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Creativity squared?
Investigating social creativity
in the design of educational resources
fostering creative thinking
in ...
the MC2 project
• creativity squared ?... the two ‘creativities’
 social creativity in the design of educational resource...
Defining ‘social creativity’
• a design activity
• situated within a socio-technical environment
• leading to the producti...
The MC2 socio-technical environment
Four Communities of Interest (CoIs):
- professionals in educational design
- diverse c...
The MC2 socio-technical environment
The C-book technology:
- an authoring tool
- a set of dynamic widgets (Cinderella, E-s...
Identifying social creativity in MC2 project
 heterogeneity
 diversity in
perspectives, expertise
 interdisciplinary
co...
Identifying social creativity in MC2 project
boundary crossing
(Akkerman & Bakker, 2011)
CoI members transcending the
“bou...
the CoI:
- 9 members:
- 3 Math edu
- 4 EE
- 1 on-line learning
- 1 developer
duration:
-18/10/2014 - 5/2/2015
- CoICode: 1...
A glimpse of the c-book “Sustainable city”...
The learning goal: to unveil the mathematics
hidden behind urban environment...
Focus and research question
 to understand how social creativity in
the design of c-books is nurtured by
boundary-crossin...
Boundary-crossing: 4 mechanisms
Identification: defining the diverse
identities and practices – delineating
the boundaries...
Method
Focus of analysis
• ‘critical episodes’
Selected segments of the CoI
members’ collaborative design
activity, highli...
Episode 1: “Communicating
difference”
Identification: employing differing ways of
delimiting own ‘boundaries’
EE CoI participants:
 propose ideas stemming from...
Boundary-crossing and social creativity
- communicating and realising the boundaries
- different languages
- diverse needs...
Coordination: defining ‘common space’
through translation
Establishing a common space for Maths and EE by bringing in
reso...
Episode 2: “Reaching reflection”
Reflection: creativity out of reflection
and for reflection
- Build new ideas and ‘objects’ to
substantiate and explicate
...
MC2 c-book productions
in Maths and sustainability learning
• Biking in the city
• Riding in the park
• Sustainable city
•...
thank you!
Maria Daskolia
mdaskol@ppp.uoa.gr
MCSquared (http://mc2-project.eu) is funded by the European Commission under ...
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M C Squared presented at the 8th World Environmental Education Congress (WEEC 2015)

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The presentation of the M C Squared project at the 8th World Environmental Education Congress (WEEC 2015)

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M C Squared presented at the 8th World Environmental Education Congress (WEEC 2015)

