What Can Talk Tell Us About Design? Considering Practice Through Symbolic Interactionism and Conversation Analysis

How can scholars conduct rigorous research into the social activities that help constitute design practice? This paper considers this question through exploring how the interactive aspects of design may be fruitfully examined from the perspective of social psychology, especially through the approaches and methods of Symbolic Interactionism (SI) and Conversation Analysis (CA). The social activities of design refer to those situations wherein design is conducted in relation to face-to-face talk, or conversation. Since many aspects of design involve discussion, this paper argues that an SI-informed CA can offer an effective approach that may help us to better understand how communication and negotiation are central aspects of design. The author first outlines why social psychology is a significant perspective from which to study design through associating this perspective with the work of previous design researchers (Rittel, Schön). This is followed by an exploration of SI’s concern with the relationship between social structure and personal agency. Through considering design-based talk through an SI- focused lens, we can see how participants in design negotiate both personal creativity and externally-imposed constraints. The concepts of creativity and constraint are discussed in more detail through analyses of excerpts of conversations from two design-education critiques. These analyses demonstrate how CA’s methods can help scholars delineate the micro processes that link design practice to both personal opinion and wider social conditions. In summary, social psychology, SI, and CA are presented as distinctive, rigorous, and inter-related approaches that can help scholars of design practice to better understand the precise manner in which design is enacted through contexts of social interaction. Keywords: Conversation Analysis; Design Practice; Interaction; Social Psychology; Symbolic Interactionism.</p

PEMBELAJARAN BIOLOGI MODEL CHILDREN LEARNING IN SCIENCE (CLIS) MELALUI METODE SIMULASI DAN ROLE PLAYING DITINJAU DARI KREATIVITAS VERBAL DAN GAYA BELAJAR SISWA (Penelitian Pembelajaran Biologi di SMP Negeri 2 Geneng Ngawi Tahun Pelajaran 2011/2012)

ABSTRACT The aims of this study were: the effect of teaching Biology using CLIS Model through Role Playing and Simulation Methods on Student Achievement, in terms of Verbal Creativity and Learning Styles, as well as the interaction between CLIS Model through Simulation Methods and Role Playing Methods with Verbal Creativity and Learning Styles. The research was carried out within September 2011 - June 2012 by using the experimental method. The study population was 7th grade students of SMP Negeri 2 Geneng Ngawi Academic Year 2011/2012. The research sample consisted of two classes are divided into two groups which are taken by cluster random sampling. Group I is a 7th-A grade using the role playing methods and group II is a 7th-F grade using simulation methods. Data for verbal creativity was collected by Pre-test method, data for learning styles was collected by questionnaire method, while data for affective and psychomotor achievements was collected by observation sheet and questionnaire method, as well as student cognitive achievement data by the Post-Test Methods. Data collection instruments was tested previously with validity test, reliability test, test questions difficulty level, as well as test questions distinguishing items. Furthermore, the data were analyzed by factorial design 2x2x3 and using PASW software version 18. Stages of analysis were: descriptive statistics, normality test, homogeneity test, and ANOVA. The conclusion of this study were: 1) there was an effect of teaching Biology using CLIS Model through Role Playing and Simulation Methods on Student Achievement, 2) there was an effect Verbal Creativity on Student Achievement, 3) there was no effect of Student Learning Styles on Student Achievement, 4) there was no interaction between the teaching Biology using CLIS Model through Role Playing and Simulation Methods with Verbal Creativity, 5) there was no interaction between the teaching Biology using CLIS Model through Role Playing and Simulation Methods with the Student Learning Styles, 6) there was no interaction between Verbal Creativity with Student Learning styles; 7) there was no interaction between teaching Biology using CLIS Model through Role Playing and Simulation Methods with Verbal Creativity, and with the Student Learning Styles. Keywords: Children Learning In Science (CLIS), Simulation Method, Role Playing Method, Verbal Creativity, Learning Styles

IMPLEMENTASI PENDEKATAN SETS DENGAN METODE INKUIRI TERBIMBING DAN PROYEK DITINJAU DARI SIKAP ILMIAH DAN KREATIVITAS SISWA

