標(biāo)題: Titlebook: Creativity, Technology & Education: Exploring their Convergence; Punya Mishra,Danah Henriksen Book 2018 AECT 2018 Creativity.Technology.Le [打印本頁] 作者: 淺吟低唱 時(shí)間: 2025-3-21 16:32
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作者: 曲解 時(shí)間: 2025-3-21 21:13 作者: 中世紀(jì) 時(shí)間: 2025-3-22 02:41 作者: biosphere 時(shí)間: 2025-3-22 04:34
A Systems View of Creativity in a YouTube Worldnet crowdsourcing of data or ideas, applications for creating and sharing video, audio, images, and text across contexts, and new avenues devoted to sharing this content. We argue that new technological platforms allow creators to bypass traditional gatekeeping processes, providing the opportunity t作者: PAD416 時(shí)間: 2025-3-22 12:22
On Being (In)Disciplinednowledge and the ability to break disciplinary boundaries. ., we argue, offers a set of meta-level skills that help people transfer information creatively from one domain to another. A transdisciplinary approach towards creativity has significant implications for how we incorporate creativity in cla作者: 自負(fù)的人 時(shí)間: 2025-3-22 15:45
Twisting Knobs and Connecting Thingst rather that creative ideas emerge from combining pre-existing ideas and concepts in unique and new ways. Creating these novel, effective, and whole combinations is unpredictable and requires bringing together a wide range of background knowledge and experiences to see things in a “new” way. It is 作者: 自負(fù)的人 時(shí)間: 2025-3-22 18:04 作者: 松果 時(shí)間: 2025-3-23 01:07
Square Peg, Round Hole, Good Engineering, and an openness to the new. One way to better understand this involves considering successful engineers and inventors to identify approaches that worked for them. We profile two innovators, Nikola Tesla and Steve Jobs, to better understand their thinking and creative processes. Their stories highl作者: adulterant 時(shí)間: 2025-3-23 04:33 作者: 雪白 時(shí)間: 2025-3-23 06:00 作者: saturated-fat 時(shí)間: 2025-3-23 10:20
A Room of Their Ownn others. We provide examples ranging from city planning and online learning to argue for including the final users of the design in the design process itself. Christopher Alexander, architect and theorist, suggests that the only way to design “l(fā)ived spaces” is to either have the inhabitants of the 作者: 嚙齒動(dòng)物 時(shí)間: 2025-3-23 15:23
The Architecture of Creative Learning Environments to make or break the creative potential of students. A learning environment designed to support creativity offers opportunities for divergent thinking and innovative solutions, with an overall atmosphere that fosters communication, collaboration, and risk-taking. The SCALE (Support for Creativity i作者: 搜尋 時(shí)間: 2025-3-23 21:25
Deep Convergencet this means for us, as individuals and as a society, is difficult to predict. In this chapter, we explore this emerging future through the idea of digital convergence. At one level convergence refers to the integration of what were previously discrete and independently used technologies and service作者: chapel 時(shí)間: 2025-3-24 01:52 作者: PHAG 時(shí)間: 2025-3-24 04:31 作者: 艱苦地移動(dòng) 時(shí)間: 2025-3-24 09:13
Gustav Fr?lich,Walter Sp?ttel,Ernst T?nzerests across disciplines. The science and engineering demands of our world require that learners need varied experiences that enable them to think richly and broadly, both within, outside of, and across the disciplines.作者: 多余 時(shí)間: 2025-3-24 13:10
Wesen und Ursachen der Krebskrankheit, interplay between the personal and professional led to unique and creative personal styles in mathematics. As implied by this discussion, we suggest that inculcating such perspectives is essential for better, more creative mathematics instruction.作者: 束以馬具 時(shí)間: 2025-3-24 16:22
categories that were identified as foundational to supporting student creativity: Learner Engagement, Physical Environment, and Learning Climate. We hope that SCALE and other such instruments can allow for the identification and development of environments more suited for creativity.作者: Derogate 時(shí)間: 2025-3-24 20:01
Square Peg, Round Hole, Good Engineeringests across disciplines. The science and engineering demands of our world require that learners need varied experiences that enable them to think richly and broadly, both within, outside of, and across the disciplines.作者: Condescending 時(shí)間: 2025-3-25 03:07 作者: Distribution 時(shí)間: 2025-3-25 05:23 作者: 星星 時(shí)間: 2025-3-25 10:59 作者: 極力證明 時(shí)間: 2025-3-25 14:37 作者: Suggestions 時(shí)間: 2025-3-25 19:40
