Transcending Lockdown: Fostering Student Imagination through Computer-Supported Collaborative Learning and Creativity in Engineering Design Courses

2021 ◽  
Author(s):  
Edmund Martin Nolan
Keyword(s):  
Social Sciences ◽  
Distance Learning ◽  
Collaborative Learning ◽  
Engineering Design ◽  
Learning Spaces ◽  
Computer Supported Collaborative Learning ◽  
The Arts ◽  
The Social ◽  
Language And Communication ◽  
Team Design

Engineering design and communication courses are typically dynamic, active learning spaces that bring together a complex array of knowledge and skills. Their ambiguous nature has allowed, often contentiously, subjects such as language and communication, the arts, the humanities, and the social sciences to enter the discourse of engineering in a newly meaningful way. This article considers this development in the context of the COVID-19 pandemic and, in particular, how the creativity and imagination required to succeed in engineering design might be cultivated in emergency distance learning. I consider a plethora of sources for guidance, with a special interest in how language and communication facilitates collaborative learning, creativity, and intersubjectivity and how that mediation is further mediated by educational technology in distance learning. I focus on the challenges faced and the resulting importance of training for both instructors and students. Finally, I argue that, despite our difficult circumstances, we should aim to encourage our students to exercise their imaginations, both independently and collaboratively, through our selection, framing, and facilitation of team design projects during the pandemic.

scholarly journals Transcending Lockdown: Fostering Student Imagination Through Computer-Supported Collaborative Learning and Creativity in Engineering Design Courses

2021 ◽  
Vol Forthcoming ◽  
pp. e2021001
Author(s):  
E. Martin Nolan
Keyword(s):  
Social Sciences ◽  
Distance Learning ◽  
Collaborative Learning ◽  
Engineering Design ◽  
Learning Spaces ◽  
Computer Supported Collaborative Learning ◽  
The Arts ◽  
The Social ◽  
Language And Communication ◽  
Team Design

Engineering design and communication courses are typically dynamic, active learning spaces that bring together a complex array of knowledge and skills. Their ambiguous nature has allowed, often contentiously, subjects such as language and communication, the arts, the humanities and the social sciences to enter the discourse of engineering in a newly meaningful way. This paper considers this development in the context of the COVID-19 pandemic, and in particular how the creativity and imagination required to succeed in engineering design might be cultivated in emergency distance learning. I consider a plethora of sources for guidance, with a special interest in how language and communication facilitates collaborative learning, creativity, and intersubjectivity and how that mediation is further mediated by educational technology in distance learning. I focus on the challenges faced, and the resulting importance of training for both instructors and students. Finally, I argue that despite our difficult circumstances, we should aim to encourage our students to exercise their imaginations, both independently and collaboratively, through our selection, framing and facilitation of team design projects during the pandemic.

Marcel Mauss and the Turn to the Gift

2018 ◽  
Author(s):  
Rebecca Colesworthy
Keyword(s):  
Social Sciences ◽  
Experimental Writing ◽  
Market Society ◽  
The Arts ◽  
The Social ◽  
The Gift ◽  
New Material ◽  
Anglo American ◽  
Leonard Woolf

Chapter 1 takes a cue from recent anthropologists who have stressed the influence of Mauss’s socialism on his sociological work. Returning to Mauss’s The Gift, the chapter argues that what links his essay to the experimental writing of his literary contemporaries is not their shared fascination with the primitive, as other critics have suggested, but rather their shared investment in reimagining social possibilities within market society. Mauss was, as his biographer notes, an “Anglophile.” Shedding light on his admiration of British socialism and especially the work of Beatrice and Sidney Webb—friends of Virginia and Leonard Woolf—as well as competing usages of the language of “gifts” in the social sciences and the arts, the chapter ultimately provides a new material and conceptual framework for understanding the intersection of largely French gift theory and Anglo-American modernist writing.

scholarly journals Editorial Foreword

2021 ◽  
Vol 6 (2) ◽  
pp. viii-viii
Author(s):  
Muhamad Abdul Aziz Ab Gani ◽  
◽  
Ishak Ramli ◽  
Keyword(s):  
Social Sciences ◽  
Social Science ◽  
Editorial Boards ◽  
The Arts ◽  
The Social ◽  
Research Findings ◽  
Research Questions ◽  
Art Design ◽  
Global Initiatives