ABSTRACT The aims of the research are to know the effect of implementation of SETS approach, using guided inquiry and project methods, students scientific attitude, creativity and its interaction toward student achievement. This research used a quasi-experimental method, and was conducted from June 2012 - February 2013. The population was all of students in grade VII SMPN I Balong Ponorogo academic year 2012/2013. The samples were taken using cluster random sampling consisted of two classes, VII A and VII C learnt using guided inquiry and VII B, VII D learnt using project. The data was collected using test for cognitive and affective achievement, questionnaires for affective, scientific attitude and creativity, and observation sheets for psychomotor. Data was analyzed using Anova with 2x2x2 factorial design. The result of this research can be concluded that: 1) there was an effect SETS approach with guided inquiry and project methods toward achievement of cognitive, affective and psychomotor 2) there was an effect of scientific attitude toward achievement of cognitive, affective and psychomotor, 3) there was an effect of high scientific attitude and low scientific attitude toward achievement of cognitive, affective and psychomotor, 4) there was interaction between learning with SETS approach guided inquiry methods and projects with a scientific attitude toward achievement cognitive, affective, 5) there was interaction between learning with SETS approach through guided inquiry methods and student projects with creativity psychomotor aspects of learning achievement, 6) there was no interaction between the scientific attitude and creativity of students on student achievement, 7) there was no interaction between learning with SETS approach through guided inquiry methods and projects with a scientific attitude and creativity on student achievement. Key words: SETS, guided inquiry, projects, scientific attitude and creativity, student achievement

The Interaction of Student’s Creativity Thinking Skills Through Project Based Learning and Learning Cycle 7E in Parabolic Motion on the Second Grade Students of Senior High School

Creativity thinking skills is one of the competencies that must be possessed in the 21st century. Teachers must provide facilities for students to develop creative thinking skills through the selection of appropriate learning methods. This study aims to find out the interaction between student’s creativity thinking skills, Project Based Learning, and Learning Cycle 7E methods in Physics lesson chapter parabolic motion on XI grade students. The methods of this study are quasi experiment with two ways ANAVA design. This research was conducted at Al Islam 1 Senior High School Surakarta est Java Indonesia in August 2022. Sample of this study selected using the cluster random sampling technique. The research used was class XI 1 as Group 1 with Project Based Learning methods and XI 2 as Group 2 with Learning Cycle 7E methods. Based on the analysis data by using SPSS program at the significant level of 5% it can be concluded that there is interaction between student’s creativity thinking skills, Project Based Learning, and Learning Cycle 7E methods in Physics lesson chapter parabolic motion on XI grade students. It is also concluded that Project Based Learning give better impact to enhance student’s creativity thinking skill

Interaction Evaluation for Human-Computer Co-Creativity : A Case Study

(ICCC 2015).Interaction design has been suggested as a framework for evaluating computational creativity by Bown (2014). Yet few practical accounts on using an Interaction Design based evaluation strategy in Computational Creativity Contexts have been reported in the literature. This study paper describes the evaluation process and results of a human-computer co-creative poetry writing tool intended for children in a school context. We specifically focus on one formative evaluation case utilizing Interaction Design evaluation methods, offering a suggestion on how to conduct Interaction Design based evaluation in a computational creativity context, as well as, report the results of the evaluation itself. The evaluation process is considered from the perspective of a computational creativity researcher and we focus on challenges and benefits of the interaction design evaluation approach within a computational creativity project context.Peer reviewe

Can computers foster human users' creativity? Theory and praxis of mixed-initiative co-creativity

This article discusses the impact of artificially intelligent computers to the process of design, play and educational activities. A computational process which has the necessary intelligence and creativity to take a proactive role in such activities can not only support human creativity but also foster it and prompt lateral thinking. The argument is made both from the perspective of human creativity, where the computational input is treated as an external stimulus which triggers re-framing of humans’ routines and mental associations, but also from the perspective of computational creativity where human input and initiative constrains the search space of the algorithm, enabling it to focus on specific possible solutions to a problem rather than globally search for the optimal. The article reviews four mixed-initiative tools (for design and educational play) based on how they contribute to human-machine co-creativity. These paradigms serve different purposes, afford different human interaction methods and incorporate different computationally creative processes. Assessing how co-creativity is facilitated on a per-paradigm basis strengthens the theoretical argument and provides an initial seed for future work in the burgeoning domain of mixed-initiative interaction.peer-reviewe

