Increasing the effectiveness of participatory scenario development through codesign

McBride, Marissa; Lambert, Kathleen F.; Huff, Emily S.; Theoharides, Kathleen A.; Field, Patrick; Thompson, Jonathan R.

doi:10.5751/es-09386-220316

Cited by 68 publications

(53 citation statements)

References 65 publications

(112 reference statements)

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“…Participating in the practice of scenario development is a way to gain knowledge in action (Gherardi et al, 1998). Engaging students in scenario development aims at empowering them, stimulating shared sensemaking, giving them a sense of ownership of the results, giving them the thrill of discovery and invention, and stimulating subsequent action (McBride et al, 2017). The use of scenario development in iterative, reflexive cycle represents the use of scenarios as a tool for ongoing students` learning and adaptive curriculum renewal.…”

Section: Discussionmentioning

confidence: 99%

Use of scenario development and personal learning environment and networks (PLE&N) to support curriculum co-creation

Tsui

Dragičević

2018

Management &Amp; Marketing

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In much of the current discussions on business environments, a recurring theme both for academics and practitioners is that it is marked by inherent uncertainty (unknown unknowns). Hence, knowledge workers must have skills and understanding of the possible ways to navigate through and adapt to constant change. However, the tendency of prevailing approaches to curriculum development to focus on (static) learning outcomes, we argue, is not appropriate to train young people to adapt to the unpredictable working environment. Instead, more dynamic approaches to curriculum are required, which would instead focus on learning as a continuous relearning and emergent process of adaptation and stimulate students' inquiry and intellectual and creative skills. This paper approaches the issue by discussing the opportunities of using scenario thinking and development together with a personal learning environment and network (PLE&N) for co-creating a curriculum with students, teachers, and practitioners in higher education. In short, the methodology underpinning scenario development recognizes that uncertainty can be best dealt with and understood from the perspective of a range of possibilities and multiple futures through a facilitated, coherently structured process. PLE&N, on the other hand, serves as a learning space which stimulates self-regulated and network-based learning. The paper contends that curriculum informed by such a design methodology would lead to more frequent and appropriate updates as well as equip students with skills to work in a volatile, uncertain, complex, and ambiguous (VUCA) environment.

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Section: Discussionmentioning

confidence: 99%

Use of scenario development and personal learning environment and networks (PLE&N) to support curriculum co-creation

Tsui

Dragičević

2018

Management &Amp; Marketing

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“…A negotiation needs to occur to enable the evaluation to adopt a sustainability perspective while not placing unfair expectations on the intervention. Consensus building / (ADR) theory and practice is instructive for this (Susskind, 2012;Islam & Susskind 2018;McBride et al, 2017). 4.…”

Section: Given Current Evaluation Capacities and Outlook It Is Impormentioning

confidence: 99%

Sustainability‐Ready Evaluation: A Call to Action

Rowe

2019

New Drctns Evaluation

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Evaluation is at the cusp of two urgent challenges: indigenous evaluation and sustainability. How we respond to these challenges can dramatically affect the future of evaluation. A sustainability‐ready evaluation will be transformative. It will be an evaluation that recognizes that human and natural systems are coupled, and that evaluation portfolios are now and will increasingly be affected by our connections to natural system forces including climate. Sustainability‐ready evaluation will be an evaluation that reaches well past the intervention to important public policy goals and to key sustainability challenges. Evaluating coupled human and natural systems will be challenging. Fortunately, technical barriers do not prevent us from starting to infuse sustainability into evaluation; the barriers are social and associated with the worldview and vision of evaluation. To facilitate the development of sustainability‐ready evaluation, this paper provides an initial checklist and references to useful resources. Absent transformations to become sustainability‐ready evaluation will lack relevance for many of the current and future key issues of our times. Fields lacking relevance are themselves not sustainable.

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“…They represent one useful scenario that can help us understand some the current landscape land cover dynamics and the potential consequences of the current trajectory. Indeed, we developed these projections as part of the New England Landscape Futures project, which is an initiative to develop a suite of land-use scenarios with the dual objectives of advancing research and informing sustainable land-use policy and planning in New England [ 62 ]. Within the context of the project we have used the recent trends projections to inform alternative future scenarios.…”

Section: Future Directionsmentioning

confidence: 99%

Forest loss in New England: A projection of recent trends

et al. 2017

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New England has lost more than 350,000 ha of forest cover since 1985, marking a reversal of a two-hundred-year trend of forest expansion. We a cellular land-cover change model to project a continuation of recent trends (1990–2010) in forest loss across six New England states from 2010 to 2060. Recent trends were estimated using a continuous change detection algorithm applied to twenty years of Landsat images. We addressed three questions: (1) What would be the consequences of a continuation of the recent trends in terms of changes to New England's forest cover mosaic? (2) What social and biophysical attributes are most strongly associated with recent trends in forest loss, and how do these vary geographically? (3) How sensitive are projections of forest loss to the reference period—i.e. how do projections based on the period spanning 1990-to-2000 differ from 2000-to-2010, or from the full period, 1990-to-2010? Over the full reference period, 8201 ha yr-1 and 468 ha yr-1 of forest were lost to low- and high-density development, respectively. Forest loss was concentrated in suburban areas, particularly near Boston. Of the variables considered, 'distance to developed land' was the strongest predictor of forest loss. The next most important predictor varied geographically: 'distance to roads' ranked second in the more developed regions in the south and 'population density' ranked second in the less developed north. The importance and geographical variation in predictor variables were relatively stable between reference periods. In contrast, there was 55% more forest loss during the 1990-to-2000 reference period compared to the 2000-to-2010 period, highlighting the importance of understanding the variation in reference periods when projecting land cover change. The projection of recent trends is an important baseline scenario with implications for the management of forest ecosystems and the services they provide.

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Increasing the effectiveness of participatory scenario development through codesign

Cited by 68 publications

References 65 publications

Use of scenario development and personal learning environment and networks (PLE&N) to support curriculum co-creation

Use of scenario development and personal learning environment and networks (PLE&N) to support curriculum co-creation

Sustainability‐Ready Evaluation: A Call to Action

Forest loss in New England: A projection of recent trends

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