NFT methods: community scoping and crafting worlds

— From Zoë Prosser and Santini Basra

Unpacking the community scoping phase

The first phase of the NFT project, ‘Community Scoping’, has generated a large amount of content: the vox pop interviews are summarised in a series of thematic videos, while earlier blog posts capture outcomes from several workshops, think tanks and focus groups with staff and student around the campus.

Working closely with the core Near Future Teaching Team (Sian, Jennifer, and Michael), we extracted information from these vox pops and workshops, with a focus on understanding the viewpoints and values of those who were engaged. This would serve as useful source material in the later stages of the project, and help us develop possible futures for digital education at the University of Edinburgh.

Affinity mapping

Fig. 1. Affinity mapping some of the key quotes.

Combing through these videos and blog posts, we pulled out key quotes and statements and affinity mapped them into clusters of quotes with similar sentiment. To formalise these, we converted each cluster into an opinion card (fig.2.); each card captured the essence of an opinion that was commonly held by those who engaged in the earlier phase of the project.

Fig. 2. Opinion cards

By creating the opinion cards it became clear that certain values were present in many of the opinions and, through grouping them, we developed a series of ‘value cards’ (fig.3). Each value exists within some of the opinions (this is denoted by colour, and grey opinions are outliers).

Fig. 3. Value Cards

Using the reviews to generate education futures

Alongside this, the information captured in the two reviews that detailed the macro educational drivers (Future teaching trends: science and technology; Future teaching trends: society and education) was used to drive the creation of four education futures.

Fig. 4. Future Worlds from the community scoping phase and Future Teaching Trends reviews

Initially, the information from the reviews was shaped into four plausible, yet broad, future worlds (fig.4). In the first workshop with the Near Future Teaching task group (which has been well documented in another post), these worlds were developed with consideration to how they might affect change within the education space.

After the workshop, these were consolidated into a series of posters, each outlining a different education future. These would serve as a springboard for the next step of the project — exploring possible futures for digital education at the University of Edinburgh, as influenced by these worlds. Keep an eye out for our next post — ‘NFT methods: values within worlds’ — for more on this.

Fig. 5. Future Worlds from the community scoping phase and Future Teaching Trends reviews

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