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| resilients:resilience_thinking_diy [2013-02-06 03:59] – [EXERCISE 4: Imagine] nik | resilients:resilience_thinking_diy [2013-02-13 22:39] (current) – alkan | ||
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| * Plan to work on your own or in groups of two to three people | * Plan to work on your own or in groups of two to three people | ||
| - | ====EXERCISE 1: Decode==== | + | === EXERCISE 1: Decode === |
| - Define “resilience” in ten keywords. | - Define “resilience” in ten keywords. | ||
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| Take a break, think of your personal resilience. If you're having a coffee break, try to serve fair trade and organic produce (even if not certified as such). | Take a break, think of your personal resilience. If you're having a coffee break, try to serve fair trade and organic produce (even if not certified as such). | ||
| - | ====EXERCISE 2: Define==== | + | === EXERCISE 2: Define === |
| Fill in the following tables to develop your understanding of resilience in practice, by finding examples related to each quadrant. This will help you to turn the abstract concept of resilience into concrete and usable examples. | Fill in the following tables to develop your understanding of resilience in practice, by finding examples related to each quadrant. This will help you to turn the abstract concept of resilience into concrete and usable examples. | ||
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| - | ====EXERCISE 4: Imagine==== | + | === EXERCISE 4: Imagine === |
| 1. Choose one of the following projects and develop speculative design scenarios inspired by the information you gathered above. Research, design and contextualise your chosen theme: | 1. Choose one of the following projects and develop speculative design scenarios inspired by the information you gathered above. Research, design and contextualise your chosen theme: | ||
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| - | ====EXERCISE 5: Critique==== | + | === EXERCISE 5: Critique === |
| - Reflect on what you have learnt and how this can inform your future creative briefs and design projects. | - Reflect on what you have learnt and how this can inform your future creative briefs and design projects. | ||
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