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This padlet is is a working collaborative resource. It provides an overview how of the SPEC model can influence your teaching method/pedagogy in your own Design/Art classrooms.

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When provoked, you might inspire one to take action, even with small actions. Even so, our futures will flourish from these small actions.

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Embrace ambiguity, tensions and scopes.

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Explore the resources below to help you keep up to date with the latest speculative inquiry practices occurring globally.

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Immerse your practice into being more collaborative and participatory, making it more influential in shaping the way we think about futures.

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The Spec Model can be used to inform your teaching with and through speculative inquiry in Design education. It can be used as a method to inform the development of activities, projects and assessment tasks, as well as a pedagogical tool to inform my teaching practices inside the Design classroom. This model challenges the traditional practice of design and offers alternatives that are essential for a contemporary society.

In addition, students can this model in conjunction to the design process model. However, the Spec model differs immensely and instead ensures students are moving beyond design towards speculating about how things could be and imagining possible futures.

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The shape of the Spec model has been designed using an asterisk symbol. I was inspired how the use of this symbol is formally used in a text as a pointer to an annotation or footnote. However, in this context, the asterisk is a pointer towards thinking and creating outside the world of design. In addition, the word asterisk has the word risk embedded into it. Sometimes taking a risk is what it takes to make change happen. Therefore, nothing is off limits in the SPEC model.

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There are six guiding colours to help you navigate your way through using the Spec Model. All six colours interconnect to form the symbol as way to remind teachers and students the importance of Design education adapting to change and connecting beyond design.

The colours represent one word intentionally to leave each word open for interpretation. The idea is for both students and teachers to use their imagination when engaging with the word which may not have anything to do with design.

This model aims to inspire teachers and students to move away from traditional design practice and explore imagination through curiosity and risks in a non-linear process.

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Open-ended — to allow students the safe space to explore ideas and understand, or think (make) through, the possible images of their ideas.

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Play is the state of mind that we can use in our creative process to our advantage. As we get older, a lot of societies, education systems and workplaces make us feel that playing is a waste of time. We end up suppressing stupidly brilliant questions for what we think are more serious responsibilities.

— Jessica Walsh

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https://playgroundparis.com/

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About

We are Playground, a parisian graphic design studio working on motion, illustrations, print design and stuff. We ca work on a global identity & system, or just some illustrations, maybe a image for a cover, or just a font? Eh, let's have fun !

Clients
Hermès, Fondation Louis Vuitton, Apple, Club des Directeurs Artistiques, Orange, Super!, Puiforcat, Tiffany's, Devialet, Hachette, Artcurial, Ministère de la Culture, Netflix, TMC, France TV, Canal+, Arte, Sony Music, Santé Publique France, Pavillon de l'Arsenal, Air France, Éditions 10/18, Spark News, Society!, Les Inrockuptibles, Telerama...

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Playground - Graphic Design Studio in Paris

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We are Playground, a colorful-fun-messy-crazy graphic design studio working on motion, print, illustrations, design and stuff from Paris.

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SPECULATIVE EVERYTHING: Design, Fiction, and Social Dreaming — Anthony Dunne & Fiona Raby

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SPECULATIVE EVERYTHING: Design, Fiction, and Social Dreaming — Anthony Dunne & Fiona Raby

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Imaginative fiction trains people to be aware that there are other ways to do things and other ways to be. That there is not just one civilisation and it is good and it is the way we have to be.

— Ursula K. Le Guin

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Thinking differently about tomorrow is one thing, finding a way to act on it is another. We need to be actively engaged in that conversation, collaborate, comprise and help society build those futures.

— Phil Balagtas

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Challenge the status quo.

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As educators and creatives working in Design education it is important for us to understand how the trauma of the pandemic has impacted our students and creative industries.

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Interrogate future paths.

Speculate possible futures.

Speculate on different versions of today.

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Acknowledge your epistemic boundaries.

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Learn to question, examine and critique.

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Search for new modes of production, technologies and create opportunties outside of the design context.

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Design things with local resources, materials, knowledge and communities.

