Category Archives: Education

Learning in augmented reality: Extending functional realities

Posted on August 6, 2014 by Tryggvi Thayer

The presentation that accompanies this post is here. In a previous post about a recent presentation that I did on augmented reality and learning, I mentioned the concept of “functional reality”. Given the increasingly diverse and distinct virtual, augmented and … Continue reading →

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Hypothetica does foresight – an illustrative hypothetical case of CHAT analysis

Posted on June 9, 2014 by Tryggvi Thayer

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 →

Posted in Education, Future, ICTs, Knowledge development, Technology foresight | 1 Comment

Technology foresight and organizational change: A CHAT perspective

Posted on June 9, 2014 by Tryggvi Thayer

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 →

Posted in Education, Future, ICTs, Knowledge development, Technology foresight | 2 Comments

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

Posted on May 7, 2014 by Tryggvi Thayer

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

Posted on November 2, 2013 by Tryggvi Thayer

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”?

Posted on July 8, 2013 by Tryggvi Thayer

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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