa.

Skills → knowledge

For example, to improve a carpenter capability, the learner has to improve

his cutting skill from practicing. While practicing, he also improves his knowledge, understanding the movement and wood texture. His body and

his brain remember practicing experience to improve his carpenter capability.

Knowledge → skills

On the other hands, in learning other languages, the learner is able to start from the fundamental knowledge, such as alphabets and greeting

sentences. Then the learner is able to practice writing skills, reading skills,

speaking skills and listening skills. Also, in each skill

From self-reviewing on my learning experience in MA Design Futures

programme, an autoethnography, the relations between skills and

knowledge:

● Knowledge for accessing skills and knowledge

● Skills for accessing knowledge and skills

● Skills for using knowledge ● Knowledge for sharpening skills

● Knowledge for extending skills ● Knowledge for synergizing skills

● Skills for synergizing knowledge

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Motivation drives action.

Even the learner has basic knowledge and skills in the best learning

environment, but the learning process, capability development, won’t

happen if the learner doesn’t take an action. Motivation is like a fuel for the learning process.

In general education, we are motivated by teacher, grade and level to

move the learning process. However, for self-learning, There are no score, no tutor, and no classroom. The learner has to motivate one’s self.

So the learning motivation could be seen as the most important element. This research will describe about it in the next chapter.

FIGURE 31: SYSTEMS BETWEEN THE LEARNING GAPS


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(1:30), tutoring (1:1), and mastery learning (1:30) - the ratio of teacher and

student. That research tried to develop the teaching strategy to improve the achievement of the group study (1:30) to be same as tutoring (1:1).

The key of teaching strategy is the Higher Mental Processes (HMP) making

learning material be more engaged with the learner’s behaviour and living.

It could be seen the performance of student relates to the way of

teaching. Ben Bett (2013) said in his TED talk that we can succeed in

learning if we have been taught in the right way. He introduced the learning should be personalized to match with each individual learner, and

he developed the learning strategy with gamification, game-like mechanics in non-game environments. Also, gamification could be seen in

many e-learning systems and many applications nowadays.

From his experiment about the gamification in learning, Gamification can:

● Increase the participation of students: from anywhere, also it’s

fun-based

● Predict grades: by analysing student’s progress and plot their possible

● Highlight ‘at risk’ students: to diagnose them, develop learning

environments for their better perform. It could increase the number of participants but it has a limit that it

cannot control the quality of the participation, 70% of the participants

only gave a useless answer “yes, I agree” for getting a point. So he suggested the gamification should reward at competence, not

completion.

Play is misunderstood

For some “work is productive, play is frivolous” this message may be useful for unifying workers during the Industrial Revolution. According to

Aaron Dignan (2011), now Digital Revolution, play is an energy source. We

are born curious. Children always play, fun and curiosity motivate them to learn to explore new thing.


A play is also the key of learning and creativity. Tim Brown (2008) said in

Ted that, to form the design team, friendship is the shortcut to play and trust allow to create the risks, creative idea.

In my view, “play”, “work”, “train”, “try”, “against”,… are the same in term of doing a task, but they merely contain different motivations in the

processes. Without any motivation would lead to laziness, which is most

of the interviewees mention it as a distraction of the learning process.

Motivation in learning (from extrinsic to intrinsic)

From my studying, I found the relative topics about motivation for learning. Daniel H. Pink (2009) explains about the 2 types of motivation in

‘Drive: the surprising truth about what motivates us’:

● Extrinsic motivation

● Intrinsic motivation

Extrinsic motivation is the problem in lifelong learning

Extrinsic motivation has been used generally for driving people to complete tasks. Grade, score, reward, bonus, punishment or blame is the

traditional treatment in education and workspace to motivate students

or workers to improve their performance. However, in terms of learning, Daniel Pink (2009, 59) mentioned that extrinsic motivation will reduce

learner’s performance and creativity. Moreover, the learner prefers to

cheat, use a shortcut or focus in the short-term. Moreover, it can be addictive and kill individual intrinsic motivation too.

From Pink’s many experiments, extrinsic motivation is good when the task is boring, meaningless and routine. Including it will affect the

learner’s mindset to get addicted to the lure. The learner should be more


concern in their process than the outcome. So if the learning style is

boring or meaningless for students, it should adjust itself, not turn student’s attention to extrinsic motivation because

Intrinsic motivation for learning

In ‘Drive’ Pink (2009) showed the 3 remarkable elements for supporting

intrinsic motivation, which have been used further in developing learning

method and the gamification:

Autonomy

Autonomy means acting with choice; it is different from independence

(90)

- Type I behaviour emerges when people have autonomy over the 4 T’s (94):

● Task - what people do

● Time - when they do it ● Technique - how they do it

● Team - whom they do it with

Mastery

Pink defined mastery as “the desire to get better and better at something

that matters”. Autonomy leads the learner to engagement, which is required for solving complex problems or improving learner’s self-

capabilities through the task. Mastery is the satisfaction through the

process, which require the understanding of 3 laws of mastery (Pink, 2009,120):

● Mastery is a mindset (from Dweck’s ‘growth mindset’) ● Mastery is a pain (as Grit) ● Mastery is an Asymptote, feel close but never reach it.

