This document summarizes Prof. Dr. Ilona Buchem's presentation on designing serendipitous learning spaces to foster creativity in mobile learning. The presentation discusses how serendipity plays an important role in creativity, discovery, and innovation. It also notes that serendipity is not random, but involves unexpected relevance. The presentation identifies three design areas to enhance opportunities for serendipitous creativity in learning spaces: randomness in information, richness in environment, and readiness in the learner.
The first portion of content presented as part of the IAInstitute's pre-conference workshop at the 2009 IA Summit in Memphis, TN. "Beyond Findability: Re-framing IA Strategy and Practice for Turbulent Times" http://iasummit.org/2009/program/pre-con/beyond-findability/
There were no "notes" for this one, so it doesn't have the long-format pdf, just the slides.
Slides of Clean Interviewing workshop given at UNITEC, Aukland, 3 Feb 2017.
Workshop description
James Lawley will show how the wording of interview questions can unintentionally and unknowingly bias answers, how ‘leading’ questions cast doubt on the authenticity of the data collected, and how you can avoid this by asking ‘clean’ questions.
The aim of this workshop is to learn and integrate the principles of Clean Interviewing, and to develop your ability to design and frame clean questions during practice interviews. You will learn how to interview using Clean Language so your interviewees are given maximum opportunity to provide reliable information, ‘uncontaminated’ by an interviewer’s framing, presuppositions and metaphors.
You will also learn a new process for validating the ‘cleanness’ of an interview thereby increasing the robustness of your methodology.
Lean Agile Scotland 2016 Clean Language WorkshopAndrea Chiou
Slides on basics of Clean Language - with an orientation to use in business and teams to support inquiry. This covers some basics about the questions, exercises, modelling, a few models from Caitlin Walker's Systemic Modelling (Clean Feedback)... And some links to books and resources for learning more.
It’s clear why researchers, scientists, inventors and entrepreneurs would be interested in serendipity, but why would psychotherapists? When we think of serendipity, the sensational examples catch the eye: vulcanisation, velcro and viagra for instance. Yet there are many more smaller but no less significant instances of serendipity at the personal level. Although the ‘ah-ha’ moments get all the press, they are only a small part of the serendipity process that Penny Tompkins and I mapped into six stages. We regularly see our clients go through a similar process and supporting them to maximise serendipity is one the most important parts of our work.
Erasmus+ Strategic Partnership for Open Virtual Mobility in Higher EducationIlona Buchem
Erasmus+ Strategic Partnership for Open Virtual Mobility in Higher Education. Presentation by Prof. Dr. Ilona Buchem from Beuth University of Applied Sciences Berlin during Webinar EADTU & Open VM on Friday 19 June 2020
The first portion of content presented as part of the IAInstitute's pre-conference workshop at the 2009 IA Summit in Memphis, TN. "Beyond Findability: Re-framing IA Strategy and Practice for Turbulent Times" http://iasummit.org/2009/program/pre-con/beyond-findability/
There were no "notes" for this one, so it doesn't have the long-format pdf, just the slides.
Slides of Clean Interviewing workshop given at UNITEC, Aukland, 3 Feb 2017.
Workshop description
James Lawley will show how the wording of interview questions can unintentionally and unknowingly bias answers, how ‘leading’ questions cast doubt on the authenticity of the data collected, and how you can avoid this by asking ‘clean’ questions.
The aim of this workshop is to learn and integrate the principles of Clean Interviewing, and to develop your ability to design and frame clean questions during practice interviews. You will learn how to interview using Clean Language so your interviewees are given maximum opportunity to provide reliable information, ‘uncontaminated’ by an interviewer’s framing, presuppositions and metaphors.
You will also learn a new process for validating the ‘cleanness’ of an interview thereby increasing the robustness of your methodology.
Lean Agile Scotland 2016 Clean Language WorkshopAndrea Chiou
Slides on basics of Clean Language - with an orientation to use in business and teams to support inquiry. This covers some basics about the questions, exercises, modelling, a few models from Caitlin Walker's Systemic Modelling (Clean Feedback)... And some links to books and resources for learning more.
It’s clear why researchers, scientists, inventors and entrepreneurs would be interested in serendipity, but why would psychotherapists? When we think of serendipity, the sensational examples catch the eye: vulcanisation, velcro and viagra for instance. Yet there are many more smaller but no less significant instances of serendipity at the personal level. Although the ‘ah-ha’ moments get all the press, they are only a small part of the serendipity process that Penny Tompkins and I mapped into six stages. We regularly see our clients go through a similar process and supporting them to maximise serendipity is one the most important parts of our work.
