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Antidisciplinary learning and the TKF creativity spiral.
PROCEEDING

, Future University Hakodate, Department of Media Architecture, Japan

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

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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 November 28, 2020 from .

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

References

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