Domain Map

DOMAIN MAP / The domain map identifies the boundaries of the project exploration and helps us to determine what is inside and outside of the scope of this project. It also frames our horizon scanning, helping to guide where we look for emerging signals of change and key driving forces shaping potential futures. We're also mindful to include category exploration across the PESTLE+ categories (Political, Economic, Social, Technological, Legal, Environmental) and as we dive deep into causal layered analysis - we also include philosophical + artistic narratives shaping our worldviews and perspectives on the domain.

CLIENT / This research is being conducted to assist the Head of Preparedness and Response, at the fictional Australian Secondary School Technology Network (ASSTN) to explore how they might leverage the real potential of pedagogical technology in the future Australian secondary school learning environment.

PROJECT TYPE / Exploratory

DOMAIN DEFINITION / The accelerating pace of disruptive technology, exponential increases in generated knowledge and the urgent need to prepare students for a dynamic and non-linear path to future work; means we need to radically accelerate the necessary shift from a teaching to a learning paradigm, with a profound focus on 21st century skill building and the technologies which enable them. This domain focuses on the potential pedagogical role technology; and its potential place in the future Australian secondary school learning environment.

For clarity / Secondary School in Australia, refers to grades 7 to 12 (encompassing both middle school and high school as defined in the US education sector).

TIME HORIZON / The approximate timeframe spreads across three time horizons and in this project - we focus on 2033 as the endpoint to which our scenarios are framed around. However as part of the scenario development process, we also look beyond 2033 to help us imagine how those radical imagined futures might play out.

KEY LINES OF ENQUIRY / These are the focal questions we use to guide our exploration in the early stages of the project. These expand and develop over time as we identify deeper issues and complexities within the domain but as a starting point we consider:

How will future technology experiences transform pedagogies?

What inherently human challenges does this technology surface and how might we meet them?

Where is the key tension in the alignment of scaleable pedagogical frameworks with non-linear outcomes?

How might an increasing future reliance on technology, shape our understanding of expertise, learning and shared value in the future?