Professor Eleonora Barbieri Masini asserts that “ambitions of a desirable future are embedded in the social structure from which they emerge”. A statement which is inherently true of my work for the UOW Digital Media Society. Here, our desires emerge from a need to sustain ourselves as a club, so that we may continue serving the needs of all BCM students. Thus, our desirable future of longevity stems from the social structure of the university club system from which we emerged.
I am currently undertaking a digital artefact which is a pastiche of micro tasks that combine to serve the short-term goals of the Digital Media Society. Our short-term goals have rapidly shifted due to COVID-19, so we are focusing on recruiting new executives to secure our short term future; because without this process, the society’s longevity is not possible. Moreover, after considering the feedback on my Pitch, the comments from Chris and discussions with fellow DMS executives, I have shifted the focus of my DA. Originally, I was making an onboarding portal for new executives but to make use of that, we have to jump the hurdle of recruiting those executives first.
Below is a video which outlines my project’s new direction, iterations it has undergone and the research which underpins it. After watching the video, please continue reading to get a full picture of the work which I am doing.
My DA consists of:
Evidence of engagement with a public audience
Through my DA I have successfully engaged with public audiences through social media posts. Evidence of this can be observed through the public and private feedback which my DA has received:
One iteration that I would like to note, is the introduction of short tutorial videos (below). In response to a question we received on twitter, I posted a short video which became very popular. This helped us identify a different way we could help BCM students with their learning.
Iterations and response to feedback
As mentioned in the video, I have thoroughly utilised small audiences in private spaces to continually iterate this project. The primary example of this is a group chat appropriately named ‘Ooda’ which exists to provide fast feedback loops between myself and my peers so that we can rapidly prototype ideas.
Iterating my original DA
Another example of this is the ongoing support that Callum, the UOW DMS president has provided me with this project. I approached Callum with concerns about my original DA and we rapidly protoyped some ideas to form my new DA:
Furthermore, I took on board the comments I received on my project pitch. Upon the advice of Josh I also looked at marketing and recruitment. I approached tutors to keep an eye out for students who may be interested in the opportunity that we could then contact. What I came across was a blog post which explained how to recruit volunteers given that it is unpaid work. This heavily influenced the presentation of the Become an Executive Page; specifically this paragraph:
Elena also shared a wonderful paper about motivating club members which mentions Maslow’s Hierarchy of Needs. Therefore, I have reevaluated our content in the short-term to suit the physiological needs of students because of isolation and the disruption of remote learning.
Overall, I have actively implemented any and all feedback I have received on my digital artefact. Most notably, this occured through my shift in research focus, iteration of my DA to focus on networking, resources, opportunities, supporting students, and recruiting new executives.
Revised project timeline
Meeting with BCM staff RE: BCM Town Meeting
Add an Opportunities Page to website
BCM Town Meeting
Add more resources to website
Start outputting marketing messages about becoming an executive
Continue recruitment campaign
Begin compiling submission
Work on submission: essay which Callum’s 5-year plan and realigns it to our current environmental conditions (and a promotional video about becoming an executive if time allows).
Continue on with this work, after the subject finishes to realise medium and long-term goals
Bell W, 1998, ‘Making People Responsible: The Possible, the Probable, and the Preferable’, American Behavioral Scientist, vol. 43, no. 3, pp. 323-329.
Beer M, Finnström M and Schrader D, 2016, ‘Why Leadership Training Fails—and What to Do About It’, Harvard Business Review, (online blog), viewed 8 May 2020, <https://hbr.org/2016/10/why-leadership-training-fails-and-what-to-do-about-it>.
Masini E, 1997, ‘The Relationship Between Futures Studies and Social Sciences from the 60’s to the Present’, Society and Economy, vol. 19, no. 4, pp. 121-142.
Moore C 2020, BCM325, ‘Futures Studies: Trajectories and Planning’, Lecture Notes, viewed 1 April 2020.
Moore C, 2019, ‘Multiple Futures Part 1’, online video, 30 March, viewed 7 April 2020, <https://www.youtube.com/watch?v=p5IpD0QHwa0>.
Moore C 2019, ‘Multiple Futures Part 2’, online video, 23 February, viewed 7 April 2020, <https://www.youtube.com/watch?v=nU8JbEy-2QI>.