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: Lam, Rachel Jane
Wong, Lung Hsiang
Gaydos, Matthew
Huang, Jun-Song
Seah, Lay Hoon
Tan, Michael
Manu Kapur
Bielaczyc, Katerine
Sandoval, William
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: http://hdl.handle.net/10497/18033
Appears in Collections:Conference Papers

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