This project explores interactive digital prompts to inspire futures thinking, and provoke creative and collaborative futures imagining. Through a series of playful futures-oriented questions, visitor/collaborators are encouraged to think about how they feel about the future and what archetypal orientation they bring into their futures imagining. Players are not fixed in their archetypes, rather they are encouraged to see these characters as powerful but changeable containers for imagining. With archetype in mind, players draw a series of cards to come up with the framework for their own futures reading. Collaborators are encourage to draft a future narrative and add it to the growing bank of chapters. Collaborators may also being with an editable chapter and change it forward, creating new iterations of existing futures.
Emergent Computational Thinking
Computational thinking (CT) has been hailed as a necessary 21st century competency that should be incorporated across the curriculum; however, the research shows that CT is generally confined within coding and programming curriculums. In this paper, we argue that if we are to foster CT in areas such as the arts and humanities, then we must deepen and complexify our understanding of computational thinking to include emergent and creative expressions of computational concepts. We explore the makerspace through a new materialist lens as a fertile environment for intuitive experimentation, inter-agential collaborations, and play with CT concepts through haptic engagement with littleBits™ electronic building blocks. We suggest that play can facilitate emergent computational thinking, which can be further deepened and complexified through the extension of creative writing and imaginative extrapolation, during which learners creatively metabolize CT and imaginatively project it beyond the confines of the actual and into rich potentiality.