• Save
Designing serendipitous learning spaces to foster creativity
Upcoming SlideShare
Loading in...5
×
 

Designing serendipitous learning spaces to foster creativity

on

  • 4,250 views

Mobile Learning and Creativity Workshop 2012 at the EC-TEL Conference 2012, Saarbruecken, Germany

Mobile Learning and Creativity Workshop 2012 at the EC-TEL Conference 2012, Saarbruecken, Germany

Statistics

Views

Total Views
4,250
Views on SlideShare
2,869
Embed Views
1,381

Actions

Likes
14
Downloads
0
Comments
1

8 Embeds 1,381

http://ibuchem.wordpress.com 703
http://www.scoop.it 463
http://cloudworks.ac.uk 198
http://localhost 8
http://translate.googleusercontent.com 3
https://ibuchem.wordpress.com 3
http://ricetopher.tumblr.com 2
https://si0.twimg.com 1
More...

Accessibility

Categories

Upload Details

Uploaded via as Apple Keynote

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
  • Good thoughts on serendipity. I really like this notion when it comes to learning. I believe a big part of our learning insights, especially in online networks, happens unplanned, unexpected and 'serendipitous'. The idea of 'serendipitous learning space' is intriguing to me but, I am a bit concerned about designing such spaces. When we talk about serendipity we assume that it has something with unplanned matters but, when we talk about designing something, it means that it contains some structures, procedure and even expected outcomes. I think such serendipitous spaces already exist don't they? as you well mentioned like Twitter which I agree with you that is a serendipitous learning space. It all depends on how a user (learner) can use and apply them. Perhaps the more tools and resources a user connected to, the more serendipity and creativity is likely to occur!
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n

Designing serendipitous learning spaces to foster creativity Designing serendipitous learning spaces to foster creativity Presentation Transcript