Purpose

As human, we have been purpose seekers. Psychologist Mihaly Csikszentmihalyi (cited by Pink, 2009, 134) said “purpose provides the


activation energy for living” and he thinks that “evolution has had a hand

in selecting people who had a sense of doing something beyond themselves.” According to Pink, purpose motive created by 3

organizational ingredients:

● Goals ● Words

● Policies

Intrinsic motivation tends to give the meaningful and sustainability in improvement. In contrast, the system in academic education is set from

the principle of extrinsic motivation-driven. It should be re-balanced the weight between intrinsic.

FIGURE 35: WHAT IS INTRINSIC MOTIVATION?

Furthermore, in terms of learner itself, Pink (2009, 77) gave a clear comparison between extrinsic-motivated learner (Type X) and intrinsic-

motivated learner (Type I). The intrinsic-motivated learner tends to be

more sustainable and greater in physical and mental well-being.

Pink suggested Type I mindset is trainable, fortunately. No one born with

this mindset, and it does not depend on age, gender and nationality. More


you exercise, more your mindset improves, and you could become the

‘growth mindset’ learner.

FIGURE 36: INTERVIEW ABOUT SELF-MOTIVATING

How to drive yourself

Jonathan Haidt (cited by Dirksen, 2012) explains about the brain being like

a rider and an elephant in his book The Happiness Hypothesis.

FIGURE 37: ELEPHANT AND RIDER

Learning is like to control an elephant, learner self. This is the hard work

to drag an elephant if it doesn’t want to. Also, self-control is limited to

how long the learner can force themselves to pay attention, Dirksen (2012, 131). Instead of dragging the elephant, she suggested to ‘attract the


elephant’ by making the learning experience engage with your interest

and curiosity. She suggested ways to engage the elephant:

● Tell it stories

● Surprise it

● Show it shiny things ● Tell it all the other elephants are doing it

● Leverage the elephant’s habits

From Dirksen’s idea, it could be found the intrinsic motivation (rewarding intrinsically) is not from only self-understanding. It could be effected

from social proof, which Robert Cialdini described in ‘Influence: The Psychology of Persuasion’ (cited by Dirksen, 2012, 147) that an activity is

worthwhile if other people are doing it.

From studying Dirksen’s ‘Design for How People Learn’ and Pink’s ‘Drive’, this research try to map these 2 concepts together. And it could be seen

as the intrinsic drive could be from 2 sides’ self-understanding and social

proof.

FIGURE 38: MAP OF DIVERSE TYPE OF SELF-MOTIVATION

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Chapter 6: Game of Knowing

From learning experience in MA Design Futures programme, I have tried

and created some metalearning tools. It is because the programme is

open for exploring ideas and I generally feel a lack of motivation, it is quite hard to motivate myself in learning. So ‘Game of knowing’ is the

metalearning tools have been developed for motivating and supporting

different learning processes from myself and some interviewed students. It could be categorized into 3 levels:

Game ok Knowing: Individual Game ok Knowing: Collaboration Game ok Knowing: System

From the interview, the useful factor in learning could be seen as

teachers, books and online resource. However, the most satisfied factors

are friends and classmates. What if the learners are able to learn from their friends more, such as similar epistemological approach with

teachers or online resources? The learning experiences would be more

motivated and fun.

FIGURE 41: ANALYSE LEARNING RESOURCES


This research is not designed “How can learning experience be fun?”. In

the other ways, this research tends to explore “How can a fun experience be a learning material?”

FIGURE 42: PRINCIPLE OF METALEARNING TOOLS

Metalearning methods

Self-understanding

Before a journey begins, you need to know where you are now. There is

the simple method from Alan Webber (cited by Pink, 2009, 160) to understand your driving force. First, answer 2 questions in each single

sentence: “what gets you up in the morning?” and “what keeps you up at

night?”, then change until you like them. Both of your answers could be used as life compass, which relate to individual intrinsic motivation,

whether autonomy, mastery, and purpose.

As in the MA Design Futures class, we have to design our own role for each project. This method helps to understand our capability and goals.


Learn from learning experience: Self-reviewing and Sharing

Motivation or mindset is like a muscle. We can exercise to improve them

or challenge to do difficult tasks to see the improvement over time.

