Social Creativity in the Design of Digital Resources Interweaving Math with Environmental Education - The Case Study of the Climate Change C-Book

Maria Daskolia, Angeliki Kolovou, Chronis Kynigos

2016

Abstract

This study focuses on how social creativity is manifested in the collective design of digital educational resources (called “c-books”, c for creativity) aiming to foster students’ creative mathematical thinking. We investigate social creativity as a process by focusing on the boundary-crossing encounters taking place within a socio-technical environment constituted of teachers of diverse expertise interacting with each other and with the C-Book technology, while designing a c-book on “Climate Change”. The analysis of two critical episodes shows that during the design process the socio-technical environment allowed the communication and coordination of diverse perspectives enhancing the designers/ teachers creativity and leading to the transformation of initial ideas into ‘tangible’ objects.

References

  1. Akkerman, S. F. and Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research, 81(2), 132-169.
  2. Bakker, A. and Akkerman, S. F. (2014). A boundarycrossing approach to support students' integration of statistical and work-related knowledge. Educational Studies in Mathematics, 86(2), 223-237.
  3. Bonifacio, M. and Molani, A. (2003). The richness of diversity in knowledge creation: an interdisciplinary overview. Journal of Universal Computer Science, 9(6), 491-500.
  4. Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: Harper Collins.
  5. Daskolia, M. and Kynigos, C. (2012). Applying a Constructionist Frame to Learning about Sustainability. Creative Education, 3, 818-823.
  6. Emin-Martínez, V., Hansen, C., Rodríguez-Triana, M. J., Wasson, B., Mor, Y., Dascalu, M., Ferguson, R. and Pernin, J.-P. (2014). Towards teacher-led design inquiry of learning. eLearning Papers. Retrieved March 6, 2015, from http://openeducationeuropa.eu /en/article/Towards-Teacher-led-Design-Inquiryof-Le arning?paper=134810.
  7. Engeström, Y., Engeström, R. and Kärkkäinen, M. (1995). Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities. Learning and instruction, 5(4), 319- 336.
  8. Fischer, G. (1999). Symmetry of ignorance, social creativity and meta-design. In Proceedings of the 3rd conference on Creativity and cognition (pp. 116-123). New York: ACM.
  9. Fischer, G. (2000). Shared Understanding, Informed Participation, and Social Creativity - Objectives for the Next Generation of Collaborative Systems. In R. Dieng, A. Giboin, L. Karsenty and G. De Michelis (Eds.), Designing Cooperative Systems, The Use of Theories and Models (pp. 3-16). Amsterdam, the Netherlands: IOS Press. Retrieved May 23, 2015, from http://l3d.cs.colorado.edu/gerhard/papers/coop2000.p df.
  10. Fischer, G. (2001). Communities of interest: Learning through the interaction of multiple Knowledge Systems. Paper presented at 24th Annual Information Systems Research Seminar in Scandinavia, Ulvik, Norway.
  11. Fischer, G. (2004). Social creativity: Turning barriers into opportunities for collaborative design. In A. Clement and P. Van den Besselaar (Eds.), Proceedings of the eighth conference on Participatory design: Artful integration: interweaving media, materials and practices (Vol. 1, pp. 152-161). New York: ASM.
  12. Fischer, G. (2005). Social Creativity: Making All Voices Heard. In Proceedings of the HCI International Conference (HCII), (published on CD). Retrieved May 23, 2015, from http://l3d.cs.colorado.edu/gerhard/pap ers/social-creativity-hcii-2005.pdf.
  13. Fischer, G. (2011). Social Creativity: Exploiting the Power of Cultures of Participation. In SKG2011: The 7th International Conference on Semantics, Knowledge and Grids (pp. 1-8). Los Alamitos, Washington, Tokyo: IEEE.