Erasmus+ Strategic Partnership for Open Virtual Mobility in Higher EducationIlona Buchem
Erasmus+ Strategic Partnership for Open Virtual Mobility in Higher Education. Presentation by Prof. Dr. Ilona Buchem from Beuth University of Applied Sciences Berlin during Webinar EADTU & Open VM on Friday 19 June 2020
Personal Learning Environments and the Personalisation of LearningIlona Buchem
Personal Learning Environments and the Personalisation of Learning - Presentation at the IRIE (GTED) PLI-TELE research group at Universitat de les Illes Balears (UIB), on 15.05.2019 in Palma de Mallorca, Spain
In spite of the social and cultural benefits of mobility for Higher Education, awareness and exploitation of mobility instruments are still not as extensive as anticipated. The aim of this Learning Café led by Ilona Buchem of Beuth University is to collaborate and formulate recommendations for the design of a collaborative Learning Hub for Open Virtual Mobility. Join us for take-aways and insights into subjects including: Virtual Mobility and Open Virtual Mobility; the design of a collaborative Learning Hub and the creation of OERs, MOOCs, Open Credentials and E-Assessments. You will have the chance to contribute to the design with your own recommendations and to network with participants interested in Virtual Mobility and Open Education. Visit : http://www.openvirtualmobility.eu/
Open Badges for Open Education presentation for SwissCore – Swiss Contact Office for Research and Higher Education – by Prof. Dr. Ilona Buchem, Professor for Communication and Media, Beuth University of Applied Sciences Berlin, Germany
Open Badges and ESCO Alignment - Presentation from the ESCO: Connecting people and jobs conference, Brussels, 9 October 2017: http://www.esco-conference2017.eu/
Open Badges in Open Virtual Mobility Projekt, DeLFI2018 Ilona Buchem
Entwurfsmuster für digitale Kompetenznachweise auf Basis von Open Badges - ein Vortrag auf der Die 16. E-Learning-Fachtagung Informatik 2018 (DeLFI) | 8. Fachtagung zur Hochschuldidaktik der Informatik 2018 (HDI) https://www.delfi2018.de | Workshop Digitale Kompetenz-/Qualifikationsnachweise https://projekt.beuth-hochschule.de/delfi-wsdq
Designing the Virtual Mobility Learning Hub for Higher Education in EuropeIlona Buchem
OpenVM Workshop "Designing the Virtual Mobility Learning Hub for Higher Education in Europe" at EDEN 2018 annual conference in Genoa, Italy, 19 June 2018. Open Virtual Mobility is an Erasmus+ strategic partnership (2017-2020), https://www.openvirtualmobility.eu/about/444-project-summary/
Digitale Bildungsnachweise auf der Basis des offenen Standards Open Badges: Konzepte, Beispiele und Einsatzmöglichkeiten. AD-HOC-AG „ANERKENNUNG UND ANRECHNUNG DIGITALER LEHRFORMATE“, Hochschulforum Digitalisierung (HFD), 25.09.2017, CC BY-SA
Open Badges / Open Credentials for recognising, documenting and communicating skills across platforms and contexts - presentation from Open Badges at Internet Week Denmark https://internetweekdenmark.com/
Skills without borders: Open Badges Summit 2017, London 2017Ilona Buchem
Presentation titled "Skills without borders" presented at the Open Badges Summit 2017, London 2017 organised by IMS Global Learning Consortium and DigitalMe.
Social Media Skills for Professional Online Reputation of Migrant job-Seekers Ilona Buchem
Presentation at the European Conference on Social Media 2017, Vilnius, Lithuania, http://www.academic-conferences.org/conferences/ecsm - BeuthBonus Pilot at Beuth University of Applied Sciences as part of the Erasmus+ Open Badge Network Project http://openbadgenetwork.com/
Distributed Assessment with Open BadgesIlona Buchem
Presentation on distributed assessment with Open Badges given at the session "Disruption and Open Badges" at Online Educa Berlin 2016: http://www.online-educa.com/
Open Badges – Open Credentials for All SkillsIlona Buchem
Presentation from the Webinar on "Open Badges" at the FUSCIA Group. The FUSCIA group members are involved in e-learning for engineering universities (French Grandes Ecoles), URL:
of universities2016 https://fuscia.info/comite-fuscia/
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Personal Learning Environments and the Personalisation of LearningIlona Buchem
Personal Learning Environments and the Personalisation of Learning - Presentation at the IRIE (GTED) PLI-TELE research group at Universitat de les Illes Balears (UIB), on 15.05.2019 in Palma de Mallorca, Spain
In spite of the social and cultural benefits of mobility for Higher Education, awareness and exploitation of mobility instruments are still not as extensive as anticipated. The aim of this Learning Café led by Ilona Buchem of Beuth University is to collaborate and formulate recommendations for the design of a collaborative Learning Hub for Open Virtual Mobility. Join us for take-aways and insights into subjects including: Virtual Mobility and Open Virtual Mobility; the design of a collaborative Learning Hub and the creation of OERs, MOOCs, Open Credentials and E-Assessments. You will have the chance to contribute to the design with your own recommendations and to network with participants interested in Virtual Mobility and Open Education. Visit : http://www.openvirtualmobility.eu/
Open Badges for Open Education presentation for SwissCore – Swiss Contact Office for Research and Higher Education – by Prof. Dr. Ilona Buchem, Professor for Communication and Media, Beuth University of Applied Sciences Berlin, Germany
