Authentic contexts reflect the way that the knowledge will be used by students in their real life and learning activities in authentic contexts reflect the kind of activities that people do in the real world. Therefore, authentic contexts are very meaningful and relevant to students during their learning process. In this study, we will focus on learning in authentic contexts using advanced technology to facilitate students to develop high-level cognition like creativity with scalability and sustainability. Clarke, Dede, Ketelhut, and Nelson defined scalability as an ability to learning programs and design to be adapted in a wide variety of contexts and they used the term sustainability to refer to an ability to learn programs to remain in use. Creativity is, for Bryant, the use of knowledge, imagination, and judgment by students to solve problems in an innovative, high quality, and appropriate manner. Therefore, how to consider the above three abilities in learning design becomes very critical to get a success in education. This is because learning in authentic context with help of advanced technologies can realize the above three abilities and complement traditional learning in class/at school. This proposed study will implement creative learning in authentic contexts with sustainability and scalability. The first year, students will apply geometry and physics knowledge using ubiquitous tools through exploring and measuring authentic objects surrounding the school and continue to apply their knowledge in daily life after school time. So they have many own experiences to compare and analyze the advantage/disadvantage and hopefully they will reach high level cognition like creativity. The second year, students will use peer assessment and competition supported by maps to find and explore more authentic objects related to learning topics in more places, thereby increasing the quantity and quality of learning records. Furthermore, we will not only study their intention to continue using the system but also their desire to promote the system to their connections. Hopefully, more and more users like to use the system. The third year, students will explore authentic contexts by regular exercise in/out school and daily life. Hopefully students will become healthier, feel satisfied, and happy, thereby increasing their motivation to continue using ubiquitous tools anytime anywhere and sustain their learning.We expect that experimental students will use ubiquitous tools in authentic contexts to achieve high-level cognition like creativity. In addition, through a competitive/ collaborative learning activities supported and stimulated by maps, experimental students will perform significantly better in term of the quality and quantity of learning achievement and have more learning records and learning contexts (scalability). Furthermore, hopefully through exploring authentic contexts by regular exercise students feel satisfied, happy, and healthy which lead to sustain their learning motivation and interests.
|Effective start/end date||1/08/20 → 31/03/22|
UN Sustainable Development Goals
In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This project contributes towards the following SDG(s):
- Creative Learning
- Authentic contextual learning with advanced technology
- Cognitive diffusion model
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