  1. 1. Creativity squared? Investigating social creativity in the design of educational resources fostering creative thinking in maths and sustainability learning Maria Daskolia - Chronis Kynigos UNIVERSITY OF ATHENS Computer Technology Institute & Press “Diophantus” MCSquared (http://mc2-project.eu) is funded by the European Commission under FP& (Project no. 610467), Strategic Objective ICT-2013.8.1 “Technologies and scientific foundations in the field of creativity”
  2. 2. the MC2 project • creativity squared ?... the two ‘creativities’  social creativity in the design of educational resources  mathematical creativity • 2013 – 2016 (http://mc2-project.eu ) • 6 academic and 3 industrial partner organisations from Europe Objectives: a. to develop a digital system for collaborative design of creative resources (the c-book technology) b. to bring together educational designers from diverse fields to collaboratively design exemplary (c-book) resources c. to advance our knowledge of social creativity in the design of creative educational resources supported by the c-book technologies
  3. 3. Defining ‘social creativity’ • a design activity • situated within a socio-technical environment • leading to the production of ‘creative’ outputs: (ideas + artefacts), which are:  novel/new  appropriate  elaborate Fischer (2001; 2011)
  4. 4. The MC2 socio-technical environment Four Communities of Interest (CoIs): - professionals in educational design - diverse communities of practice - joint “interest”: - the design of c-books - requiring - combination of multiple knowledge systems - exchange of perspectives - integration of domains  for creative thinking and practice to take place
  5. 5. The MC2 socio-technical environment The C-book technology: - an authoring tool - a set of dynamic widgets (Cinderella, E-slate, Geogebra, Scratch-NETLOGO, etc) - a learning analytics tool - a communication and collaboration (CoI-Code) facilitating and enhancing collaborative design of educational resources for CMT the c-books
  6. 6. Identifying social creativity in MC2 project  heterogeneity  diversity in perspectives, expertise  interdisciplinary collaboration… In the CoI social creativity … in the design of c-books
  7. 7. Identifying social creativity in MC2 project boundary crossing (Akkerman & Bakker, 2011) CoI members transcending the “boundaries” of their disciplinary and professional field/ teaching practice with the use of “boundary objects”: allowing them - communicate - collaborate - enrich perspectives social creativity is nurtured by processes of… to achieve a demanding task: the design of a c-book
  8. 8. the CoI: - 9 members: - 3 Math edu - 4 EE - 1 on-line learning - 1 developer duration: -18/10/2014 - 5/2/2015 - CoICode: 120 posts A case study: social creativity in the design of the “Sustainable city” c-book
  9. 9. A glimpse of the c-book “Sustainable city”... The learning goal: to unveil the mathematics hidden behind urban environmental issues causing unsustainability in the city
  10. 10. Focus and research question  to understand how social creativity in the design of c-books is nurtured by boundary-crossing interactions between CoI members with a different disciplinary and professional profile Focus Research question: How do boundary-crossing interactions between CoI members with an EE and a Math Ed profile affect the CoI's performance in terms of social creativity in the design of a c-book?
  11. 11. Boundary-crossing: 4 mechanisms Identification: defining the diverse identities and practices – delineating the boundaries Coordination: communicative and cooperative efforts to transcend the boundaries Reflection: expanding one’s perspectives through perspective- making and perspective-taking Transformation: co-creation of shared problem space, and new, hybrid ‘objects’ and practices Akkerman & Bakker (2011)
  12. 12. Method Focus of analysis • ‘critical episodes’ Selected segments of the CoI members’ collaborative design activity, highlighting aspects of boundary-crossing interactions  a first lens to filter the collected data  a contribution to our understanding of an interdisciplinary design activity of educational recourses as a socially creative process Data corpus: The CoI members’ contributions in CoICode
  13. 13. Episode 1: “Communicating difference”
  14. 14. Identification: employing differing ways of delimiting own ‘boundaries’ EE CoI participants:  propose ideas stemming from environmental theory to be used as metaphors/ organising concepts  identify and share online learning materials as sources of inspiration for new design ideas  critically elaborate and work on others’ ideas Math CoI participants:  express need for quantifiable data and formulae as input for ideas  reject many ideas as too demanding in pedagogical and technical elaboration  call for less abstract - more “concrete” ideas
  15. 15. Boundary-crossing and social creativity - communicating and realising the boundaries - different languages - diverse needs  a rich and challenging environment  they get informed and inspired by other members’ perspectives  they are urged to devise ways to communicate and collaborate to pursue the common task  coordination and reflection are used to substantiate own perspectives and to create new perspectives
  16. 16. Coordination: defining ‘common space’ through translation Establishing a common space for Maths and EE by bringing in resources, as “boundary objects”, such as: - Posting a list of own readings for others to comment - Searching for sources in a field other than own to identify affinities - “Translating” shared resources to bridge differences and synthesize opinions
  17. 17. Episode 2: “Reaching reflection”
  18. 18. Reflection: creativity out of reflection and for reflection - Build new ideas and ‘objects’ to substantiate and explicate reflection (perspective-making) - Secondary use: provoking reflection in others (perspective- taking) Boundary objects. They enable: -communication -meaning construction -integration of perspectives -enrichment / expansion of pre- existing views Eirini’s idea: students realise the concept of climate change / rise of temperature through observing and comparing arithmetic values on a yearly basis
  19. 19. MC2 c-book productions in Maths and sustainability learning • Biking in the city • Riding in the park • Sustainable city • Climate change • The bioclimatic amusement park
  20. 20. thank you! Maria Daskolia mdaskol@ppp.uoa.gr MCSquared (http://mc2-project.eu) is funded by the European Commission under FP& (Project no. 610467), Strategic Objective ICT-2013.8.1 “Technologies and scientific foundations in the field of creativity” The research leading to these results was funded from the European Union, FP7, GA 610467: project “M C Squared”, http://mc2-project.eu. This publication reflects only the author’s views and Union is not liable for any use that may be made of the information contained therein.

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