Fostering Creativity through Inquiry and Adventure in Informal Learning Environment Design PROCEEDINGS
Aaron Doering, Jeni Henrickson, University of Minnesota, United States
Global Learn, in Berlin, Germany Publisher: Association for the Advancement of Computing in Education (AACE)
Self-directed, inquiry-based learning opportunities focused on real-world problem solving have been shown to foster creativity in learners. This study examines an online informal learning environment and the role the learning environment design and teacher pedagogy and practice played in influencing creativity in the classroom. Data were gathered via interviews, direct observation, and focus groups as 95 high school students guided by 1 teacher worked in small groups to collaboratively design and present geography research using the WeExplore adventure learning environment. Findings indicate that teacher and student creativity were impacted by the unique learning environment design, the opportunity to define self-identified driving questions, the process of collaborative group work, and the opportunity to combine more traditional research approaches with more creative arts-influenced ones.
Doering, A. & Henrickson, J. (2015). Fostering Creativity through Inquiry and Adventure in Informal Learning Environment Design. In Proceedings of Global Learn Berlin 2015: Global Conference on Learning and Technology (pp. 443-451). Berlin, Germany: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2017 from https://www.learntechlib.org/p/150891/.
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