This document discusses Massimo Menichinelli's doctoral dissertation defense on open and collaborative design processes within the Maker Movement. The dissertation explores meta-design, ontologies, and platforms that support collaborative design. It proposes a framework for meta-design research through design that defines collaborative processes using digital ontologies. It also redefines the roles of meta-designers and their practice of facilitating distributed collaboration through design. The defense took place on November 11, 2020 in front of Professor Lily Diaz-Kommonen and Professor Elisa Giaccardi.
Authoring Your OWN creative, electronic book for mathematics: the MC-squared ...Christian Bokhove
Workshop at the International Conference on Mathematics Textbook Research and Development, 29-31 July 2014, Southampton, UK.
The EU-funded‘MC-squared’ project is working with a number of European communities to develop digital, interactive, creative, mathematics ‘textbooks’ that the project calls ‘cBooks’. The cBooks are authored in a Digital Mathematics Environment in which participants can construct books with various interactive ‘widgets’. This paper provides an outline of the MC-squared project illustrating an interactive storyboard of the Digital Mathematics Environment architecture. This includes examples of how authoring by cBook designers of interactive ‘widgets’ is possible. The workshop that relates to this paper is augmented, of course, by suitable ‘hands-on’ materials aimed at two possible cBooks: one focusing on aspects of geometric and spatial thinking using building blocks, the other on aspects of number and fractions.
The document discusses different learning theories and connectivism. It describes conductivism as being based on repetition and measurement of results. Cognitivism emphasizes internal mental processes of receiving, processing, and storing information. Constructivism views learning as problem-solving and having the student create their own learning path. Connectivism believes that knowledge can reside outside of humans in artifacts and networks, and that learning occurs through connections within networks. The document also discusses objectives, trends, and challenges of instructional design.
The MC-squared project aims to develop a new type of e-book called a c-book, which stands for creative book. C-books allow for interactive components, analytics of student learning, and collective design. The key features of c-books are that they can be authored, store student results, and be accessed online from any device with internet. C-books also promote creativity and collaborative work between teachers. Within teacher communities in England, c-books are found to catalyze professional development as teachers co-design resources and gain knowledge at the intersection of technology, pedagogy, and their content area.
Designing creative electronic books for mathematical creativityChristian Bokhove
This document summarizes a presentation on designing creative electronic books (c-books) for mathematical creativity. It provides an overview of the MC2 project and platform, introduces several existing c-books, and shares some data from usage. The goals are to design a new genre of electronic book that promotes creative mathematical thinking and builds an international community of interested parties to co-design resources. C-books make use of interactive widgets and store student work and data.
Constructing a 3D Collaborative Virtual Environment for Creativity SupportMikhail Fominykh
The document discusses the design of a 3D collaborative virtual environment (CVE) to support creative collaboration. It outlines requirements for content, services, and community support based on two pilot cases using 3D CVEs. The design aims to facilitate the phases of collaborative creativity through visualization tools, tutorials, and a community repository for sharing work. Evaluation of creativity support in such environments is challenging but will examine factors like diversity, problem-solving, and connections between learning and creativity.
This document discusses Massimo Menichinelli's doctoral dissertation defense on open and collaborative design processes within the Maker Movement. The dissertation explores meta-design, ontologies, and platforms that support collaborative design. It proposes a framework for meta-design research through design that defines collaborative processes using digital ontologies. It also redefines the roles of meta-designers and their practice of facilitating distributed collaboration through design. The defense took place on November 11, 2020 in front of Professor Lily Diaz-Kommonen and Professor Elisa Giaccardi.
Authoring Your OWN creative, electronic book for mathematics: the MC-squared ...Christian Bokhove
Workshop at the International Conference on Mathematics Textbook Research and Development, 29-31 July 2014, Southampton, UK.
The EU-funded‘MC-squared’ project is working with a number of European communities to develop digital, interactive, creative, mathematics ‘textbooks’ that the project calls ‘cBooks’. The cBooks are authored in a Digital Mathematics Environment in which participants can construct books with various interactive ‘widgets’. This paper provides an outline of the MC-squared project illustrating an interactive storyboard of the Digital Mathematics Environment architecture. This includes examples of how authoring by cBook designers of interactive ‘widgets’ is possible. The workshop that relates to this paper is augmented, of course, by suitable ‘hands-on’ materials aimed at two possible cBooks: one focusing on aspects of geometric and spatial thinking using building blocks, the other on aspects of number and fractions.
