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Situated design for creative, reflective, collaborative, technology-mediated learning

Published: 21 June 2014 Publication History

Abstract

STEM subjects are typically seen as boring, geeky, difficult to learn and with low relevance to real life. To counter this opinion, we aim to foster engagement with and curiosity about STEM subjects, through an approach to learning that facilitates the construction of understanding of key, threshold concepts (TCs). To achieve this, we engender creativity by using performance as a means of expression. We demonstrate how the process of collaboratively crafting a video to explain a TC students have been introduced to helps them to break down the concept, and through reflection on each piece of knowledge about it, build understanding about its different aspects, and further develop their knowledge. We aim through this approach to encourage students to work together to discover, explore, engage in lateral, visual thinking, and therefore develop deep, shared understanding of TCs in STEM subjects.

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    cover image ACM Conferences
    DIS '14: Proceedings of the 2014 conference on Designing interactive systems
    June 2014
    1102 pages
    ISBN:9781450329026
    DOI:10.1145/2598510
    Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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    Publication History

    Published: 21 June 2014

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    Author Tags

    1. cscl
    2. research through design (rtd)
    3. scaffolded learning
    4. touch surfaces
    5. video-making

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    • Research-article

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    DIS '14
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    DIS '14: Designing Interactive Systems Conference 2014
    June 21 - 25, 2014
    BC, Vancouver, Canada

    Acceptance Rates

    DIS '14 Paper Acceptance Rate 107 of 402 submissions, 27%;
    Overall Acceptance Rate 1,158 of 4,684 submissions, 25%

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    Cited By

    View all
    • (2024)Designing Interactive Explainable AI Tools for Algorithmic Literacy and TransparencyProceedings of the 2024 ACM Designing Interactive Systems Conference10.1145/3643834.3660722(939-957)Online publication date: 1-Jul-2024
    • (2024)Creative Explainable AI Tools to Understand Algorithmic Decision-MakingProceedings of the 16th Conference on Creativity & Cognition10.1145/3635636.3664622(10-16)Online publication date: 23-Jun-2024
    • (2024)MoodGems: Designing for the Well-being of Children with ADHD and their Families at HomeProceedings of the 23rd Annual ACM Interaction Design and Children Conference10.1145/3628516.3655795(480-494)Online publication date: 17-Jun-2024
    • (2018)Collaborative Learning and Co-Author Students in Online Higher EducationHandbook of Research on Student-Centered Strategies in Online Adult Learning Environments10.4018/978-1-5225-5085-3.ch020(440-456)Online publication date: 2018
    • (2017)A Study of the Use of a Reflective Activity to Improve Students' Software Design CapabilitiesProceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education10.1145/3017680.3017770(129-134)Online publication date: 8-Mar-2017
    • (2015)Collaborative Learning through Creative Video Composition on Distributed User InterfacesState-of-the-Art and Future Directions of Smart Learning10.1007/978-981-287-868-7_23(199-210)Online publication date: 27-Oct-2015

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