Blaschke (2012, 65) suggested that by documenting the learning journey, it can develop cognitive and metacognitive skill. Also, Pink (2009) stated

that to improve yourself, you have to be honest to yourself. This method

is self-review.

Check the goal of the task Check the aspect of your work Which moments produced a feeling of “flow”? How to make it better next time.

According to Rogers (1994, 206), he forms the group of students and let them analyse their personal strengths and weaknesses with others. As

the result, “when the individual has to take the responsibility for deciding what criteria are important to him, what goals must be achieved, and the

extent to which he has achieved those goals, then he has truly learned to

take responsibility for himself and his directions.” This process could fulfil the learner’s intrinsic motivation as autonomy and a purpose (in page 40). The self-assessment will be effective by conferring with others.

From Pink and Rogers, It requires the environment, where people freely to analyse themselves and share their successes, failures and the

experiences through the learning process with the group. According to

growth mindset (Dweck, 2013), the learner should consider on their development processes more than the end result.

Enriching collaborative process and its assessment

From many workshops about collaborative in Design Futures class, it

could prove that we can learn from classmate, other students or peers; by

explaining ideas (presenting, sharing), it is the practices of theory; by discussing with friends, help me to articulate and visualize my ideas. Also

swapping and sharing different experiences and resources of learning.


FIGURE 43: COLLABORATIVE AND PEER LEARNING

From this experience, in my views, it could build up self-efficiency and

autonomy in their ideas. Also, it makes students have to understand can clarify their project - learning by presenting in epistemology.

Rogers (1994, 201) found the ‘peer-teaching’ has many benefits for

students. As one of his experiments, he made a classroom that students were taught by the selected previous students, not by a teacher. He

found that the student who learned showed greater confidence and more

motivation to work and an improved attitude. Moreover, the students, who taught, gain in their own self-assurance and their willingness to

assume responsibility. Several of them worked hard to extend and

improve their own knowledge.

In my opinion, ‘peer-teaching’ has a potential to solve the 2 sigma

problem (Bloom, 1984). The learning efficiency will drop by the ratio between a teacher and a student is 1:30. If the student can teach and


learn from other students the ratio that would be 31:30, including

oneself, the class could be more efficient and more motivating.

The concept of collaborative learning (Blaschke, 2012, 66) is to encourage

students to share experiences and knowledge. For me, it could be seen as

the whole classroom becomes one unit of learning.

Kelly McGonigal (2013), health psychologist, said in her TED talk ‘How to

make stress your friend’ that by contacting and helping friends make

stress become healthier.

Engaging community

For the previous projects, Clara and I introduced and designed the

alternative learning platform to bring local community and education systems are able to engage more. Practical experience will benefit the

students to develop their creativity in adapting theoretical knowledge to

practical skill. Also the engagement will make the learning project would be more meaningful (see appendix 4).

According to Rogers (1994, 194), he gave examples that the learning

direction involves with the existing local issues, such as homeless or smog problem. As learning from a real situation, the learner will learn how to

approach people in the community and how to listen. Further, the

learning experience is more valuable than in the classroom.

Right feedback and Assessment in collaborative activities

“To improve an activity, people need a right feedback” Bill Gate said in his

TED talk about improving a teacher’s quality. To support the learning

motivation, the learners should know how to self-reward (Pink 2009). The reward should not be the “if-then” reward - like “if I do this, then I will do

that” because it will reduce your purpose of the first task, in the same

way as extrinsic motivation. Pink suggested that a better way to reward is the “now that” reward - like “now I did it, it could be that”. It grows an

autonomy, mastery and purpose.

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Game of knowing tries to use a visualization process follow the principle

of the growth mindset (Dweck, 2013). The learner is possible to see the direction of self-development of each learner’s curiosity.


FIGURE 47: PERSONAL LEARNING JOURNEY’ FROM QUESTIONNAIRES SEE APPENDIX 1

Moreover, the visualization of the learning process can be used to

support the collaborative learning by connecting each learning journey

together. As the concept of social proof (Derksen, 2012), people always compare with others that motivate learning process.

FIGURE 48: COLLECTING DATA FROM THE SURVEY


FIGURE 49: CONNECT LEARNING JOURNEYS SHOW SIMILAR VALUE

Further by mapping all learning journeys from everyone in the

community, which could see the landscape of knowledge. This creates the privileged opportunity “to know what you don’t know”. Unknown thing

is curious, it is passionate. The journey to an unknown could be felt difficult, dangerous and uncontrollable. And most people, when they

become adult, afraid to fail. They don’t want to challenge themselves, and

fix their capability steady.

This tool will facilitate people could have their journey into the unknown

safely, fun, and meaningful. To prepare people to get ready to be the

metalearner, who can survive in the future.

