M C Squared - Social Creativity in designing Constructionist e-books

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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

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Social Creativity in designing Constructionist e-books: new mediations for creative mathematical thinking

Transcript of M C Squared - Social Creativity in designing Constructionist e-books

Page 1: M C Squared - Social Creativity in designing Constructionist e-books

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

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Constructionism 2014, 19-23 August, Vienna

Infusing Constructionismstrategic 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)

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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)

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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?

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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

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• 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

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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

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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

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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

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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

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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)

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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

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A glimpse at emerging c-book units

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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)

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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.

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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

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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

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thank you!!

• http://mc2-project.eu • http://mc2dme.appspot.com• www.cti.gr • http://etl.ppp.uoa.gr