> For the complete documentation index, see [llms.txt](https://project-artemis.gitbook.io/the-artemis-project-2100/llms.txt). Markdown versions of documentation pages are available by appending `.md` to page URLs; this page is available as [Markdown](https://project-artemis.gitbook.io/the-artemis-project-2100/design-your-future/act-cards.md).

# Act Cards

## Artemis Project: Act Worksheets

### Introduction

Welcome to the Artemis Project's Reflect Worksheets. These activities are designed to spark your imagination about the future of education, inspired by the Artemis Project's vision of redesigning education for a changing world.

### Warm-up Activity: A Rift in Spacetime

Imagine that as you walk onto your campus, there's a flash of blinding light. Suddenly, you find yourself in the year 2100, at the University of Artemis. You bump into Professor Chronos, an expert in temporal physics, who explains that you've been teleported to the future due to a rift in the space-time continuum.

```
     /\     /\
 ___/  \___/  \___
/   \  /   \  /   \
\___/  \___/  \___/
    \  /   \  /
     \/     \/
```

Make a sketch of what you see in this future version of the University of Artemis.

\[Space for sketch]

Reflection Questions:

1. What is the one defining characteristic of your vision of the University of Artemis in 2100?
2. How are students in this future similar to or different from the students of today?

### Activity 1: First Day at the University of Artemis

You've just enrolled at the University of Artemis. During orientation, you learn about their unique "Open Loop Learning" program. Instead of spending four consecutive years at university, you get 10 years to distribute throughout your life. Periods spent at the university are called "learning loops," and periods spent applying knowledge in the world are called "application loops."

Sketch your first few "learning loops" and "application loops." How would one affect the other?

\[Space for timeline sketch]

```
CopyYear 1    Year 5    Year 10   Year 15   Year 20
|---------|---------|---------|---------|---------|
```

Reflection Questions:

1. How did you decide when to take learning loops versus application loops?
2. How might this flexible approach to education impact your career trajectory and personal growth?
3. What challenges and opportunities do you foresee with this model?

### Activity 1: Design Your Learning Journey

\[Visual: A blank timeline with loops]

```
CopyYear 1    Year 5    Year 10   Year 15   Year 20
|---------|---------|---------|---------|---------|
```

Plot your "learning loops" (▲) and "application loops" (▼) on the timeline. You have 10 symbols to distribute across 20 years.

Example:

```
CopyYear 1    Year 5    Year 10   Year 15   Year 20
|----▲▲---|---▼▼----|--▲▲▼----|---▼▲▼---|----▼----|
```

Now, roll a die for each loop to determine its focus: 1-2: Technology 3-4: Sustainability 5: Interplanetary Studies 6: Wildcard (your choice)

Write the focus below each symbol on your timeline.

Reflection:

* How does your learning odyssey reflect your personal and professional goals?
* What unexpected insights did the random focus assignments bring?

### Activity 2: The Artemis Compass

At the University of Artemis, there's no such thing as freshmen or sophomores. Instead, students engage in a Calibration phase—a flexible 3-24 month period where they explore various fields and reflect on their purposes before declaring their focus areas.

To support students in their Calibration journey, the university has developed a device called 'The Artemis Compass'. Write down three things this device could help students discover about themselves. In what contexts will students use that information?

1.
2.
3.

Reflection Questions:

1. How might this Calibration phase and the Artemis Compass change the way students approach their education?
2. What are some potential drawbacks or challenges of this system?

### Activity 3: The Artemis Project Map

You've discovered a unique map of the University of Artemis. Instead of traditional departments, it shows interdisciplinary "Competency Hubs":

```
Co[Sustainable Futures]
              |
   [Interplanetary]--[Biotechnology]
     Collaboration       & Ethics
              |              |
[Quantum Computing]--[Creative Problem]
  & Philosophy         -Solving
              |
    [Global Governance]
              |
   [Human-AI]--[Cultural]
    Synergy    Evolution
```

* Hub of Sustainable Futures
* Hub of Interplanetary Collaboration
* Hub of Biotechnology and Ethics
* Hub of Quantum Computing and Philosophy
* Hub of Creative Problem-Solving
* Hub of Global Governance
* Hub of Human-AI Synergy
* Hub of Cultural Evolution

1. Recall 5 classes that you've taken or would like to take. Mark the hubs most likely to offer them.
2. Come up with 5 new class titles that combine elements from at least two hubs. Annotate these on the map.

Reflection Questions:

1. How does this hub structure differ from traditional university departments?
2. How might this interdisciplinary approach prepare students for the challenges of the 22nd century?

### Activity 4: Global Impact Initiatives

You're a student at the University of Artemis in 2100. The university has established 5 'Galactic Impact Outposts' across the solar system where students and faculty tackle interplanetary challenges on location.

Propose two locations for these outposts (they can be on Earth or other celestial bodies) and explain why students would benefit from them.

1. Location: Benefit:
2. Location: Benefit:

Reflection Questions:

1. How might these experiences shape students' perspectives on global and interplanetary issues?
2. What unique challenges and opportunities might arise from these off-world learning experiences?