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compare with the writers. By connectivity, sharing experiences can

support the learning method to be beyond the individual levels.

Motivate as a social proof (in page 43) Valuing personal experiences Open-source of learning experience: from to do list -> to challenge

or how to list Environment for knowledge Prosumer: Being a producer, not only

be passive. Creating supportive community: sharing and teaching each other The gate to a diversity of ecology by opening the possibility to

compare and review different views. Know what you don’t know and see the route to there.

Game of knowing: system

Assessment of metalearning - experience-base, process-based Platform for show the process, not only for the outcome Real time feedback - Agile working method Personalize

Learning Landscape

FIGURE 51: CREATE LEARNING LANDSCAPE FROM THE SURVEY DATA


Yu Hsiang Chen (Anderson Chen) and I created the ‘Learning Landscape’. It

is a sample tool of ‘Game of Knowing’. It is because the knowledge is subjective. By detecting and joining all the learning journeys together, it

can be plotted onto a map, which is a useful material for the metalearners

to create their own possible journey later.

Learning Landscape used data from a survey of each MA design student

about their project name and keywords of each work. It can reflect each

student journey and see how related and different in each student and their programme.

This research saw the potential of peer-teaching and created the prototype to experiment and express this concept. After interviewing the

sample group, they thought it would be useful and encourage student to

interact with others.

Further step:

The way to assess the process and collaboration should be educated and promote to be functional for learners, teacher and communities. When I

experimented on the ‘Realtime dissertation’ (in appendix 1) – open the

project for others can visit and comment, I invited teachers and friends. Even some of them visited and looked at my work, but they did not

participate at all.

For celebrating the collaboration and working process, the assessment is the learners’ feedback, which can encourage the collaborative activities

happened. It should be developed for future education.

How to enrich the value of collaborative learning?


Chapter 7: Conclusion

Can people create their own futures?

Learning, the process of self-development, is not only the achievement of knowledge. It could be seen as a process of creating individual future.

An academic education seem as a monopoly of a knowledge industry, and

a learner is a consumer, who pays for receiving a pack of knowledge and certificate. For more powerful of academic authority, the certification

tends to be more important than the knowledge (as in Thailand, my

hometown). As a designer, I would like to create an alternative future for people by designing metalearning tools; to create the freedom to learn;

and possibility for people to design their own futures.

How to create metalearing tools

There are too many ways in learning methods. This research puts them in the same wardrobe and encourage learners to mix and match by

themselves. It is able to make unique learning styles, which suit with the

learners or to challenge ourselves by trying a new style. Consequently, the exploration in self-learning could enrich the large opportunity to

develop the learning method and challenge the limit of the potential of

self-learning with teacher and without. From challenges, both would develop, not like a monopoly.

In 2014, there are many kid inventors. Some of them invent the world

changing invention, such as cheapest cancel detector, energy from touching. With the internet technology, no one can prove traditional

learning style is absolutely the best way to learn, on the other hands; it

could not be sure for self-learning style. However, self-learning is free. And the accessibility, which reduce the authority for academic, is

increasing freedom of self-learning, which is a key for future.

Metalearning, self-taught, is not only to understand self-learning method.

It needs to understand how to self-motivate through learning process.

The motivation relates to the learner’s mindset, which can be trained. The


mindset develops learner’s experience to be more meaningful as the

learning experience. For me, this could be the key for a sustainable development.

The learning process is possible to come from the experience of the

learner oneself or others. The connectivity could enable people to share their knowledge and learning processes, then learning from others as a

Collaborative learning environment. Personal view, the experiences form

each individual could be the meaningful learning material.

Questioning on ethic

This research tends to enrich the individual freedom of being in the future. In terms of ethic, some people believe too much freedom could

lead to improper directions, develop bad habits or ruin the unity.

On the other hands, from my basic understanding of Nietzsche’s Existentialism, people should have a right to develop the things that they

want. That would be developed diversity. In my opinion, I agreed with

both ideas. Each person should be equal in designing their own future, and the frame of ethic should be seen as the commitment to a global-

scale community: be honest and take a responsibility in their behaviours.

This research would like to question why the knowledge, the thing that should develops humanity, becomes a commodity and only authorize to

the academia, in term of status.

In terms of collaborative learning,

As my previous research about money from Technonature class ‘Money to

tiny big jouney’, it explained the essential of money and how to fulfil this meaningless object. Extending from this topic, What if we can use the

knowledge as the currency, instead of money, the meaning-given

object?


Chapter 8: Self-reflection

For my profession, this research provides the different level ideas for

changing behaviour and cleared my view for my future design role.

Reflect on background

The problems from my hometown, Thailand, lead me to form this topic.