The document discusses different learning theories and connectivism. It describes conductivism as being based on repetition and measurement of results. Cognitivism emphasizes internal mental processes of receiving, processing, and storing information. Constructivism views learning as problem-solving and having the student create their own learning path. Connectivism believes that knowledge can reside outside of humans in artifacts and networks, and that learning occurs through connections within networks. The document also discusses objectives, trends, and challenges of instructional design.
The MC-squared project aims to develop a new type of e-book called a c-book, which stands for creative book. C-books allow for interactive components, analytics of student learning, and collective design. The key features of c-books are that they can be authored, store student results, and be accessed online from any device with internet. C-books also promote creativity and collaborative work between teachers. Within teacher communities in England, c-books are found to catalyze professional development as teachers co-design resources and gain knowledge at the intersection of technology, pedagogy, and their content area.
Designing creative electronic books for mathematical creativityChristian Bokhove
This document summarizes a presentation on designing creative electronic books (c-books) for mathematical creativity. It provides an overview of the MC2 project and platform, introduces several existing c-books, and shares some data from usage. The goals are to design a new genre of electronic book that promotes creative mathematical thinking and builds an international community of interested parties to co-design resources. C-books make use of interactive widgets and store student work and data.
Constructing a 3D Collaborative Virtual Environment for Creativity SupportMikhail Fominykh
The document discusses the design of a 3D collaborative virtual environment (CVE) to support creative collaboration. It outlines requirements for content, services, and community support based on two pilot cases using 3D CVEs. The design aims to facilitate the phases of collaborative creativity through visualization tools, tutorials, and a community repository for sharing work. Evaluation of creativity support in such environments is challenging but will examine factors like diversity, problem-solving, and connections between learning and creativity.
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While a number of professional organizations have produced valuable guidelines for evaluation of digital work, many colleges and universities have yet to establish clear protocols and practices for applying them. Alison Byerly, College Professor and former Provost and Executive Vice President at Middlebury College, who has co-led workshops on evaluating digital scholarship at the MLA convention, will review major issues to be considered in the evaluation of digital work, such as: presentation of medium-specific materials, documentation of multiple roles in collaborative work, changing forms of peer review, and identification of appropriate reviewers. She will then talk briefly about how these issues can best be approached from the perspective of the candidate who wishes to present his or her work effectively to review committees, as well as from the perspective of colleagues who wish to provide a well-informed evaluation of such work.
This lesson plan outlines a wiki project for students to collaboratively create a proposal for a recycling program in their community. Students will be divided into groups to research the issue, write sections for the wiki, and provide peer feedback. The goal is for students to use critical thinking skills to synthesize information from various sources and develop solutions. Teachers will facilitate the groups and provide structure as needed depending on the students' skills and knowledge.
This document discusses new technologies and their implications for education and web citizenship. It covers topics like social media, open educational practices, and new pedagogical approaches enabled by technology. Key points include a shift from content repositories to user-generated content, different models of e-learning, the potential of open educational resources, and a vision of openness through practices like open design, delivery, and research.
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The document summarizes the Building Schools for the Future (BSF) framework project in England. The goals are to rebuild or renew every secondary school by 2020, provide inspiring learning environments, and position schools as community hubs. Local authorities lead strategic partnerships and ensure education visions meet standards, while considering community input. Example local projects integrate curriculum and facilities, demonstrate sustainability practices, and engage students in the design process.
The document discusses key 21st century skills and concepts for teachers including creativity and innovation, critical thinking, problem solving, communication and collaboration. It provides examples of digital tools that can support developing these skills in students, such as Glogster, Wiggio and Everloop. The document also summarizes ISTE NETS standards for teachers which focus on promoting creative and innovative thinking in students, engaging them in solving real-world problems, and using collaborative tools to support learning.
The Digital Research & Curator Team at the British Library supports digital scholarship through curating digital collections, offering training to staff, and engaging with researchers; their activities include managing digital assets, project work, and establishing partnerships to strengthen digital capabilities and promote innovative use of digital content. The team aims to transform scholarly production and communication by providing tools to access and analyze collections in new ways.
