The situated aspect of creativity in communicative events: How do children design web pages together?

Fernández-Cárdenas, Juan Manuel

doi:10.1016/j.tsc.2008.09.007

Cited by 18 publications

(11 citation statements)

References 13 publications

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“…Each turn was numbered and all non-verbal actions were also registered. Following the approach of ethnography of communication (Fernández-Cárdenas, 2008;Hymes, 1972;Rojas-Drummond, Mazón, Fernández, & Wegerif, 2006) all the observed and recorded lessons were codified into communicative situations, events, and acts (see Figure 1). We observed different types of communicative situations, such as: Finally, within events, the communicative acts were:…”

Section: Analysis Of Resultsmentioning

confidence: 99%

“…In this article we present a study that assesses the way in which these digital resources, that is, Enciclomedia with an interactive whiteboard, are used in lessons by teachers and students to construct disciplinary knowledge together. We do so by qualifying and comparing communicative events mediated both by traditional whiteboards (TWBs) and by IWBs using a linguistic anthropological perspective (Duranti, 1997;Duranti & Goodwin, 1992;Fernández-Cárdenas, 2008; *Corresponding author. Email: juan.fernandezcr@uanl.edu.mx 2000; Monaghan & Goodman, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Disciplinary knowledge and gesturing in communicative events: a comparative study between lessons using interactive whiteboards and traditional whiteboards in Mexican schools

Fernández-Cárdenas

Garza

2010

Technology, Pedagogy and Education

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In this study the authors have looked at the use of interactive whiteboards (IWBs) in Mexico from a linguistic anthropological perspective. Twenty lessons were video recorded to compare the use of IWBs and traditional boards in different areas of the curriculum in primary schools. Data were analysed as a set of sequenced communicative events in which participants construct knowledge together in a multimodal environment. The authors found, firstly, that teachers ask students-through the use of language and gestures-to show in sequence their understanding of the use of multimodal objects according to the goals set for the lesson and the knowledge privileged by an academic discipline. Secondly, pedagogic ideologies are an important aspect of students' socialisation into disciplinary knowledge that is embodied in communicative practices. Implications from the research include recognising the communicative competence of participants for achieving joint collective goals, as well as suggesting the design of new participation frameworks with pertinent and creative problem-solving activities for promoting knowledge construction through talk in interaction.

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Section: Analysis Of Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Disciplinary knowledge and gesturing in communicative events: a comparative study between lessons using interactive whiteboards and traditional whiteboards in Mexican schools

Fernández-Cárdenas

Garza

2010

Technology, Pedagogy and Education

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“…From a pedagogical point of view, dealing with "boundary" concepts through a heuristic relativism frame of thinking provides many opportunities for teachers and learners to get engaged in dialogical forms of meaning-construction and perspective-sharing and to expand the "boundaries" of their knowing of and being in the world. This is what some would also identify as the essence of creative thinking and learning (Fernández-Cárdenas, 2008). In either way, education has to cultivate learning approaches leading to a creative appropriation of knowledge for students to be able to develop a more integrated understanding of sustainability.…”

Section: Dealing Creatively With the "Difficult" Concept Of Sustainabmentioning

confidence: 99%

Applying a Constructionist Frame to Learning about Sustainability

Δασκολιά¹,

Kynigos²

2012

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Sustainability as a concept is by nature complex and elusive and therefore difficult to address. Creative thinking is thought among the core abilities needed to be fostered for developing a more integrated understanding of sustainability issues and for achieving a more sustainable world. We argue that Constructionism offers an appropriate frame of identifying and fostering creativity by viewing learning as an experiential process of collaboratively generating new ideas and meaningful digital artifacts through the active engagement with microworld. The study reported in this paper is based on the design and implementation of a pedagogical intervention aiming to engage students in creatively tinkering with a game microworld along with the concept of sustainability. Our analysis focuses on one group of students and examines how ideas and shared understandings of sustainability emerge and evolve along with the creation of a "sustainable city" digital game and through the students' constructive interaction with a related microworld.

