Collaborative and Creative Thinking Skill Development Through the Design of Wearable Technologies

Skills inherent in the creative thinking process such as reflecting and collaborating are needed for success in many careers. However, a focus on standardized testing in K-12 schools in the United States has resulted in the restructuring, reduction, and in some cases, elimination of arts in the curriculum to the detriment of students\u27 creative thinking process. The purpose of this study was to discover whether creative thinking and collaborative skills were positive unintended consequences of a curriculum that includes the design of wearable technologies. Jonassen\u27s modeling using Mindtools for conceptual change and Rosen\u27s culture of collaboration provided the conceptual framework. This qualitative case study explored students\u27 and teachers\u27 perceptions of collaborative and creative thinking skill development while designing wearable technologies. The data analysis used interviews with 3 students and 1 teacher and an evaluation of participant wearable technology artifacts. Rich themes and patterns were determined through open coding. The themes identified to explain the perceived development of creative thinking skills were divergent thinking, stimulation of the imagination, generation of new knowledge, and creative climate. The themes identified to explain the perceived development of collaborative skills were diverse membership, culture of collaboration, and community building. The design of wearable technologies as a Mindtool showed promise as a new way to integrate art with science, technology, engineering, and math (STEM). This study may effect positive social change by informing educational policy and influencing school budgetary consideration toward including art as a value-added benefit to STEM curriculum

Landscape for children to play and learn: A conceptual framework

Play and movement are at the very center of young children’s lives. Allowing the children to experience the natural and man-made elements in their living environments would generate cognitive, physical and social skills and developments. Children do not discriminate between playing and learning; to them both activities are attained in same time and space. To them natural forces such as rain and wind, natural features such as vegetation, animals and landform, and man-made elements such as building and road are ubiquitous elements in their living environments. Through play with the elements they learn to perceive their benefits or adversities. They learn through three modes of learning which are cognitive, affective and evaluative from the landscapes, either natural or nurtured. Such involvement would generate physiological and psychological well-being to them. This paper explains a conceptual framework on landscape for children to play and learn in direct mean rather than vicarious way. The landscape is described as an ecological dynamic entity that develops the cognitive, physical and social functioning of the children. In conclusion, it is important to design and develop landscapes for children that stimulate their senses, provide feedbacks and afford functional meanings to their cognitive, social and physical skills

Reenergising professional creativity from a CHAT perspective: Seeing knowledge and history in practice

This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ 2011 Regents of the University of California.This article offers a critical examination of aspects of a practice- and theory-developing intervention in the teacher education setting in England designed as a variation of Developmental Work Research. A positive case is argued for the distinctiveness of such cultural-historical activity theory [CHAT-] informed interventions and some points of contrast are drawn with the British tradition of educational action research. In describing the practice-developing intervention, the twin focus on seeing knowledge and history in human activity systems is advanced as two dimensions of CHAT's distinctive approach, with the goal of stimulating and studying the emergence of professional creativity. Creativity under this interpretation is defined as the perception and analysis of opportunities for learning within the social situation of development and the production of new conceptual tools and approaches to the social organisation of work. Professional creativity is advanced as a much needed capacity among teachers in industrial workplaces influenced by the techniques of New Public Management. Common ground between CHAT and action research approaches is seen in their optimistic and modernist commitments to progress, and CHAT-framed interventions, like action research approaches, are presented as part of an evolving intellectual project

Prediction of regulatory targets of alternative isoforms of the epidermal growth factor receptor in a glioblastoma cell line.