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This paper presents the design of an application
for engagement with audiovisual digital cultural heritage in
the classroom, called the Carrot. The aim of this interactive
tool is to make online cultural heritage accessible and
understandable for students in different levels of education.
In relation to this work we pose two research questions: Why
do we need to develop tools for contextualization of
audiovisual cultural heritage? And: How do we design and
develop such tools? The preliminary answers to these
questions come from our experiences in the design process,
which deepened our understanding of a tool in the context of
the classroom. We then relate this to the digital humanities
project, EUscreenXL. Initial conclusions suggest that tools
for contextualization of audiovisual cultural heritage can
engage students with cultural heritage, develop digital media
literacy, and support contemporary didactics. These tools
need to be developed across platforms, using nonproprietary
software and involving a multidisciplinary
group of experts.
The document outlines the Game-It project which aims to develop a platform combining semantic knowledge management, interactive educational scenarios, and advanced multiplayer gaming technologies. This platform will integrate digital knowledge organization, pedagogical benefits of game-based learning, and interaction enabled by online multiplayer games in cooperative and competitive environments. The project will produce around 50 ready-to-use scenarios for primary and secondary education covering various school subjects.
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2021 Digital Media Assignments In Undergraduate Science Education An Eviden...Scott Donald
This document describes a study that evaluated the impact of using theoretical models to guide digital media assignments in undergraduate science education. The study incorporated four frameworks to inform the design, implementation, and evaluation of digital media assignments. Trials were conducted in 2016 and 2017 involving over 1700 students across multiple subjects. Data was collected using qualitative surveys, marks attained, and group contribution data. Results showed positive student outcomes from using a systematic approach for digital media assignments, with students enjoying the support, creativity, group work, and learning with digital media. The study provides a comprehensive, evidence-based approach for using digital media assignments in the classroom.
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This document discusses international comparisons of mathematics education based on assessments like TIMSS and PISA. It summarizes differences in curricula, instructional time, and technology use between high-performing countries like Hong Kong and Japan and England. It then describes the enGasia project which involves designing digital mathematics textbooks to compare geometry education internationally and implement them in classrooms. Interactive features and opportunities for feedback in the digital textbooks are demonstrated.
Sara Jones presented on information spaces for creative design. She discussed creativity research at City University London, including techniques used in creativity workshops like brainstorming. She described technologies like interactive surfaces and digitally augmented spaces that can support creativity. These include software tools, as well as the Creative Design Stations being developed at City University to support collaborative creativity through features like shared whiteboards, access to references, and creation of outputs. Future work involves further evaluating techniques and technologies through case studies.
The document discusses transforming teaching practices through more open and collaborative approaches enabled by new technologies. It describes the Open University's Learning Design Initiative which developed the Cloudworks site to facilitate sharing of educational ideas and designs. Cloudworks uses a cloud metaphor and aims to lower barriers to participation. Evaluations showed increased use over time and emerging patterns of communities, discussions, resource sharing and expert reviews developing around events and topics of interest. The initiative reflects on how to better support open and social learning design.
The document discusses transforming teaching practices through more open and collaborative approaches enabled by new technologies. It describes the Open University's Learning Design Initiative which developed the Cloudworks site to facilitate sharing of educational ideas and designs. Cloudworks uses a cloud metaphor and aims to lower barriers to participation. Evaluations showed increased use over time and emerging patterns of communities, discussions, resource sharing and expert reviews developing around events and topics of interest. The initiative reflects on how to better support open and social learning design.
The document discusses how new technologies can both positively and negatively impact human cognition. It notes that while Socrates feared writing would undermine wisdom and memory, technologies also help spread knowledge. Similarly, the internet may challenge concentration but enables new forms of collaboration and learning. The document advocates balancing optimism about technological progress with awareness of potential downsides.
