Teacher Facilitation of Collaborative Creativity
Save to My Collections
Ferreira, D. (2012). Teacher Facilitation of Collaborative Creativity. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 3608-3613). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/40157.
This work introduces a pedagogical dialogic framework that nourishes creativity during collaborative problem solving. The framework embraces dialogic processes that allow students´ voices to enter in and inter-animate each other in a way which new possibilities emerge. Teachers are aware with a bigger range of possibilities in a discussion and are able to create collaborative activities that foster students to go deeper into an argument to explore its assumptions and implications. As a case study, a contextualized dialogic framework to boost creativity in introductory programming courses was formulated and afterwards applied by a teacher of an introductory computer science course. The results have shown improvements in students´ programming skills.
- Instructional Design Considerations for Science E-Learning
- Toward a Taxonomy of Distributed Learning Delivery Modes
- The International Handbook Summit Call to Action for Learning with Technology in the 21st Century
- SITE's Digital Fabrication Initative
- Usable But Not Entertaining e-Learning Material
- Implementing Embedded Assessment to Provide Feedback to Student and Instructor.
- The “Corporate University” as Technological and Scientific Support of the Virtual Education in Latin America
- How Virtual Learning Environments Function to Simulate IEP Team Meetings in a Distance Teacher Education Program
- Keeping the Human Element at the Center College-Level Writing Online: Methods and Materials
- Developing the NIDA International Program Methadone Research Web Guide and Tutorial
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.