This module forms a cornerstone to the Digital Futures and Innovation (DFI) learning experience. Its aim is to enable the learner to deepen their understanding of self and how they respond to and create change. In a studio learning environment, learners will reflect on their disciplinary perspectives, values, and explore various world views from mechanistic to ecological. They will work to span the boundaries of their disciplines and develop interactional expertise required to collaborate successfully in cross functional and transdisciplinary teams. Learners will be introduced to the UN Sustainable Development Goals to begin to explore their individual purpose or mission. The module will guide learners in exploring possible alternative futures for the planet and unpacking their posture towards these futures. Learners will be challenged to reflect on their worldview, consider futures time horizons and their role in the realisation of sustainable and regenerative futures. The module spans the full 8 week programme to create a space for reflection and to chart the progress of the learner through the development of their competence portfolio.

This module will equip learners to understand and appreciate personal and group based agency towards the realisation of sustainable futures. In a studio learning environment, the module will work to unpack the values and emotions that act as barriers to change and will explore the mindset that supports interconnectedness in the design and development of sustainable and regenerative systems. It will introduce the key pillars of the DFI, that is mission-orientated learning, self guided learning, and the axis flip of competence focused learning. This module further provides learners with an opportunity to demonstrate independent and self-determined learning through the creation of their individual portfolio. The portfolio includes a range of activities that enable the learner to demonstrate: the development of their reflective practice, and evidence-based excellence in applying discipline specific knowledge in different contexts.

On successful completion of this module, students will be able to: 1) Identify their skills, expertise and programme learning goals. 2) Select examples of 'best practice' from their existing portfolio of work which demonstrates their self determined competence development. 3) Demonstrate critical self-reflection skills in the development of the portfolio. 4) Reflect critically on their key learning goals and achievements.

On successful completion of this module, students will be able to: 1) Adapt and confidently navigate complex change at personal and professional levels. 2) Understand and reflect on their own personal agency and identify the complexities associated with collective agency. 3) Value self-determined learning and reflection in the development of their portfolio. 4) Reflect on and identify the contribution of individual disciplines and the disciplinary perspectives of other team members in addressing complex, transdisciplinary problems.

On successful completion of this module, students will be able to:

This module will be taught following a heutagogical approach, learners will be introduced to theoretical concepts and methods and then work individually and collectively. This will require learners to move back and forward between theory and practice. The learning environment will be studio based and will incorporate both physical and digital/virtual studio learning environments. Building on existing work in the development of digital collaborative tools, the DFI will develop a bespoke studio based digital learning environment, using a range of available tools including (but not limited to) MS Teams, Miro, Twitter, and other social media. Studio modes of education are core to design and other cogent disciplines and enable learners to practice professional skills in small groups where one's professional skills are challenged by others - both peers and mentors (Heikkinen, et. al.,2015). DFI will work to mainstream a studio-based approach, in an innovative hybrid learning environment, across business, and STEAM. DFI learning experiences will transdisciplinary and will advocate a focus on societally relevant problems, enabling mutual learning processes among participants aiming at creating knowledge that is solution-oriented and socially robust (Lang et al 2012). Module delivery will include physical, virtual and blended approaches that will make use of available digital tools (MS Teams and Miro) to support real time digital collaborative engagement in a studio learning environment. These tools enable a range of work practices vital in a successful studio learning environment, including visualization, text, and video communications, and readily sharing of resources by learners themselves. In this setting learner's virtual working environments become proximate and a community of learners can be created.