Open Badges and ESCO Alignment - Presentation from the ESCO: Connecting people and jobs conference, Brussels, 9 October 2017: http://www.esco-conference2017.eu/
Open Badges in Open Virtual Mobility Projekt, DeLFI2018 Ilona Buchem
Entwurfsmuster für digitale Kompetenznachweise auf Basis von Open Badges - ein Vortrag auf der Die 16. E-Learning-Fachtagung Informatik 2018 (DeLFI) | 8. Fachtagung zur Hochschuldidaktik der Informatik 2018 (HDI) https://www.delfi2018.de | Workshop Digitale Kompetenz-/Qualifikationsnachweise https://projekt.beuth-hochschule.de/delfi-wsdq
Designing the Virtual Mobility Learning Hub for Higher Education in EuropeIlona Buchem
OpenVM Workshop "Designing the Virtual Mobility Learning Hub for Higher Education in Europe" at EDEN 2018 annual conference in Genoa, Italy, 19 June 2018. Open Virtual Mobility is an Erasmus+ strategic partnership (2017-2020), https://www.openvirtualmobility.eu/about/444-project-summary/
Digitale Bildungsnachweise auf der Basis des offenen Standards Open Badges: Konzepte, Beispiele und Einsatzmöglichkeiten. AD-HOC-AG „ANERKENNUNG UND ANRECHNUNG DIGITALER LEHRFORMATE“, Hochschulforum Digitalisierung (HFD), 25.09.2017, CC BY-SA
Open Badges / Open Credentials for recognising, documenting and communicating skills across platforms and contexts - presentation from Open Badges at Internet Week Denmark https://internetweekdenmark.com/
Skills without borders: Open Badges Summit 2017, London 2017Ilona Buchem
Presentation titled "Skills without borders" presented at the Open Badges Summit 2017, London 2017 organised by IMS Global Learning Consortium and DigitalMe.
Social Media Skills for Professional Online Reputation of Migrant job-Seekers Ilona Buchem
Presentation at the European Conference on Social Media 2017, Vilnius, Lithuania, http://www.academic-conferences.org/conferences/ecsm - BeuthBonus Pilot at Beuth University of Applied Sciences as part of the Erasmus+ Open Badge Network Project http://openbadgenetwork.com/
Distributed Assessment with Open BadgesIlona Buchem
Presentation on distributed assessment with Open Badges given at the session "Disruption and Open Badges" at Online Educa Berlin 2016: http://www.online-educa.com/
Open Badges – Open Credentials for All SkillsIlona Buchem
Presentation from the Webinar on "Open Badges" at the FUSCIA Group. The FUSCIA group members are involved in e-learning for engineering universities (French Grandes Ecoles), URL:
of universities2016 https://fuscia.info/comite-fuscia/
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Designing serendipitous learning spaces to foster creativity
1. Prof. Dr. Ilona Buchem
Beuth University of Applied Sciences Berlin,
Germany
Designing serendipitous
learning spaces to
foster creativity in
mobile learning
Mobile Learning and Creativity Workshop
19th September 2012, EC-TEL 2012
1 Background image: http://1.bp.blogspot.com
2. ti vity
h c rea
e
ienc
hig
in sc
veries
isco
ing d
b reak
gr ound
every-day creative activity
“What I am concerned with is the kind of creativity
which 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
3. identification of new opportunities
original 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/
4. attributes of serendipity
Serendipit
fortunate
is a valuable part of creativity, discovery, innovation
unplanned
meaningful
discoveries
*
delight lpole, 18
th centu
ry
Wa
surprise Horace
insight
sagacity image1: James Yang http://ht.ly/dJMdL
image2: http://fineartamerica.com
4
5. Serendipityis not an accident!
“Serendipity is not randomness. It is unexpected
relevance.”
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
6. Serendipitous learning
an interactive outcome of insight coupled with chance*
tion crea
rma tivity
d info & le
xpe
cte Seemingly arnin
g
un 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
7. creativity
external reality the creative internal reality
space of play
playing as basis for playful discovery as
any creative activity creative association
psychoanalytic research
7
8. “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
9. 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 2.0
social media
9
10. Serendipity is in danger!
personalisation is a threat to
happy chance encounters
filter bubble search rankings
filters give information
us what is known brokers
re-inject human beings create confluence of
into the machine information
10
12. filters ranking systems
algorithms
learning analytics recommenders
is serendipity dead?
personalisation social media
management systems
visualisation techniques
12
13. 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
14. 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
15. Rand omness in non-
d et erministic design
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.
(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
16. Richer space
Wagner, 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 diversity
stream) (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
17. Re adines s for i nsight
André, 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
18. 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
19. 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 knowledge
personalisation connecting
acceleration sharing
randomisation chance sagacity collaboration
encounters insight
image: http://ht.ly/dNgnX image: http://ht.ly/dNgci
20. 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