BackgroundThe epidermal growth factor receptor (EGFR) is a major regulator of proliferation in tumor cells. Elevated expression levels of EGFR are associated with prognosis and clinical outcomes of patients in a variety of tumor types. There are at least four splice variants of the mRNA encoding four protein isoforms of EGFR in humans, named I through IV. EGFR isoform I is the full-length protein, whereas isoforms II-IV are shorter protein isoforms. Nevertheless, all EGFR isoforms bind the epidermal growth factor (EGF). Although EGFR is an essential target of long-established and successful tumor therapeutics, the exact function and biomarker potential of alternative EGFR isoforms II-IV are unclear, motivating more in-depth analyses. Hence, we analyzed transcriptome data from glioblastoma cell line SF767 to predict target genes regulated by EGFR isoforms II-IV, but not by EGFR isoform I nor other receptors such as HER2, HER3, or HER4.ResultsWe analyzed the differential expression of potential target genes in a glioblastoma cell line in two nested RNAi experimental conditions and one negative control, contrasting expression with EGF stimulation against expression without EGF stimulation. In one RNAi experiment, we selectively knocked down EGFR splice variant I, while in the other we knocked down all four EGFR splice variants, so the associated effects of EGFR II-IV knock-down can only be inferred indirectly. For this type of nested experimental design, we developed a two-step bioinformatics approach based on the Bayesian Information Criterion for predicting putative target genes of EGFR isoforms II-IV. Finally, we experimentally validated a set of six putative target genes, and we found that qPCR validations confirmed the predictions in all cases.ConclusionsBy performing RNAi experiments for three poorly investigated EGFR isoforms, we were able to successfully predict 1140 putative target genes specifically regulated by EGFR isoforms II-IV using the developed Bayesian Gene Selection Criterion (BGSC) approach. This approach is easily utilizable for the analysis of data of other nested experimental designs, and we provide an implementation in R that is easily adaptable to similar data or experimental designs together with all raw datasets used in this study in the BGSC repository, https://github.com/GrosseLab/BGSC

The simultaneity of complementary conditions:re-integrating and balancing analogue and digital matter(s) in basic architectural education

The actual, globally established, general digital procedures in basic architectural education,producing well-behaved, seemingly attractive up-to-date projects, spaces and first general-researchon all scale levels, apparently present a certain growing amount of deficiencies. These limitations surface only gradually, as the state of things on overall extents is generally deemed satisfactory. Some skills, such as “old-fashioned” analogue drawing are gradually eased-out ofundergraduate curricula and overall modus-operandi, due to their apparent slow inefficiencies in regard to various digital media’s rapid readiness, malleability and unproblematic, quotidian availabilities. While this state of things is understandable, it nevertheless presents a definite challenge. The challenge of questioning how the assessment of conditions and especially their representation,is conducted, prior to contextual architectural action(s) of any kind

Getting creative in the languages classroom

The following principles are central to the work of ‘Linguistic Creativity in Language Learning’, a research strand of Creative Multilingualism: We create language every day. Language diversity facilitates creative diversity. Linguistic diversity nurtures diverse expression of feelings, thoughts and identities, and diverse ways of knowing and seeing the world. In this chapter we outline how they might be considered in relation to classroom language learning. One of the authors of this chapter..

Augmenting the 6-3-5 method with design information

This paper describes a comparative study between the 6-3-5 Method and the ICR Grid. The ICR Grid is an evolved variant of 6-3-5 intended to better integrate information into the concept generation process. Unlike a conventional 6-3-5 process where participants continually sketch concepts, using the ICR Grid (the name derived from its Inform, Create, Reflect activities and structured, grid-like output) participants are additionally required to undertake information search tasks, use specific information items for concept development, and reflect on the merit of concepts as the session progresses. The results indicate that although the quantity of concepts was lower, the use of information had a positive effect in a number of areas, principally the quality and variety of output. Although grounded in the area of product development, this research is applicable to any organisation undertaking idea generation and problem solving. As well as providing insights on the transference of information to concepts, it holds additional interest for studies on the composition and use of digital libraries

Thinking outside the blocks

This paper outlines an ongoing PhD research with the aim to develop an alternative fashion design and garment construction process for the initial design stages, using a practice initiated in three dimensions. The paper was partly triggered by views that meanwhile, especially in design education, there is a need to underline more the practical aspects of the design and making process, for example pattern cutting skills. One industry commentator said: “We have often taken on ex-fashion students either as staff or for work experience, and the majority have never been taught pattern-cutting, yet expecting glittering careers in design” (Everett, 2008) The nature of this design practice research utilizes tacit knowledge. It was therefore necessary to find a method to express such tacit knowledge in a tangible form. Due to its exploratory nature and the need for substantial iterative practical work, the reflective, practice-oriented approach of Action Research was used as lead methodology