• Journal of Technology Innovation
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• v.20 no.2
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• pp.29-48
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• 2012

As the complexity and uncertainty of social and economic systems increase, the strategic foresight that actively and effectively responds to the environmental changes becomes important. A wide range of future forecasting methods are available for strategic foresight. Selecting one of the methods depends on several factors such as availability of time and financial resources and the objectives of the exercise. Although trend extrapolation analysis has been used for many years, scenario planning is being widely used by government and corporate as a tool for strategic decision making in recent years. Generally, scenario planning is carried out through workshop, in which experts with diverse backgrounds exchange information, views, and insights and integrate the diverse viewpoints. However, only a small number of experts can participate in a workshop and citizen opinion is not easily transformed into the policy for the scenario exercise due to the limitation of budget and short duration of a project. It is also much harder to develop creative ideas in the workshop because of the limited time and space. In this study, a new scenario process combining scenario workshop and wiki is proposed to overcome the limitation of scenario workshop. This combined approach can be more productive than using scenario workshop alone when developing new ideas. In this study, we applied the combined approach to develop scenarios for the strategic foresight of future media and present suggestions for improving the process.

• Educational Technology International
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• v.10 no.1
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• pp.1-23
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• 2009

Learners are often posited in a paradoxical situation where they are not fully involved in decision making processes on how to learn, in designing their tools. Cognitive artifacts in e-learning are supposed to effectively support learner-centered e-learning. The purpose of the study is to analyze cases of cognitive artifacts and to inquire those design principles for facilitating the learner-centered e-learning. Four research questions are suggested: First, it will be analyzed the characteristics of learners with respect to design of cognitive artifacts for supporting the learner-centered e-learning. Second, characteristics of four cases to design cognitive artifacts in learner-centered e-learning environment are analyzed. Third, it will be suggested the appropriate design principles of cognitive artifacts to facilitating learner-centered learning in e-learning environment. Four cases of cognitive artifacts design in learner-centered e-learning was identified as follows: Wiki software as cognitive artifacts in computer-supported collaborative learning; 'Play Around Network (PAN)' as cognitive artifact to monitor learning activities in knowledge community; Knowledge Forum System (KFS) as a cognitive artifact in knowledge building; cognitive artifacts in Courses-as-seeds applied meta-design. Five design principles are concluded as follows: Promoting externalization of cognitive artifacts to private media; Helping learners to initiate their learning processes; Encouraging learners to make connections with other learners' knowledge building and their cognitive artifacts; Promoting monitoring of participants' contributions in collaborative knowledge building; Supporting learners to design their cognitive artifacts.