ArticlePDF Available

Experiential Futures: Stepping into OCADU's Time Machine

Authors:






 


   







  
 
  



 

    



   

 
   


  
 






  
 
 





 

     
 





     

 






  

 






 
            
 

Willis B. Goldbeck is an independent so-
cial and economic policy consultant. He
founded the Foresight Education Program
in 2009 (www.foresighteducation.info). He
served as chairman of the board for the In-
stitute for Alternative Futures from 1998 un-
til 2006.
Lisa Hasler Waters is Technology for
Teaching and Learning Integrator at Flint
Hill School in Northern Virginia and is a col-
laborator with Willis Goldbeck’s Foresight
Education Program at the Institute for Alter-
native Futures. She earned her PhD in edu-
cational technology from the University of
Hawaii and studied futures with Dr. James
Dator.
A longer version of this essay, including ref-
erences, course design descriptions, and a
list of schools participating in the Foresight
Education program, may be found on THE
FUTURIST’s Web site.
Experiential Futures:
Stepping into OCADU’s
Time Machine
By Stuart Candy








 

  






 
    
        










Next Steps for Foresight Education





 
    



 




 

    


 

   

     



    

     
34THE FUTURISTwww.wfs.org

     
  








  

  




 

  

 





      

  


     
  


 





 


 
 
 


  





 





    
Scenario: The Love Museum
The Romancing Singapore exhibit—which
runs until January 15, 2033, according to the
sign—documents the astonishing and
eventful recent history of love, sex, and
relationships.
As you enter the Singapore Discovery
Center, a docent reminds you that it is only in
the past 20 years that the separate roles of
Sexer and Soulmate were mandated to
replace the bafflingly long-lived (and now
obsolete) institution of marriage, in which
these functions had always been fused.
The exhibit includes posters, newspaper
reports, an educational slideshow, and video
from a 24-hour news channel. Some of the
most intriguing artifacts are fragments of a
vanished past: Take, for instance, the con-
dom, a personal device formerly needed to
prevent pregnancy and sexually transmitted
disease. Or the rose, which was once used
by couples as a gift to symbolize their affec-
tion. These days, it’s just another pretty
flower.
The Center’s staff members are happy to
answer the stream of questions from visitors
eager to learn just how Singapore managed,
in the span of a generation, to reinvent mar-
riage, sex, and the family unit.
Scenario: Exploring Synthetic Biology
Three figures in white lab coats welcome you to the facility.
They ask you to take a seat and turn off all devices. As a vol-
unteer, you are free to withdraw at this stage, until each par-
ticipant signs a three-page boilerplate agreement covering
confidentiality and risk waivers. Then the clinical trial may
begin.
OCAD University’s Design xBiology Lab is testing #Collexitor,
a drug to remedy social-media addiction. Implants are placed
carefully on your inner arm, and a medical cocktail is orally
administered. The impulses that you and other participants
may have to share potentially newsworthy items are then
monitored. So far, the drug seems to work.
IMAGES COURTESY OF STUART CANDY
www.wfs.orgTHE FUTURIST35
Futures Education Special Report
  
 
 

 
 




 

     

 



 










 


 
    







 






 

 





     






Scenario: Collective Affluence
You have been invited to playtest the beta version of
Nousopoly: Toronto Edition.
A classic board game based on the winner-takes-all dynam-
ics of capitalism has been redesigned to reflect the multiple-
currency landscape of 2053. It still includes the good old dol-
lar, alongside credits for attention, social influence, skill, and
time. Its name is pronounced “New-opoly,” invoking not only
novelty but also the French pronoun nous, meaning “we” or
“us.”
Seated at tables of four to six, you and the other players
readily adapt to rules built on the familiar old ones. But this
version more faithfully mirrors the emerging social and eco-
nomic reality. For instance, you quickly find that shared own-
ership of property brings benefits to both players that indi-
vidual ownership does not.
IMAGES COURTESY OF STUART CANDY
Scenario: Media and Content Crimes
Together with 30 or so others, you are ush-
ered into rows of seats in a darkened room
by stern, uniformed officials. “All rise!” The
Content Crimes Tribunal is now in session.
Against the backdrop of an information
war, Marigold Lee has been charged with
producing and distributing unapproved con-
tent. Before your eyes, the prosecutor’s case
is mounted, backed by alarming video evi-
dence. Lee has sought to influence interna-
tional audiences by peddling such subver-
sive staples of “liberal” ideology as
same-sex relationships and universal health
care. With the nation’s very morality at
stake, it is clear that Lee—and her organiza-
tion, the Canadian Content Corps—must be
stopped.
36THE FUTURISTwww.wfs.org
Teaching the Future in a
History Department
By David Hochfelder, with Daniel
Russo and Alexander Nassrelgrgawi


 
  

 

 

 















    



Teacher’s perspective 








  


Student’s perspective

  




   


  


 

 



Stuart Candy (@futuryst) is director of the
Situation Lab and assistant professor of
strategic foresight and innovation at OCAD
University in Toronto, the world’s first aca-
demic program at the intersection of futures
and design, www.ocadu.ca. He holds an MA
and PhD in futures studies from the Univer-
sity of Hawaii at Manoa, and is a past mem-
ber of the Executive Board of the World
Futures Studies Federation.




