Design and Group Creativity

2019 ◽  
pp. 305-318
Author(s):  
Arthur B. Markman ◽  
Jonathan Cagan
Keyword(s):  
Practical Reason ◽  
Group Processes ◽  
Theoretical Studies ◽  
Design Development ◽  
Group Creativity ◽  
Mental Processes ◽  
Creative Solutions ◽  
End Products ◽  
Computer Based ◽  
Do So

Design communities in engineering and other disciplines have a practical reason for caring about group creativity. People employed in these areas have to generate creative solutions routinely, and they often must do so in a group. As a result, research in these areas has focused on processes to improve group creativity. This chapter explores techniques for generating problem statements and solutions in groups that have emerged from this literature. It also examines computer-based methods of problem solving that groups can use to enhance the ideas that arise from these group processes. This work has expanded the range of elements explored in studies of group creativity. Although theoretical studies of creativity can be useful in uncovering underlying mental processes, design development requires useful end products. The focus of this research on techniques that enhance creativity in design provides an opportunity to link this literature with the broader literature on individual and group creativity.

scholarly journals Ibigkas!: The Iterative Development of a Mobile Collaborative Game for Building Phonemic Awareness and Vocabulary

2020 ◽  
Author(s):  
Ma. Mercedes T. Rodrigo ◽  
Jaclyn L. Ocumpaugh ◽  
Danna Aduna ◽  
Emily Tabanao ◽  
Kaśka Porayska-Pomsta ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Phonemic Awareness ◽  
English Language ◽  
Design Development ◽  
Major Barrier ◽  
Computer Based Learning ◽  
Iterative Development ◽  
Collaborative Game ◽  
Computer Based ◽  
Filipino Learners

Filipino learners’ lack of English language proficiency is a major barrier to higher education opportunities and participation in high-value industries. Computer-based learning systems have the potential to increase educational quality, equity, and efficacy in the Global South. However, a key challenge is to design systems that are developmentally and socio-culturally appropriate and engaging for the target learners. In this paper, we describe the design, development, and preliminary testing of Ibigkas!, a collaborative, mobile phone-based game designed to provide phonemic awareness and vocabulary building support to Filipino learners aged 10-12. Cite as Rodrigo, M.M.T., Ocumpaugh, J., Diy, W.D., Moreno, M., De Santos, M., Cargo, N., Lacson, J., Santos, D., Aduna, D., Beraquit, J.I., Bringula, R., Caparros, M.R.M., Choi, A.T., Ladan, S., Lim, J., Manahan, D.M.A., Paterno, J.M.G., Saturinas, K., Tabanao, E., Tablatin, C., Torres, J., Porayska-Pomsta, K., Olatunji, I., Luckin, R. (2019) Ibigkas!: The Iterative Development of a Mobile Collaborative Game for Building Phonemic Awareness and Vocabulary. Computer-Based Learning in Context, 1(1), 28-42. DOI: 10.5281/zenodo.4057282

scholarly journals Development of a Prototype Computer-Based Instruction Module: Foundational Neuroscience for Physical Therapy Students

2004 ◽  
Author(s):  
Gilbert Willett
Keyword(s):  
Physical Therapy ◽  
Medical Center ◽  
Systems Design ◽  
Physical Therapy Students ◽  
Survey Analysis ◽  
Design Development ◽  
Computer Based Instruction ◽  
Computer Based ◽  
Based Instruction ◽  
Module Development

This paper details one faculty members approach to developing a prototype module for a computer based instruction (CBI) course in foundational neuroscience for physical therapy students. The process was based on the generic instructional systems design model, ADDIE. ADDIE is an acronym for Analysis, Design, Development, Implementation, and Evaluation. Each step has an outcome that feeds the subsequent step or results in modification of the prior step in order to reach the desired outcome. The analysis section summarizes the state of the global academic environment in health professions education and the environment at the University of Nebraska Medical Center (UNMC) where the project took place. Events that led to development of the CBI course module are described and results of a national and local survey analysis to determine the level of interest in a CBI course for foundational neuroscience are reported. The design section outlines formation of the design team for the CBI module and describes the pedagogy of the module. Development explains the rational for determining the mode of CBI delivery, reports the amount of faculty time required for module development, and lists the equipment needed and skills required. Implementation reviews the process employed for peer validation of content and for student editorial feedback. Evaluation consists of a summary pre and post-test of results and qualitative feedback provided by test students.

scholarly journals Novelty and coherence in group creative processes

Psihologija ◽  
2016 ◽  
Vol 49 (3) ◽  
pp. 213-229
Author(s):  
Irena Ristic ◽  
Bojana Skorc ◽  
Tijana Mandic
Keyword(s):  
Group Processes ◽  
Group Creativity ◽  
Creative Processes ◽  
Assessment Technique ◽  
Creative Achievement ◽  
Consensual Assessment Technique ◽  
Individual Contributions ◽  
High Level

A research of triadic creative processes was conducted based on the assumption that novelty and coherence are basic dimensions of group creativity, variations of which can explain differences in creative achievement. In a workshop, 153 students were divided in triads and created 51 chain-stories. Following the standards of Consensual Assessment Technique (CAT), eight independent judges assessed creativity, novelty and coherence in the integral stories. The most representative stories for low, middle and high creativity, were selected and subjected to further analysis. The results show that development of group creativity is conditioned by high level of novelty, and by balanced ratio of novelty and coherence that enable integration of unique ideas in group processes. Symmetrical contribution of members was not confirmed as one of the conditions, suggesting that group creativity is an emerging phenomenon, relying on relations rather than individual contributions of participants.