While I was studying in MA Design Futures (2013-2014), there were many

conflicts in Thailand about politic views, corruption, ethics, monopolization, human rights, inequality, status racism, fallacies and also

ignorance.

For me, the authority of thinking is controlled, according to Foucault’s ‘Power/Knowledge’. To de-authorize, I started to study from the general

method of an individual development, which call ‘learning’. And I tried to develop it to be an alternative learning approach ‘metalearning’ - self-

taught, self-motivated and independent from a teacher. This research

could one direction to support in coping the problems in my hometown.

Whilst studying in goldsmiths, I understand how important of it. And my

design vision had been changed through this course. And for this research

topic, this is quite challenging for me because I don’t have any background about this before. On the other hands, this made this

research as a representative of my self-learning process about learning.

In my opinion, this is a perfect situation of writing about metalearning.

I had experienced many paradoxes of the education system. For example,

design programmes tended to develop student’s creativity, but design

students had to think and develop their ideas follow the teacher view. From researching, there is a paradox of some self-learning methods that

teacher give an order to students to learn by themselves and the teacher will check the learning outcome. In my opinion, to be forced to learn and

to learn by themselves are very different in terms of motivation. Even

self-learning method in education system tend to improve the learning


skills, it also requires the self-motivated skills and the mindset of

learners.

Reflect on the project itself

By studying in MA Design Futures and Researching in this area, it helped

me to answer myself. Metadesign could bring the design perspective to be broader and help to address the problem of the problem.

A paradox of Andragogy

Also from interviewing some design students at Goldsmiths, I found the

paradox of andragogy learning style, it is a paradox of learning mindset between tutors and students. As andragogy, the teacher will focus on the

learning process of students, but the students, who used to study in

pedagogy for more than 10 years, will expect the teacher to consider on their project’s outcomes as well. The paradox of learning mindset could

not be solved only by a written description in a programme handbook

because it is not easy and it takes time to understand the new paradigm. Students also had to adapt ourselves to think and behave following the

new belief.

From interview with students in MA Design Futures, most of students feel confused about the course objective, and some of them feel that tutors

should pay more consideration on the student’s projects. In my opinion, it

is possible to be fixed by role-play workshop, let students experience with all senses.

Reflect on the process

The driving forces for this project are my curiosity and the how I see the

potential of this project in the future. These are like the meaningful

energy to drive me researching.

Following the curiosity that would very fun, however, that require to

articulate and present the idea to the listener too. It is because only doing

the process of collecting data cannot make learner understand. Also,


presenting ideas to others is the process to logically construct an

understanding, which is the self-learning in the free-interpreted environment. This dissertation is also the part of my self-learning

process.

By doing this research, sometimes I feel that I am too much controlled on

myself and a bit confuse about my direction that is my willing or I only

force myself to willing this way.

Reflect on my future

This research seeks the opportunity to improve the capability of self-directed learning. This could be the one of many movements to enrich

diversity in future society. For my long term goal, I would like to develop

the tool to encourage individuals to form their own knowledge consciously and unconsciously (from any activities, experiences of

themselves or their community). This would be my further profession

This could be the specific study of design for disabling authority, which is the role of my design futures.


Appendix 1: Metalearning Tools

This part will show the experiments for this project - Game of Knowing

and other approaches.

Time Colour Coding

From/Inspired: Creative Routines created by INFO WE TRUST, which use data

from Mason Currey’s Daily Rituals: How Artists Work

[http://infowetrust.com/2014/03/26/creative-routines/]

What is it:

Tracking myself daily activities and report it.

After this I found there is an application “RescueTime” which

can track every activity used in devices (laptop and mobile)

and represent daily activities in one bar graph.

Expect: Self-understanding and comparing for self-improvement

Feedback:

When colouring by myself, it encourages self-awareness.

Tt can reflect to see the difference of personal time spending

could lead to different productivity.


Self-Reviewing On Self-Learning

From/inspired: MA Design Futures class

What is it

Writing piece is very useful for self-learning because the

learners have to articulate and reflect what they gain. This

process recalled the memory and crystallizes the personal

understanding. By continuously writing a self-review, it can

be seen as a journey.

The digital native in these days would be familiar with RPG

game which let the player can create their own journey and

practice the skill as they want.

Expect: Fun of gain – growth mindset

Self-awareness of time spends

Feedback:

Cur

Tracand

acti

I hafunc

We

From

Wha

riosity S

cking the unconsci

vities.

ave devections.

Web hi Library Project Self-re Landsc

collabo

eb histor

m/inspired

at is it:

MA Desi

Seeker

learning ous). I trie

loped thi

story recoy record t diary flecting Sape from

oration – (

(Try usin

ry recor

d:

Many

and

activ

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web

gn Futures, G

processeed to deve

is concep

ord

urvey m group

learning t

ng web hist

rding

Self-revBest friyou Recordin

y people s

phone. In t

vity could b

te a progr

browser.