  14. Fischer, G., Giaccardi, E., Eden, H., Sugimoto, M. and Ye, Y. (2005). Beyond Binary Choices: Integrating Individual and Social Creativity. International Journal of Human-Computer Studies (IJHCS) Special Issue on Computer Support for Creativity (E.A. Edmonds and L. Candy, Eds.), 63(4-5), pp. 482-512. Retrieved May 23, 2015, from http://l3d.cs.colorado.edu/gerhard/pap ers/ind-social-creativity-05.pdf.
  15. Fischer, G. and Ostwald, J. (2005). Knowledge communication in design communities. In R. Bromme, F. W. Hesse and H. Spada (Eds.), Barriers and Biases in computer-mediated knowledge communication - and how they may be overcome (pp. 213-242). Dordrecht, the Netherlands: Kluwer Academic Publishers.
  16. Intergovernmental Panel on Climate Change (2015). Climate Change 2014: Mitigation of Climate Change (Vol. 3). New York: Cambridge University Press.
  17. Kynigos, C. (2007). Half-Baked Logo Microworlds as Boundary Objects in Integrated Design. Informatics in Education, 6(2), 335-358, Institute of Mathematics and Informatics, Vilnius.
  18. Kynigos, C. (2015a). Designing Constructionist E-Books: New Mediations for Creative Mathematical Thinking?. Constructivist Foundations, 10(3), 305-313.
  19. Kynigos, C. (2015b). Constructionism: Theory of Learning or Theory of Design? In S. J. Cho (Ed.), Selected Regular Lectures from the 12th International Congress on Mathematical Education (pp. 417- 438). Heidelberg New York, Dordrecht, London, Switzerland: Springer International Publishing,
  20. Kynigos, C. and Daskolia, M. (2014). Supporting creative design processes for the support of creative mathematical thinking. Capitalising on cultivating synergies between Math Education and Environmental Education. Proceedings of the 6th International Conference on Computer Supported Education (CSEDU 2014), Barcelona, Spain, 1-3 April (Paper #256, pp. 342-347). doi:10.5220/0004965603420347.
  21. Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. London: Routledge.
  22. Lave, J. and Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
  23. Lotz-Sisitka, H., Wals, A. E., Kronlid, D. and McGarry, D. (2015). Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction. Current Opinion in Environmental Sustainability, 16, 73-80.
  24. Mishra, P. and Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  25. Rittel, H. and Webber, M. (1973). Dilemmas in a general theory of planning, Policy Sciences, 4(2), 155-169.
  26. Star, S. L. (2010). This is not a boundary object: Reflections on the origin of a concept. Science, Technology and Human Values, 35(5), 601-617.
  27. Star, S. L. and Griesemer, J. R. (1989). Institutional ecology, 'translations' and boundary objects: amateurs and professionals in Berkeley's Museum of Vertebrate Zoology, 1907-1939. Social Studies of Science, 19, 387-420.
  28. Wenger, E. (1998). Communities of Practice: Learning, Meaning, Identity. New York: Cambridge University Press.
Download


Paper Citation


in Harvard Style

Daskolia M., Kolovou A. and Kynigos C. (2016). Social Creativity in the Design of Digital Resources Interweaving Math with Environmental Education - The Case Study of the Climate Change C-Book . In Proceedings of the 8th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-179-3, pages 134-143. DOI: 10.5220/0005810101340143


in Bibtex Style

@conference{csedu16,
author={Maria Daskolia and Angeliki Kolovou and Chronis Kynigos},
title={Social Creativity in the Design of Digital Resources Interweaving Math with Environmental Education - The Case Study of the Climate Change C-Book},
booktitle={Proceedings of the 8th International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2016},
pages={134-143},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0005810101340143},
isbn={978-989-758-179-3},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 8th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - Social Creativity in the Design of Digital Resources Interweaving Math with Environmental Education - The Case Study of the Climate Change C-Book
SN - 978-989-758-179-3
AU - Daskolia M.
AU - Kolovou A.
AU - Kynigos C.
PY - 2016
SP - 134
EP - 143
DO - 10.5220/0005810101340143