Author Archives: Tryggvi Thayer

Hypothetica does foresight – an illustrative hypothetical case of CHAT analysis

This is part two of a two-part article. See part one, Technology foresight and organizational change: A CHAT perspective, here. For the sake of illustration, let’s consider what the application of Engeström’s extended CHAT framework to a technology foresight program (TFP) … Continue reading

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Technology foresight and organizational change: A CHAT perspective

This is part one of a two-part article. See the second part, Hypothetica does foresight – an illustrative hypothetical case of CHAT analysis, here. Foresight researchers and evaluators tell us that technology foresight programs (TFP) produce outcomes in three stages: the … Continue reading

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Four unexpected ways artificial intelligence will influence education – Are we ready for this?

Stephen Hawking recently published a brief op-ed on artificial intelligence (AI) in the Independent. In it he discusses possible implications of rapidly developing AI and the need to prepare for the changes it will bring. Media decided to put its … Continue reading

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Smoothing space for collaboration and innovation

I delivered a keynote at an eTwinning workshop being held in Reykjavík, Iceland this weekend. My slides are below. The context (i.e. what I said as opposed to only what’s in the slides) is that knowledge creation is dependent on … Continue reading

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Is innovative thinking in education “dangerous”?

The College Development Network in Scotland hosted a “Festival of Dangerous Ideas” on education a couple of weeks ago (see also the festival blog here). As per their website, the goal of the festival was to: “to re-establish the importance … Continue reading

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The problem with the “future of education”

There’s been a lot of interest in the future of education in recent years. We see this in the “schools of the future”, “classrooms of the future”, funding opportunities to develop “Education for Tomorrow” and numerous foresight programs focusing on … Continue reading

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