Bruno Fetkenheuer,Arthur Konarskyncerns we offer a two-part framing—bringing together TPACK and trans-disciplinary creativity—to make the case for learning both within and across disciplines. This (in)disciplined learning, we argue, provides a useful way to think about creativity and technology for teaching and learning.作者: 法律的瑕疵 時(shí)間: 2025-3-25 20:41
,Nachruf für Wilhelm von Siemens,vide examples of how it has been used to evaluate open-ended creative projects in an online course. We believe that this rubric can be of great use to educators as they seek to engage their students in creative, open-ended, projects and assignments.作者: CALL 時(shí)間: 2025-3-26 01:47 作者: aspersion 時(shí)間: 2025-3-26 07:54
,W?rme und W?rmeumsatz beim Menschen,ity in educational contexts. Educators need to understand that creativity happens in a discipline or context; while acknowledging that, at the same time it is . i.e., cuts across disciplinary boundaries through divergent thinking and imagination.作者: 來自于 時(shí)間: 2025-3-26 11:30 作者: 離開就切除 時(shí)間: 2025-3-26 13:38
,Berechtigung von Verhütungsma?nahmen,e, can lead to creative solutions far greater than would be possible with simply a human being working alone. Here the creative output is not determined either by only the individual or the technology but rather through a “partnership” between the two.作者: Somber 時(shí)間: 2025-3-26 18:01 作者: 脆弱么 時(shí)間: 2025-3-26 22:28
Intro, specific lenses (engineering, computational thinking, and mathematics). Chapters ., ., and ., focus on the broader structures (physical and virtual) within which creativity functions. We hope that these ideas will be of use to educators and practitioners as they seek to incorporate more creative work in their personal and professional lives.作者: 冷峻 時(shí)間: 2025-3-27 03:16 作者: 聯(lián)邦 時(shí)間: 2025-3-27 07:52 作者: 人充滿活力 時(shí)間: 2025-3-27 12:54
A Systems View of Creativity in a YouTube Worldalyi’s systems view of creativity, and how these new technological ways of creating and sharing may require us to rethink this model. We suggest that such a rethinking of the systems view of creativity can have significant implications for the use of digital technologies in education.作者: Cubicle 時(shí)間: 2025-3-27 15:45 作者: dainty 時(shí)間: 2025-3-27 19:58 作者: Blazon 時(shí)間: 2025-3-27 23:00
Of Art and Algorithmse, can lead to creative solutions far greater than would be possible with simply a human being working alone. Here the creative output is not determined either by only the individual or the technology but rather through a “partnership” between the two.作者: Isthmus 時(shí)間: 2025-3-28 03:42 作者: 鍵琴 時(shí)間: 2025-3-28 08:15 作者: Atheroma 時(shí)間: 2025-3-28 10:29 作者: Ondines-curse 時(shí)間: 2025-3-28 15:22
Book 2018, debate time-honored instructional practices, and play with new ideas for schools to care for and nurture, rather than constrain, creativity. These essays are provocative … refreshing, [and] insightful —.Dr. Yong Zhao, Foundation Distinguished Professor, University of Kansas and Fellow, Mitchell In作者: Climate 時(shí)間: 2025-3-28 19:01
Methoden zur Messung hochohmiger Widerst?ndethe relationship between creativity, technology, and education. Chapters ., ., and 6 use the combinatorial and transdisciplinary nature of the creative process to make an argument for (in)disciplined learning. Creativity, we argue, is contextual and grounded in disciplinary knowledge, yet it also re作者: 臭名昭著 時(shí)間: 2025-3-29 01:51 作者: Annotate 時(shí)間: 2025-3-29 05:25 作者: cochlea 時(shí)間: 2025-3-29 09:56 作者: echnic 時(shí)間: 2025-3-29 11:57
,W?rme und W?rmeumsatz beim Menschen,nowledge and the ability to break disciplinary boundaries. ., we argue, offers a set of meta-level skills that help people transfer information creatively from one domain to another. A transdisciplinary approach towards creativity has significant implications for how we incorporate creativity in cla作者: 咒語 時(shí)間: 2025-3-29 19:25
Die Haarwurzel und der Haarbalgt rather that creative ideas emerge from combining pre-existing ideas and concepts in unique and new ways. Creating these novel, effective, and whole combinations is unpredictable and requires bringing together a wide range of background knowledge and experiences to see things in a “new” way. It is 作者: Institution 時(shí)間: 2025-3-29 23:26 作者: 搖曳 時(shí)間: 2025-3-30 02:15 作者: 古老 時(shí)間: 2025-3-30 07:55 作者: refraction 時(shí)間: 2025-3-30 09:48 作者: Facet-Joints 時(shí)間: 2025-3-30 12:57
n others. We provide examples ranging from city planning and online learning to argue for including the final users of the design in the design process itself. Christopher Alexander, architect and theorist, suggests that the only way to design “l(fā)ived spaces” is to either have the inhabitants of the