Can computers foster human users' creativity? Theory and praxis of mixed-initiative co-creativity

This article discusses the impact of artificially intelligent computers to the process of design, play and educational activities. A computational process which has the necessary intelligence and creativity to take a proactive role in such activities can not only support human creativity but also foster it and prompt lateral thinking. The argument is made both from the perspective of human creativity, where the computational input is treated as an external stimulus which triggers re-framing of humans’ routines and mental associations, but also from the perspective of computational creativity where human input and initiative constrains the search space of the algorithm, enabling it to focus on specific possible solutions to a problem rather than globally search for the optimal. The article reviews four mixed-initiative tools (for design and educational play) based on how they contribute to human-machine co-creativity. These paradigms serve different purposes, afford different human interaction methods and incorporate different computationally creative processes. Assessing how co-creativity is facilitated on a per-paradigm basis strengthens the theoretical argument and provides an initial seed for future work in the burgeoning domain of mixed-initiative interaction.peer-reviewe

Pengaruh Metode Bermain Peran Berbantuan Media Gambar Dan Kreativitas Terhadap Hasil Belajar Pkn Pada Siswa Kelas III Madrasah Ibtidaiyah Mujahidin Loloan Barat Tahun Pelajaran 2012/2013

This study aims at examining the effect of role play method aided by pictures media and creativity towards civics learning achievement of third grade students of Madrasah Ibtidaiyah Mujahidin Loloan Barat in Negara District, Jembrana Regency in the year 2012/2013. The population of this research is the third grade students of Madrasah Ibtidaiyah Mujahidin Loloan Barat Negara. This research used experimental design of Post Test Only Control Group Design. The data in this research were collected by using learning achievement test in the form of descriptions and multiple choices. The data were analyzed by using two-way ANOVA. The results show that: 1). There are learning achievement differences between students who take role play method aided by pictures media and the students who take conventional learning methods. 2). There is an interaction effect between learning method and students\u27 creativity towards civics learning achievement of third grade students of Madrasah Ibtidaiyah Mujahidin Loloan Barat in Negara District, Jembrana Regency in the year 2012/20133). For high creativity students, there are differences of civics learning achievement between students who take role play method aided by pictures media and the students who take conventional learning methods. 4). For low creativity students, there are differences of civics learning achievement between students who take role play method aided by pictures media and the students who take conventional learning methods

THE ROLE OF TECHNOLOGY IN TEACHERS’ CREATIVITY DEVELOPMENT IN ENGLISH TEACHING PRACTICES

This study investigates teachers’ views on the role of technology in building their creativity during teaching practices within the context of Indonesian higher education. An exploratory mixed methods design was employed by interviewing 20 EFL teachers about the role of technology in teachers’ creativity and administering a creativity questionnaire to 175 teachers. The findings revealed that teachers are aware of the importance of technology in creativity. Technology appears to help them explore their creativity and encourages learners’ creativity in a way that it helps transfer their creativity into reality, makes the activities more authentic, and provides teaching materials on various topics. However, there is no clear evidence about how these teachers use technology in their actual classrooms. In general, the way in which technology was utilized in teaching was limited and largely influenced by other factors, such as teachers’ willingness to learn, students’ participation, frequent interaction, and cooperation. This implies the need for future research to investigate the creative pedagogy of technology use in the classroom to contribute to improving classroom practices with regard to creativity and technology use

Pengaruh Hasta Karya Miniatur Alat Kebersihan dalam Meningkatkan Kreativitas Seni di Taman-Kanak Sadar Bahkti Kecamatan Talamau

One of the forms of works of art is hasta works or crafts. Art activities play an important role in many aspects of child development, including the development of creativity in early childhood. Creativity is human interaction with the environment to create imaginative methods and products that have benefits in solving problems. Children's creativity can grow and develop optimally if the learning environment is supported by the provision of various media. The purpose of this study was to find out whether the hurdles of miniature cleaning tools have an effect on increasing artistic creativity in early childhood. The research method used is quasi-experimental with experimental design. The sample consisted of students in grades B1 and B2, each of which had 17 children. The data collection technique used in this study was an action test (t. test) for differences. Based on the results of the study that the work of hasta works of miniature cleanliness affects artistic creativity and trains ideas, motivates children and helps children to be interested in participating in the learning process