You are here:

Antidisciplinary learning and the TKF creativity spiral.
PROCEEDING

, Future University Hakodate, Department of Media Architecture, Japan

  • Full Text
  • Citation
  • Save to Collections
  • E-mail
  • Share
  • OpenURL

    • E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

    Abstract

    The Fukushima Dai’ichi nuclear power plant disaster of March 2011 revealed much about Japan’s lack of preparedness for nuclear accidents, and was therefore used as the context for adopting virtual reality as a Synthetic Learning Environment (SLE). Student developers engaged in a continuous iterative process to design, make, share and reflect upon their 3D virtual education space. In Japan this is termed TKF: Tsukutte つくって; Katatte かたって; Furikaeru ふりかえる. This paper briefly outlines the continuing research (detailed in Vallance et al., 2017 and Vallance, 2018) in appropriating virtual reality for real learning by adopting a design-based learning approach and an antidisciplinary perspective of education.

    Citation

    Vallance, M. (2018). Antidisciplinary learning and the TKF creativity spiral. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 612-616). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 24, 2019 from .

    © 2018 Association for the Advancement of Computing in Education (AACE)

    View References & Citations Map

    References

    1. Bachnik, J.M. (2003). Roadblocks on the information highway. Oxford, UK: Lexington Books.
    2. Ito, J. (2014). Antidisciplinary. MIT Media Lab Blog October 2, 2014. Retrieved February 9, 2017, from https://joi.ito.com/weblog/2014/10/02/antidisciplinar.html
    3. Marone, V. (2016). Playful Constructivism. Journal of Virtual Worlds Research, 9 (3).
    4. Resnick, M. (2017). Lifelong Kindergarten. Boston, USA: MIT Press.
    5. Vallance, M. And Goto, Y. (2015). Learning by TKF to promote computational participation in Japanese education. In Proceedings of 43rd International Conference on Engineering Pedagogy. 20-24 September 2015, Florence, Italy. Pp. 114-123.
    6. Vallance, M., Martin, S. And Naamani, C. (2015). A Situation that We Had Never Imagined: Post Fukushima Virtual Collaborations for Determining Robot Task Metrics, International Journal of Learning Technology, vol. 10, no. 1, pp. 30-49.
    7. Vallance, M. (2018). Create-and-Learn: Education 'in' a Synthetic Learning Environment. In Y. Qian (Ed.), Integrating Multi-User Virtual Environments in Modern Classrooms. IGI Global: Hershey, USA. Pp. 280-298.

    These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

    Presentation

    Slides w/Audio View

    Slides