  






     
   



     
 
Students debrief on their Futures of Governance Time Machine project.
IMAGES COURTESY OF STUART CANDY
Another Time Machine project created a customized textbook called Thought
Box to help individuals start their careers quickly.
www.wfs.orgTHE FUTURIST37
Futures Education Special Report
... Workshops were open to professional designers, programmers and other stakeholders such as museum curators; IDAgency used a hackathons format in which participants with very different levels of technical competence were teamed together to address a challenge of common interest. The challenge consisted of having to develop experiential (Candy, 2014) and immersive (McVeigh-Schultz et al., 2018) prototypes showing the functioning of the interaction model. To do so, participants needed to agree on the final key exploitable results of PLUGGY, those software components that would allow third-party organisations to develop their own PLUGGY applications. ...
Article
The turn of the 21st century has seen the burst of research on how design can support strategy formation and execution; however, little attention has been placed on the emerging field of design-driven foresight, that is the combined adoption of design and foresight methods to generate more immersive, experiential, and engaging representations of the future and inform strategy-making. This paper further unpacks this domain by examining the mechanisms that connect design-driven foresight with strategy articulation through relying on experiential learning. By drawing on a three-year research and innovation project, we illustrate how the relevant stakeholders make use of design-driven foresight processes while co-creating some interactive technologies needed to support crowdsourced curatorial processes in cultural heritage. The empirical evidence suggests how design-driven foresight, through co-creation workshops, can support experiential learning in the form of three distinct processes: favouring knowledge translation mechanisms, creating a safe space for learning-by-doing, and facilitating a multi-stakeholder conversation anchored to material and tangible work embedded in design artefacts. In turn, experiential learning can support processes of strategy articulation that emerge while stakeholders tinker with multiple exploitation pathways and progress through alternating phases of convergent and divergent thinking. Finally, it is argued that the plasticity and openness of design artefacts adopted in the context of foresight support forms of learning that will eventually foster processes of strategy articulation.
... This workshop will bring together researchers, designers and practitioners in order to undertake speculative design work both for a post-capitalist future, and also in critique of this idea. Much in the tradition of design fiction [15] or experiential futures [6] we aim to design and prototype diegetic objects that help us suspend our disbelief about a future society. ...
Conference Paper
The design, development and deployment of new technology is a form of intervention on the social, psychological and physical world. Whether explicitly intended or not, all digital technology is designed to support some vision of how work, leisure, education, healthcare, and so on, is organised in the future [11]. For example, most efforts to make commercial systems more usable, efficient and pleasurable, are ultimately about the vision of increased profits as part of a capitalist society. This workshop will bring together researchers, designers and practitioners to explore an alternative, post-capitalist, "grand vision" for HCI, asking what kind of futures the community sees itself as working towards. Are the futures we are building towards any different from those envisioned by Silicon Valley entrepreneurs, which are typically neoliberal, absent of strict labour laws, licensing fees, tax declarations and the necessity to deal with government bureaucracy?
... As we move down the ladder and an abstract future notion is made concrete, thinkable and feelable, we lose contact with alternative possible instantiations, at 15 The original three terms we devised and used at Emerge were, from the top down, Subject, Story and Situation. 16 On rapid experiential futures pedagogy, see Candy (2013Candy ( , 2014. 17 The nature of the historian's task and that of the futurist are comparable, in terms of "compress[ing] time and space into digestible narrative representations, so that patterns over time may be inferred and apprehended that would not otherwise be seen" (Candy, 2010). ...
Chapter
Full-text available
Amid the COVID-19 pandemic, an experimental online course was offered by the Schools of Drama and Design at Carnegie Mellon University, aiming to "leverage interdisciplinary expertise to make live performance… born for social distancing". This is the syllabus for that experiment, geared towards maximising co-creation, productive surprise, and generative play, and annotated after the fact to capture the outcomes and learning it enabled. This piece appears in the the peer reviewed journal Well Played, Special Issue on Playable Theatre, edited by Celia Pearce and Nick Fortugno, available at https://press.etc.cmu.edu/index.php/product/well-played-vol-10-no-2/ It was originally published in an earlier form at https://medium.com/@futuryst/theatre-in-pandemic-an-experimental-syllabus-ac66885e886b
Chapter
Full-text available
Scenarios and participatory scenario planning, futures wheels, three horizons framework, design/experiential futures, horizon scanning, Delphi, trend impact analysis, emerging issues analysis, causal layered analysis, appreciative inquiry, gaming (also known as ‘gamification’ or serious gaming), future workshops, visioning, back-casting, road-mapping
ResearchGate has not been able to resolve any references for this publication.