We are very pleased that IDEALOGY JOURNAL, Journal of Arts and Social Science is presenting its 6th volume and 2nd issue. We are also very excited that the journal has been attracting papers from a variety of advanced and emerging countries such as Indonesia, Pakistan, Saudi Arabia, Bangladesh, etc. The variety of submissions from such countries will help the aimed global initiatives of the journal. We are also delighted that the researchers from the Arts and Social Science fields demonstrate an interest to share their research with the readers of this journal. This issue of Journal of Arts and Social Science contains five outstanding articles which shed light on contemporary research questions in arts and social science fields. All the 13 papers of this issue studies the are discussing about culture, art, design, technology, creativity and art & design innovation. There is also discussion about art, design and culture in various area. In this issue, most of the articles are discussing on the topic of arts and the social science. In social science it is very important to have a combination of different discipline to ensure the survival of knowledge. By combining knowledge from different fields, it could produce new innovation that could lead to solutions to many important problems or issues. Hence Idealogy Journal of Arts and Social Sciences is a platform for many fields of knowledge to share research findings as well as literatures. As we were aware at the first issue, a journal needs commitment, not only from editors but also from editorial boards and the contributors. Without the support of our editorial board, we would not dare to start and continue. Special thanks, also, go to the contributors of the journal for their trust, patience and timely revisions. We continue welcome article submissions in all fields of arts and social sciences.

scholarly journals Realizing the transformative potential of conservation through the social sciences, arts and humanities

2018 ◽  
Author(s):  
Nathan Bennett ◽  
Robin Roth
Keyword(s):  
Social Sciences ◽  
Social Science Research ◽  
Science Research ◽  
Status Quo ◽  
Conservation Practices ◽  
Arts And Humanities ◽  
Transformative Potential ◽  
The Arts ◽  
The Social ◽  
Conservation Actions

Conservation actions most often occur in peopled seascapes and landscapes. As a result, conservation decisions cannot rely solely on evidence from the natural sciences, but must also be guided by the social sciences, the arts and the humanities. However, we are concerned that too much of the current attention is on research that serves an instrumental purpose, by which we mean that the social sciences are used to justify and promote status quo conservation practices. The reasons for engaging the social sciences, as well as the arts and the humanities, go well beyond making conservation more effective. In this editorial, we briefly reflect on how expanding the types of social science research and the contributions of the arts and the humanities can help to achieve the transformative potential of conservation.

Scripts for Facilitating Computer Supported Collaborative Learning

2011 ◽  
pp. 745-750
Author(s):  
Bernhard Ertl ◽  
Heinz Mandl
Keyword(s):  
Distance Learning ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Text Comprehension ◽  
Comprehension Strategies ◽  
Computer Supported Collaborative Learning ◽  
Collaboration Scripts ◽  
Collaboration Skills ◽  
Learning Scenarios ◽  
Collaboration Process

Many distance learning scenarios, for example, virtual seminars, use collaborative arrangements for learning. By applying them, they offer learners the chance to construct knowledge collaboratively. However, learners often do not possess the skills necessary for a beneficial collaboration. It is therefore important that learners are offered support in these learning scenarios. Scripts for collaborative learning can provide support. They can guide learners through their collaboration process (Ertl, Kopp, & Mandl, 2007b) and help them to acquire collaboration skills (Rummel & Spada, 2005). Scripts for collaboration were originally developed in order to support text comprehension. They facilitate two or more learners—who are similar as far as their existing knowledge and learning strategies are concerned— in their efforts to understand contents provided by theory texts. Collaboration scripts split this process into a sequence of smaller steps, assign each learner to a particular role, and offer a number of comprehension strategies, such as questions, feedback, and elaboration. Each one of these learners has a defined role to play, which in turn is associated with certain strategies and varies within the different phases.

