Building Collaborative Creativity through an Iterative Approach [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (15th, Budapest, Hungary, Oct 21-23, 2018).

Autor/inn/en	Hodgson, Paula; Corolla, Kristof; Ho, Wai Yee Angel
Titel	Building Collaborative Creativity through an Iterative Approach [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (15th, Budapest, Hungary, Oct 21-23, 2018).
Quelle	(2018), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperative Learning; Creativity; Architectural Education; Reflection; Learning Processes; Teaching Methods; Educational Experience; Student Projects; School Buildings; Teamwork; Student Attitudes; College Students; Computer Software; Foreign Countries; Error Patterns; Student Role; Competition; Hong Kong + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Kreativität; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungserfahrung; Schulprojekt; School building; Schulgebäude; Schülerverhalten; Collegestudent; Ausland; Fehlertyp; Wettkampf; Hongkong
Abstract	Instilling a creative mind is the foundation to prepare future architecture students. University educators can adopt an iterative approach in which students go through cycles of learning. This paper reports student experiences on a three-cycle team project in an architecture course that was part of a master program. This consisted of the group development of a single design proposal to build a large prototype on the roof in the School of Architecture building. Students had to self-select which solution to go forward with, starting with four teams of two in the first cycle, then two teams of four in the second cycle, and one final team of eight in the third cycle. Students needed to reflect on their individual experience and role within the team in a reflective cycle research model that was intended to enable independent and collaborative learning from a given action-based experience. Individual reports were analysed, and the students commonly showed learning through making mistakes and experienced collective efforts by all team members in the process of collaborative creativity. [For the complete proceedings, see ED600498.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01