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https://speculativeedu.eu/

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Speculative Design - Educational Resource Toolkit

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Speculative Edu — Beyond Speculative Design

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Speculative Edu — Beyond Speculative Design

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https://www.gsainnovationschool.co.uk/post/speculative-and-critical-design

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Our research poster presentation sets out the pedagogical model underpinning CollaborativeFutures, which contributed to the conference's lively discussions and debates by sharing our theoretical perspectives on the experiential and relational dimensions of future-focused design and how this informs a learning experience for students. This international conference brought together a diverse range of design educators, researchers and practitioners and provided us with a valuable opportunity to further build our knowledge-base and networks in this area.

CollaborativeFutures is an annual, live futures-focused project, which is a part of theMasters of European Design programme at the Innovation School, and which brings together final year product design students and early career design graduates to collaborate with an external industry partner to critically explore a key societal challenge. This project has been by developed by Kirsty Ross over the past six years and has been implemented in a range contexts, which includes exploring the future of social services with Hitachi; the future of banking with the Royal Bank of Scotland and, in the most recent iteration, the future of data experience with the Glasgow City Council. In this latest iteration, Dr Marianne McAra was the embedded researcher who, in parallel to researching the project process, also supported the student-graduate team in undertaking design-research in the areas of ethics, methods, modes of analysis and evaluation.

As an experiential learning process that is focused on the development of the students' professional practice, the underpinning, studio-based pedagogical model scaffolds the students learning whilst seeking to emulate an authentic professional studio culture. As set out in our conference poster, the project takes place over three distinct phases, which each have a set of key deliverables. In phase one the team undertakes a period of discovery and problem-framing - scoping the context through combining a range of qualitative and quantitative research methods to identify key insights pertaining to the project brief. In phase two the team develops and prototypes their concepts - translating the research themes into a family of speculative knowledge artefacts. Typically this includes a physical future-focused world, a suite of future citizens who would populate neighbourhoods within the world, and a set of scenarios that characterise the citizens' behaviours, attitudes and values and which narrate the interactions between them. These knowledge artefacts are then used as speculative tools in creative participatory workshops to further co-define the research with present-day citizens and stakeholders. In phase three the team delivers a fully realised suite of knowledge artefacts and a set of design recommendations and directions for the industry project partner to take forward in their future work.

We theoretically align the model to Lave and Wenger's (1991,1998) community of practice framework in terms of understanding the discreet communities of practice that develop over the course of the project - both within the internal student-graduate team, as well as across the wider student-graduate/ industry partner team. Building on this, we have been researching the mediating role design plays here and how the creation of knowledge artefacts within speculative approaches can be used as boundary objects to support the participation of the project partners, stakeholders and citizens. A key learning for our students are insights into ways of setting up the conditions for successful collaboration. This challenges them to focus and utilise their product design practice not only as a material practice but also as a relational and experiential practice when engaging in multi-disciplinary collaboration and for exploring the notion of proximity - both physically and figuratively in terms of spaces, discourse and time (the past, present and the future) - as well as in terms of shifting between a plurality of present and speculative realities.

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Blog Post | Glasgow School of Art | Speculative and Critical Design in Education

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Practice and Perspectives Conference 2020 | Collaborative Futures Poster Presentation - Oct 04, 2021

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DAE: The Arena — Methods of New Materialism

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DAE: The Arena — Methods of New Materialism

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https://ddw.nl/en/video/98/dae-the-arena

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How do materials around us construct and inform our lives? How should we consider our relationships with them, in terms of use and value? By looking into the narratives of material production, life cycles and infrastructure, this panel will revisit the position of designers in the field of 'new materialism'.

Panelists:
Anastasia Kubrak (Designer & Researcher)
Jan-Micha Gamer (Social Design, MA)
Lukáš Likavčan (Researcher & Theorist)
Martina Muzi (Designer, Researcher & Curator)
Archibald Godts & Theresa Bastek (Studio Plastique)
Willeke Segers (Motion, BA)

Moderator:
Maxime Benvenuto (Design Researcher)

With design research at its heart, The Arena is Design Academy Eindhoven's (DAE) in-house platform for furthering dialogues on design discourse. It addresses and contextualises aspects of design practice that inform and surpass a final object or outcome.Tune in to DDW TV daily on  ddw.nl  from 14:30-15:30 for panel discussions on the dilemmas of institutional critique, bio-politics and collective care, power structures behind invisible infrastructures, interrogations on cultural heritage and more.

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dutch design week eindhoven festival talks lectures workshops events

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The largest design event in Northern Europe presents work and concepts from more than 2,600 designers to more than 355,000 visitors from home and abroad.