Figure 6 shows the YUTPA analysis from the perspective of a student and of a teacher, but in the future with an education based on ICT technologies.
Figure 6. YUTPA analysis from the 12 years old student's view in 2065
From the perspective of the a 12-13 year old Texelaar student, the absence of a physical presence of a teacher will constrain the following aspects and therefore they will decrease:
- Action: tuning and reciprocity will decrease since the student will have no need to adapt to a physical environment and a digital presence allows less tuning capability towards the teacher and fellow students
- Relations: engagement and communion will decrease. The fact that a 12 year old student is not physically attending lectures implies that the communion and engagement will decrease, unless the digital presence is felt as the physical one by engaging the students in hands-on activities, discussions and feedback. Moreover, the role of a student will be less clear since the only source of information will not be the teacher anymore and with ITC technologies a student can absorb information from many sources
- Time: the two main aspects that will decrease and constitute a need to fulfill (i.e. design space) are synchronizing performance and integrating rhythm, again due to the differences between physical and digital presence as studied in literature and part 3.1.
- Place: body sense and emotional space will decrease, due to the absence of daily contact with fellow students of the same age.
All these factors constitute the challenges that the future subsystem will face and need to work on. Reinforcing communion, an integrated rhythm and student’s tuning capabilities and shaping their new role as a student are a challenge to estimulate by a different kind of presence or ‘being there’
However, the future subsystem with ICT technologies brings along two main dimensions which increase and have to be potentiated: quality of deeds and situated agency. By writing an online article, the impact of the students is bigger since it can reach many more people and this can be used to motivate students and ‘be present’ in the online environment. All in all, the time and relation dimensions are the main challenges posed by the future subsystem whereas the action and place dimensions can beused as an instrument to reinforce communion and role of the student.
From the perspective of a teacher in the future subsystem, the YUTPA analysis (Figure 7) shows that the crucial design spaces are again time and relation. Teachers in the future subsystem will be able to have a higher impact by using less time resources (i.e. higher quality of their deeds, by making videos and interactive activities dealing with sustainability and entrepreneurship). However, for this impact to reach students teachers will need to work on the time and relations dimensions and face the student’s challenges in these aspects, stimulating engagement and motivation.
Figure 7. YUTPA analysis from teacher's view in 2065
The following three cites summarize the new role of a teacher in the future subsystem to ‘be present’:
‘For pro-environmental behavior to increase well-being, it is important to convince people that their behavior is right and meaningful, and stimulate people to choose this behavior of their own free will’ (Venhoeven et al., Explaining the Paradox: How Pro-Environmental Behavior can both Thwart and Foster Well-being’, 2013, p.10)
'When being in each other’s physical presence, we can literally care for each other. When in conflict, physical presence allows for more expression in both aggression and compassion. Communication with others, who have other perceptions and convictions, has more bandwidth in natural presence than in mediated presence.'(pg 408, Design for value of presence)
‘Yale economist Rober J. Shiller and Nobel prize-winning psychologist Daniel Kahneman argued that because “emotions help us adapt to life”, it is essential to adopt new “frameworks organizing the mind” that foster work-readiness, entrepreneurship and literacy skills and use experimental learning to inspire kids to dream big, reach their potential and contribute to the vitality of their local communities’ (Markus Giesler and Ela Veresiu, Creating the Responsible Consumer: Moralistic Governance Regimes and Consumer, 2014)
