M C Squared - Social Creativity in designing Constructionist e-books
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The document discusses the development and implications of constructionist e-books, specifically the 'c-book' project aimed at enhancing creative mathematical thinking and collaborative design in education. It highlights the role of socio-technical environments and community of interest in fostering creativity through various design challenges and technological tools. Key elements include the integration of diverse academic and industrial partners to create interactive, adaptable educational resources that promote deeper engagement and creativity among learners.
M C Squared - Social Creativity in designing Constructionist e-books
- 1. Constructionism 2014, 19-23 August, Vienna Social Creativity in designing Constructionist e-books: New mediations for creative mathematical thinking? Chronis Kynigos http://etl.ppp.uoa.gr www.cti.gr
- 2. Constructionism 2014, 19-23 August, Vienna Infusing Constructionism strategic and academic integrations • The Kaleidoscope Network of Excellence (Balachef, Wasson, Noss, 2004) • The Mathematics Education Theory group (Prediger, S., Bikner-Ahsbahs, A., & Arzarello, F., 2008)
- 3. Constructionism 2014, 19-23 August, Vienna Infusing constructionism • Turtle Geometry, Logo programming and Dynamic Manipulation of variable procedure values (turtleworlds, 2D – 3D) • Navigation and cartography (c-cube) • Component computing (e-slate, SEED project) • Computer assisted collaborative learning (METAFORA project) • Theoretical landscape of learning mathematics with DM (ReMath project) • LMS – large portals – the Greek mathematics digital book • E-books (m c squared project)
- 4. Constructionism 2014, 19-23 August, Vienna The Constructionist e-book • Interactive vs constructionist e-books • How does reading change? • What roles will users of c-books adopt? • How will readers be addressed? • How can an author inspire creativity? • How will the meaning of ‘a book’ change?
- 5. Constructionism 2014, 19-23 August, Vienna The ‘m c squared’ project • To develop technologies to inspire creativity in educational design • 6 Academic and 3 industrial partner organizations from Europe • Develop the ‘c-book’ for mathematical learning • Show glimpses of creative collaborative design and creative mathematical thinking
- 6. Constructionism 2014, 19-23 August, Vienna • Partner Organisations – Computer Technology Institute & Press “Diophantus” (CTI) (coordinator), Greece – Universiteit Utrecht (UU), Netherlands – London Knowledge Lab, Institute Of Education, University Of London (LKL), UK – Universitat De Barcelona (UB), Spain – Université Claude Bernard – LYON1 (UCBL), France – Martin-Luther-Universität Halle-Wittenberg (MLU), Germany – ARISTOD (ARI), France – Talent (TAL), Greece – TESTALUNA (TL), Italy • Collaborators – UoA Educational Technology Lab – Uni. Southampton
- 7. Constructionism 2014, 19-23 August, Vienna The ‘c-book’ • Can contain constructionist widgets from diverse widget factories (from Cinderella- E-slate-Geogebra to Scratch-NETLOGO etc) • Supports collaborative design with CoIcode • Will support authorable data analytics
- 8. Constructionism 2014, 19-23 August, Vienna Socio-technical environments • Social Creativity (S-C) in a design project (Fischer, 2001, 2011) – creativity as activity focusing on a design problem of common concern (the “interest”) situated in a socio-technical environment • Community of Interest (CoI) – specially designed computational media – fueled by a culture of participation – exemplified in social processes and practices – leading to novel/new, useful and desirable outputs
- 9. Constructionism 2014, 19-23 August, Vienna CoI as SC enhancers • heterogenous • Members are representatives of CoPs • to solve a design problem of common concern (joint “interest”) that requires the combination of multiple knowledge systems • a rich environment for interconnecteness, different perspective-taking, knowledge exchange and integration between diverse domains and more opportunities for creative thinking and learning • CoI members may be participants in more than one CoPs • One community can exhibit characteristics of both a CoI and a CoP • can integrate aspects of both a CoI and a CoP its type may shift over time due to external factors
- 10. Constructionism 2014, 19-23 August, Vienna Collaborative design: DG and BO • Documentational genesis (Trouche et al) – Living documents – Instrumentation and instrumentalization • Digital artifacts as boundary objects (Griesmeyer, Hoyles and Noss, Kynigos) – Boundary crossings – Improvable objects
- 11. Constructionism 2014, 19-23 August, Vienna Starting points for CMT • Narrative activity model (Vygotsky) – Exploration, inspiration, production, sharing • Creative thinking spiral (Resnick) – Imagination Creation, Play, Sharing, Reflection, imagination • Lateral, out of the box, playfulness, humor, imagination (Ackerman, DeCortis et al) • Model of Collaborative Creativity (Aragon, Williams) – Focus, Frame, Create, Complete • Product-process, general-specific, solving-posing problems interplay, ill structured open problems (Shriki, Jamir-Leikin) • Creativity in techno-mathematical literacies and the importance of modeling and boundary crossings and artifacts as boundary objects (Hoyles-Noss)
- 12. Constructionism 2014, 19-23 August, Vienna Collaborative designs with CoIcode •Mind map – forum •Semantics to encourage social creativity (alternative, contributory, objecting) •Embedded tools for versioning •Adornment and other tools for structuring and navigating through a discussion Figure 1: The CoI’s discussion thread
- 13. Constructionism 2014, 19-23 August, Vienna A glimpse at emerging c-book units
- 14. Constructionism 2014, 19-23 August, Vienna Critical design episode 1: the windmil • CoI: designers+teachers, in computer science, mathematics and engineering/vocational training, 75 postings in CoIcode • Shapes of sails, symmetry by rotation, trigonometric functions, productivity ratios, 3d modeling of structure • Strategies – Starting from designing a half baked widget instance or an elaborate instance to deconstruct – Starting from the narrative (the story) – Scope and sequence (narrative, embedded math, widgetry)
- 15. Constructionism 2014, 19-23 August, Vienna Jolts to their initial widget – centric approach • How to include an engineering and a coding element and integrate them with mathematical concepts. • How to allow for and promote unpredictable student activity and personalized creative constructions with the instances and how to inspire such activity through the accompanying narrative. • How to embed diverse mathematical ideas organized in ways not found in standard curricula.
- 16. Constructionism 2014, 19-23 August, Vienna Critical episode 2: Bike in the city • CoI: mathematics and environmental education, developers (82 CoIcode posts) • Plethora of ideas and tensions • A widget instance as an expression of an idea to contribute (GPS-distance meter, charting itineraries, orientation device) • Free navigation, shortest route, program a route • Modifying a pre-existing instance, rejecting a suggested instance: instances as improvable boundary objects
- 17. Constructionism 2014, 19-23 August, Vienna Concluding questions • A book as a ‘living document’ for the reader • A need for creativity in designing c-books to promote creativity in their readers • A need for diverse views and methods to integrate amongst them • A need to have information on what readers do with a c-book • Improvable boundary objects to generate boundary crossings within a CoI: widget instances and unit versionings
- 18. Constructionism 2014, 19-23 August, Vienna thank you!! • http://mc2-project.eu • http://mc2dme.appspot.com • www.cti.gr • http://etl.ppp.uoa.gr