Evaluating Digital Scholarship, Alison ByerlyNITLE
While a number of professional organizations have produced valuable guidelines for evaluation of digital work, many colleges and universities have yet to establish clear protocols and practices for applying them. Alison Byerly, College Professor and former Provost and Executive Vice President at Middlebury College, who has co-led workshops on evaluating digital scholarship at the MLA convention, will review major issues to be considered in the evaluation of digital work, such as: presentation of medium-specific materials, documentation of multiple roles in collaborative work, changing forms of peer review, and identification of appropriate reviewers. She will then talk briefly about how these issues can best be approached from the perspective of the candidate who wishes to present his or her work effectively to review committees, as well as from the perspective of colleagues who wish to provide a well-informed evaluation of such work.
This lesson plan outlines a wiki project for students to collaboratively create a proposal for a recycling program in their community. Students will be divided into groups to research the issue, write sections for the wiki, and provide peer feedback. The goal is for students to use critical thinking skills to synthesize information from various sources and develop solutions. Teachers will facilitate the groups and provide structure as needed depending on the students' skills and knowledge.
This document discusses new technologies and their implications for education and web citizenship. It covers topics like social media, open educational practices, and new pedagogical approaches enabled by technology. Key points include a shift from content repositories to user-generated content, different models of e-learning, the potential of open educational resources, and a vision of openness through practices like open design, delivery, and research.
Design learning goes online: The role of ICT in Architecture EducationSTADIO Higher Education
This document discusses the role of information and communication technologies (ICT) in architecture education. It explores how ICT can support different learning theories, including behaviorist, constructivist, situated, collaborative, and informal/lifelong learning. Examples are provided of studies using ICT to scaffold design reasoning, support online conceptual design learning, promote learning through social interaction and collaboration, and expand learning beyond the classroom. The document advocates for blended learning approaches that combine online and traditional learning methods.
The document summarizes the Building Schools for the Future (BSF) framework project in England. The goals are to rebuild or renew every secondary school by 2020, provide inspiring learning environments, and position schools as community hubs. Local authorities lead strategic partnerships and ensure education visions meet standards, while considering community input. Example local projects integrate curriculum and facilities, demonstrate sustainability practices, and engage students in the design process.
The document discusses key 21st century skills and concepts for teachers including creativity and innovation, critical thinking, problem solving, communication and collaboration. It provides examples of digital tools that can support developing these skills in students, such as Glogster, Wiggio and Everloop. The document also summarizes ISTE NETS standards for teachers which focus on promoting creative and innovative thinking in students, engaging them in solving real-world problems, and using collaborative tools to support learning.
The Digital Research & Curator Team at the British Library supports digital scholarship through curating digital collections, offering training to staff, and engaging with researchers; their activities include managing digital assets, project work, and establishing partnerships to strengthen digital capabilities and promote innovative use of digital content. The team aims to transform scholarly production and communication by providing tools to access and analyze collections in new ways.
The document summarizes a booksprint event held at the University of Minnesota in 2013. A booksprint is an intensive collaborative process used to quickly produce open educational resources. Over two days, 18 interdisciplinary students participated in concept mapping, design, structuring content, and publishing infographic posters on potential futures of education with technologies like augmented reality, 3D printing, and robotics. Feedback found the collaborative knowledge production and community aspects valuable, though coordinating design and content was challenging given the short timeline.
Designing access to audiovisual cultural heritage. The case of the CarrotMariana Salgado
This paper presents the design of an application
for engagement with audiovisual digital cultural heritage in
the classroom, called the Carrot. The aim of this interactive
tool is to make online cultural heritage accessible and
understandable for students in different levels of education.
In relation to this work we pose two research questions: Why
do we need to develop tools for contextualization of
audiovisual cultural heritage? And: How do we design and
develop such tools? The preliminary answers to these
questions come from our experiences in the design process,
which deepened our understanding of a tool in the context of
the classroom. We then relate this to the digital humanities
project, EUscreenXL. Initial conclusions suggest that tools
for contextualization of audiovisual cultural heritage can
engage students with cultural heritage, develop digital media
literacy, and support contemporary didactics. These tools
need to be developed across platforms, using nonproprietary
software and involving a multidisciplinary
group of experts.
The document outlines the Game-It project which aims to develop a platform combining semantic knowledge management, interactive educational scenarios, and advanced multiplayer gaming technologies. This platform will integrate digital knowledge organization, pedagogical benefits of game-based learning, and interaction enabled by online multiplayer games in cooperative and competitive environments. The project will produce around 50 ready-to-use scenarios for primary and secondary education covering various school subjects.