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“…Creativity evolves as a process between and across people and as an emergent whole, which "is greater than the sum of its parts" (Sawyer, 2007, p. 7). Collaborative creativity shows in different forms of collaboration (John-Steiner, 2000) and might evolve through emotions (Vass et al, 2008), shared and personal discovery (Wix & John-Steiner, 2008) and social participation (Fernández-Cárdenas, 2008). With regard to everyday creativity, self-actualizing creativity (Maslow, 1970), personal creativity (Runco, 1996;, everyday creativity (Richards, 1993), mini-c creativity (Beghetto & Kaufmann 2007) and Anna Craft's (2001; conception of creativity as 'Little c creativity' (LCC) provide notions of creativity that allow us to differentiate high creativity from lifewide creativity and to see everyday experiences of children and young people as creative.…”

Section: From Creativity To Co-creativitymentioning

confidence: 99%

On Co-Creativity in Playful Classroom Activities

Schmoelz

2017

Creativity. Theories – Research - Applications

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Recent research points to the essential role of creativity in coping with and acting in a changing world. It has been shown that individual, collaborative and communal efforts are a core capacity for acting in and coping with everchanging circumstances, such that a novel emphasis on cocreativity has arisen. Yet there is very little research on how to provide occasions for co-creativity in classrooms and so the research problem focuses on enabling co-creativity.Therefore, a playful pedagogical design was created and facilitated in classroom. The qualitative data collection methods involved narrative-Socratic dialogues with teachers and students, field notes, and gameplay videography.The Narrative-Structural Method was used to analyze the research material. The main results show that playful classroom activities provide an occasion for co-creative reframing's, engaging in dialogue, expressing emotions, and co-creating a shared story that is rich in co-determined actions. In conclusion, the pedagogical implications of the results are that classroom activities for co-creativity may facilitate mixed playful pedagogies and empty content spaces, so that children and young people can playfully identify, explore and negotiate shared topics that are novel and meaningful to themselves and others. the students of the middle school who worked on piloting the paper prototype of 4Scribes.I am very thankful to Kerry Chappell, Gertraud Kremsner, Christian Swertz, Alessandro Barberi, Matthias Huber and Wolfgang Ruge and the reviewers for taking the time to read and provide feedback on this paper. This paper is dedicated to our esteemed and much loved colleague, Professor Anna Craft, who very sadly died during this project. While we miss her companionship, we are very grateful for her kindness, inspiration and creativity. INTRODUCTIONScholars and scientists have identified accelerating change and uncertainty (Rogers, 1969;Giddens, 2003;Beck, 2007) as central constants in society. Some see increasing entropy (Heintz, 1982) and accelerating connectivity (Hepp, Krotz & Winter, 2005;Seitz, 2002), others deep transformations of the way we produce as well as exchange goods, money (Teusch, 2004; Altvater & Mahnkopf, 2007;Perraton, 1998;Neyer, 1995), and information (Feigelson, 2003; Wurzer, 2000;Featherstone & Lash, 1995;Farhauer, 2003;Giddens, 2003) as core drivers of accelerating change, as well as the disruption of the welfare state (Bourdieu, 1997) and the politics of speed (Glezos, 2012) as a core driver of uncertainty. As a consequence of our ever-accelerating and uncertain world, Engel and Hurrelmann (1989) identify an increase in socio-psychological strain on children and young people and Wilkinson (2009) forefronts deep psychological effects such as vulnerability and anxiety.These circumstances, coupled with the old assumption regarding radical change and society in flux (Seibt, 2016), re-raise questions for education. How can we educate and enable children and young people for a future world that we cannot fully grasp yet?How...

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The situated aspect of creativity in communicative events: How do children design web pages together?

Cited by 18 publications

References 13 publications

Disciplinary knowledge and gesturing in communicative events: a comparative study between lessons using interactive whiteboards and traditional whiteboards in Mexican schools

Disciplinary knowledge and gesturing in communicative events: a comparative study between lessons using interactive whiteboards and traditional whiteboards in Mexican schools

Applying a Constructionist Frame to Learning about Sustainability

On Co-Creativity in Playful Classroom Activities

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