  • Prof. Dr. Ilona Buchem Beuth University of Applied Sciences Berlin, Germany Designing serendipitous learning spaces to foster creativity in mobile learningMobile Learning and Creativity Workshop19th September 2012, EC-TEL 2012 1 Background image: http://1.bp.blogspot.com
  • ti vity h c rea e ienchig in sc veries isco ing d b reak gr ound every-day creative activity“What I am concerned with is the kind of creativitywhich guides choices and route-finding in everyday life, or what I have come to term little c creativity’.” Craft, Anna (2000). Creativity across the primary curriculum, Routledge, London. 2
  • identification of new opportunitiesoriginal thinking used to solve known problems 1. exploratory creativity 2. normative creativity 3. serendipitous creativity discovering ideas and connections as if by chance http://quizlet.com/12671571/innovation-book-chapter-5-terms-flash-cards/ View slide
  • attributes of serendipity Serendipit fortunate is a valuable part of creativity, discovery, innovation unplanned meaningfuldiscoveries * delight lpole, 18 th centu ry Wa surprise Horace insight sagacity image1: James Yang http://ht.ly/dJMdL image2: http://fineartamerica.com 4 View slide
  • Serendipityis not an accident!“Serendipity is not randomness. It is unexpectedrelevance.” Jarvis, J. (2010, March 30). Serendipity is unexpected relevance: http://bit.ly/cPRp2P. prepared mind: creativity originates in a preparation of mind that allows recognition of the serendipitous when it is encountered (Andre et al. 2009) oughts.jpg random-th gsp ot.com > p://1.bp.blo image: htt serendipitous learning 5
  • Serendipitous learning an interactive outcome of insight coupled with chance* tion crea rma tivity d info & le xpe cte Seemingly arnin gun e unrelated encounters Personal ? seemingly readiness readiness unrelated insight sagacity and encounters insight *Fine, G. and J. Deegan (1996), Three Principles of Serendip: Insight, Chance and Discovery in Qualitative Research, “International Journal of Qualitative Studies in Education”, vol. 9, pp. 434-447. .image: http://gramconsulting.com/wp-content/uploads/2009/06/two-sides-of-same-coin.jpg 6
  • creativityexternal reality the creative internal reality space of play playing as basis for playful discovery as any creative activity creative association psychoanalytic research 7
  • “safe space in which one can form all variety of nonsense without fear of judgment” “non-purposive state” creative activity Winnicott (1971) “reflecting back” “space of trust” validation 8
  • The Web as the world’s biggest serendipity engine ... Stephen Johnson SEARCH search possibilities enable to discover and connect RICHNESS enhances chances of encountering different ideas SOCIAL VALIDATION ideas can be validated by other human beings Web 2.0social media 9
  • Serendipity is in danger! personalisation is a threat to happy chance encounters filter bubble search rankings filters give information us what is known brokersre-inject human beings create confluence of into the machine information 10
  • Serendipitous Personalised space space 11
  • filters ranking systems algorithmslearning analytics recommenders is serendipity dead? personalisation social media management systemsvisualisation techniques 12
  • new generation of mobile services recreating serendipity?shake your iPhone local discovery social discovery social matching creativity? t how about bu d lear ning? an Andre et al. (2009) recreate the cause - but neglect the accidental finding desired effect - insight 13
  • How to design serendipitous learning spaces? => enhance opportunities for serendipitous creativity ree d esign areas Th You will need: R1 • Randomness > information R2 • Richness > environment R3 • Readiness > learner 14
  • Rand omness in non- d et erministic designErdelez, S., Budd, J. M., Rubin, V. L., Burkell, J. and Quan-Haase, A. (2011), Avoiding determinism: New research into the discovery of information. Proc. Am. Soc. Info. Sci. Tech., 48: 1–2. (a) design for discovery by chance when engaged in another activity (b) design for free expression of information needs (c) design for information needs from past, current and future (d) design for diverse interests, (e) incorporate the tasks or roles environment into design 15 R1
  • Richer spaceWagner, C. and Strohmaier, M. (2010), The Wisdom in Tweetonomies: Acquiring Latent Conceptual Structures, Semantic Search Workshop, WWW2012.(a) social diversity(users authoring a (b) conversational diversitystream) (communication in a stream) (c) lexical diversity (vocabulary in a (d) topical diversity stream) (use of hashtags)(e) informational diversity (f) spacial diversity(number of unique links) (messages locations)(g) temporal diversity(message time in streams) 16 R2
  • Re adines s for i nsightAndré, P., Schraefel, M. C., Teevan J., Dumais, S.T. (2009). Discovery Is Never by Chance: Designing for (Un)Serendipity, In C&C ’09, October 2009, Berkeley, California, ACM. (a) surface connections at time of search (b) capture delight when discoveries happen (c) enable to request (d) design un-recommender systems: content during idle times give me things that other people have not seen (e) design for cross-domain integration (f) support re-creation - sharing of creative activities R3
  • Serendipitous learning spaces :) free expression awards in advance :( :) adequate time time pressure :( :) challenge Richness competition :( environment serendipitous Randomness Readiness creativty external internal:) exploration evaluation :(:) free choice restrictions :(:) creative purpose over-supervision :(Erdelez, S., Budd, J. M., Rubin, V. L., Burkell, J. and Quan-Haase, A. (2011), Avoiding determinism: New research into the discovery of information. Proc. Am. Soc. Info. Sci. Tech., 48: 1–2 18
  • mobile learning serendipito us creativity “For serendipitous discoveries to happen, it is necessary that the person making the connection have the ability to see a connection and the infrastructure available to see that connection flourish.” (Andre et al. 2009) automation computer human knowledgepersonalisation connecting acceleration sharingrandomisation chance sagacity collaboration encounters insight image: http://ht.ly/dNgnX image: http://ht.ly/dNgci
  • Questions ... • How to design the creative space of play? • How to design and apply less deterministic systems? • How to support learners in embracing randomness? • How to help learners derive insight from chance encounters? • How to design for detection, uptake and refinement of creative ideas? image: social-network-jochen-leidner.png 20