9th Annual Focus on Creative Inquiry Poster Forum Program

The 2014 Focus on Creative Inquiry Poster Forum displays a selection of the projects accomplished by Clemson University students in their Creative Inquiry teams. What is Creative Inquiry? It is small-group learning for all students, in all disciplines. It is the imaginative combination of engaged learning and undergraduate research – and it is unique to Clemson University. In Creative inquiry, small teams of undergraduate students work with faculty mentors to take on problems that spring from their own curiosity, a professor’s challenge, or the pressing needs of the world around them. Students take ownership of their projects. They ask questions, they take risks, and they get answers

Innovating Pedagogy 2017: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Open University Innovation Report 6

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This sixth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). Themes: • Big-data inquiry: thinking with data • Learners making science • Navigating post-truth societies • Immersive learning • Learning with internal values • Student-led analytics • Intergroup empathy • Humanistic knowledge-building communities • Open Textbooks • Spaced Learnin

8th Annual Focus on Creative Inquiry Poster Forum Program

The poster forum today displays a few of the more than 400 projects initiated by Clemson University Creative Inquiry teams. What is Creative Inquiry? It is small-group learning for all students. It is the imaginative combination of engaged learning and undergraduate research. Ultimately, it is the creation of an Ah-ha! Moment — and it is unique to Clemson University. Creative Inquiry establishes small teams of undergraduate students that work with faculty mentors to take on problems that spring from their own curiosity, from a professor’s challenge, or from the pressing needs of the world around them. Students take ownership of their projects. They ask questions, they take risks, and they get answers

Untethered Learning: A Mixed Methods Study of Mobilized Adventure Learning

textMobile technologies now afford unprecedented opportunities, resources, and possibilities for learning. Among them, is the opportunity for students to engage in hands-on, out-of-classroom learning activities such as Adventure Learning. Since 2007, Adventure Learning has developed as an educational framework for using information and communication technologies to connect learners with expeditionary teams where video-based communication provides a sense of adventure for learners. The study was conducted in a public high school where an Environmental Science teacher used mobile learning technologies to create Adventure Learning projects where students participated both fin the classroom and as members of an “expeditionary team.” It was also intended to examine both the benefits and challenges in implementing ubiquitous mobile technologies in the field, combined with the use of student-centered pedagogies in their classrooms. The major questions of the study asked how did a teacher leverage mobilized Adventure Learning to design learning activities? And how did active participation in a mobilized Adventure Learning project affect student interest in the subject of Environmental Science? The study involved examining the ways the teacher leveraged the affordances of mobile technologies to create a hands-on, collaborative, and Adventure Learning environments outside of the classroom. The hands-on learning activities were designed to enable students to gather first-hand information related to environmental science. Subjects in the study included a high school Environmental Science teacher along with 104 participating students. Using a mixed methods approach, qualitative data were gathered through observations of learning activities, interviews and focus groups and artifacts. Quantitative data were gathered through surveys administered to the students before and after the treatment. The results indicated that, contrary to the teacher’s expectations, students indicated a preference for learning through book and lecture rather than hands-on discovery of information in both pre and post treatment surveys. Results of the study also demonstrated differences in learning preference relating to percentage of students participating in field-based, hands-on learning activities or in lecture-book classroom learning activities. Recommendations for future research and for educational practice are offered. Limitations of the study include the small sample size and short time duration of the study.Curriculum and Instructio

13th Annual Focus on Creative Inquiry Poster Forum Program

The Focus on Creative Inquiry (FoCI) Poster Forum is an annual event in which CI teams can present their research and project accomplishments through poster and interactive displays. FoCI is a celebration of student and mentor collaboration and accomplishments! FoCI is a great venue for students to develop and hone their communication skills

11th Annual Focus on Creative Inquiry Poster Forum Program

The 2016 Focus on Creative Inquiry Poster Forum displays a selection of the projects accomplished by Clemson University students in their Creative Inquiry teams. What is Creative Inquiry? It is small-group learning for all students, in all disciplines. It is the imaginative combination of engaged learning and undergraduate research – and it is unique to Clemson University. In Creative Inquiry, small teams of undergraduate students work with faculty mentors to take on problems that spring from their own curiosity, a professor’s challenge, or the pressing needs of the world around them. Students take ownership of their projects. They ask questions, they take risks, and they get answers

Editorial: Developing Creativity through STEM Subjects Integrated with the Arts

This issue of the Journal of STEM Arts, Crafts, and Constructions is focused on creativity - one of the most highly-desirable 21st Century skills on personal and global levels. Time, pedagogical knowledge, and resource constraints limit the number of opportunities for teachers to develop creativity in students. In this editorial, creativity development steps and strategies are illuminated along with specific roles of STEM subjects and the arts in development of student creativity. The processes of creativity development used in STEM and the arts are compared to each other and to the non-subject-specific creative process model of Root-Bernstein and Root- Bernstein; correlating steps are highlighted. The role of integration of the arts and STEM subjects for creativity development is also analyzed in this editorial, followed by the summaries and key findings of three practical and three research articles, which introduce arts-integrated projects fostering creativity development

Sustainability in design: now! Challenges and opportunities for design research, education and practice in the XXI century

Copyright @ 2010 Greenleaf PublicationsLeNS project funded by the Asia Link Programme, EuropeAid, European Commission

Emotion, Place, and Practice: Exploring the Interplay in Children\u27s Engagement in Ecologists\u27 Sampling Practices

In science education, there has been a sustained focus on supporting the emergence of science practices in K–12 and field-based settings. Recent work has elevated the integral role of emotion in sparking and sustaining such disciplinary practices, deepening the field\u27s understanding of what is entailed in “doing” science. Yet even as we gain this richer understanding of practice, less attention has been given to the places where practice emerges. These places play a critical role in the co-emergence of emotion and practice, and while separate strands of research have elevated emotion and practice or, alternately, place and practice, rarely has their dynamic relationship been considered together. In this article, I explore this interplay of emotion, place, and practice emergent in children\u27s sampling practices within a multiweek curriculum centered around their schoolyard soil ecosystem. Through a comparative case study analysis of two student pairs using video data, student interviews, and classroom artifacts, my analysis reveals how children\u27s emergent emotion was entangled in their relationships with the schoolyard and life within, shaping not only how they engaged in sampling practices but also what dimensions of the ecological system they attended to. I argue that emotion and place should be central to the design, teaching, and analysis of learning contexts, in turn centering the social and emplaced dimensions of science disciplinary practices for children and scientists alike. Implications for science teaching and learning are discussed, with particular consideration of field-based sciences