Factors Impacting on the Collaborative Design of Digital Resources (original) (raw)

In Dooley, T., & Gueudet, G. (Eds.). (2017). Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017), pp (3674-3682), Dublin, Ireland: DCU Institute of Education and ERME

This paper analyses the decision making process in a collaborative design of a digital learning resource by two different communities of interest (CoI). It focuses especially on the influence of both the CoI context and socio-technical environment, in order to identify mechanisms that can support mediation. We begin by describing the context of the M C Squared European project where this research has been carried out, followed by the introduction of the conceptual and technical tools used in this project to ease and document social interactions in the design of innovative didactic resources promoting Creative Mathematical Thinking (CMT) in the users. We focus on two main forces, tools and culture, which supported the cross-collaborative design work between two CoI in its different phases.

A socio-technical environment affording social creativity in the design of digital education resources for Math and Environmental Education

This study focuses on social creativity as manifested in the boundary crossing interactions that take place between educational professionals of diverse disciplinary backgrounds in the course of designing digital educational resources (called 'c-books', c for creative), aiming at fostering mathematical creativity. A socio-technical environment incorporating innovative technology for designing a new genre of authorable e-books (the C-book technology) has allowed designers to interact and communicate with boundary objects supporting the generation, refinement and appropriation of creative ideas, a process that culminated in the production of a c-book on ΄Climate change'. By exploring and supporting these processes, the study has given us important insights into collaborative design that draws on social aspects of creativity.

Collaborative Design of Educational Digital Resources for Promoting Creative Mathematical Thinking

In this paper, we present our experience, while working in the MC Squared project, with the design of educational digital resources aiming at promoting creative mathematical thinking. The resources are produced within an innovative socio-technological environment called " c-book technology " (c for creative) by a community gathering together mathematics teachers, computer scientists and researchers in mathematics education. In this paper, we highlight processes of collaborative design of the " Experimental geometry " c-book resource and we discuss the design choices resulting in the resource affordances to promote creativity in mathematics in terms of personalized non-linear path, constructivist approach, autonomous learning, and meta-cognition based activities, among others.

SOCIAL CREATIVITY IN THE DESIGN OF DIGITAL RESOURCES TO AFFORD CREATIVE MATHEMATICAL THINKING

The M C Squared European FP7 project was about supporting social creativity in the design of resources ambitioning a new genre of mediation in mathematics education. The resources were e-books meshing narrative with dynamic and constructionist digital artefacts. The project generated four socio-technical environments, each involving a Community of Interest producing 64 very diverse c-books. Embedding mathematics in narratives with a constructionist interactive element is considered as an activity re-addressing teacher, learner and material identity in a context of critique of mathematics education paradigms tightly associated with conformity, accountability, austerity and revelatory approaches

TEACHERS AS DESIGNERS OF DIGITAL EDUCATIONAL RESOURCES FOR CREATIVE MATHEMATICAL THINKING

This study addresses the process of teachers in collectives designing digital educational resources (called " c-books ") aiming to foster students' creative mathematical thinking. We investigate social creativity in this process by focusing on the boundary-crossing interactions taking place within a socio-technical environment constituted of teachers of diverse expertise interacting with each other and with the c-book technology. The analysis showed that during the design process of a c-book unit on Climate Change, the socio-technical environment allowed the communication and coordination of diverse perspectives and a meshing of narrative with dynamic constructionist artefacts-widgets designed to induce mathematical creativity.

Representations of creative mathematical thinking in collaborative designs of c-book units

The study presented here focuses on the representations of creative mathematical thinking (CMT) held by two Communities of Interest (CoI) before and after designing educational resources with an innovative tool affording diverse expressive media for creativity in classrooms. Our analysis revealed similarities but also distinct differences in the way these communities operationalized their CMT representations in their products. Both CoI (Greek and Spanish) appreciated the novel affordance of diverse expressive media to foster CMT in students through open, real life, interdisciplinary problems amenable to multiple solutions. However, the CMT affordances appreciated by the CoI members were distinctly different with respect to contextual factors involving personal and schooling issues as well as influences by the research culture of the two corresponding teams

Cross-Case Design in Using Digital Technologies: Two Communities of Interest Designing a C-Book Unit

2016

This paper focuses on the process of collaborative design of a new digital learning resource, called c-book unit (c for creativity), by two different communities of interest (CoI) with different profiles in terms of designers, teachers, researchers, technology developers, and students. In this paper, we present the work developed by the two CoI, the Greek and the Spanish ones, working together in an iterative process of design, analysis and redesign of a c-book unit called ‘Viral Behaviour of Social Networks’. Using cross-analyses and design methodologies, we identify the influences of the ‘design context’ on the task design process of the c-book unit. In particular, we focus on how the academic and empirical settings (pedagogical, school, didactic conditions) of one CoI are recontextualized by the other CoI in the process of redesign of the original unit.

Social Creativity in the Design of Digital Resources Interweaving Math with Environmental Education

This study focuses on how social creativity is manifested in the collective design of digital educational resources (called " c-books " , c for creativity) aiming to foster students' creative mathematical thinking. We investigate social creativity as a process by focusing on the boundary-crossing encounters taking place within a socio-technical environment constituted of teachers of diverse expertise interacting with each other and with the C-Book technology, while designing a c-book on " Climate Change ". The analysis of two critical episodes shows that during the design process the socio-technical environment allowed the communication and coordination of diverse perspectives enhancing the designers/ teachers creativity and leading to the transformation of initial ideas into 'tangible' objects.

Loading...

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.