Archive Fevers

2020 ◽  
pp. 24-41
Author(s):  
Albena Yaneva
Keyword(s):  
Social Sciences ◽  
Jacques Derrida ◽  
Paul Ricoeur ◽  
Architectural Practice ◽  
The Arts ◽  
The Social ◽  
Paul Ricœur ◽  
Empirical Turn

This chapter reviews several developments in the social sciences and the arts that date back to the 1990s and motivated this study of archives as practice. It refers to Jacques Derrida and Paul Ricoeur as key protagonists that led to the rethinking of the role of archiving as a tool of memory. It also details the emergence of the trend of “archival ethnography,” which witnessed the advent of the archival turn in anthropology. The chapter elaborates how archival scholarship took an empirical turn in the mid-1990s, coinciding with the “archive fever” in the arts and the “archival turn” in anthropology that opened venues for investigating architectural archiving. It explores the realm of architectural practice wherein the computer radically changed working dynamics and led to the practice's own archival turn in the mid-1990s.

Fostering Collaboration in CSCL

2009 ◽  
pp. 335-340 ◽  
Author(s):  
Donatella Persico ◽  
Francesca Pozzi ◽  
Luigi Sarti
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Strategies ◽  
Online Courses ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Communities ◽  
Face To Face ◽  
The Social

Some collaborative learning strategies widely used in face-to-face settings can also be adapted to online contexts. They allow us to master the complex relations between members of large, heterogeneous online learning communities. The authors build on their experience in the application of some of the most well-known strategies and techniques used in online courses, such as jigsaw, peer review, role-play, case study, and brainstorming. The use of these strategies in computer supported collaborative learning (CSCL) environments and the related models describing the social structure of the learning community is discussed in the attempt to highlight their strengths and weaknesses and investigate the conditions for their applicability. The aim is to inform the design and the management of online learning communities.

scholarly journals T-labs and climate change narratives: Co-researcher qualities in transgressive action–research

2019 ◽  
Vol 17 (1) ◽  
pp. 63-86 ◽  
Author(s):  
Thomas Macintyre ◽  
Tatiana Monroy ◽  
David Coral ◽  
Margarita Zethelius ◽  
Valentina Tassone ◽  
...  
Keyword(s):  
Social Sciences ◽  
Climate Change ◽  
Action Research ◽  
Knowledge Creation ◽  
Science And Society ◽  
Action Research Project ◽  
Methodological Innovation ◽  
The Arts ◽  
The Social

This paper addresses the call for more action-based narratives of grassroot resistance to runaway climate change. At a time when deep changes in society are needed in order to respond to climate change and related sustainability issues, there are calls for greater connectivity between science and society, and for more inclusive and disruptive forms of knowledge creation and engagement. The contention of this paper is that the forces and structures that create a disconnect between science and society must be ‘transgressed’. This paper introduces a concept of Transgressive Action Research as a methodological innovation that enables the co-creation of counter hegemonic pathways towards sustainability. Through the method of the Living Spiral Framework, fieldwork reflexions from the Colombian case study of the international T-Learning project were elicited, uncovering and explicating the transgressive learning qualities needed to respond to climate change. As part of a larger action–research project, this paper combines the arts with the social sciences, demonstrating how the concept of ‘Transgressive Action Research’ can enable co-researchers to engage in disruptive and transformative processes, meeting the need for more radical approaches to addressing the urgent challenges of climate change.

scholarly journals Capturing the dynamic and cyclical nature of regulation: Methodological Progress in understanding socially shared regulation in learning

2019 ◽  
Vol 14 (4) ◽  
pp. 425-441 ◽  
Author(s):  
Sanna Järvelä ◽  
Hanna Järvenoja ◽  
Jonna Malmberg
Keyword(s):  
Collaborative Learning ◽  
Self Regulation ◽  
Learning Context ◽  
Computer Supported Collaborative Learning ◽  
In Situ Data ◽  
Complex Process ◽  
The Social ◽  
Made In ◽  
Socially Shared Regulation

AbstractSelf-regulation is critical for successful learning, and socially shared regulation contributes to productive collaborative learning. The problem is that the psychological processes at the foundation of regulation are invisible and, thus, very challenging to understand, support, and influence. The aim of this paper is to review the progress in socially shared regulation research data collection methods for trying to understand the complex process of regulation in the social learning context, for example, collaborative learning and computer-supported collaborative learning. We highlight the importance of tracing the sequential and temporal characteristics of regulation in learning by focusing on data for individual- and group-level shared regulatory activities that use technological research tools and by gathering in-situ data about students’ challenges that provoke regulation of learning. We explain how we understand regulation in a social context, argue why methodological progress is needed, and review the progress made in researching regulation of learning.

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