A situated cognition approach to creativity
26 October 2011
What is the thread that flows through research into a situated cognition approach to creativity and the use of complex systems to teach climate change? This is firstly a theoretical exploration of concept formation and use within a design context, based on empirical research from a number of fields and explored using computational models built with neural networks. The work presented in this seminar involved a study of Year 9 students, and examined the use of various strategies to incorporate complex systems and computer visualisation to teach scientific knowledge about climate change. Some preliminary results will be presented. The current work will also be explored through the framework created during the researcher's doctoral studies to make some predictions about the learning sciences and to show the thread that flows through this work.
Dr Nick Kelly is a researcher in the Centre for Research on Computer-Supported Learning and Cognition (CoCo) at the University's Faculty of Education and Social Work as well as a lecturer in the Design Lab at the Faculty of Architecture. He is researching ways of using computer visualisations to teach high-school students the complexities of climate change. Nick recently completed his doctoral thesis in the Design Lab, which examined the way designers interpret their own work during creative activity, and the role of situated, cognitive expectations. He is a research associate with Professor Michael Jacobson; lectures in social media; and hopes to combine his activities in education research, design research and teaching through the paradigm of alternate reality gaming.
Time: 11am - join us from 10.45am for coffee and nibbles
Location: Room 230, Education Building