Goldsmiths, 67

es revealselop the t

pt in diff

exploringtogether a

story to ana

view ends who

ng sound w

spend mos

terms of s

be seen as

ram to trac

Then ana

University of

learner’stracking sy

ferent co

g journeyas a one un

alyse my cu

are stayin

while tutor

st of the d

earching a

a learning

ck my inte

alyse and

f London

curiositiystems fo

ntexts an

y – devenit)

uriosity.)

ng beside

ring (with p

day with t

nd explori

process.

ernet activi

synthesise

es (conscor the inte

nd scope

elopments

and revie

permission

their comp

ng, an inte

ities throu

e the dat

cious ernet

s of

s in

wing

)

puter

ernet

ugh a

ta to


become a mapping of knowing. Growing the tree of your

curiosity

Expect: Autonomy - by revealing interesting keywords through

internet activity with unconsciously or consciously.

Feedback:

However, it is not accurate enough to represent my

curiosity because, the limit of my knowledge and skill in

programming, it is difficult to use computer to form the

accurate keywords from using the website’s addresses or

web titles.

Also by using data from internet activities, it should be

concerned about the privacy issue of the users.

Library record

From/inspired: Developing from ‘web history record’ to be more accurate

in learning activities

What is it

Each book has different interesting topic inside. I call this

project ‘Bibliography Farm’ – the place to cultivate your

knowledge.

I will use the library book-borrowing database as the

curiosity data. It is also the same principle.

I planed to use library record from each student, and link

the data with a reading list from each programme

handbook, as suggestion for students. On the other hands,

the library record from students could be the optional

reading list for tutors and new students.

Expect: The tracking curiosity system would be more precise by

using a small and specific data

Feedback:


From a project diary to journey

Project diary

From/inspired: Learning journals

What is it

From the personal project diary which is more precise to

address the interest

Expect:

Feedback:

However, it still needs to develop to make it more useful in

understanding the area of interest and direction of learning

development.


Self-reflecting Survey

From/inspired: Learning journals

What is it

‘The Perosnal Learning Journey’. Creating the self-reflecting survey

form. Gathering information.

[https://docs.google.com/forms/d/1OUbcfSuGcgrXIYKAnu4WLDKx

M6Mn-tdU75G4NsMDv3Q/viewform?usp=send_form]

Expect:

Feedback:

Dev

Bec

exppeo

veloping

ause we c

erience. Wple exper

MA Desi

g for co

cannot kn

We need oience?

gn Futures, G

llaborat

now what

others to c

Goldsmiths, 71

tive app

we don’t

compare.

University of

roaches

t know by

What if w

f London

s

only refl

we can lear

ecting on

rn from o

our

other


Landscape from group exploring journey

From/inspired: Pinteress/Pearltree

By exploring the different of knowing and experience people

can learn from others which I hope it can reduce boundary

and increase empathy between people.

What is it:

The journey to know the new adventure.

Moreover, ‘Design how people learn’ Visualizing progress can

be compared with colleagues for

Making the connected lines from the same keyword or the

user can decide. Also, it can be suggested by other students.

Expect: [ ] Comparing make learner know new things because we cannot know what we don’t know.

[ ] Show the student who has already studied on the

interesting topic as the teacher. And the teaching process

empowers the understanding of both students (presenting

and listening)

[ ] Encouraging learners like the leader board system in games.

Feedback:

Would be easier if the participant can fill their keywords while

they were working on each of their projects. From interviews,

I highly agreed that when approach a new project, if the

student can inform their keyword for their project.

(the platform not only for searching, but matching.)

The abstract of each project should be informed, it would be

better for a primitive study from different views.

Ass

From

Wha

Expe

Feed

sessmen

m/inspired

at is it

ect:

dback:

MA Desi

nt of me

d:

Asses

spend

Partic

writin

qualif

It can

and in

involv

home

Becau

learni

learni

proble

should

Sampl

gn Futures, G

etalearn

EpistemoRescueTi

sment no

ding)

cipation w

ng, discuss,

fy the know

be seen a

nteracting

ve with co

town’s kno

use the tim

ng proces

ng style

em. Ken R

d be to dia

le concept

Goldsmiths, 73

ing

ology me applica

ot outcom

with friend

, debate, t

wledge.

as a game

with oth

ommunitie

owledge or

me that lea

ss. This all

and more

Robinson s

gnose, not

to reveal d

University of

ation

me, but

ds, others

teach) cou

which got

er users;

es or othe

r culture.

rner spend

lows teach

e easily d

said that t

t only stan

diverse wa

f London

from pro

or even

uld use to

t the level

exchange

er departm

ds on any t

her can an

diagnose

the purpos

dardize.

ys of learn

ocesses (

self (suc

be the aim

l up by he

diverse id

ments, sha

task will be

nalyse stu

the stude

se of the

ning

(time

h as

m to

lping

deas,

aring

e the

dent

ent’s

test


Realtime dissertation

From/inspired: Algie working style, Github – the online open space for collaborative

programming. Co-writing experience with Ryan

The co-writing experiences in MA Design Future. Those

experiences could be a bit stress in negotiating ideas

between partners, however, working with a partner motivate

myself in working.