Decision Support Systems

2011 ◽  
pp. 197-202
Author(s):  
John Wang ◽  
David J. Radosevich
Keyword(s):  
Decision Support ◽  
Decision Support Systems ◽  
Support Systems ◽  
Theoretical Studies ◽  
Massachusetts Institute ◽  
Massachusetts Institute Of Technology ◽  
Organizational Decision Making ◽  
Computer Based ◽  
Institute Of Technology ◽  
Radical Movement

Over the four decades of its history, decision support systems (DSSs) have moved from a radical movement that changed the way information systems were perceived in business, to a mainstream commercial information technology movement that all organizations engage. This interactive, flexible, and adaptable computer-based information system derives from two main areas of research: the theoretical studies of organizational decision making done at the Carnegie Institute in the 1950’s and early 1960’s as well as the technical work on interactive computer systems which was mainly performed by the Massachusetts Institute of Technology (Keen & Morton, 1978).

Computer-Based Mathematics and Physics for Gifted Students

1995 ◽  
Vol 39 (1) ◽  
pp. 7-13 ◽  
Author(s):  
Raymond Ravaglia ◽  
Patrick Suppes ◽  
Constance Stillinger ◽  
Theodore M. Alper
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Gifted And Talented ◽  
Gifted Students ◽  
School Students ◽  
Computer Based ◽  
Gifted Youth ◽  
Mathematics And Physics ◽  
Do So

Computer-based education makes it possible for gifted and talented middle school and early high school students to complete advanced courses in mathematics and physics several years before they would nocinally do so Since the fall of 1990, three such groups of students at the Education Program for Gifted Youth at Stanford University have taken courses at the advanced placement level and have done exceedingly well. This report details those results.

scholarly journals Action in Law’s Empire: Judging in the Deliberative Mode

2016 ◽  
Vol 29 (2) ◽  
pp. 431-456
Author(s):  
Veronica Rodriguez-Blanco
Keyword(s):  
Classical Tradition ◽  
Practical Reason ◽  
Theoretical Perspective ◽  
The State ◽  
Legal Cases ◽  
The Law ◽  
Do So

Dworkin advances the view that judges decide legal cases according to constructive interpretation. The aim of constructive interpretation is to justify the coercion of the State. A trivial implication of this view is that officials and citizens will comply with the law because of the justification that has been advanced by judges in their exercise of constructive interpretation. Consequently, neither officials nor citizens comply with the law because they have been coerced or because they have been simply told to do so. But then, it seems that constructive interpretation cannot really provide any guidance since officials and citizens have been asked to accept the interpretation of the law that has been put forward by the judges since arguably, it is the best possible interpretation of what the law is in this particular case. However, why they ought to do so?I will argue that the mistake of the theory of constructive interpretation lies in a misleading and implausible conception of action that believes that action is raw behavioural data and that therefore we need to ‘impose meaning’, ‘value’ or ‘purpose’ on them. I will defend a more plausible conception of action along the classical tradition that understands practice as originating in agency and deliberation. The outcome is that constructive interpretation and its conception of ‘imposing meaning’ on practice is a theoretical perspective that neglects and misunderstands action and practical reason.

scholarly journals Futures for computer-based training: Developing the learner-computer interface

1988 ◽  
Vol 4 (2) ◽  
Author(s):  
Rod Sims
Keyword(s):  
Staff Development ◽  
Computer Interface ◽  
Educational Systems ◽  
Design Development ◽  
Operational Environment ◽  
Support Mechanism ◽  
Computer Based Training ◽  
Transfer And Retention ◽  
Computer Based ◽  
The Individual

<span>Often regarded as the solution to effective skills development, Computer-Based Training (CBT) is now satisfying many training demands. However, despite continued developments with instructional technology in areas such as embedded CBT and intelligent instructional systems, CBT remains a support mechanism for staff development rather than an integral component of computer-based information systems, and often fails to address the individual attributes of the learner. A model is proposed integrating the advanced components of intelligent CBT (interaction, individualisation, availability) based on human factors issues to provide a user-based operational environment. A second section appraises six variables (instructional design, technology, cognitive style, screen design, transfer and retention, and learner-computer interface) to describe an updated methodology for the design, development and implementation of technologically-advanced CBT systems. By reinforcing the capabilities of CBT and integrating these with changes in information technology, the scene is set for development and growth in learning through computer-based and learner-centred educational systems, founded on context-sensitive learner-computer interface.</span>

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