Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18033
Title: 
Designing learning contexts using student-generated ideas
Authors: 
Keywords: 
Student-Generated Ideas (SGIs)
Productive failure
Preparation for collaboration
Preparation for collaboration
Learning in makerspaces
Game-based learning
Seamless learning
Issue Date: 
Jun-2016
Citation: 
Lam, R., Wong, L. H., Gaydos, M., Huang, J. S., Manu Kapur … Sandoval, W. A. (2016). Designing learning contexts using student-generated ideas. In C. K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.). Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1 (pp. 1090-1097). Singapore: International Society of the Learning Sciences.
Abstract: 
This symposium proposes a genre of learning designs called Student-Generated Ideas
(SGIs), based on designing learning contexts that promote students as critical producers,
distributors, and consumers of knowledge. SGIs place students’ ideas at the center of learning
designs, considering the learning process as well as the learning goals/outcomes. By soliciting
and foregrounding students’ diversified ideas in the classroom and beyond, the learning
environment communicates to students that their ideas matter to others and that they have a
position of responsibility to their own and their peers’ learning processes. The notion of SGIs
is embodied in a repertoire of studies at the Learning Sciences Lab, National Institute of
Education, Singapore, that offer varied yet overlapping interpretations of how student ideas can
inform the design of learning contexts. In sharing the core design principles for SGIs
approaches, this work contributes important components to the learning sciences discipline and
changing educational practice.
URI: 
Appears in Collections:Conference Papers

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