What is it: Bring social network experience into an academic

environment

Expect: [ ] Process as the learning outcome, tutors are able to access

to Student working process. That student could get a

diagnose or advices

[ ] Motivate student by the involvement

[ ] Getting a feedback review quicker, and develop quicker

[ ] Present the work could increase the feeling of authority.

Feedback:

However, in this experiment, I found it is not helpful for

motivating because there is no meaningful interaction, such

as an opinion or a question. According to intrinsic motivation

from Pink, the meaningful feedback can support the purpose


Appendix 2: the results of the interview

The result of interviews from a sample group showed that the Design

Department at Goldsmiths seems successful in motivating student in self-

learning. The sample group rarely lack of interest,”it is boring / I don’t want to do it”.

However, the obstructed feelings are gradually increased through the

study time. Especially, they feel lack of help.


The most useful learning resource is the online resource and teacher,

following by course curriculum and reading material.


Appendix 3: Recommended learning environments

For the concept of ‘learning environment 2.0’, there are many different places, which match with different level of leaner’s skills and styles. This

part collected some examples for further studying on self-learning

environment.

MOOC

http://www.slideshare.net/fredgarnett/moocs-equity-inclusion

Self-Organised Learning Environments (SOLEs)

https://www.theschoolinthecloud.org/library/resources/choosing-the-right-

big-question

To create the classroom follows the condition of curiosity. The student will be

free to learn – from them self.

Self-Organised Learning Environments (SOLEs) in an English School: an example

of transformative pedagogy?

http://www.oerj.org/View?action=viewPDF&paper=109 (pdf)

Environment that user internet for growth a self-learning capacity

Kahn academy

https://www.youtube.com/watch?v=gM95HHI4gLk

Khan Academy showed the potential of online video course.

Control speed (pause and repeat) without feeling like wasting teacher time. Review the old lecture.

Autism can learn Own time own place Get brain around the concept (not force to understand) Can move forward faster by seeing the next step – when learners know

how to ride bicycles (passing a first level) then showing them a unicycle, if they want to go further they will learn.


See the tree of other students should develop student’s curiosity

Code school

The outstanding thing is that it allows users to create courses and the course is

like practical project.

Pearltrees / Biblio / blackboard:

After the Design futures symposium, Denis O’brien suggests me to try the

“Pearltrees” application – the online storage for growing personal knowledge

and sharing. Through my experience, it is like a bookmark which easy to

organize the knowing resources. And the most significant feature is every user

can look to other user Pearltrees that is the chance to explore the unknown.

So by creating/collecting their own learning material, it reflects what students

have learned and also it facilitate other students.

Bibblio enable learners to create learnng materials, forming a community

following interest and sharing content http://bibblio.org/concept

https://www.youtube.com/watch?v=x-k3AJlKs8c

https://www.youtube.com/watch?v=a3BbmX-

idsM&list=PLontYaReEU1uzg9FcSX8FxFdRBH1Z2j6J

About personalize, a group could be seen as information, and the collection of

group is knowledge that represents the user. To reach the level of

understanding that user requires an interaction with that user.


Appendix 4: Finding what is learning?

#1 Methodology for understanding “Learning”

A proto

MA Desi

otype progr

gn Futures, G

ram for cat

(…next

Goldsmiths, 81

tching mot

t, see Appe

University of

tivation on

endix 1)

f London

n learning a

activities


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Image reference

Figure 1: Futures are connected, by Perus Saranurak ............................................................. vii

Figure 2: 6 relations in this research, by Perus Saranurak ..................................................... viii

Figure 3: previous research in MA Design Futures, by Perus Saranurak ............................... ix

Figure 4: One of Metalearning tools - Learning journey, by Perus Saranurak ..................... x

Figure 5: relations in Chapter 1, by Perus Saranurak .................................................................. 1

Figure 6: Not This - change your future, by Perus Saranurak ................................................. 2

Figure 7: design futures, by Perus Saranurak .............................................................................. 4

Figure 8:RELATIONS IN CHAPTER 2, by Perus Saranurak ........................................................... 5

