Topic outline

  • Introduction

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    • The method requires participants to engage actively in the process of creating speculative narratives in the form of science fiction stories, films, or other media aiming to explore and envision potential technological advancements or future scenarios by. The idea behind this approach is to use science fiction as a tool for ideation, helping to spark imagination and creativity, and providing a way to consider possible implications and consequences of emerging technologies or social trends.


  • Method

    • Science Fiction Prototyping can be used as a pedagogical tool to help students learn about science and technology in a more engaging and creative way. By creating science fiction narratives that explore emerging technologies or future scenarios, students can not only learn about scientific concepts but also use their imagination to envision the future. On the one hand, students can work in teams to create science fiction narratives that explore the possibilities and challenges associated with new technologies, such as artificial intelligence, virtual reality, or biotechnology. On the other hand,  to explore the impact of new technologies on society, such as the future of work, privacy, or human rights are also possible to be covered in this method. Science Fiction Prototyping is an interdisciplinary activity since it may integrate multiple subjects and skills. For example, students can create a science fiction narrative that combines STEM concepts, language arts skills, and social studies perspectives to envision a future world or technology. Finally, by creating science fiction narratives, students can develop their creativity, imagination, and critical thinking skills, as well as their ability to communicate ideas effectively.


  • Experiences

    • Instructors may adopt the Science Fiction Prototyping in a classroom setting as follows:

      1)       Introduction: the instructor introduces the concept of Science Fiction Prototyping and its potential benefits in education. The instructor may also provide some background on science fiction as a genre and its history.

      2)       Explanation: the instructor explains what science fiction prototyping is and how it can be used as a pedagogical tool. The instructor may provide examples of science fiction narratives that explore emerging technologies or future scenarios.

      3)       Relevance: the instructor explains why Science Fiction Prototyping is important in education, highlighting its potential to engage students in learning, foster creativity and imagination, and promote critical thinking and foresight.

      4)       Process: the instructor outlines the steps involved in the Science Fiction Prototyping process. This may include brainstorming, creating a narrative, developing characters and scenarios, and exploring the implications and challenges associated with the technology or future scenario.

      5)       Group Work: students are divided into small groups and given a task to create a science fiction narrative that explores an emerging technology or future scenario. The instructor provides guidance and feedback to the groups as they work.

      6)       Presentation and Discussion: each group presents their science fiction narrative to the class and leads a discussion on the implications and challenges associated with the technology or future scenario they explored.

      7)       Reflection: the instructor leads a reflection activity where students discuss what they learned from the science fiction prototyping exercise and how they could apply the skills and knowledge they gained to real-world situations. Below you may find some examples:


      a)       Problem-Solving: A company that produces single-use plastic products wants to reduce its environmental impact and transition to more sustainable practices. Students could use the problem-solving skills they learned during the exercise to propose alternatives to single-use plastics, such as reusable or biodegradable materials.


       


      b)      Future Thinking: A city government is planning for the future of transportation and wants to ensure that its policies and infrastructure will support the needs of its residents in the coming decades. Students could use the future thinking skills they developed during the exercise to anticipate and plan for changes in technology, demographics, and environmental factors that could impact transportation.


       


      c)       Communication: A non-profit organization that advocates for affordable housing wants to engage with policymakers and the public to build support for its cause. Students could use the communication skills they learned during the exercise to develop effective messaging and strategies for engaging with key stakeholders and the public.


       


      d)      Critical Thinking: An investor is considering whether to fund a new start-up that claims to have developed a breakthrough technology that could transform an industry. Students could use the critical thinking skills they learned during the exercise to evaluate the claims and assess the risks and potential rewards of investing in the company.


       


      e)       Innovation: A healthcare organization wants to improve patient outcomes and reduce costs by leveraging technology and data. Students could use the innovation skills they learned during the exercise to propose new approaches to using technology and data to optimize patient care and streamline operations.


       


       


  • Additional resources

    • ●        S. Zhang and V. Callaghan, "Using Science-Fiction Prototyping as a Means to Motivate Learning of STEM Topics and Foreign Languages," 2014 International Conference on Intelligent Environments, Shanghai, China, 2014, pp. 353-356, doi: 10.1109/IE.2014.76.

      ●        B. D. Johnson, "When Science Fiction and Science Fact Meet," in Computer, vol. 46, no. 1, pp. 80-82, Jan. 2013, doi: 10.1109/MC.2013.35.

      ●        T. Kymäläinen, P. Perälä, J. Hakulinen, T. Heimonen, J. James and J. Perä, "Evaluating a Future Remote Control Environment with an Experience-Driven Science Fiction Prototype," 2015 International Conference on Intelligent Environments, Prague, Czech Republic, 2015, pp. 81-88, doi: 10.1109/IE.2015.19.

      ●        E. Brucker-Kley, T. Keller and J. Christen, "Immersive SciFi Prototyping for Responsible Innovation - A humanistic Approach to Technological Change," 2021 10th International Congress on Advanced Applied Informatics (IIAI-AAI), Niigata, Japan, 2021, pp. 818-821, doi: 10.1109/IIAI-AAI53430.2021.00143.

       

      ●        Science fiction prototyping in education

       


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