Project Based Learning Ppt For Oct 20 And 22ndragogli
The document discusses project-based learning and integrating 21st century skills. It outlines the rationale for using project-based learning, including allowing students to develop deep knowledge and critical thinking skills. It also describes common elements of effective projects, such as aligning them with standards and assessing students. The document then discusses instructional approaches for projects and outlines various 21st century skills, including learning and innovation skills, information/media/technology skills, and life and career skills.
2021 Digital Media Assignments In Undergraduate Science Education An Eviden...Scott Donald
This document describes a study that evaluated the impact of using theoretical models to guide digital media assignments in undergraduate science education. The study incorporated four frameworks to inform the design, implementation, and evaluation of digital media assignments. Trials were conducted in 2016 and 2017 involving over 1700 students across multiple subjects. Data was collected using qualitative surveys, marks attained, and group contribution data. Results showed positive student outcomes from using a systematic approach for digital media assignments, with students enjoying the support, creativity, group work, and learning with digital media. The study provides a comprehensive, evidence-based approach for using digital media assignments in the classroom.
Public Lecture Hong Kong University, 18 November 2015Christian Bokhove
This document discusses international comparisons of mathematics education based on assessments like TIMSS and PISA. It summarizes differences in curricula, instructional time, and technology use between high-performing countries like Hong Kong and Japan and England. It then describes the enGasia project which involves designing digital mathematics textbooks to compare geometry education internationally and implement them in classrooms. Interactive features and opportunities for feedback in the digital textbooks are demonstrated.
Sara Jones presented on information spaces for creative design. She discussed creativity research at City University London, including techniques used in creativity workshops like brainstorming. She described technologies like interactive surfaces and digitally augmented spaces that can support creativity. These include software tools, as well as the Creative Design Stations being developed at City University to support collaborative creativity through features like shared whiteboards, access to references, and creation of outputs. Future work involves further evaluating techniques and technologies through case studies.
The document discusses transforming teaching practices through more open and collaborative approaches enabled by new technologies. It describes the Open University's Learning Design Initiative which developed the Cloudworks site to facilitate sharing of educational ideas and designs. Cloudworks uses a cloud metaphor and aims to lower barriers to participation. Evaluations showed increased use over time and emerging patterns of communities, discussions, resource sharing and expert reviews developing around events and topics of interest. The initiative reflects on how to better support open and social learning design.
The document discusses transforming teaching practices through more open and collaborative approaches enabled by new technologies. It describes the Open University's Learning Design Initiative which developed the Cloudworks site to facilitate sharing of educational ideas and designs. Cloudworks uses a cloud metaphor and aims to lower barriers to participation. Evaluations showed increased use over time and emerging patterns of communities, discussions, resource sharing and expert reviews developing around events and topics of interest. The initiative reflects on how to better support open and social learning design.
The document discusses how new technologies can both positively and negatively impact human cognition. It notes that while Socrates feared writing would undermine wisdom and memory, technologies also help spread knowledge. Similarly, the internet may challenge concentration but enables new forms of collaboration and learning. The document advocates balancing optimism about technological progress with awareness of potential downsides.
Similar to M C Squared presented at the 8th World Environmental Education Congress (WEEC 2015) (20)
This is the abstract of the keynote speech given by Christian Bokhove (University College London and Southampton Education School, University of Southampton) at CADGME 2016 (https://cadgme.ms.sapientia.ro/)
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The MC-squared project aims to design a new genre of electronic book called a c-book that includes interactive components, learning analytics, and collaborative design. As part of this project, a community of interest evaluated five c-books created by the community on various math topics to analyze their potential for fostering creative mathematical thinking. The evaluation found that most c-books used a mix of open-ended and closed activities sequenced intentionally to facilitate learning. Two c-books had a multidisciplinary focus, while the others focused more directly on math. The c-books demonstrated potential for creativity in different ways depending on their goals and content area.
Find out the essence of M C Squared project and of the c-books in our new brochure. The M C Squared project is developing the “c-book” (“c” for creative) extending e-book technologies to include diverse dynamic widgets and an authorable data analytics engine.
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M C Squared presented at the 8th World Environmental Education Congress (WEEC 2015)
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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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
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. 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. 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
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. 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. 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.