Figure 9: 2 steps to become Metalearners, by Perus Saranurak ............................................. 9

Figure 10: RELATIONS IN CHAPTER 3, by Perus Saranurak ...................................................... 11

Figure 11: the Learning principle, by Perus Saranurak ..............................................................12

Figure 12: Learning is different scopes, by Perus Saranurak ................................................... 13

Figure 13: Learning is diverse, by Perus Saranurak .................................................................... 15

Figure 14: What can learning do? , by Perus Saranurak ............................................................ 17

Figure 15: learning for wisdom, by Perus Saranurak ................................................................ 19

Figure 16: Learning changes the worldview, from 'Premium rush' movie .......................... 20

Figure 17: Learning as opportunity receptors, http://www.dolphincommunicationproject.org/about-dolphins/dolphin-communication.html .... ...............................................................................................................................................................21

Figure 18: Pedagogy’s principle, by Perus Saranurak ............................................................... 22

Figure 19: Andragogy’s principle, by Perus Saranurak ............................................................. 22

Figure 20: Heutagogy - the Double-loop learning, by Perus Saranurak .............................. 22

Figure 21: Heutagogy’s principle, by Perus Saranurak ............................................................. 23

Figure 22:relations in Chapter 4, by Perus Saranurak .............................................................. 25

Figure 23: Learning as Journeys, by Perus Saranurak ............................................................... 26

Figure 24: Leonardo Da Vince, from http://en.wikipedia.org/wiki/Autodidacticism ...... 27

Figure 25: Metalearning, by Perus Saranurak ............................................................................. 28

Figure 26: understand the problems in learning, by Perus Saranurak ................................. 29

Figure 27: Learning Gaps from Dirksen, by Perus Saranurak .................................................. 30

Figure 28: Interrelation between knowledge and skills, by Perus Saranurak..................... 32

Figure 29: Landscape of leraning, by Perus Saranurak............................................................. 32

Figure 30: Motivation as a fuel in learing, by Perus Saranurak .............................................. 33

Figure 31: systems between the learning gaps, by Perus Saranurak .................................... 34

Figure 32:relations in Chapter 5, by Perus Saranurak .............................................................. 35

Figure 33: How to motivate unwilling learners, by Perus Saranurak.................................... 36

Figure 34: Interview to address what is unwilling, by Perus Saranurak .............................. 37

Figure 35: what is intrinsic motivation? , by Perus Saranurak ............................................... 41


Figure 36: interview about self-motivating, by Perus Saranurak ......................................... 42

Figure 37: Elephant and rider, from ‘Design for how people learn’, Dirksen, 2012) .................. 42

Figure 38: map of diverse type of self-motivation, by Perus Saranurak ............................. 43

Figure 39: Grit makes people can develop, by Perus Saranurak ............................................ 44

Figure 40: RELATIONS IN CHAPTER 6, by Perus Saranurak .................................................... 45

Figure 41: Analyse learning resources, by Perus Saranurak ................................................... 46

Figure 42: principle of metalearning tools, by Perus Saranurak ........................................... 47

Figure 43: Collaborative and Peer learning, by Perus Saranurak ........................................... 49

Figure 44: ‘Web history recording’ see appendix 1, by Perus Saranurak ............................. 51

Figure 45: project diary, by Perus Saranurak .............................................................................. 51

Figure 46: ‘Project diary’ see appendix 1, by Perus Saranurak ............................................... 52

Figure 47: Personal learning journey’ from questionnaires see appendix 1, by Perus

Saranurak ........................................................................................................................................... 53

Figure 48: Collecting data from the survey, by Perus Saranurak .......................................... 53

Figure 49: Connect learning journeys show similar value, by Perus Saranurak ................. 54

Figure 50: Assessment follows epistemology, by Perus Saranurak ....................................... 55

Figure 51: Create Learning Landscape from the survey data, by Perus Saranurak ........... 56

Figure 52: RELATIONS IN CHAPTER 7, by Perus Saranurak ..................................................... 58

Figure 53: RELATIONS IN CHAPTER 8, by Perus Saranurak ..................................................... 61

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Design Dissertation MA Design Futures and Metadesign, Goldsmiths, university of London, UK

Cover image: Landscape of Learning by Perus Saranurak and Yu Hsiang Chen (Anderson Chen) “How can you know what you don’t know?”

Game of Knowing




Learning how to self-learningLeeaarnninngg hhooowwww ttooo sseelfff--leeeaarrnninngg

How can you know what you don’t know?

(draft)Game of Knowing: couriosity-lead learning method -> Metalearning by Perus Saranurak

Education

Transcript of (draft)Game of Knowing: couriosity-lead learning method -> Metalearning by Perus Saranurak